March, 2014
Office of the Directorate for Community Based Education,
Haramaya University
HARAMAYA UNIVERSITYBUILDING THE BASIS FOR DEVELOPMENT
COMMUNITY BASED EDUCATION IMPLEMENTATION GUIDELINE
PREFACE
Consistent, planned and well integrated community based education (CBE) is becoming top urgent issue
in higher teaching-learning institutions in the course of addressing social, economic, ecological and
environmental problems of communities. In line with this, the Ethiopian Government has given due
attention to the enhancement of teaching-learning, research and community engagement to be undertaken
in higher institutions in compliance with existing policies and strategies.
Haramaya University (HU) has been accomplishing the above core activities which have been enabled it
to produce many qualified professionals in diverse fields of natural and social sciences in the process of
contributing trained and skilled manpower to Ethiopia. In so doing, there have been issues that obligate
academic institutions staff and students of HU to be linked with different communities in the fulfillment
of required qualification in different fields of studies from which community based education is evolved.
This indicates that HU has been striving to accomplish community based education (CBE) related
activities since its foundation. However, there hasn’t been organized and consistent CBE guideline to
implement CBE in the University. That means Colleges/Institutes have been practicing CBE in scattered
manner and piecemeal approach due to lack of common and consistent guideline. Thus, the University
has felt the need to integrate CBE into all its programs and implement it in a well organized approach. To
this end, this document presents detailed guideline for harmonized and effective implementation of CBE
in the University.
This guideline is developed by the committee organized by the office of CBE Directorate. Furthermore,
in compilation of this guideline the committee reviewed different documents like CBE manuals collected
from colleges/ institutes, policies of MoE, HU BPR documents and HU Senate Legislation. It is hoped
that this document can help colleges, schools, departments, academic staff, researchers, students of the
University and other stakeholders as a reference material by providing valuable information for consistent
and integrated application of CBE. The guideline is also subjected to future modification to incorporate
any constructive comments that could be identified at any time by consumers in the course of using it.
Finally, the office would like to profoundly thank those who willingly contributed their best in preparing
this guideline.
Sewnet Mengistu (PhD),Director for Community Based Education Directorate,Haramaya University
Haramaya University Community Based Education Guideline 2014 Page i
LIST OF ABBREVIATIONS/ACRONYMS
ADLI Agricultural Development Lead Industrialization
BPR Business Process Re-engineering
CBE Community-Based Education
CBTP Community-Based Training Program
DCBE Director for Community Based Education
ESDP Educations Sector Development Plan
GOs Governmental Organizations
GTP Growth and Transformation Plan
HEI Higher Education Institutions
HSDP Health Sector Development Plan
HU Haramaya University
MoE Ministry of Education
MoFED Ministry of Finance and Economic Development
MoU Memorandum of Understanding
NGOs Non-governmental Organizations
PASDEP Plan for Accelerated & Sustained Development to End Poverty
SRP Student Research Project
THC Training Health Centers
TTP Team Training Program
Haramaya University Community Based Education Guideline 2014 Page ii
TABLE OF CONTENTS
PREFACE i
LIST OF ABBREVIATIONS/ ACRONYMS ii
1. INTRODUCTION 1
2. OPERATIONAL DEFINITIONS OF TERMS AND CONCEPTS 5
3. COMMUNITY BASED EDUCATION CONCEPTS AND PROCESSES 6
3.1. Concepts of Community Based Education 6
3.2. Process of Community Based Education 6
4. APPROACHES AND MODALITIES OF COMMUNITY BASED EDUCATION IN
HARAMAYA UNIVERSITY 9
4.1. University-Industry Linkage 9
4.2. University-School Linkage 9
4.3. Externship 10
4.4. Internship 10
4.5. Community Based Practical Training (CBPT) 10
4.6. Team Training Program (TTP) 11
4.7. Community Attachment 11
4.8. Practical Attachment 11
4.9. Service Learning 12
4.10. Work Based Learning 12
4.11. Collaborative Research Works 12
4.12. Functional Adult Education 12
4.13. Educational Visit/ Trips
4.14. Fieldwork/Clinical Placement
13
13
5. ROLES AND RESPONSIBILITIES OF DIFFERENT ACTORS IN COMMUNITY
BASED EDUCATION 14
5.1. General Provisions 14
5.2. Role and Responsibilities of the University Student 14
5.3. Role and Responsibilities of the University Instructor 16
Haramaya University Community Based Education Guideline 2014 Page iv
5.4. Roles of the Other Stakeholders 17
5.4.1. Stakeholders 17
5.4.2. Roles and Responsibilities of Industries and Business Organizations 18
5.4.3. Roles and Responsibilities of the Other Stakeholders 18
5.5. Roles and Responsibilities of the University Organs 19
5.5.1. Introduction 19
5.5.2. Role and Responsibilities of the Academic/Research Program 19
5.5.3. Roles and Responsibilities of Department/School 20
5.5.4. Roles and Responsibilities of Centers/Institutes/Colleges 21
5.5.5. Roles and Responsibilities of Directorate for Community Based Education 22
5.5.6. Roles and Responsibilities of Vice President(s) and President 23
6. INSTITUTIONAL ACADEMIC NETWORKING AND PARTNERSHIP 24
7. ETHICAL CONSIDERATIONS IN COMMUNITY BASED EDUCATION 25
8. MONITORING AND EVALUATION OF COMMUNITY BASED EDUCATION26
9. REFERENCES
10. ANNEXES
Haramaya University Community Based Education Guideline 2014 Page iv
1. INTRODUCTION
The current Haramaya University (HU) was established as Alemaya College of Agriculture in
1954 and had been functioning as a chartered member of the Addis Ababa University until it was
upgraded to a full-fledged University of Agriculture in May 27, 1985. Still the agricultural based
University was advanced to multidisciplinary university which was named as Alemaya
University in 1994 until it has got its current name Haramaya University in 2006 evolving
different colleges and institutes.
The University has been highly engaged in the expansion and diversification of undergraduate
and graduate programs. Currently, the university is offering 106 undergraduate programs, 104
second degree (M.Sc./M.Ed./MPH) and 14 PhD level training programs under 11 colleges and
one institute. In addition to academic programs, the university has institutes that cater research
and outreach programs. These include the Institute of Pastoral and Agro-pastoral Studies (IPAS),
Institutes of Peace and Development Studies (IPDS), and Institute of Land Tenure (ILT).
Public universities are primarily funded by government to ameliorate social problems through
expansion and transmission of knowledge and skill. At the same time universities cannot also be
isolated from communities of which they are parts and where much of the knowledge is rooted
and finds its meaning. Universities have to integrate Community Based Education (CBE) into
their learning-teaching processes and research undertakings towards fulfilling the educational,
cultural, economic, scientific, technological, industrial, health, environmental, and social needs
of their communities.
