TANZANIA COMMISSION FOR UNIVERSITIEStcu.go.tz/images/documents/QA GUIDELINES AND STANDARDS.pdf ·...

Second Edition

TANZANIA COMMISSIONFOR UNIVERSITIES

Quality Assurance General Guidelines and Minimum Standards

For Provision Of University Education in Tanzania

TAN

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ISBN: 978 - 9976 - 9353 - 2 - 1

June 2014

©Tanzania Commission for Universities

©Tanzania Commission for Universities (TCU)

P.O. BOX 6562, Dar es Salaam, Tanzania

Tel. +255 22 2772657 and +255 22 2772869

Fax +255 22 2772891

Email: [email protected]

Web: www.tcu.go.tz

ISBN: 978-9976-9353-2-1

mailto:[email protected]

http://www.tcu.go.tz/

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TABLE OF CONTENTS

LIST OF ABBREVIATIONS AND ACRONYMS viii

PREAMBLE ix

PART I: MINIMUM GUIDELINES AND NORMS FOR GOVERNANCE UNITS 1

1.0. Introduction 1

1.1. General Matters 1

1.1.1 Definition of Terms 1

1.1.2 University 1

1.1.3 Autonomous institute, school and centre 2

1.1.4 Campus college 2

1.1.5 Adopted college 2

1.1.6 Constituent college . 2

1.1.7 Connected college 2

1.1.8 Affiliated college 2

1.1.9 Associate college 3

1.1.10. Campus school 3

1.1.11. Campus institute 3

1.1.12. Faculty 3

1.1.13. Directorate 3

1.1.14. Department 3

1.1.15. Campus 4

1.1.16. Unit 4

1.2. Crosscutting Minimum Guidelines for Governance Units 4

1.2.1. Programs and mode of delivery 4

1.2.2. Student population 5

1.2.3. Staff 5

1.2.4. Space requirement for physical facilities 7

1.2.5. Laboratories 7

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1.2.6. Workshops 8

1.2.7. Teaching Clinics (Vet) 9

1.2.8. Teaching Clinics (Medical) 10

1.2.9. Staff offices 11

1.2.10. Functional facilities 11

1.2.11. Students accommodation 12

1.2.12. Other norms for health and sanitation 13

1.2.13. Norms for other public safety measures 14

1.2.14. Norms and ICT 15

1.2.15. Library resources 15

1.3. General guidelines on facilities 16

1.4. Financial sustainability 16

1.5. Gender sensitivity 16

1.6. Strategic plan 17

1.7. Publications by staff 17

1.8. Publication by postgraduate students 18

1.9. Research productivity 18

1.10. Percentage of graduates employed within three years after graduation 18

1.11. Corporate social responsibility 18

1.12. Students Representation and Involvement 19

1.13. Guidelines in respect of each cluster 19

1.13.1.Institutions under Cluster 1 19

1.13.2.Institutions under cluster 2 20




PART II: MINIMUM GUIDELINES FOR EMPLOYMENT, STAFF PERFORMANCE REVIEW AND CAREER DEVELOPMENT 26

2.1. Introduction 26

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2.1.1. Issues on recruitments and promotions 26

2.1.2. Issues on Workload for staff 29

2.1.3. Definitions of terms 32

2.2. Recruitment and appointment of Academic staff 32

2.3. General guidelines for Employment of staff. 37

2.4. Employment of staff on contract after retirement 38

2.5. Employment of staff on contract before retirement 39

2.6. Appointment of Honorary or Visiting staff 39

2.7. Appointment of Part time staff 40

2.8. Appointment of postgraduate students for teaching tasks 40

2.9. Employment of nationals from other EAC Partner States 41

2.10. Employment of non – EAC foreign nationals 41

2.11. Submission of returns on employment 42

2.12. Guidelines for Staff Performance Review and Promotion 42

2.13. Guidelines for reviewing publications 43

2.14. Assessment in teaching effectiveness 45

2.15. Principles relating to balance of units on various assessment areas 45

2.16. Appeals against decisions pertaining to promotion 45

2.17. Staff to be encouraged to acquire higher academic qualifications in postgraduate training 45

2.18. Guidelines for Staff Career Development 46

2.19. Duties and responsibilities of teaching staff 46

2.19.1. Tutorial Assistant 46

2.19.2. Assistant Lecturer 46

2.19.3. Assistant Research Fellow 47

2.19.4 Lecturer 47

2.19.5. Research Fellow 48

2.19.6. Senior Lecturer 48

2.19.7. Senior Research Fellow 48

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2.19.8. Associate Professor 49

2.19.9. Associate Research Professor 49

2.19.10.Professor 49

2.19.11.Research Professor 50

2.20. Workload of staff involved in teaching 50

PART III: MINIMUM GUIDELINES FOR THE HARMONISATION OF AWARDS OFFERED IN TANZANIA 52


3.1.1. General context 53

3.1.2. Definitions of Terms 53

3.1.2.1. Academic Cluster 53

3.1.2.2. Discipline 53

3.1.2.3. Programme 53

3.1.2.4. Discipline and clusters 54

3.2. Principles for Nomenclatures 54

3.3. Guidelines for Programmes and their nomenclatures 55

3.3.1 Naming Conventions 55

3.3.1.1. General guidelines on naming 55

3.3.1.2. Guidelines on specializations 57

3.4. Guidelines on Higher Doctorates 59

3.6. Guidelines on Aegrotat Awards 63

3.6.1. The procedure for aegrotat awards 63

3.6.2. Status of aegrotat degree 65

3.7. Guidelines on Posthumous Awards 65

3.8. Guidelines for Classification of Awards 67

3.8.1. Degree 67

3.8.2 Diploma 67

3.8.3. Certificate 67

3.8.4. Classification of Degrees 67

3.9. Grading of Scores 67

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3.10. Classification of final degrees 68

3.10.1. Undergraduate Degrees 69

3.10.1.1.First Class Degrees 70

3.10.1.2.Second Class Degrees 70

3.10.1.3. Pass Degrees 70

3.10.1.4. Unclassified Degrees 70

3.10.1.5. Higher Certificates and Higher Diplomas 70

3.10.2.Postgraduate Degrees 70

3.10.2.1. Award of Distinction 71

3.10.2.2. Award of Merit: 71

3.10.2.3. Award of Pass: 71

3.11. Guidelines for Design, Format and Content of Transcripts and Certificates of Degree Programmes 71

3.11.1. Academic Transcript 71

3.11.2. Testimonial Certificate 73

PART IV: MINIMUM STANDARDS FOR POSTGRADUATE TRAINING 74


4.1.1 Definition of Terms 74

4.1.1.1.Postgraduate training 74

4.1.1.2.Postgraduate Certificate 74

4.1.1.3.Postgraduate Diploma 75

4.1.1.4.Academic Master degrees 75

4.1.1.5.Professional Master degree 76

4.1.1.6.Professional Doctorate degree 76

4.1.1.7.Academic Doctorate degree 77

4.1.1.8.Academic dishonesty 77

4.2.Types of postgraduate training 77

4.2.1.Postgraduate Certificate 77

4.2.2.Postgraduate Diploma 77

4.2.3.Master Degree by course work and project 77

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4.2.4.Master Degree by course work and dissertation 78

4.2.5.Master by research and thesis 78

4.2.6.PhD by course work and dissertation 78

4.2.7.PhD by course work and published papers 78

4.2.8.PhD by thesis 78

4.2.9.PhD by monograph 78

4.3.Entry conditions and requirements to postgraduate training 79



4.3.3.Master Degree 79

4.3.4.Doctorate Degree 79

4.4.Delivery and modes of assessment 79



4.4.3.Master by course work and project 80

4.4.4.Master by course work and dissertation 80

4.4.5.Master by research and thesis 80

4.4.6.PhD by course work and dissertation 81

4.4.7.PhD by course work and published papers 81

4.4.8.PhD by thesis 82

4.5.Training Resources Standards 82

4.6.1.Human resources 82

4.6.2.Supervisor of postgraduate students 83

4.6.3.Accreditation requirements 83

4.6.4. Involvement of junior staff 83

4.7. Essential infrastructure and learning materials 84

4.7.1. Classrooms and seminars 84

4.7.2. Library 84

4.7.3.Dedicated facilities 84

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4.7.4. Laboratories 84

4.7.5. ICT facilities and services 84

4.7.6. Student support services standards 85

4.8. Governance and administration requirements 85

4.9. Procedure for conducting viva voce for Postgraduate Courses 85

4.9.1. The conduct of the viva voce examination. 85

4.9.10.The duration of the viva voce examination 88

4.10.Academic dishonesty 88

4.10.1.Procedures for handling academic dishonesty 90

4.11.Procedure for appointment of external examiner 90

4.12.The role of External Examiners 91

PART V: CREDIT ACCUMULATION AND TRANSFER GENERAL GUIDELINES 93


5.1.1. Definitions 93

5.1.2. The Concept of Credit 95

5.2. Credit Value, Accumulation and Transfer 96

5.2.1. Credit Values 96

5.2.2. The Credit System 96

5.2.3. Progression Pathways 98

5.2.4. Principles of Credit Transfer 98

5.2.5. Transfer Criteria 99

5.2.6. Role of Receiving Institution 99

5.2.7. Role of the Releasing Institution 100

5.2.8. Role of the Student 100

ANNEXURE A: CLUSTERS OF PROGRAMMES AS AT DECEMBER, 2012. 102

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LIST OF ABBREVIATIONS AND ACRONYMS

F2F Face to Face

GPA Grade Point Average

HLIs Higher Learning Institutions

ICT Information and Communication Technology

ODL Open Distance Learning

UQF University Qualifications Framework

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PREAMBLE

The dawn of the 21st century has witnessed a wind of change in almost all walks of life. The society has grown even more complex during this era than ever before. Higher education has assumed even greater importance as it generates knowledge, skills and competences – the key drivers of any economy and development in many aspects.

