EDUCATION PARTNERSHIPS IN AFRICA

Transcription

1 EDUCATION PARTNERSHIPS IN AFRICA EPA COMPLETION REPORT (Annex 3) The lead English partner should complete an electronic copy of this narrative report, along with an updated project activity and financial plan for the remainder of the project no later than one month after project end to Project title English lead partner English project manager Lead African partner African Project Manager EPA1.16: Auditing the undergraduate curriculum for employability a method and its application to the Degree in Tourism Management, Gondar University, Ethiopia University of Leicester Mark Goodwin University of Gondar Gojjam Ademe Project start date April Outputs & Outcomes 1.1 Referring to those detailed in your Activity Framework (Annex 2) please use this space to detail further the achievement of project activities. The Student Intentions and Student Destinations (+ 6 months) surveys have been completed and analysed to examine the transition process, identify where graduates find employment, and examine their career expectations and requirements. At the same time, the BA in Tourism Management has been audited by students, staff and employers to investigate perceptions of the importance of aspects of employability/transition and to identify the extent to which the needs of students and employers are met by the existing provision. The survey results were analysed at a Workshop at the University of Leicester (UoL). This analysis was then discussed at a Workshop at the University of Gondar (UoG), which was attended by students, staff from a number of HEIs, employers and representatives of the Ministry of Culture and Tourism (MoCT). At the Leicester and Gondar Workshops a number of changes to the content and delivery of the curriculum were identified, together with systems to improve employability/transition, and these are currently being implemented. Among other things, the project: produced an analysis of graduate destinations and the transition process produced a destinations methodology including online questionnaires to support continued monitoring established links with employers based on a documented willingness to engage in curriculum development and delivery (including visits to the UoG and the collaborative development of a structured work placement programme). engaged students, staff and employers in discussions about the development of the content and delivery of the BA in Tourism Management at Gondar identified specific changes to the curriculum and its delivery to promote employability, including a demand for postgraduate training to be met by the development of an MA in Tourism Management for the coming academic year (September 2010) identified specific systems and resources to support employability/transition adapted from UoL models engaged students, staff, employers and the MoCT in the development of wider links between the HE and tourism sectors, and led to the development of new bodies to sustain this work (see Section 1.3).

2 The project has also: established a number of systems and understandings to support future collaborative work between the UoL and the UoG. 1.2 Referring to your Project Overview (Annex 1), are outputs still on target to successfully achieve planned outcomes (both immediate and longer term)? The project is still on course to complete all the planned outcomes, along with a number of unexpected outcomes that have been developed to ensure the long-term sustainability of the project (see Section 1.3). Outputs 1 A graduate destination survey for the Gondar BA in Tourism Management Completed results presented at the Gondar Workshop on 17 April An employability survey of students, staff, recent graduates and employers Completed results presented at the Gondar Workshop on 17 April A report analysing the student/employer experience of the transition process Completed summary report presented at the Gondar Workshop on 17 April The development of the BA in Tourism Management to promote employability In progress following the Gondar Workshop (details elsewhere in this report). 5 The development of systems to support transition. In progress following the Gondar Workshop and the UoG s agreement to establish a Careers Advice Unit. There are also plans to establish a national Employability Centre coordinated from the UoG to develop and disseminate re-usable online resources based on models developed by the Student Support and Development Service at the UoL. Gojjam Ademe will liaise with Martin Pennington of SSDS to discuss adapting selected resources. 6 A transferrable employability audit methodology: documentation and processes Completed. The methodology currently forms part of a project to audit bioscience courses at the UoL funded by the UK Centre for Bioscience. The methodology including documentation and processes will also be made available online (in progress). 7 Workshops, seminars and presentations in Ethiopia and the UK. Completed see Appendix 1 and Appendix 2. 8 A project report: published and disseminated. A paper is in preparation for submission in the first instance to Journal of Studies in International Education. Outcomes 1 With specific regard to the BA in Tourism Management at Gondar University: an increased awareness of the employability and transition needs of students, graduates and stakeholders in the tourism sector an identification of the factors linked to employability and essential transition skills a curriculum designed to meet these needs, alongside extra curricular provision and support (for example, help with transition skills) In progress. The project itself and the discussions at the Gondar Workshop has increased awareness of the needs of graduates and other stakeholders, and has provided evidence to support the identification of a number of specific interventions, including a revised curriculum and postgraduate provision, to improve employability and transition (details elsewhere). 2 A methodology applicable to other vocational UG courses in Ethiopian HEIs Completed. There are plans to use the methodology to audit other programmes at the University of Gondar. There were also expressions of interest from representative of other Ethiopian HEIs at the Gondar Workshop, and we are exploring opportunities for future collaborative work with St Mary s University College and Hawassa University. 3 Capacity building in UoG in: educational research curriculum design and quality assurance employability improved links between Gondar University, employers, students and alumni destination tracking and analysis. The project itself process, results and implementation represents capacity building in all of these areas.

