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Advice on Qualification Equivalencies 2018-2019 University of Cambridge – Graduate Admissions Office
Advice on Qualification Equivalencies 2018-2019 University of Cambridge – Graduate Admissions Office This document is advisory only and is designed to give Departments a guide for the minimum entry requirements for each country. It is worth noting that there can be great variation in the education systems between countries, and Departments should, as always, consider each application on the strength of the references and other supporting materials in addition to the academic qualification. The document has been compiled from a variety of sources including: UK NARIC (National Academic Recognition Information Centre for the United Kingdom) www.naric.org.uk; The International Office; and views from individuals in several Faculties. Please note that this table lists the University’s minimum requirements. Departments and Degree Committees differ in how they regard qualifications, and may therefore require a higher grade or qualification than that specified below. An academic case will be considered with relevant supporting information for applicants who do not meet these guidelines. Comments and views from colleagues on this document are very welcome. Please contact Clare Impey at the Graduate Admissions Office if you wish to comment on or add to any advice – [email protected] . When requesting more information about a specific case, it is helpful if you can send copies of the applicant’s academic transcripts where possible. ****NOTE: Where multiple grading schemes are listed on one transcript, whichever requirement is the highest should be applied. A B C D E F G H I J K L M N O P Q R S T U V W X Y Z COUNTRY QUALIFICATION REQUIRED 2:1 EQUIVALENT FIRST EQUIVALENT COMMENTS Afganistan Master’s 85% Last updated 21/09/2017 COUNTRY QUALIFICATION REQUIRED 2:1 EQUIVALENT FIRST EQUIVALENT COMMENTS Albania Kandidat I Shkencave (Candidate of Sciences), the 8/10 9/10 Note: University Diploma (post Master I nivelit te pare (First Level Master’s 2007) = Dip HE, not sufficient. -
REPORT – 10Th February 2021 REMOTE LEARNING for SUSTAINABLE EQUITY & ACCESS in HIGHER EDUCATION
ONLINE VIDEO MEETING REPORT – 10th February 2021 REMOTE LEARNING FOR SUSTAINABLE EQUITY & ACCESS IN HIGHER EDUCATION GOLA! #LEARNINGMUSTNEVERSTOP GOLA Report Contents Section 1. Format & Participants 1.1 Introduction 04 1.2 Executive Summary & Key Findings of the Meeting 04 1.3 Format of Video Conference & this Report 06 1.4 Participants 07 Section 2. Discussion 2.1 Opening Statements 11 2.2 Lessons, Challenges and Responses to Covid 13 2.3 Connectivity and the ICT Infrastructure 16 2.4 Online & Blended Learning, Systems and Pedagogy 17 2.5 Assessment Concerns, Collaboration and Policy 20 2.6 Closing Q & A with Sir Steve Smith 23 Section 3. Appendices 3.1 Appendix A: Prof Yakubu Ochefu Presentation 27 3.2 Appendix B: Prof Cheryl Foxcroft Presentation 38 3.3 Appendix B: Kortext Presentation 49 02 Glo v FORMAT & PARTICIPANTS SECTION Format & 1. Participants 1.1 Introduction The purpose of this private video meeting for university vice chancellors and senior leadership officers from Africa, organised in partnership with Kortext, was to discuss the best approaches to enabling remote learning for students in higher education. Participants were encouraged to discuss the actions and policies of their universities, and to make recommendations where appropriate. whilst improving the digital skills development of teachers? In response to the Covid pandemic, many officials Is there now an opportunity for universities to have spoken of the challenges of remote learning in collaborate as purchasing consortia to gain better Africa, with need for a far more robust infrastructure value from the edtech and content providers? and more competitive pricing for the usage of data. -
Managing Change at Universities. Volume