Following the liberalization of political and socio-economic policies in the

late 1980s and mid – 1990s, high demand for social services including

higher education led to formulation of a higher Education Policy and open-

ing up of private sector involvement in the provision of higher education.

Since then, higher education has experienced an unprecedented expansion

through establishment of both new private and public universities as well as

expansion of existing public universities. The number of Universities and

University colleges has also been on increase from 1 University College in

1961 to 52 Universities and University Colleges by December, 2013. This

situation poses challenges to the quality of the education offered by higher

education institutions.

Considering the different modalities and practices of establishing universities, there are currently university institutions of different sizes and shapes in the country. Also within institutions there are different categories and subcategories of units such as schools, colleges, faculties, departments, institutes etc. Generally, there have been no clear guidelines on the different University governance units or what a unit must satisfy in order to be called, say a Department of a university. Hence, a need for a harmonised quality assurance system. According to section 5(l) of the Universities Act Cap 346 of the Laws of Tanzania, the Tanzania Commission for Universities (TCU) is required to set various standards for universities and units within a university.

Equally, the practice of recruitment and promotion criteria for staff of higher learning institutions (HLIs) currently differs in many respects. This causes confusion and lack of consistence in the employment and ranking as the criteria differ from one University to another. This call for the need to have guidelines to cover different aspects of human resources management practices in HLIs in order to overcome the existing discrepancies and confusion. Since the human resource is the most important asset of an organization, it is important for HLIs to have clear guidelines on how to handle this asset and to the best interest of the country as a whole. This is also provided for under Section (5)(1)(m)(i) the Universities Act Cap. 346 of

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the laws of Tanzania, whereby TCU has the responsibility to among other things, regulate and standardise promotion criteria, designation and titles of academic and senior administrative staff.

Likewise, the growth of higher education in Tanzania is also witnessing growth in the number and type of awards. There has been no standards within which issues like names, discipline clusters, classification of awards and documentation can be matched. This scenario has created discrepancies that require clear guidelines. Under sections 5(1)(n) and 10(1)(f) of the Universities Act Cap. 346 of the Laws of Tanzania, the TCU is mandated to develop principles and criteria for harmonising undergraduate and postgraduate degree programmes.

In view of the critical role of higher education system for human resource capacity building and the promotion of sustainable socio-economic development, it is necessary to ensure that the quality of higher education is constantly improved at all levels. So far considerable efforts have been directed to ensure good quality undergraduate programs. However, Postgraduate training programmes have not received an equivalent attention. The need to set up minimum standards for postgraduate training is thus a desirable undertaking in order to ensure that the quality of Postgraduate training is harmonised and consistent. This is in accordance with the provisions of Sections (5)(1)(j)(ii) and 5(n) of the Universities Act Cap. 346 of the laws of Tanzania, which gives TCU the responsibility of promoting quality assurance at all levels of higher education and the power to standardise, recognise and equate degrees, diplomas and certificates conferred or awarded by foreign institutions and local institutions.

The new global trends in higher education have promoted and encouraged student mobility. This has resulted into a rapid increase in the number of students requesting for transfers across institutions and between programmes in the same institution, within and outside the country. Section 5(1) (f) of the Universities Act Cap. 346 of the Laws of Tanzania gives the TCU the mandate to establish transfer procedures for university students who wish to be transferred from one university to another and from one programme to another. However, under the current practice, TCU has been responding to these transfers without well defined guiding principles and criteria. This is also addressed in this publication.

In view of the aforesaid, TCU with the involvement of its key stakeholders has issued these general guidelines and minimum standards in order to:

a) Harmonise and rationalise various university governance units for university institutions operating in Tanzania to make them operate in a more rational and cost effective manner. The minimum

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standards will help to determine enrolment capacities in different units and therefore help maintain the quality of teaching and learning that is desirable.

b) Standardise the criteria for academic staff recruitment, appointment, appraisal and promotion for a harmonised and better coordinated human resources management system for the higher education area with particular focus on staff recruitment, promotion and workload distribution.

c) Standardise the criteria for harmonisation of various programmes and awards offered by university institutions in Tanzania. This entails issues like names, discipline clusters, classification and documentation of awards.

d) Standardise the criteria for postgraduate training in Tanzania in order to ensure that the learning outcomes of programmes at this level are harmonised and the graduates are competitive.

e) Standardise the criteria and procedures to facilitate the mobility of students across institutions and programmes within and outside Tanzania.

It should be noted that this is the second edition of these guidelines and standards. The first edition of which were issued in August, 2012 and constituted five stand-alone booklets each one addressing one of the above thematic areas. In this second edition, all the five booklets have been improved upon accordingly and synchronised to make them reader-friendly.

In principle, these general guidelines and minimum standards are subject to continuous improvements as experience is gained during implementation. In this regard, TCU is looking forward to receiving any suggestion aimed at improving and making them serve higher education in a positive and evidence based manner. Practice and application of these guidelines will make them perfect.

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PART I

MINIMUM GUIDELINES AND NORMS FOR GOVERNANCE UNITS

1.0. Introduction

Considering the different modalities and practices of establishing universities, there are currently university institutions of different sizes and shapes in the country. Also within institutions there are different categories and subcategories of units such as schools, colleges, faculties, departments, institutes etc. So far there are no clear guidelines as to what constitutes what institution, what governance units or what a unit must satisfy in order to be called, say a Department of a university.

1.1. General Matters

1.1.1 Definition of Terms

For the purpose of these guidelines the following terms shall apply:

a) governance unit - means divisions by which higher institutions are formally organised and managed;

b) cluster – means the cluster within which the institution is established;

c) cluster 1 – shall include a university, an autonomous institute, autonomous school and an autonomous centre;

d) cluster 2 – shall include a campus college, adopted college, constituent college, connected college, affiliated college, associate college, centre and institute;

e) cluster 3 – shall include campus school, faculty, directorate and campus institute;

f) cluster 4 – shall include department, campus centre; and

g) cluster 5 – shall include a unit.

1.1.2 University

A university means an institution which offers a level of education and training that leads to intermediate and full academic or professional qualifications and competence namely certificate, diplomas and degrees.

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1.1.3 Autonomous institute, school and centre

A cluster 1 autonomous institute, school and centre shall have the same characteristics as those related to a university for purpose of these guidelines.

1.1.4 Campus college

A campus college means a non autonomous governance unit within the premises of or in close proximity to a university established by a legal instrument of a university.

1.1.5 Adopted college

An adopted college means a college that is initially established independently but at a later stage it seeks to be fully guided by the university in terms of both the academic awards and approvals including academic staff promotion with exception of the other aspects of management of its resources that will be under the control of the respective governance organ as per the legal instruments that established the college.

1.1.6 Constituent college .

A Constituent college means semi autonomous institution established and empowered to offer university level education placed under the tutelage of a university including a foreign university, for nurturance with a view to its establishment as an independent university

1.1.7 Connected college

A connected college means an autonomous institution empowered to offer university level education which depends on the university to which it is affiliated for the approval and validation of its academic programmes, courses and awards including student entry qualification, course syllabi and examination rules.

1.1.8 Affiliated college

An affiliated college means an autonomous higher education institution accredited to offer degree programmes and confer degrees on behalf of an accredited university.

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1.1.9 Associate college

An Associate college means a college established independently under its enabling legal instrument that seek and obtain the university’s participation in its academic programme or programmes in terms of professional and academic guidance and supervision to ensure that the college operates at a level appropriate to its own statutory object or purposes and functions with the view to raising and upholding the standards of the college and heightening its status and prestige, but does not seek to participate in any programme of the university nor to attain the level of standard of the university

1.1.10. Campus school

A campus school means a non autonomous governance unit within the premises of or in close proximity to a university established by a legal instrument of a university and such an institution may also be established in respect of an autonomous institute or centre.

1.1.11. Campus institute

A campus institute means a non autonomous governance unit within the premises of or in close proximity to a university established by a legal instrument of a university

1.1.12. Faculty A faculty means a non autonomous governance unit within the premises of or in close proximity to a university established by a legal instrument of a university and such an institution may also be established in respect of an autonomous institute or centre.

1.1.13. Directorate

A directorate means a non autonomous governance unit within the premises of or in close proximity to a university established by a legal instrument of a university and such an institution may also be established in respect of an autonomous institute or centre.

1.1.14. Department

A department means a non autonomous governance unit within a college, school, faculty or directorate established by a legal instrument of a university and such an institution may also be established in respect of an autonomous institute or centre.