3 The project process engaged staff, students and employers in a collaborative discussion about employability, transition and entrepreneurship. The results of the project are being translated into aspects of curriculum design and quality assurance, as well as systems to provide support with transition, and it is hoped that the new Association of Tourism Professionals, the national Employability Centre and the UoG Careers Advice Unit will represent sustainable ways of maintaining and developing these aspects of the project. There are resource issues with continued destination tracking and analysis, however, because of the difficulty of maintaining contact with students after they leave university. The Association of Tourism Professionals may help here. In addition, one novel aspect of this project was the use of online questionnaires in an Ethiopian context, and it is possible that these might represent a sustainable way of monitoring student destinations as access becomes more widespread. (This is especially true in the tourism sector, and almost one-third of the employers completing the Employability Employers questionnaire completed the online version.) 1.3 Were there any unanticipated outcomes beyond those initially planned? There have been a number of unintended consequences that have clear links to the sustainability and development of the project aims and outcomes. 1 The establishment of an Association of Tourism Professionals At the Gondar Workshop it was suggested that the establishment of an Association of Tourism Professionals would provide sustainability for the project and develop the links established by the project between higher education, employers and the Ministry of Culture and Tourism. At the end of the Gondar Workshop, Sisay Teklu, a representative of the MoCT, agreed to organise and host the first meeting of the Association in Addis Ababa. 2 Agreement to establish a national Employability Centre At the Gondar Workshop it was suggested that HEIs should collaborate to develop and share employability resources (for example, generic advice on developing CVs and interview skills). The initial partners in this work would be the HEIs that attended the Workshop, and the Association would be co-ordinated by the UoG. This will build on the links established with other HEIs in Ethiopia as part of the project. A representative of the University of Gondar supported the proposal, and plans were agreed for the first resources to be adapted from existing online materials developed at the University of Leicester. 3 Agreement to establish a Careers Advice Unit at UoG The University of Gondar has also agreed to establish a Careers Advice Unit to support Gondar students with all aspects of the transition from study to work. This Unit will work closely with the national Employability Centre. 4 The use of the methodology as the basis for a project with UoL students funded by the UK Centre for Bioscience The methodology currently forms part of a project to audit bioscience courses at the UoL funded by the UK Centre for Bioscience. This represents a good example of collaborative research of this sort providing benefits for both partners, and systems developed for use at the UoG being used at the UoL. 5 Development of the Leicester Gondar Link, including systems to support future collaborative research The EPA project represented the first collaborative research involving the two universities, and involved the establishment and development of systems to facilitate future projects of this sort (including systems to transfer and monitor project funds). Some of the project funds were used to support a Gondar Leicester Link Administrator in Ethiopia, Solomon Assefa, and his role along with the project visits has been crucial to the success of other projects, including the Leicester Gondar PhD programme and the collaborative development of an MSc in Advanced in Clinical and Laboratory Practice. The project has also led to discussions about developing a Postgraduate Certificate in Academic Practice for the UoG and establishing student links through collaborative work involving the two student unions.