Frank Schröder (Hg.) Schröder Frank Managing Change at Universities Volume III edited by Bassey Edem Antia, Peter Mayer, Marc Wilde 4 Higher Education in Africa and Southeast Asia Managing Change at Universities Volume III edited by Bassey Edem Antia, Peter Mayer, Marc Wilde Managing Change at Universities Volume III edited by Bassey Edem Antia, Peter Mayer, Marc Wilde SUPPORTED BY Osnabrück University of Applied Sciences, 2019 Terms of use: Postfach 1940, 49009 Osnabrück This document is made available under a CC BY Licence (Attribution). For more Information see: www.hs-osnabrueck.de https://creativecommons.org/licenses/by/4.0 www.international-deans-course.org [email protected] Concept: wbv Media GmbH & Co. KG, Bielefeld wbv.de Printed in Germany Cover: istockphoto/Pavel_R Order number: 6004703 ISBN: 978-3-7639-6033-0 (Print) DOI: 10.3278/6004703w Inhalt Preface ............................................................. 7 Marc Wilde and Tobias Wolf Innovative, Dynamic and Cooperative – 10 years of the International Deans’ Course Africa/Southeast Asia .......................................... 9 Bassey E. Antia The International Deans’ Course (Africa): Responding to the Challenges and Opportunities of Expansion in the African University Landscape ............. 17 Bello Mukhtar Developing a Research Management Strategy for the Faculty of Engineering, Ahmadu Bello University, Zaria, Nigeria ................................. 31 Johnny Ogunji Developing Sustainable Research Structure and Culture in Alex Ekwueme Federal University, Ndufu Alike Ebonyi State Nigeria ....................... 47 Joseph Sungau A Strategy to Promote Research and Consultancy Assignments in the Faculty .. 59 Enitome Bafor Introduction of an annual research day program in the Faculty of Pharmacy, University of Benin, Nigeria ........................................... 79 Gratien G. Atindogbe Research management in Cameroon Higher Education: Data sharing and reuse as an asset to quality assurance ................................... -
RETHINKING AFRICAN PARTNERSHIPS for GLOBAL SOLUTIONS © Michigan State University RETHINKING AFRICAN PARTNERSHIPS for GLOBAL SOLUTIONS
RETHINKING AFRICAN PARTNERSHIPS for GLOBAL SOLUTIONS © Michigan State University RETHINKING AFRICAN PARTNERSHIPS for GLOBAL SOLUTIONS EDITORS AND CONTRIBUTORS AMY JAMISON RICHARD MKANDAWIRE Coordinator, Alliance for African Partnership Director, Alliance for African Partnership Secretariat Michigan State University Michigan State University THOMAS JAYNE JAMIE MONSON Co-Director, Alliance for African Partnership; Co-Director, Alliance for African Partnership; University Foundation Professor of Agriculture Director, African Studies Center and Food Resource Economics Michigan State University Michigan State University ISAAC MINDE Coordinator, Alliance for African Partnership Michigan State University CONTRIBUTORS THELMA AWORI ADIPALA EKWAMU Chair Emeritus, Founding Chair and President Executive Secretary Sustainable Market Women’s Fund Regional Universities Forum for Capacity Building in Agriculture (RUFORUM) SOSTEN CHIOTHA Regional Director PENINA MLAMA Leadership for Environment and Development (LEAD) Professor, Creative Arts Department and Mwalimu Nyerere Southern and Eastern Africa Professorial Chair in Pan-African Studies University of Dar es Salaam CHINWE EFFIONG Assistant Dean, The MasterCard Foundation Scholars MOSES OSIRU Program and Youth Empowerment Programs Deputy Executive Director Michigan State University Regional Universities Forum for Capacity Building in Agriculture (RUFORUM) DAVE EKEPU Intern DAVID WILEY Regional Universities Forum for Capacity Building Professor Emeritus, Department of Sociology in Agriculture (RUFORUM) Director Emeritus, African Studies Center Michigan State University Rethinking African Partnerships for Global Solutions 1 ACKNOWLEDGEMENTS This edited volume is published by Michigan State University’s Alliance for African Partnership, and is the product of numerous discussions in 2016 and 2017 with colleagues in African universities, research institutes, governments, private sector organizations and civil society, as well as with strategic development partners and MSU’s Africanist faculty. -
Sasakawa Africa Fund for Extension Education (Safe)
THE SASAKAWA AFRICA FUND FOR EXTENSION EDUCATION (SAFE) by Deola Naibakelao, Managing Director, SAFE , KJ MEAS HRD Case Study Series, # 1, January 2013 Background SAFE Mission To promote more effective, demand-driven agricultural and Of sub-Saharan Africa’s estimated 150,000 extension officers rural development advisory services through appropriate in the early 1990s, perhaps only one in six had completed a training of mid-career advisory staff members and by bachelor’s or higher degree. About 70 percent held a strengthening agricultural education institutions in sub- certificate issued by an agricultural college of the Ministry of Saharan Africa to develop and sustain responsive formal Agriculture; another 15 percent tended to hold a higher continuing education programs. diploma degree in agriculture, usually issued by a