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1.1.15. Campus

A campus centre means a non autonomous governance unit within a college, school, faculty, directorate or department established by a legal instrument of a university and such an institution may also be established in respect of an autonomous institute or centre.

1.1.16. Unit

A unit means a non autonomous governance unit within a college, school, faculty, directorate, department or campus centre established by a legal instrument of a university and such an institution may also be established in respect of an autonomous institute or centre.

TABLE 1: CLUSTERS AND GOVERNANCE UNITS

Cluster Governance unit Status Autonomous Semi

autonomous Non

autonomous l University, institute,

centre, school

2 Affiliated college, connected college and associate college, institute, centre, school

Constituent college, and adopted college

Campus college 3 Campus School, faculty,

directorate, campus institute, centre

4 Department and centre 5 Unit

1.2. Crosscutting Minimum Guidelines for Governance Units

1.2.1. Programs and mode of delivery

Every institution shall design and develop programmes and submit them to the Commission for validation and approval before they are offered and delivered to students. The mode of delivery of approved programmes shall be as approved by the Commission and may include conventional, ODL as well as dual modes of delivery. The following table provides the minimum requirements for programmes.

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TABLE 2: MINIMUM REQUIREMENTS FOR PROGRAMMES AND MODE OF DELIVERY

UQF level 1 Ideal Good Acceptable Unacceptable

Conv. ODL Conv. ODL Conv. ODL Conv. ODL

UQF10 6 6 3 3 1 2 NA NA

UQF 9 6 6 3 3 1 2 0 0 UQF 8 6 6 3 3 1 2 0 <2 UQF 7 NA NA NA NA NA NA NA NA UQF 6 3 3 2 2 1 1 <1 <1

1.2.2. Student population

Every institution is expected to maintain a student population that makes it viable and sustainable. The following table provides some guidelines for the minimum number of students in respect of each cluster.

TABLE 3: MINIMUM NUMBER OF STUDENTS REQUIRED FOR EACH

CLUSTER Cluster Ideal Good Acceptable Unacceptable


1 10000 20000 5000 10000 2000 4000 <2000 <4000 2 5000 10000 2500 5000 1000 2000 <1000 <2000 3 2500 5000 1250 2500 500 1000 <500 <1000 4 1250 2500 625 1250 250 500 <250 <500 5 250 500 125 250 50 100 <50 <100

1.2.3. Staff

The academic staff disposition for every institution shall be as shown in the following table.

1 A sustainable university must be able to run a number of programmes and admit students to such

programmes. Programmes must also be diversified.

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TABLE 4: ACADEMIC STAFF DISPOSITION

Item Ideal Good Acceptable Un acceptable


A: Staff student ratio

Arts, social sciences and humanities

1:18 1:35 1:30 1:60 1:40 1:100 >1:40 >1:100

Science and Technology

1:10 1:20 1:15 1:30 1:20 1:35 >1:20 >1:35

Health Science 1:8 1:15 1:15 1:20 1:25 1:30 >1:25 >1:30

Engineering 1:8 1:15 1:15 1:20 1:25 1:30 >1:25 >1:30

B: Academic Staff Qualifications2

PhD Holders 10 10 8 8 5 5 <5 <5

Masters Holders 10 10 8 8 5 5 <5 <5

Bachelors degree 20 20 16 16 10 10 <10 <10

C: Technical staff 3


1:5 1:5 1:10 1:10 1:15 1:15 >1:15 >1:15


1:5 1:5 1:10 1:10 1:15 1:15 >1:15 >1:15

Health Science 1:5 1:5 1:10 1:10 1:15 1:15 >1:15 >1:15

Engineering 1:5 1:5 1:10 1:10 1:15 1:15 >1:15 >1:15

D: Minimum Technical staff qualifications

Technician Diploma (UQF level 6) in the relevant discipline or profession.

2 The assumption is that a normal programme will have a minimum of 10 courses and the staff disposition

for the programme is determined by looking at the number of courses in that programme

3 Technical staff is usually required for subjects which have practical training element within the institution

such as Geography, Education, Language, Sciences, Technology, Engineering, Health Sciences.

The ratio is determined based on number of students. The ratio could increase based on the

technology used including the use of stimulators, video among other technology related facilities.

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1.2.4. Space requirement for physical facilities

Every institution must put in place the physical facilities needed for the effective delivery of its programmes. The following table provides guidelines on physical facilities matters.

TABLE 5: SPACE REQUIREMENT FOR PHYSICAL FACILITIES Infrastructure Ideal Good Acceptable Unacceptable

Conv. ODL (F2F)

Conv. ODL (F2F)

Conv. ODL (F2F)

Conv. ODL (F2F)

Seminar room space (group not to exceed 10 students)

3 sqm per

student

3 sqm per

student

2.5 sqm per

student

2.5 sqm per

student

2 sqm per

student

2 sqm per

student

< 2 sqm per

student

< 2 sqm per

student

Lecture room space (class not to exceed 50 students)

1.2 sqm per

student

1.2 sqm per

student

1.0 sqm per

student

1.0 sqm per

student

0.8 sqm per

student

0.8 sqm per

student

<0.8 sqm per

student

<0.8 sqm per

student

Lecture theatre space (students not to exceed 300 per session)

1.2 sqm per

student

1.2 sqm per

student

1.0 sqm per

student

1.0 sqm per

student

0.8 sqm per

student

0.8 sqm per

student

<0.8 sqm per

student

<0.8 sqm per

student

Assembly hall space (for more than 300 students)

NA NA NA NA 0.8 sqm per

student

0.8 sqm per

student

<0.8 sqm per

student

<0.8 sqm per

student

Teaching space in seminar room

20 sqm 20 sqm 15 sqm 15 sqm 10 sqm 10 sqm <10 sqm

<10 sqm

Teaching space in lecture room


<10 sqm

Teaching space in lecture theatre


<20 sqm

Teaching space in Assembly hall

75sqm 75sqm 60 sqm 60 sqm 50 sqm 50 sqm <50 sqm

<50 sqm

1.2.5. Laboratories

Every institution which runs programmes that require the use of laboratories is required to put in place such laboratories to cater for programmes of the institution and its populations as shown in the following table.

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TABLE 6: MINIMUM SPACE REQUIREMENTS FOR LABORATORIES Laboratory category Minimum space

requirement square meter per

student

Laboratory category

Minimum space requirement

square meter per student

Business management lab

2.5 Chemistry lab 8.0

Commerce lab 3.7 Botany lab 5.5 Education lab 3.5 General science lab 3.5 Fine art architecture 4.7 Agricultural lab 3.5 Home economic 4.7 General Engineering

lab 4.0

Communication (including mass media) lab

3.0 Mechanical Engineering lab

6.6

Physics lab 4.0 Chemical processing lab

10.5

Computer lab 2.0 Building science lab 6.7 Health science lab 3.7

1.2.6. Workshops

Where an institution operates programmes which require students to engage in works activities the workshops for such activities shall be as indicated in the following table.

TABLE 7: MINIMUM SPACE REQUIREMENTS FOR WORKSHOPS Inventory of facilities Minimum space

requirement square meter per

student

Inventory of facilities Minimum space

requirement square meter per student

Carpentry workshop 5.5 Meet process 3.0 Machine tools workshop 6.0 Black smith workshop 8.8 Electrical workshop 5.5 Metal workshop 6.0 Fine art and design studio

5.5 Car repair services 200

Home economics 5.6 Mechanical workshop 22.5 Plumbing workshop 7.5 Glassblowing

workshop 30.0

Masonry 10.1 Computer technology (Communication techs)

15.0

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1.2.7. Teaching Clinics (Vet)

Where an institution operates programmes which require students to engage in clinical practice such activities shall be carried out in the institution’s clinics established in accordance with the following table.

TABLE 8: MINIMUM REQUIREMENTS OF FACILITIES FOR TEACHING

CLINICS (Vet) Facility Space requirement Number required Reception room. As prescribed by the

Veterinary Council of Tanzania

1

Consulting room -----do----- 2 Dispensing room. -----do----- 1 Diagnostic laboratory -----do----- 1 Examination cum Treatment room. -----do----- 2 Small animal theater. -----do----- 1 Large animal theater -----do----- 1 Feeding and storage facilities for small animals

-----do----- 1

Feeding and storage facilities for large animals

-----do----- 1

Preparation room -----do----- 2 Theatre -----do----- 2 Laundry -----do----- 1 Sterilization room -----do----- 1 Large animal recovery room (close to the theatre)

-----do----- 2

Restraining facility – Crush -----do----- 1 Kennels and/or cages for small animals. -----do----- 1

Facilities for 24 Hour Emergency Veteri-

nary Care

-----do----- 2

Facilities for Physical Therapy, Acupunc-ture

-----do----- 1

Diagnostic Imaging Including MRI, CT

Scan, Ultrasound, Digital X-Ray

-----do----- 3

Stalls for large animals. -----do----- 2 Intensive Care Unit With 24 Hour Support And Care

-----do----- 2

Toilet facilities -----do----- 3

Incinerator/deep pit for carcass disposal -----do----- 2 Loading and off-loading rump -----do----- 1

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1.2.8. Teaching Clinics (Medical)

Where an institution operates medical and related programmes which require students to engage in clinical practice such activities shall be carried out in the institution’s clinics established in accordance with the following table.