Incorporating CBE in Ethiopian HEI is in line with Ethiopian government’s development
program particularly with the strategic objectives and goals of Educational Sector Development
Plan (ESDP). According to the fourth Educational Sector Development Plan (ESDP IV) of 2010
and proclamation no 650/2009, promoting research on knowledge and technology transfer
consistent with the country’s priority needs, and providing community services that cater the
developmental needs of the community are among the main developmental roles of HEI (MoE,
2010). The fourth Health Sector Development Plan (HSDP IV) of 2009 also supports reaching
and empowering the community to ameliorate societal problems and improve households’
health, and livelihoods. More importantly, one of the most important responsibilities of
Haramaya University Community Based Education Guideline 2014 Page 1
Ethiopian HEI in realizing the country’s Growth and Transformation Plan (GTP) of 2010 is a
commitment to support community development in a practical and workable way. Therefore,
engaged universities have to play essential roles for Ethiopia’s economic and social
development. University wide, institutionalized and sustainable commitment to CBE and
research is not only a necessity but also it should be a priority if Ethiopian HEI is to further
improve and strengthen its quality and relevance.
Haramaya University has good deal of experience in managing curricula and non-curricula
related CBE programs with different terminologies including community based training
program, student research program, internship, participatory research, team training, externship,
practicum, practical attachment, experience sharing, and educational trips. These programs have
been providing bases and strong feedbacks for continuous improvement and development of
university’s educational quality in learning- teaching process, research undertakings, and
community engagement. The experience in running CBE has helped the students and instructors
to render service to the community and discharge their social responsibility while improving
their practical and research undertaking skills. However, these CBE programs have long been
characterized by inconsistency and idiosyncratic practices across departments and colleges.
Primarily, lack of detailed and clear university wide guideline on CBE implementation is the
main reason for these piecemeal and fragmented CBE undertakings.
University wide, institutionalized, and integrated CBE can help the University to strengthen its
ability to identify community driven interventions and make meaningful contributions in the
development of the community. Currently, there is an urgent need for the university to make
efforts to link its academic programs to its research and outreach activities in order to make its
training programs relevant to the needs of the stakeholders and the country at large. This requires
the need to make proper linkages with various stakeholders that include the rural community,
urban dwellers, the private sector, governmental and non-governmental organizations at national
and international levels. Institutionalized and integrated CBE programs can create the
opportunity to understand socio-economic, political, and environmental problems that lay down
need driven CBE and research undertakings thereby advancing the university’s intervention in
the community in more meaningful and problem addressing approaches. To this end, planed,
Haramaya University Community Based Education Guideline 2014 P a g e 2
integrated, and effective implementation of CBE is not only important but also a necessity for the
University to discharge its national mandate and contribute its own share in meeting government
development programs.
The general objective of Community Based Education (CBE) at Haramaya University is to
produce professional graduates that meet the required job-related competences and contribute to
enhance the livelihood of community through integrated education, training, research, and
services in the community. In line with the above general objective, this guideline is intended to
facilitate the accomplishment of the following specific objectives of CBE:
Enable students get real life experience in an environment that typically resembles what
students will encounter in later professional life
Provide an opportunity for students to apply the principles and techniques theoretically
learnt into real-life community problem solving situations.
Promote and enhance community based research to identify and solve community
development problems.
Enhance students understanding of community needs, norm, work ethics, employment
demands, responsibilities and opportunities.
Enhance students attitude, interest, and moral values to prepare them for unreservedly serving their community particularly the rural community
Promote and enhance research focusing on knowledge and technology transfer consistent with the country’s priority needs
Design and provide community and consultancy services that cater the developmental
needs of the community
Provide an opportunity for students and academic staff to interact with the community and
thus appreciate field situations for curricula review and improvement
Strengthen Haramaya University’s initiatives and participations in local, national and
international training, research, and development services
Strengthen linkages between Haramaya University and key stakeholders in the community
The purpose of this implementation guideline is, therefore, to direct the University in
establishing priorities and to better serve the needs of its community through institutionalized
and integrated implementation of CBE. This document is primarily meant for promoting
uniformity in the knowledge, understanding, objectives, and implementation of CBE programs,
Haramaya University Community Based Education Guideline 2014 P a g e 3
services, and activities across all institutes, colleges, departments and programs in Haramaya
University. In addition, the guideline can also serve as framework in evaluating the
implementation of CBE programs and make adjustments when necessary.
Haramaya University Community Based Education Guideline 2014 P a g e 4
2. OPERATIONAL DEFINITIONS OF TERMS AND CONCEPTS
Community: rural and urban inhabitants in the mandate areas of the Haramaya University where
Community Based Education takes place.
Community Attachment: a community based activity conducted by health and medical science
students by directly attaching them in different health centers in and around the
mandate of the university.
Externship: is a community based activity conducted mainly by veterinary medicine students
for practicing what they have acquired theoretically with the aim of giving students
brief realistic encounters in their field of study.
Institutional academic networking: the interaction and cooperation made between Haramaya
University with other institutions in and/or outside the country for mutual benefits
in educational and development spheres
Internship: is a community based education program practiced mainly by health and medical
sciences students by directly attaching to hospitals and health centers with learning
goals, and reflects actively on what they are learning.
Partnership: A relationship between colleges in Haramaya University, or the university with
other community/ government/ non-government organizations and institutions
characterized by mutual co-operation and responsibility to achieve a common goal.
Service learning: a community based education program that integrates classroom based
learning with practical activities with primary purpose of serving the community.
Stakeholders: Government (MoE, MoH, regional health and educational bureaus, etc…) and
non-government organizations, institutions and industries which take parts in
Community Based Education activities.
Haramaya University Community Based Education Guideline 2014 P a g e 5
Team Training Program: training program conducted by a mix of students from different
departments in the college of health and medical sciences for gaining competence
and skills through cooperative and collaborative approaches.
Haramaya University Community Based Education Guideline 2014 P a g e 6
3. COMMUNITY BASED EDUCATION CONCEPTS AND PROCESSES
3.1. Concepts of Community Based Education
Community based education is an educational philosophy that is aimed at developing future
professionals with problem identification and solving skills and positive attitudes to serve
society. It is an educational approach rooted in the belief that, if the very objective of education
is to keep learners with realistic, practical and relevant knowledge, skills and attitude that would
contribute to the improvement of the life of people, it should not be limited to the classroom
activities only. Rather, it has to take place in the community where learners meet the final goal of
education: community development and social change.
In community-based education, students are exposed to real community problems and to apply
their knowledge and skills using well defined procedures/steps. This allows deeper under-
standing and full exposure of students to the social and cultural environment and thus come to
understand the important elements of community life and the relationship of these elements to
development factors. Hence, a community based education in the context of Haramaya
University is a well designed and integrative program that engages students, faculty and society
for gaining knowledge and skills, and sharing experience from practical problems in the society.
3.2. Process of Community Based Education
Community Based Education, which shall be conducted in the community starts from identifying
the need of community, shaped by the local community at three levels: planning
(curriculum/development, programs, etc.), implementation (teaching-learning process), and
evaluation (or quality control system). Therefore, community based education in the context of
Haramaya university has the following processes/steps.
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Figure1. Community Based Education Processes
Needs assessment: is a systematic process of determining and addressing needs, or "gaps" and
desired conditions or "wants" in the community. Hence, community-based education is the
education process connected and controlled by local and university communities on the bases of
their needs, conditions, and development strategy. It is a planned activity: by the community
(group of people) and students; in the community (common geographical locality); about the
community (with common interest); and for the community (with common aspiration).
