Committee of Pro Chancellors of Federal Universities in Nigeria CPC CONFERENCE st – 2 nd July 2014 Shehu Musa Yar’Adua Centre, Abuja FCT Graduate Quality/Soft Skills; Graduate Employability, Quality Assurance and Accreditation Mechanisms in Africa; the concept of universities for development and entrepreneurship By Ing. Prof. Jonas A S Redwood-Sawyerr Former Vice Chancellor and Principal, University of Sierra Leone Immediate Past Chairman, West African Examinations Council

CONTENT PAGE Introduction International Perspectives of Quality Assurance (QA) QA and the Employment Expectation Divide - Questionnaire Analysis Recommendations from the survey Final Recommendations and Conclusion

THE LEARNING FACTORY CONCEPT Learning Factory process. Reliability of product is a function of stages A and B Final Factory product (R(t)=f(A,B)) Resources (Staff quality and mix, working environment) (B) Raw material ( Students ) (A)

A TRIPOD BALANCE IN UNIVERSITY EDUCATION

A TRIPOD BALANCE IN UNIVERSITY EDUCATION CTD..

SUMMATION OF DESIRABLE UNIVERSITY PROGRAMMES A successful, competitive and attractive University programme = f( Quality Assurance standards, Staff qualification and experience, Staff mix ratio, access to resources, conditions of service of staff )

THE PATHWAYS TO ACCREDITATION The process of accreditation can take a number of routes, two of which are the following: Through an affiliated status with an accredited university. Through direct accreditation with an accreditation body or consortium both locally such as the NUC, NAB, TEC, and internationally such as the Washington Accord, by acquiring status as a signatory.

International standards and accords for accreditation and quality assurance (Engineering) WASHINGTON ACCORDSYDNEY ACCORDDUBLIN ACCORD

International standards and accords for accreditation and quality assurance (Contd..) Arusha Convention on the Recognition of Qualifications in Higher Education in Africa The African Higher Education Quality Rating Mechanism (AQRM) The Bologna Process/Accord, etc

The Washington, Sydney and Dublin Accords The Washington Accord : signed in 1989 was the first - it recognises substantial equivalence in the accreditation of qualifications in professional engineering, normally of four years duration. The Sydney Accord : commenced in 2001 and recognises substantial equivalence in the accreditation of qualifications in engineering technology, normally of three years duration. The Dublin Accord : an agreement for substantial equivalence in the accreditation of tertiary qualifications, in technician engineering normally of two years duration. It commenced in 2002.

GRADUATE ATTRIBUTES AND THE QUALITY OF PROGRAMMES The Washington, Sydney and Dublin Accords “recognise the substantial equivalence of … programmes satisfying the academic requirements for practice …” for engineers, engineering technologists and engineering technicians respectively using graduate attributes matrix and an assessment of the quality of the programme. The Graduate Attributes are assessable outcomes, supported by level statements, developed by the signatories that give confidence that the educational objectives of programmes are being achieved.

GRADUATE ATTRIBUTES AND THE QUALITY OF PROGRAMMES The quality of a programme depends on : the stated objectives and attributes to be assessed the programme design, resources committed to the programme, the teaching and learning process and assessment of students, confirmation that the graduate attributes are satisfied. The Accords therefore base the judgement of the substantial equivalence of programmes accredited by signatories on both the Graduate Attributes and the best practice indicators for evaluating programme quality listed in the Accords’ Rules and Procedures (

THE ARUSHA CONVENTION This is a regional convention on the recognition of higher education studies and degrees in Africa. It was adopted on 5 December 1981 in Arusha, Tanzania, with a view to promoting regional co- operation through the academic mobility of lecturers and students.

THE ARUSHA CONVENTION Academic recognition under this Convention covers three types of qualifications: qualifications providing access to higher education recognition of partial studies recognition of complete phases in higher studies.

THE ARUSHA CONVENTION Contd. The convention is implemented at three different levels: The national level, by the national commissions for the recognition of studies and degrees. The sub-regional level, by sub-regional organs like the African and Malagasy Council for Higher Education (CAMES) and the technical committee of the Southern African Development Community (SADC) The regional level, by the regional committee in charge of implementing the Arusha Convention. This committee comprises twenty members representing 19 African States which have already ratified the convention and the Holy See. The secretariat of the regional committee is responsible for ensuring the unity of higher education at the UNESCO regional office for Education in Africa (BREDA).