TABLE 9: MINIMUM REQUIREMENTS OF FACILITIES FOR TEACHING

CLINICS (Medical) Facility Space requirement

in sqm4 Minimum Number

required Reception, registration and records room 20 1

Waiting room 40 1

Payee window 20 1

Nurse working area 13 1

Physician office 40 1

Examination room 36 1

Patient toilet 20 2

Medication storage / pharmacy 6 2

Staff toilet (male / female) 20 2

Staff break room 20 1

House keeping 12 1

Diagnostic laboratory 40 1

Treatment room 40 2

Preparation room 20 2

Theatre 40 2

Laundry 20 1

Sterilization room 10 1

Recovery room 20 2

4 These may be amended from time to time in consultation with Medical Association of Tanzania and other

health related bodies.

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1.2.9. Staff offices The following table shall guide institution in establishing offices for its members of staff.

TABLE 10: MINIMUM REQUIREMENTS OF STAFF OFFICES Office Minimum space

requirement square meter Number required

A: Governance Chancellor’s office 20 1 Chairman of the Council’s office 20 1 B. Management Vice Chancellor’s office 30 1 DVCs office 20 As per establishment Dean of student’s office 20 1 Secretary to Council’s office 20 1 Principal’s office 30 1 per college or entity

using such title Dean’s office 20 1 per campus school

or entity using such title

Head of department’s office 12 1 per department or entity using such title

Head of Unit’s office 9 1 per unit or entity using such title

C Administration Office for an officer regardless of category

9 In accordance with the institution’s establishment

D. Secretarial cadre Office for a secretary regardless of category

13 1

E. Students leadership (union) Office for student leaders regardless of category

9 4

F. Staff union Office for workers leaders regardless of category

9 4

1.2.10. Functional facilities

Every institution is required to put in place various facilities that will serve specific functions such as meetings and recreation. The following table shall guide institutions in this regard.

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TABLE 11: MINIMUM REQUIREMENTS OF FUNCTIONAL FACILITIES Facility Minimum space

requirement Minimum Number

required

a) Conference facilities

i) Conference hall (more than 60 persons)

0.8 square meter per person

1

ii) Conference room (60 persons and below)

1.0 square meter per person

1

b) Common rooms

staff common room 30 sqm 1 Student common room 60 sqm 1

c) General office

General requirements 10sqm

In accordance with the institutional structure

d) Records rooms

General requirements 50 sqm 1

e) Student Recreational center

General requirements 50 sqm 1

f) Staff Recreational Center

General requirements 50sqm 1

g) Board room

General requirements 60sqm In accordance with the institutional structure

1.2.11. Students accommodation

An institution wishing to put in place accommodation for students the following guidelines shall apply:

TABLE 12: MINIMUM REQUIREMENTS FOR STUDENTS

ACCOMMODATION FACILITIES Facility Minimum space requirement

Bed room for 2 undergraduate students 10 sqm Room for 3 to 4 undergraduate students 15 sqm Bedroom for postgraduate students 12 sqm A small family unit 60 sqm Common room 0.8 per person x number of occupants in

the hostel Hostel management office 20 sqm Hostel warden office 9sqm Health and Sanitation facilities 1 WC for 8 female students;

1WC for 10 male students 1 urinal stall for every 25 male students 1 shower for 4 to 8 students 1 basin for every 50 students 1 sanitary disposal for every 2 students

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Facility Minimum space requirement 1 incinerator per hostel 1 drinking water fountain for 20 students First aid facilities

Kitchen and dining facilities 1 kitchen per hostel 1 dining room per hostel of 1.2 sqm per student 1 Kitchen storage room per hostel 1 kitchen staff service area per kitchen

Outdoor recreational facilities Athletics (440m x 9.76m) Football (105m x 68.0m) Basketball (28.0m x 15.0) Netball (30.5m x 15.25m) Volleyball (18.0m x 9.0m) Lawn tennis (35.0m x 18.0m) Swimming pool Gymnasium Changing room (as needed) Other sports (as may be required in the area)

1.2.12. Other norms for health and sanitation

a) Lighting – Every building must be well lit and ventilated. In this regard the building must have adequate lighting free of flare from exterior sunlight.

b) Ventilation – Every building must have adequate windows which open to outside air in order to provide proper ventilation.

c) Sound proofing – Every building must be designed and built in such a way as to reduce noise to acceptable levels. Acoustics must be considered when deciding the plan and section shapes.

d) Water supply– Every building must have a reliable and adequate clean water supply installed in accordance with applicable water regulations and standards in the area.

e) Sewerage - Where sewage system is not connected to the local sewage system the institution must put in place a sewage disposal and treatment system. Such a system must be designed and constructed taking into account the available technology on such matters.

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f) Solid waste disposal – Every institution must ensure and put in place a system for solid waste management in accordance with the applicable regulations and standards in the area. The burning of solid waste is generally prohibited.

1.2.13. Norms for other public safety measures

a) Structural soundness and stability – Every institution must ensure that the physical facilities in place are safe for the public, free from structural failure, cracking and dilapidation of building material fabric.

b) Architectural and constructional requirements – Every institution must ensure that all architectural works employ the services of a registered architect for purposes of supervision of architectural works. In the same regard every institution must also ensure that construction works are supervised by a registered engineer.

c) Fire safety – Every institution must comply with fire safety and security regulations applicable in the area. This includes putting in place systems for fire resistance, means of escape, fire fighting equipment and drills. Lighting arrestors should be provided in thunderstorm prone areas.

d) Provision for persons with special needs – Every institution must ensure that design and construction of various buildings and facilities take into account persons with special needs. In this regard the following specifications should be adhered to:

i) Pavements - longitudinal gradients of footpaths not to exceed 1:20 except for short ramps. Excessively long gradients should have horizontal rest areas at regular intervals and the preferred gradient is between 1:20 and 1:15

ii) Ramps - preferred minimum width of footpath is 1.8m and handrails should be provided on both sides of any ramps.

iii) Entrance doors and corridors - in front of every entrance to a building a level area must be provided to allow for turning a wheel chair. The minimum door opening of 0.8m is required in every entrance. In the case of double doors, the

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minimum width of 0.8m should apply when one leaf is closed. All internal corridors and balconies should be designed to facilitate access and movement of wheel chairs.

e) Elevators / lifts – Where elevators or lifts are used, they should be wide enough to allow for wheelchair access, turning and exit.

f) Toilets – Every building should have toilets fitted with special facilities for wheel chairs and whose doors open outside.

1.2.14. Norms and ICT

Every institution must put in place sufficient structures for ICT. This will include an ICT master plan, ICT Policy and adequate facilities for access of ICT resources. Members of staff and students should have access to ICT resources. The use of mobile ICT facilities is generally encouraged. In this regard institutions must also be wireless enabled and the acceptable minimum radius is 200m from the source. The use of wireless access points is also encouraged in order to expand the radius and be able to reach many users of ICT resources. For purposes of attaining value for money institutions are encouraged to procure software licences on a multi user basis. This approach normally lowers the cost of procuring such licences on individual basis.

1.2.15. Library resources

Every institution must ensure that it has adequate library resources for teaching and learning. The following table provides some guidelines in relation to library resources.

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TABLE 13: MINIMUM LIBRARY RESOURCES REQUIREMENTS Item Ideal Good Acceptable Un acceptable

Conv. ODL (F2F)

Conv. ODL (F2F)

Conv. ODL (F2F)

Conv. ODL (F2F)

Library book student ratio (relevant and diversity)

1:10 1:10 1:20 1:20 1:30 1:30 >1:30 >1:30

Library computer student ratio

1:5 1:5 1:10 1:10 1:25 1:25 >1:25 >1:25

Library Internet connectivity (Hours)

20 20 14 14 12 12 <12 <12

Number of links to e-library resources

10 10 5 5 3 3 <3 <3

1.3. General guidelines on facilities

Every institution must ensure that various physical facilities available for use comply with the applicable construction laws as well as public health laws.

1.4. Financial sustainability

Every institution must put in place mechanisms for financial sustainability based on the following guidelines:

TABLE 14: MINIMUM GUIDELINES FOR INSTITUTION FINANCIAL

SUSTAINABILITY Item Ideal Good Acceptable Unsustainable

Percentage of budget received 100 80 75 <75 Percentage deficit over expenditure NIL <10 <25 >25 Percentage of budget spent on Personnel Emolument (PE)

50 60 70 <70

Percentage of income delivered from fee 35 50 80 >80 Percentage of income from other sources 65 50 20 <20

1.5. Gender sensitivity

Every institution is required to be sensitive to various matters that relate to equity and ensure that plans and resources of the institution address equity issues. This is intended to help the country address various issues that are at the centre of the equity agenda, including education. The following table provides guidelines of some aspects of equity and therefore should be complied with.

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TABLE 15: MINIMUM REQUIRMENTS FOR GENDER ISSUES Item Ideal Good Acceptable Unacceptable

Equity sensitivity barometer

Comprehensive affirmative action regulations in place.

75% of the needed affirmative action regulations in place.

At least 50% of the affirmative action regulations in place.

Nothing is in place.