Therefore, needs assessment in community shall be conducted by the respective colleges/
departments in collaboration with directorate for CBE.
Program designing: this is formulating or establishing a specific community based education
approaches or programs which help to address the needs of community in a way that helps
students to learn or acquire knowledge, attitude and skills from the community. Designing starts
with defining the nature of community needs then based on the nature or scope of the needs,
there shall be setting of objectives, planning and setting strategies to achieve the objectives.
While designing programs, outcomes of the program shall be clearly identified.
Haramaya University Community Based Education Guideline 2014 P a g e 8
Needs AssessmentProgram DesigningProgram ExecutionProgram Monitoring/ Evaluation
Program execution: this is putting a designed CBE program to practice or action. Once program
are designed there shall be well defined procedures/ways in which the program is
executed/conducted. In this regard, the departments/schools/colleges in collaboration with
directorate for CBE shall conduct designed/developed programs in the community.
Monitoring and evaluation: is an assessment of ongoing and completed CBE program, its
design, implementation and results with the aim of providing timely assessments of the
relevance, efficiency, effectiveness, impact and sustainability of the programs and overall
progress against objectives. CBE program monitoring and evaluation provides an early
indication of the likelihood that expected results attained and provides an opportunity to validate
program and make necessary changes in program activities and approaches. There should be
clear monitoring and evaluation procedure/system for each program.
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4. APPROACHES AND MODALITIES OF COMMUNITY BASED EDUCATION IN HARAMAYA UNIVERSITY
Haramaya University has different CBE programs which are believed to be the most important in
improving the university’s educational quality in teaching, research, and community
engagement. The CBE programs has a role of not only exposing students to real environment but
also helping the students and instructors to render service to the community and discharge their
social responsibility while improving their practical and research undertaking skills in the
community problems. In general, Community Based Education in Haramaya University has the
following approaches which can be executed through described modalities. Approaches listed
below are not exhaustive and there are conceptual overlapping. There can also be differences in
their application across colleges and institutes which may need further contextualization.
4.1. University-Industry Linkage
This is the channels through which knowledge and technology is transferred and shared between
the university and the industries like factories and different business organizations so that it
would be integrated into products and services. This enhances university academic staff and
students to be linked with industry for collaborative research and consultancy works, and obtain
opportunities in industry for practical experience. The Directorate for Community based
education and concerned academic colleges jointly shall implement planned activities which
include establishing and strengthening linkage along entering Memorandum of Understanding
amongst academic and research institutions and industries. The Directorate for community based
education facilitates conditions for placing university students to industries for practical
attachment and work based learning. It also arranges educational visits for students and
industries and experience sharing for industry workers in the university. Moreover, it facilitates
joint research works and technology innovation by staff members of the university and industry
workers.
4.2. University-School Linkage
This refers to a professional correspondence between Haramaya University and schools in
eastern part of the country. The relationships and interactions between the university and the
Haramaya University Community Based Education Guideline 2014 P a g e 10
schools shall aim at promoting the flow of information, ideas, and integration in achievement of
shared objectives. In line with this, the Directorate for Community Based Education and
concerned academic colleges jointly undertake various education improvement projects in
schools.
4.3. Externship
This is making students walk through at the company, school or hospital and carefully
monitoring by worker volunteers who accept them. The encounter allows learners to apply their
training studying to a real life environment. Externships offer examples of career opportunities.
It is an opportunity for students to observe and ask questions. They can be considered as exterior
research which merges academic setting information with real-world encounter. This experience
prepares students for the shift from school to career. The Directorate for CBE jointly works with
concerned colleges in facilitating students placement and research works at the institutions they
are placed.
4.4. Internship
An internship is the transition of students from study to work by directly attaching in different
health institutions and is a necessary component in order to develop a student’s skills, making
them more advanced and diligent when they finally have the opportunity to be a part of the
working world. It facilitates learning of practicing skills for future work. Internships are typically
one-time work or service experiences related to a student’s major or career goal. The internship
plan generally involves a student working in a professional setting under the supervision and
monitoring of practicing professionals. The directorate for CBE in collaboration with the
concerned colleges facilitate students’ placement and research works at the institutions they are
placed.
4.5. Community Based Practical Training (CBTP)
It is a process of producing practical training activities that is done by assigning students (health
and medical sciences students) in different rural and urban Kebeles for identification of different
health and related problems and to design, implement and manage solutions by students within
Haramaya University Community Based Education Guideline 2014 P a g e 11
the communities. The directorate for CBE shall works with concerned college (s) facilitate
students’ placement in different areas in the community to conduct the program.
4.6. Team Training Program (TTP)
It is community based activities performed by a team created from different departments or
programs in the acquisition of new information, skills, and attitudes essential to effective
performance in a team environment. In this regard different categories of Health and medical
Sciences students are posted at Training Health Centers (THC). With respect to team
effectiveness, which is the degree of success of a team’s performance, individual training is
important to ensure team members are equipped with the knowledge, skills, and abilities
necessary to complete their portions of team tasks. The aim of this program is to equip health and
medical science students in how to solve the complex community health problems in a team.
During this program students of one department are expected to appreciate the role of the
profession of others in solving community health and health related problems.
4.7. Community Attachment
It is a program conducted in the community by assigning students in rural and urban health
centers and hospitals with the aim of exposing students in for practical environment. In addition,
community attachment involves cognitive, affective and relational elements that bind the
university to the community and creates amity (local friendships), sentiment (degree of
satisfaction with the community) and involvement (participation in the community). The
attachment has a tendency creating students sense of belonging, bonding and interacting with the
community. Students from colleges of health and medical sciences are assigned in a health
centers/ hospitals, and conduct the program with collaboration of the CBE directorate with the
agreement made between the university and health center.
4.8. Practical Attachment
Practical attachment is usually a field-based practical training experience that prepares students
for the tasks they are expected to perform on completion of their training. It is any approved field
based practical work carried out by staff and students for the purpose of teaching and/or research in
places within and outside the University control. The Directorate for CBE shall work with all
Haramaya University Community Based Education Guideline 2014 P a g e 12
concerned colleges in facilitating students’ practical attachments within and outside campus. The
directorate does the same thing for partner institutions such as schools, NGOs, GOs that demand
practical attachments for their students.
4.9. Service Learning
It integrates community service with academic study to enrich learning, teach civic
responsibility, and strengthen communities. The service activity meets a community need
identified by students. The activity is tied to academic goals and provides an opportunity for
student reflection and celebration. To enable continuous learning, the directorate for CBE with
concerned colleges is involved in facilitating service learning.
4.10. Work Based Learning
It is a strategy that allows students to spend time with adults—whether in a mentoring relation-
ship, role model situation, or informational interaction—to learn about careers. Its aim is to make
learning relevant to real life situations by incorporating industry valued standards to inform
curricula, by providing opportunities for contextual and applied learning, and by promoting
program continuity from Kindergarten to 12 to post secondary education and training. To
improve and enhance capacity building, the directorate with concerned colleges shall be involved
in facilitating work based learning.
4.11. Collaborative Research Works
This is working together of university staffs/researchers and students in different research areas
to achieve the common goal of producing new scientific knowledge. Basically, this activity is
conducted by identifying research partners, institutions and the community at all levels by the
Directorate for CBE and concerned colleges and engaging them in collaborative research works.
