SANTED Project. Nelson Mandela Metropolitan University (formerly Port Elizabeth Technikon)

Transcription

1 SANTED Project Nelson Mandela Metropolitan University (formerly Port Elizabeth Technikon) Executive Summary Report June 2005 Compiled by - Prof DW Sharwood Deputy Dean: Faculty of Science Nelson Mandela Metropolitan University Dr N Jooste Director: International Office Nelson Mandela Metropolitan University

2 CONTENTS 1. Institutional background 1.1 Formation of Port Elizabeth Technology 1.2 Formation of NMMU 2. Project Context 3. Project description 3.1 Presentation of programmes 3.2 Management structure 3.3 Key Performance Indicators 4. Project Roll-out 5. Project Achievements 6. Project Difficulties 7. Lessons learnt / spin-offs 8. Recommendations 9. Conclusion 2

3 1. INSTITUTIONAL BACKGROUND 1.1 Formation of Port Elizabeth Technikon The proud history of the Port Elizabeth Technikon (PET) dates back to 1882 when it was founded as the PE School of Art, and later became the College for Advanced Technical Education (CATE). In 1979 it was renamed the P E Technikon, becoming the largest tertiary educational institution in the Eastern Cape Province with close to students. The P E Technikon has three campuses in Port Elizabeth (Main Campus, Summerstrand; College Campus, 2 nd Ave, Summerstrand; Algoa Campus, Struanway) and the George Campus (approx. 380km from Port Elizabeth). The mission of the Port Elizabeth Technikon, as a first choice university of technology, amongst others, was to provide optimal career orientated learning opportunities to meet the professional and technological needs of Southern Africa. The Port Elizabeth Technikon was also committed to further equity and redress, and continued to empower both its staff and students to contribute to the transformation of society and economic growth. In order to comply with its mission the Technikon offered 150 formal courses in Science, Engineering and Technology, Business and Human and Social Sciences which included the following vocational fields Engineering (Mechanical, Industrial, Civil, Electrical), Architecture, Agriculture Management, Sciences (Analytical Chemistry, Polymer Technology), Health Sciences (Radiography, Biomedical Technology, Environmental Health), Computer Studies, Forestry and Wood Production, Management, Commerce and Public Management, Communication and Educational Studies, Art and Design. In addition to formal courses a large number of non-formal courses were offered, which were mainly directed towards continuing education and service to the community in order to assist the latter to keep abreast with contemporary developments in the various professions. 1.2 Formation of NMMU The Nelson Mandela Metropolitan University (NMMU) was formed on 1 January 2005, as the result of the merging of the P E Technikon, The University of Port Elizabeth (UPE) and the Port Elizabeth campus of Vista University (Vista PE). This union of three very different institutions came about as a result of government s countrywide restructuring of higher education intended to deliver a more equitable and efficient system to meet the needs of South Africa in the 21 st century. NMMU brings together the best traditions of technikon and university education, and draws on more than a century of quality higher education, in a new kind of university that offers a wide range of academic, professional and technological programmes at varying entrance and exit levels. In 2005 NMMU will have more than students and approximately staff members, based on eight campuses or delivery sites in the Nelson Mandela Metropole and George. The sites are the former PE Technikon Main, Algoa, College and George campuses; UPE s former Summerstrand and Bird Street campuses and the Port Elizabeth campus of the former Vista University in Uitenhage Road. 2. PROJECT CONTEXT The mission of the Port Elizabeth Technikon (PET), now the Nelson Mandela Metropolitan University (NMMU) is to provide optimal career orientated learning opportunities to meet the professional and technological needs of Southern Africa. It was also the vision of the SADC Protocol, NEPAD and the Higher Education National Plan that South Africa contributes to the broader development of the intellectual and research networks across the continent, thus contributing to the social and economic sustainable development in Africa as a whole. To meet the objectives of the SADC Protocol, the SANTED Project was initiated. The PET submitted a proposal of presenting a programme of advanced degrees in the health professions for the upliftment of health professionals in the SADC region. This was accepted as one of four SADC projects in the SANTED Programme. The goal of this programme is to help SADC countries upgrade the qualifications of health academics and professionals by providing opportunities to obtain higher qualifications through the PET (NMMU). This project is aimed at leading academic and professionals in the health science field, to provide capacity for 3