1.6. Strategic plan

Every institution should develop and implement a strategic plan. The strategic plan must be approved by the relevant institutional governing organs and submitted to the Commission for validation.

TABLE 16: MINIMUM STRATEGIC PLANNING REQUIREMENTS

Item Ideal Good Acceptable Unacceptable

Percentage of implementation of Strategic plan

100 75 50 <50

Monitoring and evaluation of strategic plan

Regular implementation of M&E tools.

M&E tools in place and 75% implementation of the tools is taking place

M&E tools being developed for use by the institution and some M&E is taking place albeit without comprehensive tools.

No M&E tools and nothing is being done to M&E the strategic plan.

1.7. Publications by staff

Every institution must ensure that academic members of staff regularly publish using different media. All publications must be properly documented and disseminated to the public, professionals where it applies, and other stakeholders. These documented publications must be submitted to Commission so that they are entered into the Commission’s database of publications in Tanzania.

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TABLE 17: MINIMUM REQUIRMENTS OF PUBLICATIONS BY STAFF Item Ideal Good Acceptable Unsustainable

Percentage of staff who publish books

75 50 30 <30

Percentage of staff publishing peer review articles

100 75 50 <50

On line publication by staff Regularly done

Partially done

Ad-hoc Nothing at all

Other publications such as articles in newspapers

Regularly done

Partially done

Ad-hoc Nothing at all

1.8. Publication by postgraduate students

Every institution is encouraged to put in place a system for publication of research findings by postgraduate students using different media. These publications must also be documented and disseminated to the public, professionals where it applies, and other stakeholders. Documented publications must be submitted to Commission so that they are entered into the Commission’s database of publications in Tanzania.

1.9. Research productivity

All institutions must conduct research in different areas. This entails putting in place a research policy for the institution. Research conducted by institution should be relevant to the development agenda of the country, promote the frontiers of knowledge, promote science, technology and innovation and solve immediate problems of the society.

1.10. Percentage of graduates employed within three years after

graduation

Every institution should carry out periodic tracer studies (at least five years interval) in order to gauge the employability of its graduate in the labour market. This will help the institution to plan, design or review its programmes and thereby promote the linkages between the institution and industry. The employability of the graduate includes self-employment.

1.11. Corporate social responsibility

All institutions must engage in development activities relevant to the communities around them. This entails putting in place a corporate social responsibility policy for the institution. Activities conducted by

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the institution in response to the policy should be geared toward helping the communities to solve immediate problems of the society. These activities should also be documented and included in the annual report by the institutions to the Commission.

1.12. Students Representation and Involvement

Every institution must ensure that student representatives participate in the governance and other affairs of the institution. In the same regard, every institution must put in place mechanisms for students involvement in various matters related to the growth of the institution and the community around it.

1.13. Guidelines in respect of each cluster

1.13.1. Institutions under Cluster 1

a) Establishment

Institutions under this cluster shall be those approved by the Commission to operate as Custer 1 institutions.

b) Charters

Institutions under this cluster shall be required to operate in accordance with the granted or approved charters as the case may be and related rules and other bylaws approved by the Commission. Any changes to a granted or approved charter must first be approved by the President before the changes become operational. Similarly, changes to rules and bylaws must be approved by the Commission before they are operational.

c) Governance structure

Each institution under this cluster shall have a Council and a Senate. The Council shall be a policy making body while the Senate shall have control of the validated and approved programmes in the institution.

d) Powers

An institution under this cluster shall have power to award Certificates, Diplomas and Degrees in its own name.

e) Governance units within which programmes are managed and delivered

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An institution under this cluster must have the minimum governance units and programmes as stated in the following table and shall be headed by a Vice Chancellor or its equivalent.

TABLE 18: MINIMUM PROGRAMMES REQUIRED PER CLUSTER 1

INSTITUTION Governance

unit Minimum Number of Programmes

Ideal Good Acceptable Unacceptable


Cluster 2 45 4 36 3 2 1 1 0

Cluster 3 37 3 2 2 1 1 <1 <1

Cluster 48 2 2 1 1 1 1 <1 <1

Cluster 5 optional optional optional optional optional optional NA NA

1.13.2. Institutions under cluster 2

a) Establishment


b) Charters

With exception of non-autonomous units under this cluster, all the institutions under this cluster shall be required to operate in accordance with the granted or approved charters as the case may be and related rules and other bylaws approved by the Commission. Any changes to a granted or approved charter must first be approved by the President before the changes become operational. Similarly, changes to rules and bylaws must be approved by the Commission before they are operational.

5 All discipline clusters can be categorized into 4 groups namely: 1. Arts, social science and humanities, 2.

Science and Technology, 3. Health Sciences, 4. Engineering. These groups can form 4 colleges.

6 All discipline clusters can also be categorized into 3 groups namely: 1. Arts, social science and humanities,

2. Science, Technology and Engineering, and 3. Health Sciences. These groups can form 3

colleges

7 Schools organized according to disciplines. 20 clusters of disciplines are included in the UQF

8 Ideally, a school must have at least 2 departments

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An autonomous institution under this cluster shall have a Governing Board and Academic Committee. The Governing Board shall be the policy making body while the Academic Committee shall have control of the validated and approved programmes for the institution. A semi autonomous institution under this cluster shall also have a Governing Board and Academic Committee. Save for matters which are reserved for the Council and Senate of the institution where the semi autonomous institution belongs, the Governing Board shall be the policy making body while the Academic Committee shall have control of the validated and approved programmes for the institution. A non-autonomous institution shall be managed in accordance with the directives of the Council or Senate of the institution to which it belongs.

d) Powers

An autonomous institution, other than a connected college, under this cluster shall have power to award Certificates, diplomas and degrees in its own name or in collaboration with another accredited institution. Other institutions under this cluster shall not have powers to award.


An institution under this cluster must have the minimum governance units and number of programmes stated in the following table and shall be headed by a Principal, Rector or Provost as the case may be.

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TABLE 19: MINIMUM PROGRAMMES REQUIRED PER CLUSTER 2 INSTITUTION

Governance unit

Minimum Number of Programmes

Ideal Good Acceptable Un acceptable

Conv. ODL Conv. ODL Conv. ODL Conv.

OD

L

Cluster 3 39 3 2 2 1 1 <1 <1

Cluster 410 2 2 1 1 1 1 <1 <1

Cluster 5 optional

optional

optional

optional

optional

optional

NA NA


a) Establishment


b) Charters

An institution under this cluster shall be governed in accordance with the charter of the institution to which it belongs.


An institution under this cluster shall have a Board and Curriculum and Examination Committee. Subject to matters reserved for the Council or Senate of the institution to which it belongs (or the Governing Board or Academic Committee as the case may be) the Board shall be the policy making body while the Curriculum and Examination Committee shall have control of the validated and approved programmes for the institution.

d) Powers

An institution under this cluster shall have no power to award in its own name.

9 Schools organized according to disciplines. 20 clusters of disciplines are included in the UQF


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An institution under this cluster must have the minimum governance units and minimum programmes as stated in the following table and shall be headed by a Dean or Director.


INSTITUTION Governanc

e unit Minimum Number of Programmes



OD

L

Cluster 411 2 2 1 1 1 1 <1 <1

Cluster 5 optional

optional

optional

optional

optional

optional

NA NA


a) Establishment


b) Charters



An institution under this cluster shall have a Board and Curriculum and Examination Committee. Subject to matters reserved for other governance units, the Board shall be the policy making body while the Curriculum and Examination Committee shall have control of the validated and approved programmes for the institution.


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d) Powers


e) Governance units within which programmes are managed and delivered An institution under this cluster must have the minimum governance units stated in the following table and shall be headed by Head of Department.


INSTITUTION Governanc

e unit Minimum Number of Programmes



ODL

212 2 1 1 1 1 <1 <1 Cluster 5 optiona

l optional

optional

optional

optional

optional

NA NA


a) Establishment


b) Charters



The governance structure of an institution under this cluster shall be in accordance with the charter of the institution to which it belongs. The unit shall be headed by Head of Unit.

d) Powers

12 Ideally, a Department must have at least 2 programmes

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This will be the lowest governance unit in an institution.

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PART II:

MINIMUM GUIDELINES FOR EMPLOYMENT, STAFF PERFORMANCE REVIEW AND CAREER DEVELOPMENT

2.1. Introduction

Practice on recruitment and promotion criteria for staff of higher learning institutions (HLIs) currently differ in many respects. There have also been numerous complaints about the lack of comprehensive guidelines to cover different aspects of human resources management practices in HLIs. Since the human resource is the most important asset of an organization, it is thus important that HLIs have clear guidelines on how to handle this asset and to the best interest of the country as a whole.

The current guidelines focus on standard criteria for academic staff recruitment, appointment, appraisal and promotion for a harmonised and better coordinated human resources management system for the higher education area. These guidelines address two important aspects on staff, namely (a) their recruitment and promotion and (b) their workload.