4.12. Functional Adult Education
It is an instructional and related support services for adults who are not enrolled in secondary
school, who lack the educational foundation expected of a high school graduate; and whose
inability to speak, read, and write the working language, and compute and solve problems
constitutes a substantial impairment of their ability to obtain, retain and/or function on the job, in
Haramaya University Community Based Education Guideline 2014 P a g e 13
their family and in society commensurate with their real ability. To achieve their life goals and
develop their knowledge and potential, they are in need of programs which help them to
eliminate their inability and raise their level of education and self-sufficiency. This activity is a
collaborative work which involves the Directorate for CBE, the community and concerned
colleges. They undertake demand driven community based education services that contribute for
social and economic development. This includes planning and conducting various tailor-made
short-term trainings for adult people to enhance their life skills, numeracy skills, entrepreneur,
commerce, finance, home economics, environment and natural resource management, health
education and interpersonal skills.
4.13. Educational Visit/Trips
The Directorate for CBE and concerned colleges involve in arranging and facilitating educational
trips and experience sharing for students as well as for academic and research staff by covering
the budget partially or fully as needed. Educational visits and trips are used to enhance the
learning-teaching process for students and instructors by giving them the opportunity to
introduce a subject new to them and gain firsthand experience of a subject already broach. They
also reinforce ideas and concepts already initiated, and extend the idea of group participation and
raising the social awareness of students and instructors by expecting and demanding the highest
level of behavior.
4.14. Fieldwork/Clinical Placement
This is learning by practicing skills for a profession, usually in helping fields such as nursing and
social work. The fieldwork placements provide students with the opportunity to integrate
theoretical and practical knowledge and to develop professional behaviors and skills. This
encourages multidisciplinary practice, reinforcing that the key to good practice is to have
professionals working together successfully with shared skills in reflective practice, engaging
clients in care and ethical practice. The Directorate for CBE and concerned colleges involve in
arranging and facilitating for students and staff in different attachment areas by covering the
budget partially or fully as needed.
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5. ROLES AND RESPONSIBILITIES OF DIFFERENT ACTORS IN COMMUNITY BASED EDUCATION
5.1. General Provisions
The actors involved in the implementation of the Haramaya University's community based
education include students, instructors, programs, departments, schools, centers, institutes,
faculties/colleges, directorates, offices of vice presidents and president, community, industries,
schools, research institutes, community organizations, business organizations and government
and non-governmental organizations.
Each actor is expected to engage and contribute towards planning, designing, effective
implementation and evaluation of community-based education and producing competent,
informed and responsible graduates. The actors are, therefore, expected to own the university's
community based education programs and show sincere commitment, shared vision and
collaboration towards its effective implementation.
5.2. Role and Responsibilities of the University Student
The University student shall:
5.2.1. Work to understand science and technology;
5.2.2. Commit to the assigned tasks under the community based education program;
5.2.3. Understand and adhere to the concepts, principles, values, characteristics and
processes of community based education
5.2.4. take individual responsibilities for learning and change;
5.2.5. have team spirit;
5.2.6. accomplish directed tasks diligently and in due time;
5.2.7. assume leadership whenever possible;
5.2.8. be prepared and motivated (psychologically, emotionally, materially and socially) for
learning;
5.2.9. internalize the primary objectives of community based education;
Haramaya University Community Based Education Guideline 2014 P a g e 15
5.2.10. enhance practical knowledge and skills;
5.2.11. build positive attitudes towards society and appreciate its problems
5.2.12. learn endurance;
5.2.13. explore real world knowledge;
5.2.14. foster scientific knowledge, skills and technologies to the society;
5.2.15. appreciate and document indigenous knowledge and skills;
5.2.16. play active role in the promotion of social, environmental, human and animal health ;
5.2.17. play active role in empowering community members particularly women and the
disabled groups and enhancing their participation in problem solving and decision-
making processes;
5.2.18. identify societal and environmental problems that can be input for research and
intervention;
5.2.19. record, analyse, organize and interpret information/data following the annexed
standard framework;
5.2.20. develop report writing and presentation skills as well as research and critical thinking
skills;
5.2.21. conduct action research to solve societal and environmental problems;
5.2.22. use the community based education program as an opportunity to identity potential
self-employment areas;
5.2.23. play active role in societal and institutional transformations;
5.2.24. contribute towards building healthy and sustainable social and natural environment;
5.2.25. design/innovate/create relevant technologies to improve livelihood and environment;
5.2.26. be willing to learn cooperatively/collaboratively with peers;
5.2.27. be willing to learn from the community;
5.2.28. assume responsibility and accountability for his/her learning and understanding;
5.2.29. enhance social and cultural skills;
5.2.30. seek advice and support from his/her advisor and other concerned actors in CBE
program;
5.2.31. enhance theoretical knowledge/assumptions with practical knowledge and
5.2.32. strengthen university-community linkage
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5.3. Role and Responsibilities of University Instructor
The instructor shall:
5.3.1. be aware of his/her duties and responsibilities in execution of community based
education;
5.3.2. Take part in need assessment of CBE
5.3.3. Advise and engage students in community based education;
5.3.4. establish cooperative learning team for community based education;
5.3.5. prepare plan of activities for students' learning through community based education;
5.3.6. coordinate learning programs and processes;
5.3.7. supervise students during community based education;
5.3.8. plan and conduct research and studies during community based program;
5.3.9. participate in designing and reviewing community based program;
5.3.10. address and solve societal, institutional, organizational and environmental
problems;
5.3.11. guide, coach, monitor and assist students in the community based learning process;
5.3.12. evaluate students' performance following the standard;
5.3.13. link students with community, institutions and organizations;
5.3.14. document information, indigenous knowledge and skills, problems, challenges, best
experiences;
5.3.15. ensure that students have made the necessary psychological and material
preparations before they are dispatched;
5.3.16. demonstrate practical skills to students during community based education;
5.3.17. ensure that his/her advisees respect community rules and norms and demonstrate
professionalism while learning;
5.3.18. show willingness to learn from industries and communities;
5.3.19. apply knowledge obtained through community based education program for
advancing scientific knowledge and creating technologies;
5.3.20. foster/promote scientific knowledge, skills, technologies and innovations;
5.3.21. follow up students' learning progress and provide them professional support;
5.3.22. show professionalism in his area;
Haramaya University Community Based Education Guideline 2014 P a g e 17
5.3.23. uphold the objectives of the university;
5.3.24. advocate and communicate about empowerment of women and the disabled group;
5.3.25. take knowledge and experiences from the community;
5.3.26. adopt technologies from industries and
5.3.27. innovate and improve technologies
5.3.28. Inspire the students in science and technology
5.3.29. Motivate and engage students in the meaningful activities
5.3.30. Create open communication within the team
5.3.31. Facilitate learning
5.3.32. Maintain systematic approach;
5.3.33. Have the students do as much work as possible
5.3.34. Establish an environment conducive to open and honest communication
5.3.35. Show trust in and respect for team members
5.3.36. Encourage students to take risks
5.3.37. Encourage accountability
5.4. Roles of the Other Stakeholders
5.4.1. Stakeholders
In addition to students and instructors, other potential stakeholders in community based
education include:
5.4.1.1. educational organizations such as schools, universities, university colleges,
colleges and institutes and education bureaus'
5.4.1.2. industries;
5.4.1.3. citizens;
5.4.1.4. collaborators such as funding organizations;
5.4.1.5. business organizations such as financial institutions and business
companies;
5.4.1.6. research institutes and centers;
5.4.1.7. non-government organizations;
Haramaya University Community Based Education Guideline 2014 P a g e 18
5.4.1.8. community;
5.4.1.9. parks, museums, conservations, sanctuaries;
5.4.1.10.civil and community organizations;
5.4.1.11.health and diagnostic centers and
5.4.1.12.special centers such as information, sports, research, treatment, culture and
youth, conservation and rehabilitation centers
5.4.2. Roles and Responsibilities of Industries and Business Organizations
5.4.2.1. host and orient students;
5.4.2.2. provide students required setting and logistics;
5.4.2.3. assign mentor who demonstrates working procedures, routines, cultures,
norms and values;
5.4.2.4. take part in technology innovations and knowledge advancement efforts;
5.4.2.5. familiarizes students with cutting edge technologies;
5.4.2.6. inspire innovativeness;
5.4.2.7. build students' generic competencies and knowhow (communication skills,
entrepreneurial skills, interpersonal skills, numeracy and analytical skills,
team spirits and managerial skills);
5.4.2.8. shape students' future career aspirations and enhance their job creating
capacity;
5.4.2.9. take part in project related action research processes; and
5.4.2.10.Take part in the need assessment, design and implementation of CBE
5.4.3. Roles and Responsibilities of other Stakeholders
Stakeholders are larger community, schools, research institutes and government and non-
governmental organizations.