university. SAFE is a product of two development imperatives: Thus about 85 percent of the extension workers of the era To bring African agricultural universities and colleges tended to begin their careers with a weak grasp of more fully into the agricultural and rural development agricultural science and limited skills in extension process through the creation of new, innovative communication. Other problems also hindered the continuing education programs. motivation of agricultural extension officers. For example, To expand and strengthen the knowledge and skills of even if they achieved success at the field level through their frontline agricultural and rural development advisory firsthand experience with farmers and farming, they were service providers to improve their capacity to more seldom able to rise to supervisory positions because they effectively serve the needs of smallholder farm families. lacked the minimum of a bachelor’s degree, which could push them into the “professional” rank. -
Csa2020e-3130
Reference Acronym Title Organisation Country CSA2020E-3113 FETP-CV Master in Field Epidemiology Training Universidade Nova de Lisboa (NOVA) Portugal for Portuguese-speaking West African Universidade de Cabo Verde Cape Verde Countries Syddansk Universitet Denmark Bandim Health Project Guinea-Bissau National Institute of Health (NIH) Mozambique Universidade Eduardo Mondlane Mozambique Instituto Nacional de Saúde Pública, Cabo Verde Cape Verde Universidade Agostinho Neto Angola Fundacao Manhica Mozambique Instituto de Higiene e Medicina Tropical (IHMT) Portugal Ministry of Health - Cabo Verde Cape Verde National Institute of Public Health, Angola Angola CSA2020E-3126 IDEA Consortium for Development of Busitema University Uganda Fellowship Sustainable Research Based Fellowship Ministry of Health - Uganda Uganda Training on Infectious Disease Makerere University College of Health Sciences (MakCHS) Uganda Epidemiology and Biostatistics in Africa Uganda National Council for Science and Technology (UNCST) Uganda Uganda Virus Research Institute (UVRI) The Open University Uganda Mbale Clinical Research Institute United Kingdom Uganda CSA2020E-3130 ARISE, Training of Epidemiologists in Disease University of Ghana Ghana COVID-19, Outbreaks and Epidemic Response in Norwegian Institute of Public Health Norway FETP, sub-Saharan Africa REDISSE, TEDOER- SSA CSA2020E-3131 TEBWA Training Epidemiologists and Université d'Abomey-Calavi Benin Biostatisticians for enhanced response London School of Hygiene and Tropical Medicine United Kingdom to disease outbreak -
Building Agricultural Education and Training Capacity in Post-Conflict Countries: Case Studies from South Sudan and Sub-Saharan Africa”
Innovation for Agricultural Training and Education “Building agricultural education and training capacity in post-conflict countries: case studies from South Sudan and Sub-Saharan Africa” August 20 and 21, 2013 Kampala, Uganda Compiled by: A. L. (Tom) Hammett USAID/BFS/ARP-Funded Project Award Number: AID-OAA-L-12-00002 1 Contents Workshop summary Synthesis of working groups discussion – Day One Synthesis of working groups discussion – Day Two Summary of research priorities for AET capacity building in post-conflict environment Recommendations Appendices 2 Background The workshop was originally scheduled as a side meeting during the Post-conflict Conference to be held at the University of Juba in South Sudan in early August. Due to the uncertainty after some sudden political changes during the first week of August, the venue was moved to Nairobi, Kenya. The international airport there caught fire causing massive disruption of air traffic and uncertainty of when the airport might be re-opened and return to normal service. So it was decided to move the workshop one more time – to Kampala, Uganda – starting a week later. All but two of the 20 planned participants in the original group were able to attend the newest (third) venue. These two were replaced by local participants working in Uganda. 3 Synthesis of Working Group Discussion – Day One (20 August 2013) On the first day of the workshop, we focused primarily on examining case studies to summarize approaches and identify good practices taken to rebuild agricultural higher education capacity in several post-conflict countries in Africa (workshop objective number one). In addition, we also wished to document dialogue on our discussion of approaches to agricultural capacity building in African post-conflict countries (workshop objective number two). -