2.1.1. Issues on recruitments and promotions

Traditionally, teaching staff members have been the main drivers of university academic operations. Academic members of staff in HLIs consist of full-time and part-time teaching staff and visiting/honorary/adjunct staff. As such it is expected that HLIs should develop mechanisms for employing and retaining a critical mass of experts as teaching staff on permanent or part-time basis as well as procedures for tapping expertise in Research and Development (R and D) institutions as well as experts in Diaspora. The latter conforms to international practices that have helped HLIs to optimize performance and to allow effective use of human resources. However, in addition to the teaching staff body, some HLIs have been employing Research Fellows who are expected to provide leadership in research. Such staff are normally not expected to participate in teaching, although whatever they generate is often of great value in knowledge delivery and hence in teaching mandates of HLIs. Experience in most HLIs shows that the majority of Research Fellows are involved in teaching; indeed most are keen in shouldering teaching roles and in most cases they provide comparable research outputs with teaching staff. Their contribution to

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teaching mandates has often been valuable and has been instrumental in guaranteeing effective use of staff time.

Furthermore, some HLIs have two streams of librarians i.e. academic and non-academic staff cadres. Over the years, academic library staff have been demanding own criteria for promotion given the library tasks they shoulder. In fact, they have been calling for a system that recognizes units/points acquired from the consultations they have with library users on daily basis. It is apparent that some HLIs have been experiencing difficulties in developing an objective system of evaluating library services in form of consultations with library users, as it applies to the complexity relating to evaluating extension services in the agricultural and veterinary disciplines.

It is apparent that competitiveness and ability to create a sustainable expert base needed to transform HLIs into knowledge centres call for the need to train academic members of staff to PhD level. This is often achieved through development of appropriate training policies and programmes that guarantee commensurate academic career development of staff. It is expected that one’s optimised contribution to the performance of the university operations is after staff have acquired PhD qualifications. Such highly trained and experienced staff are expected to mentor junior staff and hence providing an effective succession system for sustained academic capacity and competencies. However, of recent it has become apparent that some academicians have advanced their academic career through research and hence promoted to higher ranks on the basis of disciplines different from their primary and employment disciplines. Certainly, digression of staff into other disciplines, although contributing to university mandates, undermines other disciplines which are equally important and essential in university academic operations. This tendency also constrains the succession process and is a bottleneck to sustained academic excellence and capacities in all relevant fields. Thus, for guided and sustained academic capacities of staff, it is essential that one’s career advancement through research and publications is in line or relevant to disciplines of specialization.

In the employment of academic staff in public and private HLIs, academic performance at lower level i.e. undergraduate and/or master level is often regarded as an essential academic attribute. The GPA grading system, which is a standardized measurement of the scope of competencies within a subject area, is often used in HLIs as a basis for

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employment. However, it is apparent that HLIs still use different GPA thresholds to determine one’s suitability for employment. Yet, GPA by itself is not a guarantee that the candidate will be able to handle teaching and learning issues once employed, hence the need for a system to determine suitability of candidates beyond GPAs. In any case, HLIs still maintain different grading systems – GPA, units, credits as well as PASS and FAIL approaches. This differential grading system provides difficulties in comparing graduates within the same profession from different HLIs. It is therefore essential that HLIs adopt the use of the GPA system as it gives a more objective cut off point to capture differential academic abilities. The adoption of the GPA in HLIs however calls for adoption of a harmonised pass mark. The Commission will issue guidelines on these matters as well.

Of recent, globalization has become an important driver for labour mobility across borders and this calls for the need for Tanzanian HLIs to run quality programmes and strive to internationalize their programmes and other academic activities. This in part demands employment of staff who have good academic and professional standing; are able to effectively communicate with knowledge seekers and have demonstrable pedagogical competencies. Therefore, it is prudent to develop an objective institutional interview system that takes into account communication skills competencies and pedagogical skills. The Commission expects that the enhancement of communication skills competencies and pedagogical skills will be optimized through sustained academic activity in keeping with technological advancements. It is worth noting that internationalization of university operations certainly may also call for an expanded assessment of communication competencies for some administrative cadres as well, especially those providing supportive teaching services (those who provide assistance in practical/clinical sessions etc).

Based on the missions of HLIs, there is also an increased need for HLIs to expand their operations through linkages with the private sector and Research and Development (R and D) institutions for mutual benefit. This in part is viewed as an entry point for effective and efficient use of physical and human resources beyond campus borders. HLIs are therefore expected to tap expertise in non-university institutions as part of their collaboration with R and D institutions and international centres of excellence in the North and South. In order to attract non-university experts and staff in Diaspora for teaching and other academic activities/tasks, appropriate guidance is therefore required.

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Staff career development through undertaking sabbatical and postdoctoral studies as well taking up assignments outside the university system is a positive attribute towards improving one’s academic standing and in contributing to the improvement of institutional performance. It is thus essential to promote these forms of academic activities and other types of academic staff engagements that support this endeavour.

The above thus form the basis for these guidelines and tools pertaining to employment and appointment of staff; performance evaluation and promotion and career development. Some of the guidelines and tools together with entry windows for staff being employed for the first time at various levels of the academic ladder serve as the basis of the Scheme of Service that caters for the criteria for employment and promotion of three staff cadres: (i) Teaching staff; (ii) Research Fellows and (iii) Teaching librarians. Based on this the academic members of staff of the university shall thus comprise of the following Clusters:

Cluster 1: Tutorial Assistant/Assistant Library Trainee Cluster 2: Assistant Lecturer/Assistant Librarian/Assistant

Research Fellow Cluster 3: Lecturer/Librarian/Research Fellow Cluster 4: Senior Lecturer/Senior Librarian/Senior Research

Fellow Cluster 5: Associate Professor/Associate Library

Professor/Associate Research Professor Cluster6: Professor/Library Professor/Research Professor

For the purpose of these guidelines, the lowest employment entry point for teaching staff in universities shall be Tutorial Assistant/Assistant Library Trainee whereas, for the research fellow cadre, the lowest entry point shall be Assistant Research Fellow. The entry point for the Research Fellow cadre is pegged on the fact that one’s ability to have the potential to provide leadership in research in the long term forms the basis for employment of such staff.

2.1.2. Issues on Workload for staff

Teaching staff in HLIs are involved in various tasks that include i) teaching, (ii) research, (iii) consultancy, (iv) outreach, (v) public services and (vi) administration etc. These tasks form the basis of the three missions of universities. It is also important to take cognizance of the fact that university academic members of staff is required to

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generate knowledge that has to be disseminated to students and other stakeholders. In essence, they are expected to publish books/compendia and other forms of publications.

In HLIs, teaching roles are variable and involve (i) lecturing, (ii) involvement in practical or clinical sessions, (iii) preparation of lectures/practical sessions, (iv) setting up variable forms of examinations, (v) marking scripts and dissertations/thesis, (vi) compiling examination results, (vii) consultations with students, (viii) supervising postgraduate students and undergraduates and (ix) supervising field practical where applicable. The teaching roles are thus variable and in some situations they are influenced by student numbers and modes of knowledge delivery. It is apparent that some of the teaching roles cannot easily quantified in terms of time resources and may not apply to every teaching staff. This implies that the workload of teaching staff may in reality constitute all the above and requires that one is given ample time, assuming that every staff is involved in most of the tasks.

In addition, in guaranteeing optimized staff competencies at all levels, it is essential that HLIs develop mechanisms that assure that staff:

a) Have enough resources to deliver their knowledge and impart requisite skills to students.

b) Are able to apply appropriate teaching and learning methods which is often influenced by pedagogical competencies and skills.

c) Able to develop commensurate students’ assessment skills

However, in determining the appropriate workload for academic members of staff, it is important to take into consideration the following:

a) Tutorial Assistantship/Assistant Library Traineeship is a training position for which such staff should be involved only in tutorials, seminars, practical and in marking scripts under the guidance of appointed mentors.

b) Assistant Lecturers constitute the first line of staff and hence they should be assigned a moderate teaching load to allow them to be fully integrated into the teaching system. They are often expected to be on training.

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c) Lecturers and Senior Lecturers occupy the mid career stage of the academic ladder and hence they are expected to shoulder the highest teaching load.

d) Associate Professors and Professors are at the upper limit of the academic cadre and hence they are expected to provide lead in mentoring junior staff in respect to teaching, research and other academic tasks

e) Efforts put into lecture and seminar/practical/clinical preparations differ much and as result some universities have adopted the use factors of 1 and 0.5 when calculating teaching load for lectures and seminar/practical/clinical hours, respectively.

f) Principals/Deans/Directors/Heads of Academic units are more heavily involved in administrative duties than other staff.

g) Junior staff need more time for preparations for lectures and practical/clinical sessions than senior members.

h) Teaching staff are involved in undergraduate and postgraduate teaching.

i) Most of the teaching tasks are done when universities are in teaching sessions, which for most universities translates into 35 teaching weeks in a year. This implies that teaching staff are likely to have reduced teaching load in the remaining 13 weeks, assuming that 4 weeks are utilized for annual leaves.

The proposed workload for teaching staff has thus taken into account the above principles and provides indications of percentage of one’s time in a week for which he/she may be involved in the identified tasks. This is based on the assumption that one is expected to work for 8 hours a day. It is worth noting that this however is not in line with the reality, as often most staff are involved in official matters even outside the official working hours and even on the weekends.

It is expected that universities will customize this framework for teaching staff who are appointed as administrators in various positions. This is important in order to guarantee optimised performance in other important university activities.