4 these individuals to take leadership roles in Government, private practice and educational institutions so as to influence health service delivery and policy in their countries. A further objective is to train staff at the participating SADC institutions to a level that they will, in time, be able to offer these programmes under the auspices of the NMMU. In order for this project to become sustainable, it is hoped that they will eventually develop to a stage where they can become autonomous and offer the programme on their own. 3. PROJECT DESCRIPTION The NMMU will by means of contact and distance education expand its existing programmes to offer the post diploma B Tech as well as post graduate Masters and Doctorate degrees in the fields of: Radiography Environmental Health Biomedical Technology The Evelyn Hone College, a polytechnic in Lusaka, Zambia approached the P E Technikon to provide post diploma training for staff and students in 1998 and the P E Technikon has since then been offering advanced training in the abovementioned fields by means of distance education. As can be seen below and in the following actions, there was already considerable contact with SADC countries before the commencement of the SANTED Programme. 3.1 Presentation of programmes The B Tech is offered by means of distance tuition as well as contact lectures. Students registering for the programme are required to visit Port Elizabeth during the first week in February each year for an orientation programme. This programme includes: Meeting the staff Outlining the programme to be followed; Visits to places of interest; A set of intensive lectures; An opportunity to collect notes and buy books. NMMU study guides and notes are supplied to the students. They are expected to complete regular assignments and to submit these either by or courier. For each particular field a lecturer will travel to the home country to provide a week of intensive lectures. For certain subjects and where possible, part-time lecturers are appointed in the home countries. These part-time lecturers oversee tests and examinations and are reimbursed as per the memorandum of undertaking between the NMMU and the co-ordinating institution in the SADC country. These lecturers are sourced from local universities or health service practices. In time institution staff in the home countries, who have upgraded their qualifications using this programme, could also be used to present the lectures 4

5 3.2.1 Management structure The management structure for this programme at the P E Technikon was as follows: DEAN : FACULTY OF APPLICED SCIENCE Duties: -Manages the programme -Regularly visits SADC countries to market and expand programme -Controls annual budget PROG. CO-ORDINATOR -Visits SADC countries with Dean of Faculty -Ensures effective handling of administrative systems and communication with SADC countries -Handles all applications and registrations -Distributes and co-ordinates assignments and tests -Handles salary claims of appointed lecturers HOD s -Evaluate potential applicants -Arrange orientation programmes -Control programme management for their field LECTURERS -Provide course materials and lecturer guides -Set required tests -Mark tests and assignments -Present lectures in SADC countries as required This structure will change slightly due to the merger. A proposal to handover the management of this programme to the Director of the International Office has already been accepted. 3.3 Key Performance Indicators It is essential for a large project such as this that clear KPI s are indentified to guide the implementation of the programme. The key performance indicators of this project are: The successful completion of the degrees enrolled for. Intermediate indicators can be obtained from the examination results and completion rates. The extent to which staff have upgraded their qualifications such that they could present some of the subjects at their institutions. Regular contact between the institutions Expanding the contact to other countries; Effective handling of administrative systems such as applications, registrations, course fees, assignments, tests and examination marks; Marketing the programme within the SADC countries. 4. PROJECT ROLL-OUT The programme was started with the Evelyn Hone College in Zambia in 1998, with 4 students enrolling for B Tech: Radiography. In 2000 the programme was expanded to include B Tech: Biomedical Technology and B Tech: Environmental Health. In 2001 this programme was re-conceptualised and incorporated into the SANTED programme. After visiting Malawi in 2003, 8 full time students enrolled for the B Tech: Biomedical Technology in