Stakeholders of community based education shall:
5.4.3.1. host students and safeguard their wellbeing while at work;
Haramaya University Community Based Education Guideline 2014 P a g e 19
5.4.3.2. provide appropriate orientations regarding safety rules, working
environments, work procedures, expectations, norms and values;
5.4.3.3. facilitate the learning process by providing working space/setting, assigning
mentors and safety equipment ( if necessary);
5.4.3.4. evaluate student performances;
5.4.3.5. provide required information/data;
5.4.3.6. suggest problems and research areas;
5.4.3.7. take part in action research processes;
5.4.3.8. share challenges and experiences;
5.4.3.9. share the vision, mission and core objectives of the planned community
based program;
5.4.3.10.sign memorandum of understanding;
5.4.3.11.own the projects of community based education;
5.4.3.12.suggest solutions to solve societal and environmental problems;
5.4.3.13.maintain linkage with university and
5.4.3.14.provide feedback for improving linkage and quality of education
5.5. Roles and Responsibilities of the University Organs
5.5.1. Introduction
Implementing planned community based education is one of the three principal missions of the
Haramaya University. In this regard, all university organs are expected to execute their
respective responsibilities towards the fulfillment of the mission. The University organs are
academic, research and administrative units of the university that are directly or indirectly
involved in the facilitation, decision-making and overseeing of the community based education.
The university organs are academic or research programs, Departments/Schools,
Centers/Faculties/Institutes/Colleges, Directorate for Community Based Education, Offices of
the Vice President(s) and President. The roles and responsibilities of each organ are shown
below.
Haramaya University Community Based Education Guideline 2014 P a g e 20
5.5.2. Role and Responsibilities of the Academic/Research Program
The academic/research program shall:
5.5.2.1. conduct need assessment and identify relevant areas of community based
education
5.5.2.2. develop/design relevant community based education program for its unit
5.5.2.3. prepare plan and solicit fund for implementation for community based
education
5.5.2.4. facilitate required conditions (human and logistic resources) for
implementation of the planned program
5.5.2.5. monitor and evaluate the implementation
5.5.2.6. collect feedbacks, document and report the processes and outcomes of
community based education
5.5.3. Role and Responsibilities of the Department/School
The department/school shall:
5.5.2.1. conduct need assessment and identify relevant areas of community based
education;
5.5.2.2. develop/design relevant community based education program for its
departments/school;
5.5.2.3. prepare plan and solicit fund for implementation for community based
education;
5.5.2.4. establish linkage with stakeholders of community based education;
5.5.2.5. coach program leaders on planning and implementation of community
based education;
5.5.2.6. ensure that the planned activities of the community based education are in
line with the university's priorities and strategic objectives;
5.5.2.7. facilitate required conditions (human and logistic resources) for
implementation of the planned program;
5.5.2.8. maintain standards in the planning and implementation of the community
based education program across its programs;
Haramaya University Community Based Education Guideline 2014 P a g e 21
5.5.2.9. benchmark best practices in community based education;
5.5.2.10. ensure efficient and effective utilization of resources;
5.5.2.11. monitor and evaluate the implementation and
5.5.2.12. collect feedbacks, document and report the processes and outcomes of
community based education;
5.5.4. Role and Responsibilities of Centers/Institutes/Colleges
The university centers/institutes/colleges shall:
5.5.4.1. coordinate and facilitate need assessment and identification of priority areas
community based education program;
5.5.4.2. coordinate and facilitate human and material conditions for planning and
implementation of community based education;
5.5.4.3. overseas the execution of the community based education program;
5.5.4.4. sign service level agreement with the concerned university organs and other
relevant stakeholders;
5.5.4.5. ensure appropriate allocation and efficient and effective utilization of
resources;
5.5.4.6. organize and conduct workshop related to community based education;
5.5.4.7. establish institutional linkage and lose partnership with stakeholders and
collaborators;
5.5.4.8. coordinate its units and develop project proposal for soliciting funds for
implementation of community based education;
5.5.4.9. interface, harmonize and integrate activities of its community based
education with its teaching-learning and research efforts;
5.5.4.10. develop working documents, guidelines, forms and or standards
appropriate for implementation of community based education and
5.5.4.11. collect feedback from its customers, communities and other stakeholders
to review and update its community based education program
Haramaya University Community Based Education Guideline 2014 P a g e 22
5.6. Roles and Responsibilities of Directorate for Community Based Education
The Directorate for Community Based Education shall:
5.6.1. direct need assessment, designing, planning and execution of community based
education programs;
5.6.2. coordinate implementation of community based education of different units;
5.6.3. facilitate necessary material, financial and institutional conditions for planning and
implementation of community based education;
5.6.4. establish and strengthen institutional linkages/partnership with stakeholders and
collaborators;
5.6.5. build institutional capacity for productive and sustainable community based
education;
5.6.6. promotes university's strategic plans, implementations and achievements in
community based education;
5.6.7. improves quality of the community based education through continual
benchmarking best practices;
5.6.8. ensures that the implementation of community based education programs are in line
with the university's core missions and objectives;
5.6.9. ensures that the communities are primary beneficiaries of the planned and executed
community based education;
5.6.10. organize workshops, forums, symposia, exhibitions and consultative meetings,
related to issues of community based education;
5.6.11. represent the university on matters related to community based education;
5.6.12. document, report and communicate matters related to community based education
to concerned internal and external bodies;
5.6.13. set appropriate and clear guidelines/standards/forms/ for implementing community
based education and
5.6.14. monitor and evaluate processes and outcomes of community based education.