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2.1.3. Definitions of terms

For purpose of these guidelines, the following terms shall apply:

a) Academic staff

Academic staff includes personnel whose primary assignment is instruction, research, or public service in an institution. In this regard, academic staff are grouped into teaching staff, research fellows and in some cases library staff who are involved in teaching.

b) Technical staff

Technical staff in a higher learning institution include non teaching personnel with specialized technical and professional skills in support of academic functions.

c) Administrative staff

An administrative staff is an individual in regular salaried appointment in a position carrying duties and responsibilities involving management in support of the functions and direction of the institution. Inclusion in this group shall be designated by the Head of the institution or by his/her designee.

2.2. Recruitment and Appointment of Academic staff

For the purpose of these guidelines, the recruitment of staff for first appointment and promotions at different academic ranks in an institution shall follow the minimum criteria outlined in table 22.

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TABLE 22: MINIMUM CRITERIA FOR RECRUITMENT OF ACADEMIC STAFF FOR FIRST APPOINTMENT AND PROMOTIONS

Position Cluster

Position Title General Attributes First Appointment

Minimum Entry Qualifications

In service Promotion Minimum

Requirements

1 Tutorial Assistant/Assistant Library trainee

a) language proficiency

b) ability to communicate information, knowledge and skills to others

c) computer literacy

d) excellent interpersonal skills

e) ability to work as a part of a team

f) enthusiasm and self motivation

g) ability to exercise initiative and be proactive, and

h) motivation for innovation, further learning and continuing professional development.

University Qualifications Framework (UQF) Level 8 Bachelor Degree (First or Upper Second Class) with a G.P.A. of 3.5 or a B+ grade in the relevant subject for unclassified degree. The holder should also demonstrate the potentials of becoming an academic member of staff upon successful completion of UQF Level 9 Master Degree.

Not applicable

2 Assistant Lecturer/

Assistant Librarian/

Assistant Research Fellow

Cluster 1 attributes and the following:

a) ability to prepare and deliver own teaching material;

b) problem solving and innovation skill;

c) ability to recognize those having difficulties, intervene and

Either:

A: Cluster 1 requirements and UQF Level 9 Master Degree at 4.0 GPA, or

B: Where the Master Degree is the first degree, then UQF Level 9 Master Degree

Attainment of cluster 2 requirements and attributes, and two years (one year probation included) of good working experience since first employment.

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Position Cluster




Requirements

provide help and support; and

d) Ability to prepare quality research proposal.

at 4.0 GPA.

3 Lecturer/Librarian/

Research Fellow

Cluster 2 attributes and the following:

a) ability to design, set, administer and supervise different assessment items

b) ability to mark student scripts and course work assessment items and provide feedback

c) advanced Computer skills and application

d) ability to prepare and deliver own teaching material

e) potential to be a good role model and steer students towards dedication to learning, creativity, problem solving,

f) possession of sufficient breadth and depth of specialist knowledge in the relevant discipline and of teaching methods and techniques to work within own

Either:

A: Cluster 2 requirements and UQF Level 10 PhD Degree with a Master Degree at 4.0 GPA, or

B: Where the PhD degree was obtained on upgrading a Master Degree then a Cluster 1 requirements and UQF Level 9 PhD Degree, or

C: Where the PhD degree was obtained on the basis of a Master Degree without a bachelors degree, then Cluster 2 requirements and UQF Level 10 PhD Degree.

Attainment of cluster 3 requirements and attributes, and three years of good working experience since last promotion

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Position Cluster




Requirements

area.

g) ability to carry out independent research and provide feedback

h) ability to supervise research and other knowledge and skills development activities.

4 Senior Lecturer/Librarian/Research Fellow

Cluster 3 attributes and:

a) ability to plan and promote the vision of the institution

b) ability to attract funding for different activities of the institution

c) leadership and management ability

d) ability to solve complex institutional problems.

Cluster 3 requirements and:

A: Publications which, on assessment, produce 5 points for Senior Lecturer or 7 points for Research Fellow.13

B: Teaching, research and public service experience of not less than three years on attaining the qualifications at cluster 3.

Attainment of cluster 4 requirements and attributes, and three years of good working experience since last promotion

5 Associate Professor/Associate

Cluster 4 requirements

Cluster 4 require

Attainment of cluster 5

13 Clinical staff (and staff in similar disciplines) may be required to do other things beyond publications

based on the discipline involved.

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Position Cluster




Requirements

Research professor/Associate library Professor

and:

a) demonstration of actual experience in the application of course material to real life situations

b) ability to apply specialist knowledge and skills to the resolution of problems in the society.

c) ability to offer examples from a variety of sources to support course content

d) ability to remain current in his/her field through active consulting and continuing education

e) ability to maintain vibrant relationships with academic and professional colleagues through attendance at and participation in various activities

ments and:

A: Publications, which on assessment, produce 7 points for Associate Professors or 10 points for an Associate Research Professor;


requirements and attributes, and three years of good working experience since last promotion

6 Professor Cluster 5 attributes and:

a) command of

Cluster 5 requirements

Attainment of cluster 6 requirements and attributes,

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Position Cluster




Requirements

authority in a specific field of his profession or discipline

b) ability to establish academic or professional chairs for the institution

c) Ability to spearhead new knowledge, innovation and processes taking into account the current state of development as well as forecast of the future trends.

and:

A: Publications which, on assessment, produce 12 points for Associate Professors or 17 points for an Associate Research Professor


and three years of good working experience since last promotion

2.3. General guidelines for Employment of staff

The following general guidelines apply to all cases of first employment:

2.3.1. Employment may be triggered through any of the following methods: a) application by the candidate following advertisement for

employment opportunities at the institution, or b) head hunting by the institution for suitable candidates for

employment.

2.3.2. Candidates to be considered for first employment must fulfill the requirements for the position. The employing authority is expected to consider academic and all forms of social attributes in the consideration for one's employment.

2.3.3. The institution must put in place a panel constituted of qualified senior

members of the academic staff, including a representative of the

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Human Resource Department, for the purposes of assessing the qualifications and quality of the candidate seeking employment at different levels.

2.3.4. Assessment will generally involve the following minimum activities:

2.3.5. Preparation and adoption of an assessment tool based on the requirements of the level the candidates are seeking employment into, including the score sheets for each candidate.

a) Evaluation of the documents submitted by a candidate including certificate from the Commission on the recognition of the degree awards, and assigning scores to the document in accordance with the assessment tool.

b) Based on the document assessment, preparing a short list of can-didates to be invited for an interview.

c) Conducting oral interview, written and practical assessment for each candidate in accordance with the assessment tool.

d) The interview process shall take three stages; with stage one involving a candidate giving a public lecture to an academic audience for not less than 45 minutes; an English proficiency test (stage 2) and general assessment by the interviewing panel (stage 3).

2.3.6. Candidates who were previously employed and who would have purposefully concealed the information about previous employment will be liable to losing the opportunity to be employed or his/her case being considered in the process of appraisal of staff performance at the end of the probationary period.

2.4. Employment of staff on contract after retirement

The following guidelines shall apply to those seeking employment after retirement:

2.4.1. Units which require the service of a retired staff on contract must submit their recommendation to the relevant committee for approval. Such staff shall be employed for at least two years, renewable.

2.4.2. The following retired staff are eligible for consideration for employ-ment on contract:

a) Members of academic staff who retire from active service within the institution or any other HLI; provided they have attained the

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level of Senior Lecturer and above at the time of retirement and they are of good health and good academic standing.

b) Staff who previously served as employees of the university in the capacity of Associate Professor or Professor and retire with good academic standing while working in national and international organizations/institutions as well as accredited HLIs. Such staff shall not be required to go through an interview process.

2.4.3. Contract staff shall not be considered for promotion but shall be evaluated annually in terms of teaching, research and public services.

2.4.4. Renewal of contract shall be based upon being satisfied that the staff has shown highest degree of ability in mentoring/counselling junior staff and providing overall leadership in teaching, research and con-sultancy.

2.5. Employment of staff on contract before retirement

The following guidelines shall apply to those seeking employment not on permanent terms but before reaching retirement age:

2.5.1. Employment of staff on contract before reaching the compulsory retirement age shall be done through an interview process. The employment and promotion criteria for such staff shall be as stipulated in the Scheme of Service.

2.5.2. Renewal of contract for such staff shall not involve an interview process but shall be approved by the relevant committee after considering the recommendation of a committee of senior members of staff in the department or academic unit.

2.5.3. Former own senior staff (Senior Lecturer and above) who terminate services in other organizations/institutions while in good academic and professional standing prior to reaching retirement age may also be employed on contract without being interviewed. Junior staff shall need to be interviewed.

2.6. Appointment of Honorary or Visiting staff

The following guidelines shall apply to appointment of honorary or visiting staff:

2.6.1. Staff from sister HLIs, Research and Development Institutions in Tanzania or staff in Diaspora, as well as foreigners with good academic and professional standing may be appointed as Honorary or Visiting staff.

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2.6.2. Appointment of such staff shall be based on their academic qualifications, publications and other attributes as outlined in the employment criteria in Table 22 of these guidelines. Such staff shall not be interviewed.

2.6.3. Such staff shall be appointed for a maximum of one year and may be renewable upon recommendation from relevant Unit.