4 2. Institutional Capacity 2.1 For the following please describe the projects progress at the African partner institution(s) and the impact each has had on the both the participating department(s) and the institution more widely. Institutional strategies and/systems The University of Gondar has agreed at an institutional level to develop transition support systems to help students in their move from study to work (including the establishment of a UoG Careers Advice Unit). The project process has involved staff and students in a continuing discussion about aspects of employability, and has allowed students an increased say in developing the curriculum and designing appropriate transition systems. The project process has also established links between the Department of Tourism Management and a number of employers. The Employability Employers questionnaire provided the DoTM with links with a number of employers who have expressed their willingness to become involved in the delivery of the course and transition support: for example, curriculum design, practical placements and visits to the university. These links were reinforced by their attendance at the Gondar Workshop and their role in the formation of the Association of Tourism Professionals. Other departments in the University of Gondar have expressed an interest in similar audits of their programmes in terms of student destination and graduate employability. Staff development The Ethiopian project lead Gojjam Ademe has been able to use the project and the Gondar Workshop to develop a number of contacts in Ethiopia, including links with employers, the Ministry of Culture and Tourism, and academics at other HEIs involved in similar research: for example, Dr Girma Mitiku at St Mary s University College and Dr Seyoum Hameso at Hawassa University. One outcome from these links is the proposal for a national Employability Centre. As part of the project, he has also established a number of contacts at the UoL and other UK HEIs, and has been able to attend the Hospitality, Leisure, Sport and Tourism Network s Graduate Employability conference and the Going Global 4 conference in London. New or revised teaching programmes (including curriculum development) The Department of Tourism Management at the University of Gondar is in the process of modifying the content and delivery of the curriculum based on the results of the research and feedback at the Gondar Workshop (from students, staff and employers). It is also developing an MA in Tourism Management programme on the basis of the evidence for a demand for postgraduate training and development. 2.2 How has the English partner institution(s) benefited through capacity building or in other ways through the project? The English partner the UoL has benefited in a number of ways. 1 The use of the methodology to audit bioscience courses The UK project lead Mark Goodwin has been offered a small grant by the UK Centre for Bioscience, which is funded by the UK Higher Education Academy, to use the methodology developed as part of the EPA project with bioscience students at the University of Leicester. The timetable for the project is being negotiated, but it represents a clear example of the twoway flow of ideas and experience. The title of the project is: Engaging students, staff and employers in a collaborative attempt to develop the employability of biosciences graduates. 2 Experience of the links between HE and employability in other contexts 3 Developing systems to support future collaborative research links with the UoG

5 3. Employability & Entrepreneurship With reference to employers, social enterprises or other non-he/fe organisations directly engaged with the project or indirectly engaged through association. 3.1 Which organisations were actually involved and what was the nature of their involvement? I am waiting for a list of the participants at the Gondar Workshop, but they included: Government Ministry of Culture and Tourism National Tour Operator (NTO) Private travel Agents and Tour Operators Village Ethiopia Travel and Tours plc Travel Ethiopia Travel and Tours plc Pelican Travel and Tours plc Kibran Travel and Tours plc Gize Travel and Tours plc Jupiter International Hotel Panorama Hotel British Council in Ethiopia Academics from other Ethiopian HEIs 3.2 What was the impact of such relationships on institutional capacity (staff, systems, programmes, strategies) at the African partner institution(s)? The creation of a structure that enables people from the industry to take part in the teaching and learning process An agreement for the collaborative design and development of a well-structured and monitored practical attachment programme for students on the BA in Tourism Management Evidence to support the development of postgraduate provision to support CPD, including an MA in Tourism Management. An agreement to develop a Careers Advice Unit, based at UoG, which will develop and disseminate resources to support transition across the sector. An agreement to develop a national Employability Centre, coordinated from the UoG, that will develop and disseminate resources across the sector. Better links between HEIs, employers and relevant government bodies (as established in the Association of Tourism Professionals). 3.3 Did the partnership experience any difficulty engaging with external organisations and how has this affected the project? None 4. Wider Impact 4.1 How has the project impacted at policy level, particularly education policy, at national or local levels? Association of Tourism Professionals (national) Employability Centre (national / HE sector) Careers Advice Unit (UoG)