Haramaya University Community Based Education Guideline 2014 P a g e 23
5.7. Roles and Responsibilities of Offices of the Vice President(s) and President
The offices of vice presidents and president shall:
5.7.1. provide the necessary managerial support for planning and implementation
community based education;
5.7.2. facilitate institutional linkage and sign memorandum of understanding with
stakeholders and collaborators on matters related to community based education;
5.7.3. help the directorate's office in prioritizing strategic areas of community based
education;
5.7.4. allocate adequate financial resources and physical conditions for implementation of
the program;
5.7.5. evaluate and approve plans of works and operational activities of community based
education;
5.7.6. advise and lobby policy makers concerning community based educations and
5.7.7. ensure that the plans and activities of the community based education are in line
with the university's and country's vision, mission and core objectives.
Haramaya University Community Based Education Guideline 2014 P a g e 24
6. INSTITUTIONAL ACADEMIC NETWORKING AND PARTNERSHIPS
An institutional academic networking and partnership is an agreement to do CBE activities
together that will benefit Haramaya University and all involved partners (institutions and
organizations) and bringing results that could not be achieved by operating alone. A successful
partnership and networking enhances the impact and effectiveness of action through combined
and more efficient use of resources; promotes innovation; and is distinguished by a strong
commitment from each partner.
There shall be networking and partnership between or among departments/colleges with the
University and among different institutions and organizations in the country as well as outside
the country with the aim of creating and expanding opportunities for institutions and
organizations to collaborate and exchange, experiences, knowledge, resources and information
relevant to success of CBE activities.
Networking and partnership starts from need assessment and designing appropriate CBE
approaches. In this regard, the directorate for CBE shall work in establishing institutional
networking, close partnership and cooperation with different institutions, organizations inside or
outside the country to strengthen linkage, generate income and deliver community based services
through signing memorandum of understanding.
Haramaya University Community Based Education Guideline 2014 P a g e 25
7. ETHICAL CONSIDERATIONS IN COMMUNITY BASED EDUCATION
In the process of CBE academic staff, students, and other stakeholders enter communities with
diverse culture, belief, custom, social and economic status. As a result, several ethical dilemmas
arise while interacting with communities-respect for diversity. Therefore, there is a need to
follow important ethical lines which enable the involvers to have positive and binding
interactions with the communities. In line with this, fundamental ethical frameworks that guide
Haramaya University students, instructors and stakeholders in implementing community based
education are stated below. All actors in planning, designing and implementing CBE shall:
7.1. take responsibly for maintaining the quality of the professional practice;
7.2. not misrepresent his/her professional qualifications;
7.3. have regard to the safety and wellbeing of themselves and of others;
7.4. respect the uniqueness and diversity of the learning community;
7.5. not assist uneducated person in unauthorized practice;
7.6. not knowingly make false or malicious statements about a colleague and
community;
7.7. not accept any gratuity, gift, or favor that might impair or appear to influence
professional decisions or action;
7.8. have mutual respect and trust with the community;
7.9. act with honesty, integrity and fairness;
7.10. create learning experience with the community;
7.11. give necessary respect for the environment;
7.12. maintain the good image of the university and
7.13. Maintain professional relationship with the community.
Haramaya University Community Based Education Guideline 2014 P a g e 26
8. MONITORING AND EVALUATION OF COMMUNITY BASED EDUCATION
The Monitoring and Evaluation system provides the information needed to assess and guide the
CBE strategy, ensure effective operations, meet internal and external reporting requirements, and
inform future programming. Monitoring and Evaluation should be an integral part of CBE design
as well as CBE implementation and completion. Therefore, this section presents general
framework for M & E and stresses its importance. In planning and conducting M & E, the
questions to be answered are:
1. What does the CBE program wants to do and how in each department/college?
2. What are the specific objectives to be achieved in each department/college?
3. What are the indicators and how will they measure this?
4. How will the data be collected and analyzed?
Monitoring and Evaluation of CBE programs include:
Preparation of Monitoring and Evaluation tools: the directorate for CBE shall have its
own appropriate M&E tools (check list or questionnaire) for each CBE activities/approaches
being conducted by specific department/college.
Timing/scheduling for Monitoring and Evaluation: Monitoring is ongoing process which
shall be conducted during conduction of CBE activities in each department. In this regard
there shall be continuous assessment on the progress of the specific activities by director
with respective department/college while students doing specific CBE activities. On the
other hand Evaluation shall be conducted at the end of each program. The director for CBE
shall conduct evaluation of the CBE activities after the completion in each
department/college.
Preparation for Monitoring and Evaluation: this preparing all the necessary resources
like staffs, transports and financial resources for M&E.
Conducting Monitoring and Evaluation: following the schedule the directorate for CBE
shall conduct the community based activities through visiting in the community where CBE
activities are being conducted in collaboration with department/college. During monitoring
and evaluation there shall be participation of community, institutions, government and non
government organizations.
Haramaya University Community Based Education Guideline 2014 P a g e 27
It should be noted, however, that the structure, processes and modality of M&E may differ from
program to program or depending on the nature of the department's/colleges specific CBE
activities. For some of the common practices, please find attached forms and checklists in the
annex.
Haramaya University Community Based Education Guideline 2014 P a g e 28
REFERENCES
HUBPR 2012. Haramaya University’s Core Business Process Reengineering Document.
HNSL 2013. Haramaya University’s Senate Legislation,
Magzoub, M. E. 1994. Community-Based Education: Program Implementation and Student
Assessment at the Faculty of Medicine, University of Gezira, Sudan. CIP-gegevens
Koninklijke Bibliotheek, Den Haag.
Melaville, A., Berg, A. C. and Blank, M. J. 2007. Community-Based Learning: Engaging
Students for Success and Citizenship. Coalition for Community Schools, New York.
Villani, C. J. and Atkins, D. 2000. Community-Based Education. School Community Journal, 10
(1). 121-126
Haramaya University Community Based Education Guideline 2014 P a g e 29
ANNEXES
Annex I: Evaluation format for CBE programs in college of health and medical sciences
Evaluation of TTP comprises both process and output levels of the student activities. Evaluators
are immediate supervisors, senior supervisors, and resident staffs based on the evaluation tools.
Before the commencement of the program the students will be informed about the evaluation
criterions. Immediate supervisors are responsible to compile all evaluation marks and submit
grade. The students are evaluated continuously based on their performance and on every forty
night presentation their progress assessment will be communicated to the coordinating office.
Accordingly the evaluation scheduled time is as follows:
S. No Schedule Mark
Immediate
supervisor
Senior supervisor Total
1. Survey report and action
plan
2. Forty night presentation
3. Second forty night
presentation
4. Final report presentation
Total mark
Haramaya University Community Based Education Guideline 2014 P a g e 30
Annex II: CBTP Evaluation Form
Department _____________________
Student’s Name _______________________ ID. No. _______
Status Mark
poor 1
Fair 2
good 3
Very good 4
excellent 5
Haramaya University Community Based Education Guideline 2014 P a g e 31
Encircle the appropriate point for each variable
S.N
o.