LIS Guidelines
Africa Accreditors Ways of Ways of Ways to review performance LIS Schools looking at looking at performance outcomes 1 Botswana No reply University of Botswana 2 Egypt No reply Cairo University, Department of libraries and archival studies 3 Marocco No accreditation [email protected] 4 Kenia No reply Kenya School of Professional Studies Moi University 5 Namibia No reply University of Namibia 6 Nigeria No reply Bayero University, Kano University of Ibadan 7 Rwanda No reply - National University of Rwanda, Department of Computer Sciences 8 South Africa Government Resources, Student The quality assurance guidelines are based University of Zululand Agency (South evaluation of on SAQA Department of Education [email protected] African Data on the learning policies and followed by University Qualification students, experience approved quality assurance guidelines. The University of Western Cape Authority(SAQA) QA procedure is taken annually by Design and Assessment of external assessor and occasionally by University content of the student SAQA . program learning It is the University policy that departments External Assessors outcomes invite external assessor at least once in through exams every three years. Guidelines for external and/or assessors is provided with the policy and employers include items highlighted in this evaluations questionnaire. The government(Department of Education does solicit information on programmes offered at the University occasionally( eg within three years). Such information is used to determine the viability and suitability of qualifications. There are no policies or guidelines targeting LIS sector only. Site visit takes place and a self-evaluation report is delivered to the evaluation body. No public report is done as follow up. -
Preservice Laboratory Education Strengthening Enhances
Fonjungo et al. Human Resources for Health 2013, 11:56 http://www.human-resources-health.com/content/11/1/56 RESEARCH Open Access Preservice laboratory education strengthening enhances sustainable laboratory workforce in Ethiopia Peter N Fonjungo1,8*, Yenew Kebede1, Wendy Arneson2, Derese Tefera1, Kedir Yimer1, Samuel Kinde3, Meseret Alem4, Waqtola Cheneke5, Habtamu Mitiku6, Endale Tadesse7, Aster Tsegaye3 and Thomas Kenyon1 Abstract Background: There is a severe healthcare workforce shortage in sub Saharan Africa, which threatens achieving the Millennium Development Goals and attaining an AIDS-free generation. The strength of a healthcare system depends on the skills, competencies, values and availability of its workforce. A well-trained and competent laboratory technologist ensures accurate and reliable results for use in prevention, diagnosis, care and treatment of diseases. Methods: An assessment of existing preservice education of five medical laboratory schools, followed by remedial intervention and monitoring was conducted. The remedial interventions included 1) standardizing curriculum and implementation; 2) training faculty staff on pedagogical methods and quality management systems; 3) providing teaching materials; and 4) procuring equipment for teaching laboratories to provide practical skills to complement didactic education. Results: A total of 2,230 undergraduate students from the five universities benefitted from the standardized curriculum. University of Gondar accounted for 252 of 2,230 (11.3%) of the students, Addis Ababa University for 663 (29.7%), Jimma University for 649 (29.1%), Haramaya University for 429 (19.2%) and Hawassa University for 237 (10.6%) of the students. Together the universities graduated 388 and 312 laboratory technologists in 2010/2011 and 2011/2012 academic year, respectively. -
Human and Institutional Capacity Development Gap Analysis in Ethiopia: Summary Report and Recommendations
Feed the Future Innovation Lab for Livestock Systems Human and Institutional Capacity Development Gap Analysis in Ethiopia: Summary Report and Recommendations Report Prepared by Rebecca J. Williams and Sandra L. Russo March 2019 Recommended Citation Williams, R. J. and Russo, S. L. 2019. Human and institutional capacity development gap analysis in Ethiopia: Summary report and recommendations. Gainesville, FL, USA: Feed the Future Innovation Lab for Livestock Systems. This report was prepared by Drs. Rebecca J. Williams and Sandra L. Russo for the Feed the Future Innovation Lab for Livestock Systems and for Haramaya University, Gondar University, and Hawassa University. Essential Bibliographic Information Leader with Associates Cooperative Agreement Award No. AID-OAA-L-15-00003 Sponsored by the USAID Bureau for Food Security Sustainably intensifying smallholder livestock systems to improve human nutrition, health, and incomes Disclaimer This report is made possible by the generous support of the American people through the United States Agency for International Development (USAID) and its Feed the Future Innovation Lab for Livestock Systems managed by the University of Florida and the International Livestock Research Institute. The contents are the responsibility of the University of Florida and do not necessarily reflect the views of USAID or the United States Government. 