Table 1. Signatories to the Arusha Convention LesothoTogoSudan ZambiaTanzaniaNigeria NigerEgyptBurundi SenegalBurkina FasoRwanda GabonAlgeriaEquatorial Guinea Guinea ConakryCote d’IvoireBenin The Holy See

The African Higher Education Quality Rating Mechanism (AQRM) The Quality Rating Mechanism of the African Union, seeks to support processes to improve quality in Africa’s higher education by developing African specific quality criteria or benchmarks and supporting the development of institutional cultures of quality. It is expected that this structure will lead to the successful implementation of the African Union Higher Education Programme (AU HEP) Harmonization Strategy, thereby engendering greater partnership among African countries.

The AQRM Contd... Harmonization refers to the agreement, synchronization, and coordination of higher education provision in Africa. It involves : developing and agreeing to minimum academic standards for programmes ensuring equivalence and comparability of qualifications between and within countries enhancing quality across the sector and facilitating processes that lead higher education systems to be able to inter-operate more effectively to the benefit of development on the continent. [Hoosen et al, 2009] :

AU HEP Harmonization Strategy The African Union Strategy for Harmonization of Higher Education Programmes (AU HEP Harmonization Strategy) will : facilitate the comparability of qualifications awarded across the continent and help drive quality assurance measures, contribute to greater quality of education in Africa. create a mechanism for benchmarking and comparison of qualifications allow for professional mobility for employment and further study, as well as expanded job markets.

THE BOLOGNA PROCESS/ACCORD Originally signed by France, Germany, United Kingdom and Italy in 1998 as the Sorbonne Declaration, the Bologna process was more fully established by the Bologna Declaration signed in the city of Bologna, Italy on 19 June 1999 by ministers in charge of higher education from 29 European countries. Its 47 signatories form the European Higher Education Area (EHEA) which maps out the jurisdiction of this process. Parties to this accord include the European Commission, the Council of Europe and UNESCO-CEPES in addition to a number of quality assurance institutions and agencies, hence its pivotal role in the determination of standards and quality assurance issues in Europe.

THE BOLOGNA PROCESS/ACCORD AND AFRICA The founding document establishing a Euro-Mediterranean Higher Education Area similar to the EHEA under the Bologna Process was in fact signed by the countries of the Mahgreb (Morocco, Algeria and Tunisia) with Egypt and Jordan being signatories as well. Cameroon, Senegal and the Democratic Republic of the Congo are also part of the Bologna Process framework.

THE BOLOGNA PROCESS/ACCORD The Bologna Process aims to create a European Higher Education Area (EHEA) based on international cooperation and academic exchange that is attractive to European students and staff as well as to students and staff from other parts of the world. The European Higher Education Area will: facilitate mobility of students, graduates and higher education staff; prepare students for their future careers and for life as active citizens in democratic societies, and support their personal development; offer broad access to high-quality higher education, based on democratic principles and academic freedom

EXAMPLES OF SUB REGIONAL ACCREDITATION BODIES The National Universities Commission of Nigeria (NUC) The National Accreditation Board of Ghana (NAB) The Engineering Council of South Africa (ECSA) – A signatory to the Washington, Sydney and Dublin Accords The Tertiary Education Commission of Sierra Leone (TEC)

GRADUATE SKILLS AND EMPLOYABILITY ISSUES A QUESTIONNAIRE ANALYSIS OF THE EPLOYMENT EXPECTATION DIVIDE IN SIERRA LEONE

DEFINING THE RESEARCH PROBLEM – THE EMPLOYMENT EXPECTATION DIVIDE Educational Institutions Employers Employment Expectation divide Job Market The Graduate Lecturers

FACTORS AFFECTING THE RESPONSIVENESS TO JOB MARKET DEMANDS IN EDUCATIONAL INSTITUTIONS  Fixed length of time to complete programmes  Budgetary restrictions  Under-funding leading to poorly executed Strategic Plans when these exist.  Few continuing professional development (CPD) programmes towards lifelong learning and new skills acquisition

FACTORS AFFECTING THE RESPONSIVENESS TO JOB MARKET DEMANDS IN EDUCATIONAL INSTITUTIONS Ctd.  Slow pace in launching new programmes to meet emerging markets – The USL model Module/subject Lecturer Departmental Board Faculty Board Curriculum Committee/Planning Directorate TEC/ SENATE

SKILLS GAP AT INTERVIEWS Quite often some applicants are confident of their engineering and computing skills but may have very little understanding of the specific job requirements skills of the employer. Others show very little knowledge of computing skills such as computer assisted design. Many have varying levels of navigational skills for internet access. They often blame their educational institutions for a lack of IT facilities for training.