Variable of assessment Point Total
Remark
Remark
1 2 3 4 5
1. Demonstrates eagerness in learning
2. Organize work effectively on priority basis
3. Suggests alternatives solutions to a problem
4. Attendance
5. Records and reports daily activity
6. Participates actively in group work and
presentation
7. Practice self criticism and accepts constructive
comments
8. Avoids committing similar errors
9. Deploy theoretical knowledge in practice
10. Assimilates scientific knowledge to local
situation
11. Respect to students, instructors drivers, etc
12. Willingness to accept comment
13. Readiness for each day’s activity
14. Recognize daily schedule ahead of time
15. Regular presence during normal working hours
Total
Haramaya University Community Based Education Guideline 2014 P a g e 32
Annex III: TTP Evaluation Form
Department _____________________
Student’s Name _______________________ ID. No. _______
Status Mark
poor 1
Fair 2
good 3
Very good 4
excellent 5
Encircle the appropriate point for each variable
Haramaya University Community Based Education Guideline 2014 P a g e 33
S.No
.
Variable of assessment Point Total
Remark
Remark
1 2 3 4 5
1. Demonstrates eagerness in learning
2. Organize work effectively on priority basis
3. Suggests alternatives solutions to a problem
4. Attendance
5. Records and reports daily activity
6. Participates actively in group work and
presentation
7. Practice self criticism and accepts constructive
comments
8. Avoids committing similar errors
9. Deploy theoretical knowledge in practice
10. Assimilates scientific knowledge to local situation
11. Respect to students, instructors drivers, etc
12. Willingness to accept comment
13. Readiness for each day’s activity
14. Recognize daily schedule ahead of time
15. Regular presence during normal working hours
16. Works with harmony and respects resident staffs at
the HC
17. Respects the client and Community
18. Personality (E.g. personal hygiene, wearing gown,
etc)
19. Abide by the HC rules & regulation (E.g. follow
HC registration system, appropriate equipment
utilization, etc
Total
Haramaya University Community Based Education Guideline 2014 P a g e 34
Annex IV: Evaluation form (for Presentation)
Supervisory team leader Name ______________________
Date ______________________ Site ______________Group _____________
Status Mark
poor 1
Fair 2
good 3
Very good 4
excellent 5
Encircle the appropriate point for each variable
S.No. Variable of assessment Point Total
mark
Remark
1 2 3 4 5
1. Preparedness, respect to the program
(personality, time mgt, discipline, etc)
2. Organization of the presentation
3. Confidence and fluency of the presenters
4. Content
5. Ability to react for the questions
6. Recognition of the problems
7. Group work achievement as per the action
plan
Total
Haramaya University Community Based Education Guideline 2014 P a g e 35
Annex V: Report writing outline
After the students did their practical activities in the community they should submit well
prepared document in both soft copy and hard copy. The report they submit is expected to be
good in its quality so that it is going to be submitted to kebele where they did their activities. In
addition the report is expected to be secondary source for those individual who want to do further
research on the data collected. Therefore, the following outline should be followed to write
report of community based practical activity.
CBTP – Community diagnosis report
Title: expected to include what is done? Where and when?
Acknowledgment
Table of content
List of figures
List of tables
Abstract/summary: expected to include in brief introduction, general objective of the
program, Methods employed, report/result from the assessment/ community diagnosis and
intervention done, discussion, Conclusion and recommendation (optioned)
1. Introduction: expected to incorporate the Philosophy of CBTP
1.1. Background
1.2. Statement of the problem: stating the problem by the theme of core parts /variable/
2. Literature Review: reviewing literature and/or articles concerning selected variables. It can
be national, regional and woreda reports.
3. Objective: of the program including general and specific objective
4. Definition of terms: defining operationally the terms used for the survey
Haramaya University Community Based Education Guideline 2014 P a g e 36
5. Methods
5.1. Study area:
5.2. Study design:
5.3. Population and sample
5.3.1. Source Population
6. Results: Data are reported, tables, Graphs, figures are include and discussed in the test
7. Discussion: Interpretation of finding, comparisons of finding with other findings
7.1. Problem faced and solution attempted
7.2. Limitation of the program
8. Problem identification and prioritization: listing the identified problems with higher
magnitudes. After that, the identified problems should be prioritized using problem
prioritizing criterion.
9. Action plan objectives: general and specific to the prioritized problems.
10. General plan of action: by using Gannt chart & tables.
11. References
Those reference material used should be listed using numbering style (Vancouver style),
that mean the references should be written in a format as;
o Name of author, title of material, place of publication, name of journal, volume,
number, page.
Haramaya University Community Based Education Guideline 2014 P a g e 37
Annex VI: CBTP – Intervention Report
Title: expected to include what is done? Where and when?
Acknowledgment
Table of content
List of figures
List of tables
Abstract/summary: expected to include in brief introduction, general objective of the
program, Methods employed, report/result from the assessment/ community diagnosis and
intervention done, discussion, Conclusion and recommendation (optioned)
1. Introduction: expected to incorporate the Philosophy of CBTP
1.1. Background
1.2. Statement of the problem: stating the problem by the theme of core parts /variable/
2. Literature Review: reviewing literature and/or articles concerning selected variables. It can
be national, regional and woreda reports.
3. Objective: of the program including general and specific objective
4. Definition of terms: defining operationally the terms used for the survey
5. Methods
5.1. Study area:
5.2. Study design:
5.3. Population and sample
5.3.1. Source Population
6. Action plan result and discussion: the achievements are expected to be presented.
Interpreting under and/or over achievements
Haramaya University Community Based Education Guideline 2014 P a g e 38
6.1. Problem faced and solution attempted
6.2. Limitation of the program
7. Recommendation: on the part that cannot be addressed by the intervention implemented.
8. References
Those reference material used should be listed using numbering style (Vancouver style),
that mean the references should be written in a format as;
o Name of author, title of material, place of publication, name of journal, volume,
number, page.
Haramaya University Community Based Education Guideline 2014 P a g e 39
Annex VII: TTP – Intervention report
Title: expected to include what is done? Where and when?
Acknowledgment
Table of content
List of figures
List of tables
Abstract/summary: expected to include in brief introduction, general objective of the
program, Methods employed, report/result from the assessment/ community diagnosis and
intervention done, discussion, Conclusion and recommendation (optioned)
2. Introduction: expected to incorporate the Philosophy of CBTP
1.1. Background
1.2. Statement of the problem: stating the problem by the theme of core parts /variable/
2. Literature Review: reviewing literature and/or articles concerning selected variables. It can
be national, regional and Woreda reports.
3. Objective: of the program including general and specific objective
4. Definition of terms: defining operationally the terms used for the survey
5. Methods
5.1. Study area:
5.2. Study design:
5.3. Population and sample
5.3.1. Source Population
6. Results and Discussion:
Haramaya University Community Based Education Guideline 2014 P a g e 40
6.1. Community diagnosis (DV site): Data are reported, tables, Graphs, figures are include and
discussed in the test. Interpretation of finding, comparisons of finding with other
findings
6.2. Action plan result and discussion: the achievements are expected to be presented.
Interpreting under and/or over achievements
6.2.1. DV Site
6.2.2. Health center
6.3. Problem faced and solution attempted
6.4. Limitation of the program
7. Recommendation: on the part that cannot be addressed by the intervention implemented.
8. References
Those reference material used should be listed using numbering style (Vancouver style),
that mean the references should be written in a format as;
o Name of author, title of material, place of publication, name of journal, volume,
number, page.