2 Abbreviations AET Agricultural Education and Training AOI Area of Inquiry ASF Animal Source Food CCT Cross-cutting Theme CDAIS Capacity Development for Agricultural -
Food and Nutritional Security WG
Impact of COVID-19 on Africa’s Food and Nutritional Security “Actions and Intervention” ASRIC Working Group on Food and Nutrition ii This report was developed by the members of the six different taskforces / work packages within the ASRIC Working Group on Food and Nutrition. Below is the membership of the taskforces TASKFORCE 1 “WORK PACKAGE 1”: Food and nutrition security in light of Covid- 19 pandemic and Beyond “Situational analysis on the food and nutritional security in Africa”. Abdullahi Balarabe Sallau (Ahmadu Bello University Zaria); Abdulrazak Ibrahim (FARA) ; Alice Mutiti Mweetwa (RUFORUM) ; Anthony Egeru (RUFORUM); Chewe Nkonde (University of Zambia); Luiza Munyua (IAPSC) ; Nkechi Eneobong (Nigerian Academy of Science); Oyebiodun Grace Longe (University of Ibadan); and Paul Mwambu (NPPO Uganda) NA TASKFORCE 2 “WORK PACKAGE 2”: Identification and review of guidelines for in- country and trans-boundary movements of food and Agro-products. Brenda Kisingiri (NPPO, Uganda); Isaac Nyateng (NPPO, Kenya); Faith Ndunge (NPPO, Kenya); Luiza Munyua (AU-IAPSC) ; and Abdel Fatah Amer (Cairo University, Egypt) NA TASKFORCE 3 “WORK PACKAGE 3”: Mitigating the Impact of COVID-19 Pandemic on Components of Africa’s food Systems “Examining the consequences of Covid-19 Africa’s Food systems”. Abdel Fatah (Cairo University), Egypt; Abdulrazak Ibrahim (FARA); Alice Mutiti Mweetwa (RUFORUM); Anthony Egeru (RUFORUM); Luiza Munyua (AU-IAPSC); Olusegun Adedayo Yerokun (Zambia); Oyebiodun Grace Longe (University of Ibadan, Nigeria). TASK FORCE 4 “WORK PACKAGE 4”: Promotion and Domestication of Agribusiness and Product Development Opportunities in the realm of STI. Munoko K.M. Nguru (FARA) ; Jane Ambuko (University of Nairobi, Kenya); Moses Nyangito (University of Nairobi, Kenya); Abdulrazak Ibrahim (FARA); Nicholas Ozor (ATPS); George Ooko Abong' (University of Nairobi, Kenya); Willis Owino (Jomo Kenyatta University of Agric. -
Prevalence of Ovine Fasiolosis in Jimma and Selected Rural Kebeles Near Jimma, Southwest Ethiopia
ary Scien in ce r te & e T V e f c h o n n l Journal of VVeterinaryeterinary Science & Ibrahim et al., J Vet Sci Technol 2017, 8:1 o o a a l l n n o o r r g g DOI: 10.4172/2157-7579.1000424 u u y y o o J J ISSN: 2157-7579 TTechnologyechnology Research Article Open Access Prevalence of Ovine Fasiolosis in Jimma and Selected Rural Kebeles Near Jimma, Southwest Ethiopia Awol Ibrahim1, Dagmar Nölkes2, Elias Gezahegn3* and Mekuriya Taye4 1Dawe Kechen District Pastoral Area Development Office, Ethiopia 2College of Veterinary Medicine, Haramaya University, Dire Dawa, Ethiopia 3Bale Zone Pastoral Area Development Office, Ethiopia 4Mede Welabu District Pastoral Area Development Office, Ethiopia Abstract A cross-sectional study was conducted to determine the prevalence of ovine Fasciolosis in Jimma and nine selected rural kebeles near Jimma from November 2011 to April 2012 by coprological examination. A total of 384 samples were collected from different kebeles near Jimma. Out of the total sampled 164 (42.71%) were positive for Fasciolosis. According to coprological examination, variation in prevalence among the localities was not statistically significant (p>0.05). The result also revealed no statistically significant difference between sexes and ages (p>0.05). Infection rate in poor body condition animals (74.80%) was significantly higher (p<0.05) than good body condition animals (12.20%) and this indicates that the importance of Fasciolosis in causing weight loss and weakness, a characteristic of sign of chronic Fasciolosis. Results obtained in this area were discussed in comparisons with the finding of other research works.