6 4.2 What contribution has the project made to the broader employability and entrepreneurship agenda in Africa? The organisations listed above have an explicit focus on promoting employability, within and outside the UoG, and will develop and disseminate materials to develop entrepreneurship and marketing skills. These aspects are also being included in the curriculum of the BA in Tourism Management and the proposed MA in Tourism Management. 5. Dissemination 5.1 How have you disseminated project outcomes? Project details available via the UoL website (from April) Discussion of project aims with Ethiopian Ambassador during visit to UoL (23 April) Presentation of project approach to PedR Meeting at UoL (10 November) Abstract submitted to Higher Education Academy Annual Conference 2010 (12 January) Project results presented at Employability Workshop (Analysis) at UoL (19 March) Preliminary results in poster at Going Global 4 conference in London (24 26 March) Project results presented at Employability Workshop (Curriculum/Transition) at UoG (17 April): details circulated to Ethiopian News Agency report placed on British Council website by Dagnachew Desta details passed to the UoL Press and Publications Office In preparation Paper in preparation for submission in first instance to Journal of Studies in International Education (Mark Goodwin) Article in preparation for Phoenix, the newsletter of the UK Association of Graduate Careers Advisory Services (Martin Pennington) 5.2 How has this added value to existing project impact? The poster at Going Global 4 was visited by Tilahun Teshome of the Ethiopian Ministry of Education and Dagnachew Desta of the British Council in Ethiopia. 6. Sustainability 6.1 What measures have been taken, or are already in practice, to ensure project outputs and outcomes can be self-sustained by the African partner institutions without reliance on further funding? The main mechanism for ensuring the continuation of the work established by the project is the newly formed Association of Tourism Professionals, which is supported by the Ministry of Culture and Tourism. This body should ensure that links are maintained and developed between the HE sector and employers, and it will have an explicit focus on employability and entrepreneurship in the sector. In addition, the University of Gondar has announced its support for a Careers Advice Unit, as well as for a Gondar-based Employability Centre. These will ensure the continued development of transition support, as well as provide a source of materials to assist students in moving from study to work adapted, in some cases, from online models developed by the Student Support and Development Service at the University of Leicester (for example, advice on preparing a CV or attending an interview).

7 6.2 Please give details of any additional/further funds already secured or currently being sought for continuation of the project. Initial contact has been made with Robert Dufton, the Director of the Paul Hamlyn Foundation, to investigate the possibility of future funding to support the project. The project leads are also looking for other sources of support to develop the work started by the project. 7. Best Practice We would like to get your views on managing the project and relationships 7.1 What were the main issues for your partnership during the project and how did you overcome these? Issues 1 Communication The main source of contact outside of visits was , and access in Gondar is often intermittent. This was an issue for communication between the UK and Ethiopian project partners, but it also created problems in terms of the Graduate Destination and Employability Employers questionnaires. 2 Managing the project funds over two institutions There were a number of challenges associated with reconciling the systems of the UK university authorities with the systems of the African partner institution. This resulted in a considerable delay in transferring funds to the African partner at the start of the project. 3 Project timescales The one-year project timescale created some issues for a project that was linked so closely to the academic timetable at Gondar (and, less closely, to the academic timetable at Leicester). 4 Appointing staff A specific difficulty associated with one-year funding was finding and appointing staff. This problem was overcome at Leicester by combining the EPA funding with other funding to create a one-year, full-time post. However, the constraints involved along with the delay in moving funds made it impossible to appoint someone in Gondar, and so much of the project work was done by the African Project Manager. 5 Travel/visits Travel to and from Leicester and Gondar had to be arranged around the project timetables, the workloads of the project partners, and the academic timetables of the two institutions. The UK partners were stuck in Addis by the ash cloud at the end of the second visit to Gondar, which resulted in delays with the production of the Completion Report. Resolution Gojjam Ademe, the Ethiopian project lead, was the main factor in resolving these issues and in the success of the project as a whole. His patience, understanding and resourcefulness allied to his dedication and expertise were crucial to overcoming all the problems that arose in the course of the project. Solomon Assefa, the Leicester Gondar Link Administrator, played an important role in the administration of the project and did some wonderful work, especially in planning and arranging the Gondar Workshop. The project was also fortunate in having excellent support from Martin Pennington and Craig Bartle as key members of the UoL project team, and their work demands acknowledgement. Martin Pennington of the UoL s Student Support and Development Service has been involved from the very start and has contributed to all aspects of the project, from initial design to the Gondar Workshop. It was largely his contribution including the impact of his presentation at the Gondar Workshop that led to the formation of the Gondar Careers Unit and the Employability Centre. Craig Bartle was employed as the project s Research Assistant and has also been deeply involved in all aspects of the work, especially questionnaire design and data analysis. The changes to curriculum content and delivery, demand for postgraduate provision, and issues with transition and career development were all identified through his painstaking and scrupulous analysis of some complex information.