SKILLS GAP (Continued..) Over-estimation of their market value. Some graduates at times demonstrate a lack of in- depth knowledge of their fields. Compartmentalisation of knowledge. Some applicants demonstrate an inability to make cross references of issues that are cross-cutting.

INTERNATIONAL PERSPECTIVES Some specific expectations of employers [ Weligamage and Siengthai, 2003] Good Communications skills General Knowledge Adaptable Personality Computing skills Good Language skills Practical experience and Inclusive educational background

INTERNATIONAL PERSPECTIVES (contd..) Some general skills expected of recruits. [ Weligamage and Siengthai, 2003] i. Time Management ii. Self Understanding (Strengths and limitations) iii. Learning skills iv. Team Work v. Problem Solving skills vi. Career Planning vii. Risk Assessment Management

Table 2. Workforce development Reform: Moving from Traditional Higher Education to Higher Education Aligned with State Economic Needs.[Sparks and Waits, 2003] Traditional Higher EducationAligned Higher Education Colleges and universities use limited, often anecdotal information on the workforce needs of industries that hire their graduates A regular system of quantitative and qualitative information on labour market and changing employer needs provides dynamic, reliable measures of demand and supply, with a focus on high-wage, high skill occupations by region. Colleges and universities base curricula decisions on the expertise and interests of their staff, the interests of students and other internal factors. Universities and colleges develop new programmes and revise existing ones in response to industry input and labour market information. Students and staff have limited interaction with employers. Students and faculty engage with industry through internships, cooperative education, research opportunities, and staff externships

Table 2. Workforce development Reform. Continued Traditional Higher EducationAligned Higher Education Measures of success are focused on the enrolment in and completion of educational programmes by students Measures of success include those relating to students’ employment after graduation and on the ability of the college and university to meet employer needs and of State economic and strategic goals. Students have inadequate, limited information about the labour market, limiting their ability to make informed major choices. Students through improved information on the labour market and changing employer needs and through internships and cooperative education, are able to make informed decisions about their education and career choices.

QUESTIONNAIRE ANALYSIS (APPROACH) 1. THREE SETS OF QUESTIONNAIRES EDUCATIONAL INSTITUTIONS – targeting academics) EMPLOYED GRADUATES EMPLOYERS 2.RELATIVELY SMALL SAMPLE SIZE – Work in Progress. Returned questionnaires. Academics-17 Graduates-32 Employers-14

QUESTIONNAIRE ANALYSIS (Educational Institution) SUB-DIVISIONS OF QUESTIONS ADMINISTERED UNDER THIS CATEGORY 1. Professional Activities 2. Pedagogy and Quality Assurance

PEDAGOGY AND QUALITY ASSURANCE

Table 3. Rankings of activities for enhancing employability Rankings More Workshop Practice 5.9%17,7%58.8%17.7% 2. Longer Internships 17.7%29.4% 23.5% 3. Introduction of skills development sessions 70.5% 17.7%5.9% 4.Greater involvement with industries 5.9%35.3%5.9%52.9%

EMPLOYERS ANALYSIS Q1-6

EMPLOYERS ANALYSIS CTD..