6 Regular visits have been made to Zambia, with the student enrollment growing annually. In 2004, Namibia and Angola were visited to market the programme. This resulted in the enrollment of B Tech: Radiography and M Tech: Radiography students from Namibia. It was clear that Angola is in dire need of assistance in the development of human resources. However, the focus is more on the entry level rather than at the advanced level and as such would fall outside the SANTED programme. A further problem which would have to be addressed would be that of English training programmes for prospective students. A visit to Zimbabwe early in 2005 resulted in more than 100 students being informed of the programme resulting in 35 enrollments received with the possibility more to come. Visits to these countries, as well as Botswana and Mozambique are envisaged in PROJECT ACHIEVEMENTS As can be seen from the figures in the table below, the programme is constantly growing with a huge growth in 2005 due to Zimbabwe becoming part of the programme. Although studying by distance education is not easy, the students remain highly motivated. The first intake from Malawi in 2004 of 8 fulltime students resulted in all eight passing all their subjects, with two graduating cum laude. Year Planned Actual New Accumulative No. of Graduates Enrolments Enrolments Enrolments Total From the table it can be seen that of the 61 students who enrolled between 1998 and 2004, 34 have already obtained their degrees. There are still some in the system who can still graduate from this cohort. This represents a very high proportion for those studying by distance education. Enrolments could have been higher had students been able to afford to pay the course fees. 6. PROJECT DIFFICULTIES In 2003, major communication problems were experienced with Zambia as their telephone line had been cut due to the account not been paid. Financial support was given from the programme s budget which alleviated the problem and this problem has not occurred again. Weekly contact is made with the countries either by telephone or . Having a designated co-ordinator at each institution in the SADC countries has been essential in ensuring regular communication and for control purposes. The lack of this in Angola could have contributed to the programme not taking off yet. Another difficulty experienced was that many students from the SADC countries have major financial constraints. In all the SADC countries there has been a huge interest in enrolling for the programme but only a small number can successfully pay the required deposits and fees and register for the programme. Financial assistance is budgeted for each year, but this basically only covers the costs of the students traveling and accommodation expenses when they come to Port Elizabeth at the beginning of each year of study for an intensive orientation programme. When the programme was first started with the Evelyn Hone College in 1998, the programme was run under the UNDP who were committed to paying all the course fees for the students. However this support was withdrawn in Since then there have been a number of co-ordinators at the Evelyn Hone College responsible for this programme. Because of this discontinuity, confusion arose with regard to the payment of course fees to the PET. The source of this problem has not been sorted out to date with the result that 6

7 approximately R is owed for outstanding fees. This has resulted in some students not being able to continue their studies or being able to graduate because of large amounts outstanding. To date a solution has not been found to overcome this problem. In trying to solve this, the Evelyn Hone College has not accepted any remuneration for their lecturers and co-ordinating services but rather had the amount transferred to the relevant student accounts. 7. LESSONS LEARNT / SPIN-OFFS It has been realized that it is of prime importance to appoint co-ordinators at all the institutions involved in the programme. This is needed to ensure the following: Putting a central control point in place; Ensuring regular communication between parties and students; Administrative systems are effectively managed; As the students also need to have access to the internet and facilities, a computer was purchased for the Evelyn Hone College from the programme s budget. A positive spin-off of the programmes was that the PET in its commitment to the programme, established a new Biomedical Technology laboratory with the assistance of the Japanese Embassy primarily for the use of B Tech and M Tech students studying on a full-time basis. It is intended that this laboratory will concentrate on research and projects with respect to health problems specific to Africa. 8. RECOMMENDATIONS The following is recommended: 8.1 That this programme continues as it has proved to be successful and a lot of continued interest in the programme is shown. Also the students, who are currently on the programme, need the opportunity to complete their studies. 8.2 That this programme be expanded to include new countries. There is the potential to attract students from countries such as Mozambique, Angola and the Democratic Republic of Congo. 8.3 That other fields of study be included in the programme. e.g. Agricultural Management, Housing and Construction Development, Nursing and Pharmacy. These have been identified as possible areas that can contribute to the SADC Protocol and the NEPAD intiative towards sustainable development in Southern Africa. 8.4 That financial aid is provided to the students. Many students would like to improve their qualifications, but are not in a position to do so due to financial constraints. 8.5 That the co-ordinators at the participating SADC institutions receive an allowance, as the coordination activities are over and above their normal duties. 8.6 That the International Office be involved in the programme. They would bring experience to the table and they already have contact in various other SADC countries. 8.7 That consideration is given to a programme for entry level qualifications for those countries that do not have programmes to provide the basic training to diploma level. Training at this level will improve the service delivery in these SADC regions where human resource development is desperately needed. 9. CONCLUSION This programme has now entered its last year of funding. When we look back on the results achieved much progress has been made. Many obstacles were faced and most of these have been overcome. It is certainly hoped that this programme will continue beyond 2005 as it is contributing substantially to the upliftment of the provision of health services in the SADC region. Attached are copies of annual and progress reports as well as reports on visits to the participating and potential SADC countries for information. The continued support of NORAD for this programme will be greatly appreciated. 7