Annex VIII: Mentoring program Evaluation
We continuously seek ways to improve our mentoring activities in particular. As a participant in
the mentoring Program, your feedback is an extremely valuable resource. Please take a few
minutes to complete this evaluation and return it to the program leader.
1. Did you participate in the program as: ______ a mentor or ________ a mentee?
2. What is your occupational series and grade level?__________________
3. Were the objectives of the mentoring program achieved ?
_______ yes_______ partially ________ No
If partially, or not at all, why not ?
4. Do you consider your participation in the mentoring program to have been a success ?
Haramaya University Community Based Education Guideline 2014 P a g e 41
________ yes________ partially _______No
If partially, or not at all, why not?
Please rate questions 5 through 8 using the following:
1= poor, 2= fair, 3=good,4 =Excellent, 5 = outstanding
5. How would you rate the compatibility between yourself and your mentor/mentee?
1 2 3 4 5
6. Overall, how would you rate the effectiveness of the program?
1 2 3 4 5
7. How many hours, on average, did you meet with your mentor/mentee each day ?(Circle one)
Less than 1 hour 1hour 2 hours 3 or more hours
8. Did your supervisor support your participation in this program ?
_________yes ______To some extent ____ No
If you did not receive full support, what did you want or expect?
9. Does the training meet with your expectation?
_________yes _______To some extent ______No
If you did not receive full support, what did you want or expect ?
10. Was the classroom environment conducive for the training?
_____ yes ______To some extent _____No
11. Were the instructional methods effective?
_______yes _____ To some extent _____No
12. Please rate the following . Use ‘X’ to indicate your rating:
Exc. Good Fair poor N/AQuality of content Delivery Clarity and usefulness of visuals Opportunity to ask questions Opportunity for hands-on learning
Haramaya University Community Based Education Guideline 2014 P a g e 42
N/A Not applicable
14. What barriers, if any, did you encounter during the course of the program? 15. What, if anything, do you believe should be change about this program?
16. What topics would you recommend for future program?
GENERAL COMMENTS_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Annex IX: Student Evaluation of Externship Experience
The questions below are intended to help us determine overall benefits you gained from your
externship experience.
Extern’s Name: _________________________________________________
Name of the Organization you externed: _______________________________
Address of the Organization: ______________________________________
Organization Supervisor’s Name: __________________________________
Total number of months worked: _____________________
GENERAL ISSUES
Please rate the following questions about your externship using the following scale:
5 = Strongly
Agree
4 = Agree 3 = Neutral 2 = Disagree 1 = Strongly
Disagree
NA=Not
applicabl
e
This experience gave me a realistic preview of my field of
interest.
5 4 3 2 1 N/A
Haramaya University Community Based Education Guideline 2014 P a g e 43
As a result of my externship, I have a better understanding
of concepts, theories, and skills in my course of study.
5 4 3 2 1 N/A
I was given adequate training. 5 4 3 2 1 N/A
I had regular meetings with my supervisor and received
constructive, on-going feedback.
5 4 3 2 1 N/A
I was provided levels of responsibility consistent with my
ability and was given additional responsibility as my
experience increased.
5 4 3 2 1 N/A
My supervisor was available and accessible when I had
questions/concerns.
5 4 3 2 1 N/A
The work I performed was challenging and stimulating. 5 4 3 2 1 N/A
I was treated on the same level as other employees. 5 4 3 2 1 N/A
I had a good working relationship with my coworkers. 5 4 3 2 1 N/A
There were ample opportunities for learning. 5 4 3 2 1 N/A
I feel that I am better prepared to enter the world of work
after this experience.
5 4 3 2 1 N/A
RESEARCH WORK
1. What is your research topic?
2 What is your sample size?
3 What sampling method and techniques do you employ?
4 How many contacts (phone, e-mail, etc.) have you made with your main supervisor so far?
5. How many times have you reported to your main supervisor (and when?):
If you haven’t, why?
Haramaya University Community Based Education Guideline 2014 P a g e 44
6. Additional information you would like to transmit to your supervisor:
CLINICAL EXPERIENCE
1 How many clinical cases have you attended so far?
Cattle
Sheep
Goat
Others (specify)
2 What are the most common cases in the clinic? And the species affected?
Cattle
Sheep
Goat
Others (specify)
3 How many animals (on average) did you attend per day in the clinic?
LABORATORY EXPERIENCE
1 What laboratory tests and/or procedures have you done so far?
2 What is the most common disease you diagnosed in the laboratory?
Haramaya University Community Based Education Guideline 2014 P a g e 45
ABATTOIR EXPERIENCE
1 How many A/M and P/M inspection have you done so far?
Cattle
Sheep
Goat
Others (specify)
2 What are the most common conditions you encountered at the abattoir?
Cattle
Sheep
Goat
Camels
3 How many samples have you collected/prepared for permanent display?
Parasite samples
Microbiological slides
Pathological/histopathological samples
None (give reason)
5 What reference materials did you use during your externship assignment? (List all those
that apply)
6 Mention the challenges/constraints you faced and the solutions you sought during your
externship.
7 Do you have suggestions or comments as to how CVM might enhance the Externship
Program to benefit student’s experience as an extern?
Haramaya University Community Based Education Guideline 2014 P a g e 46
8 Please provide suggestions you may have for future externs assigned to this site.
9 Overall how would you rate this externship program in terms of learning experience you
gained?
Extern:
Signature Date
Supervisor:
Signature Title Date
Annex X: Externship E val u a tion Form: External Supervisor
To the external supervisor:
Thank you for your participation in the evaluation of the externship students of the College of
Veterinary Medicine, Haramaya University. The D.V.M. Program requires that each externship
student be evaluated at the third tri-mester for their field experiences. The College of Veterinary
Medicine of Haramaya University will highly appreciate your participation in the evaluation
process by filling-up this short evaluation form.
Thank you
Date: _____________________________ Phone: _________________________
Name of Organization/Institution ___________________________________________
Name of Person Completing the Evaluation
_______
Haramaya University Community Based Education Guideline 2014 P a g e 47
Name of Student Evaluated
_______
Excellent Good AverageBelow Average Poor
Ability to work independently 5 4 3 2 1
Ability to work in team 5 4 3 2 1
Reliability 5 4 3 2 1
Initiative 5 4 3 2 1
Punctuality 5 4 3 2 1
Accepts responsibility 5 4 3 2 1
Overall rating 5 4 3 2 1
Comments:
1. What is/are this extern’s major strengths?
2. What is/are this extern’s major weaknesses?
3. Did you find the student adequately prepared for his/her externship assignment?
Yes No (Underline)
Please Comment:
4. Please describe any problem/s your institution faced due to assignment of the externship
students.
5. Please describe any benefit/s your institution gained due to assignment of the externship
students.
6. Can you recommend other institution/organization that might be interested in receiving our
externship students?
7. Do you have any suggestions/recommendations for future externship activities/collaborations?
Signature of evaluator
Haramaya University Community Based Education Guideline 2014 P a g e 48