EMPLOYERS ANALYSIS CTD. 13. Rank the following skills set you would like to be demonstrated by a potential employee[Brenda Little, 2003] a) Learning abilities b) Power of concentration c) Working independently d) Written communication skills e) Oral communication skills f) Loyalty and integrity g) Field-specific theoretical knowledge h) Personal involvement i) Critical thinking j) Adaptability k) Tolerance l) Initiative m) Team work ability

Rank the following skills set you would like to be demonstrated by a potential employee ) Learning abilities ) Power of concentration ) Working independently ) Written communication skills ) Oral communication skills ) Loyalty and integrity ) Field-specific theoretical knowledge

Rank the following skills set you would like to be demonstrated by a potential employee ) Personal involvement ) Critical thinking ) Adaptabili ty ) Tolerance ) Initiative ) Team work ability

GRADUATE ANALYSIS SUB-SET OF CATEGORIES OF QUESTIONS Job Performance and Learning Outcomes Further Training options Survey of Soft Skills sets

JOB PERFORMANCE AND LEARNING OUTCOMES

FURTHER TRAINING

SURVEY OF SOFT SKILLS SETS

RECOMMENDATIONS DRAWN FROM THE SURVEY Improve access to teaching techniques such as Team-Based-Learning and Problem-based learning methods (Discuss) Integrate ICT technologies as a teaching and learning tool, e.g. e_learning platforms and portals at all levels of instruction. Introduce graduate internship. This is a practice used by many companies wherein graduates are employed as interns for a fixed period after which they are examined to ascertain those who are employable based on set conditions by the employer. The successful ones are then interviewed for further short-listing and eventual appointment. Companies are encouraged to conduct job specific training for fresh graduates to enhance their soft skills for the job. Continuing professional development opportunities for staff should be a standard practice by all employers.

RECOMMENDATIONS CTD There should be greater cooperation between universities and the job market in curriculum revision and development of new modules to address emerging needs of the job market. Research and Endowment chairs should be provided by companies to assist in the quality assurance drive by universities. Universities should increase their budget allocation for Research towards developing well equipped laboratories and technical workshops to enhance publication of staff and training and hands-on exposure of students. Introduce more industry-oriented final year projects in all disciplines.

RECOMMENDATIONS CTD Endeavour to provide internships or industrial attachment for all students that will lead to internship reports that count towards the award of the degree of graduates. Where possible there should be interviews conducted on the attachment and grades assigned to this exercise. Regularly conduct employers satisfaction surveys to align stakeholders expectations. Assist government to prepare manpower needs for the short, medium and long term so as to inform admission quota in tertiary institutions towards a more productive market.

RECOMMENDATIONS CTD. Staff Attachments to industry. Encourage staff with little or no industrial exposure to spend some periods in industry to broaden their scope and relevance in their various disciplines. Introduce hybrid programmes for science students so as to improve their marketability such as Physics with Computer Science or Information Technology, Chemistry and Geo-techniques, Mathematics and Computer Science, Accounting with Computing/IT, etc. Universities must subscribe to on-line libraries as well as improve their book collections where internet facilities pose challenges for students and staff. Establishment of University Career Advising and Placement Services centres to assist graduates at interviews and job placements

CONCLUSIONS Although the sample size was not large enough to make authoritative statistical conclusions, the responses however confirmed many similar surveys in the literature as well as anecdotal experiences, and provided a platform for discussions to address the emerging issues that impact on the development of the skills of our graduates especially in science and engineering. Invariably academics will thrive, if given the enabling environment to work in. Access to journals, equipment for research and internet facilities should be part of the standard portfolio of academics in any university if they are to be productive. These avenues will impact on the quality of their teaching and hence the products of the universities.

CONCLUSIONS.... The mismatch or employment expectation divide can be reduced significantly through cooperation among the parties. Quite often, university authorities feel that the job market should approach them to discuss their needs. Companies and other employing institutions also feel that the universities should contact them since they provide the market for their graduates. Both parties need to establish partnerships in the best interest of the graduates and their professional development and relevance. Universities should approach the industries consistently to enhance the relevance of their programmes thereby providing a more productive and employable graduate cadre

CONCLUSIONS... Internships schemes have made a marked difference in the quality of students over the years in terms of their professional outlook and expectations. Graduates who have participated in these schemes are becoming more confident of the contributions they can make and of their limitations. In the final analysis however, employers need to recognize that given the time spent at HEIs, only a strong foundation for life-long learning can be achieved by the Universities and that they as employers must make provisions for taking the skills sets of graduates to the next level of productivity.

CONCLUSIONS... The graduates will also have to chart their career path and endeavour to acquire the skills required for success in their chosen paths. Although the ranking of the skills sets appeared uncorrelated, it is envisioned that a larger sample size will produce greater correlation. This is therefore work in progress.

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