8 Finally, Ila Patel, the Departmental Services Manager in the Department of Genetics at UoL, travelled to Gondar as part of the first project visit and was instrumental in developing agreed systems to transfer money between the two organisations. 7.2 What advice would you give to other partners embarking on similar projects (i.e.capacity building with engagement of businesses, social enterprises, and other organisations)? Is there anything you would have done differently with hindsight? This project has been fortunate in attracting an effective team of participants and in receiving assistance and support from a number of people from inside and outside of the institutions concerned. One of the main issues in the early stages of the project was managing the finances across the two institutions. In retrospect, it would have helped for the two institutions to have liaised directly to resolve these issues at a higher management level to ensure a degree of mutual understanding early in the process. My only other recommendation would be general advice to stay in regular communication including updated documentation to ensure that both partners remain aware of changing plans, timescales and budgets. It is essential to be flexible enough to change plans in the short or medium term to ensure that the long-term goals remain fixed.

9 Please submit this completed annex together with revised Annex 1 & 2 to show final project activity and expenditure. Signed copies of all final version annexes must be received by British Council UK before final funding release can be made. I am signing to confirm this is an accurate description of project activity English Lead Institution African Lead Institution Name Mark Goodwin Gojjam Ademe Date 31 May May 2010 Signature

10 Appendix 1: Project outline Design Ethiopian partner visit to Leicester June (project and questionnaire design): attend Hospitality, Leisure, Sport and Tourism Network s Graduate Employability conference UK partners visit to Gondar July (project management) Questionnaires Destination Gondar Student Intentions Gondar Student Destination (+ 6 months) Employability Gondar Employability Students Gondar Employability Staff Gondar Employability Employers Analysis Data analysis Ethiopian partner visit to Leicester March: Employability Workshop (Analysis) attend Going Global 4 conference (poster) A report analysing the student/employer experience of the transition process, with suggestions for changes to curriculum and transition support Implementation UK partners visit to Gondar April: Employability Workshop (Curriculum/Transition) Development of BA Tourism Management to promote employability: content/delivery (in progress) The development of systems in Gondar to support transition (in progress): Association of Tourism Professionals Careers Advice Unit Employability Centre Postgraduate provision: MA in Tourism Management Dissemination A transferrable employability audit methodology (documentation/processes) Project report Website (in progress) Publications (in progress)

11 Appendix 2: EPA Gondar Employability Workshop Saturday 17 April am Welcome Speech Gojjam Ademe, Project Leader 9.05 am Opening Speech Dr Ynges Alemu, UoG 9.10 am British Council Address Dagnachew Desta, BC in Ethiopia 9.20 am Introduction to project / employability workshop Gojjam Ademe, Project Leader 9.30 am Project approach / method Dr Mark Goodwin, Project Leader 9.45 am Project results / data analysis Craig Bartle, GENIE UoL am Coffee/ Tea break am Employability resources / transition support (SSDS materials at UoL) Martin Pennington, SSDS UoL am Questions to panel All noon Lunch 2.00 pm Activity 1: discussion groups Question: What are the most important qualities in terms of employability? 2.30 pm Activity 2: discussion groups Question: What are the main problems in moving from study to work? All in related groups All in mixed groups 3.30 pm Coffee/ Tea break 3.45 pm Activity 3: feedback from A2 to full group All 4.15 pm Plenary session All panel discussion 4.30 pm Closing Remarks Sisay Teklu, Ministry of Culture and Tourism