2.6.4. The staff shall be involved in teaching, research, outreach or consultancy and other relevant activities in the institution.

2.7. Appointment of Part time staff

As a general rule, part time employment shall be treated as a matter of last resort. Each HLI should employ sufficient number of staff who should be responsible for the management and delivery of its programmes and other activities. In the event a HLI is forced by circumstances to employ a person on a part-time basis then, the following guidelines shall apply:

2.7.1. Part time staff shall be appointed by relevant authority for specified periods after fulfilling the conditions of employment of staff as stipulated in Table 22 of these guidelines.

2.7.2. Engagement of staff from sister institutions, on part time basis as part of intra-institutional staff mobility, shall be guided by the terms and conditions set in the Intra-institutional Agreement (IA) or Memorandum of Understanding (MoU) between or among the institutions involved.

2.7.3. Engagement of staff from other institutions on part time basis shall also be guided by the terms and conditions set in the Inter-institutional Agreement (IA) or Memorandum of Understanding (MoU) between or among the institutions involved.

2.7.4. Part time staff shall not exceed 20% of the total academic staff body in the institution regardless of how and where they have been sourced.

2.8. Appointment of postgraduate students for teaching tasks

The following guidelines shall apply to engagement of postgraduate students for teaching tasks while pursuing their studies:

2.8.1. A PhD student who has fulfilled cluster 2 requirements and attrib-utes can be engaged as Teaching Assistant to teach specified courses (or part of a course) at undergraduate level provided the students

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has completed the proposal writing stage and is recommended by his/her supervisor as a Teaching Assistant.

2.8.2. A Master student who has fulfilled cluster 1 requirements and attributes may also be engaged to participate in tutorials, seminars and practical sessions.

2.8.3. The teaching load for such Teaching Assistant shall not exceed 40 and 60 hours per year for Masters and PhD student, respectively.

2.8.4. The teaching assistant shall be compensated for the efforts put into assisting in accordance with the compensation policy of the institution in such cluster.

2.9. Employment of nationals from other EAC Partner States

The following guidelines shall guide the employment nationals from other East African Community (EAC) Partner States:

2.9.1. Employment of nationals from EAC partner states, who have the qualifications and attributes required for employment in accordance with these guidelines, shall be guided by the Protocol on the Establishment of the East African Community Common Market, Annexes and regulations made for that purpose.

2.9.2. Institutions should regularly consult the EAC and Inter-University Council for East Africa (IUCEA) websites in order to access trade and services agreements that have been concluded and thereby take ad-vantage of such agreements in boosting staff profile of the institu-tions within the EAC spirit.

2.10. Employment of non – EAC foreign nationals

The following guidelines shall apply to cases involving foreign nationals.

2.10.1. Employment of foreign nationals/experts shall be guided by national policies and laws/ regulations.

2.10.2. Foreign experts/nationals may be employed on permanent, part-time or contract terms as well as Visiting/Honorary/Adjunct staff based on needs.

210.3. Qualifications of foreign nationals must be submitted to the Commission for evaluation.

2.10.4. Employable foreign nationals shall be those who meet minimum re-quirements and attributes for cluster 3.

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2.11. Submission of returns on employment

Every Institution shall submit returns to the Commission within one month on employing a new member of academic staff. The return shall include all degree certificates, CVs and other details as specified in the attributes for the cluster the staff is employed.

2.12. Guidelines for Staff Performance Review and Promotion For the purpose of these guidelines the following procedures shall be adopted:

2.12.1. Staff performance shall be guided as follows:

a) There shall be a staff appraisal conducted annually by using the Open Performance Review Appraisal System (OPRAS). This shall be done within the institution by the immediate supervisor.

b) The staff evaluation shall be based on performance agreement between the supervisor and the staff in accordance with the institution’s strategic plan. The agreed performance criteria shall be based on activities, targets, performance

c) For the purpose of promotion of staff dissertations, thesis and project report shall not be considered as a form of publication. All other forms of publications shall be subjected to evaluation for the purpose of promotion.

d) In addition to the general guidelines on publications, under special circumstances which the Senate or Academic Committee may approve, other forms of publications including, writing educational materials such as books, papers or other forms of reference materials for levels of education other than higher education, may be considered for promotion.

2.12.2. Evaluation of publications shall be guided as follows:

a) Publication shall be evaluated and weighted on a point scale and on the basis of coverage of subject matter, originality, presentation, contribution to knowledge, relevance to academic discipline and overall quality.

b) For promotion to Associate Professor/Associate Research Professor/Associate Library Professor and Professor/Research Professor/Library Professor, assessment of publications shall be done by institution staff members who are academically senior to the one under review and external to the institution.

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c) For promotions involving other ranks, all forms of publications shall be subjected to review by persons academically senior to the one under review within the institution.

2.12.3. Procedure for appointment of reviewers shall in the minimum be as follows:

a) Appointment of reviewer shall adhere to the following minimum standards or criteria:

b) Appointed from a relevant academic discipline or profession and must be persons of seniority in their field of study with relevant experience and sufficient knowledge of their subject area to assess staff publication.

c) The name of a reviewer shall be proposed from the unit where staff is based. The proposing unit must submit the following details to assist institution in appointing the right reviewer for the publications:

i) name of the proposed reviewer,

ii) Academic or professional rank of the proposed reviewer,

iii) Field of specialization, and

iv) CV of the proposed reviewer

d) The reviewer shall receive a formal letter of appointment from the institution containing guidelines for reviewing publications.

2.13. Guidelines for reviewing publications

All forms of publications shall be evaluated and weighted on a points scale on the basis of coverage subject matter originality, presentation, contribution to knowledge, relevance to academic discipline and overall quality using the following guidelines.

2.13.1. A paper published in a recognized journal shall, upon being evaluated by reviewer, be awarded 1 unit if awarded (A or B); 0.5 if awarded a C and 0 (Zero) if awarded a D or E grade.

2.13.2. A positively evaluated paper that is published as part of the proceedings of conferences, workshops or symposia shall, upon being evaluated by reviewer, be awarded 0.5 unit if awarded (A or B); and 0 if awarded C, D or E grade.

2.13.3. A book in a specialized academic discipline or specific dictionary for use in HLIs that have been published by a registered Publishing

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House (which has an Editorial Board and ISBN numbering system) shall, upon being evaluated by reviewer, be awarded 6 units if graded A, 4 units if graded B, 2 units if graded C and 0 if graded D or E.

2.13.4. A chapter in a book in a specialized academic discipline shall, upon being evaluated by reviewer, be awarded 1 unit if awarded (A or B); 0.5 if awarded a C and 0 (Zero) if awarded a D or E grade.

2.13.5. A book for use in secondary schools or for diploma and certificate programmes shall, upon being evaluated by reviewer, be awarded 2 units if graded A, 1 unit if graded B and then 0.5 unit if graded C and 0 if graded D or E.

2.13.6. Compendia/teaching manuals shall, upon being evaluated by re-viewer, be awarded 3 units if graded A, 2 units if graded B, 1 unit if graded C and 0 if graded D or E.

2.13.7. Research reports shall, upon being evaluated by reviewer, be

awarded 3 units if graded A, 2 units if graded B, 1 unit if graded C and 0 if graded D or E.

2.13.8. Technical and consultancy reports, if registered with the unit, shall, upon being evaluated by reviewer, be awarded 2 units if graded A, 1 unit if graded B, 0.5 unit if graded C and 0 if graded D or E.

2.13.9. A registered patent shall be awarded 5 units. 2.13.10. Fine, theatre and performing arts products such as new works of

art, choreographed, musical or theatrical performances and other artistic achievement recognized by the institution and upon being evaluated by reviewers, be awarded 2 units if graded A, 1 unit if graded B, 0.5 unit if graded C and 0 if graded D or E.

2.13.11. Outreach, public and community services registered with the institution be awarded units as follow: 2 units for 20 services and above since last promotion, 1 unit for 10-15 services since last promotion and 0 unit for services below 10 since last promotion. The score will be awarded based on recorded evidence and contribution to academic or the community of the service provided

2.13.12. Co-authored publications shall be shared according to contributions of involved staff if there is evidence of multidisciplinary-based collaboration. Confirmation of one’s contribution shall be made by completing and signing author contribution form.

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2.13.13. Points acquired in co-authored publications shall be shared within the discipline based on ones’ contribution but not across disciplines. For publications across disciplines; each discipline shall be awarded the points allocated for the publication for sharing within the disci-pline.

2.14. Assessment in teaching effectiveness

Assessment of teaching effectiveness shall be guided, in the minimum as follows:

2.14.1. Assessment of staff in teaching shall be done annually by a Review Team taking into consideration staff performance assessment report and students’ assessment reports.

2.14.2. Teaching effectiveness during the assessment year shall be awarded 2 units if graded A, 1 unit if graded B and 0.5 unit if graded C and 0 if graded D. The assessment panel shall take the average score units as accumulated by the staff since last promotion.

2.14.3. C grade in teaching effectiveness may only be used for promotion up to the level of Assistant Lecturer.

2.15. Principles relating to balance of units on various assessment areas Institutions shall develop standards for determining the right balance between various assessment components taking into account the discipline to which the academic member of staff belongs. Such standards shall be brought to the knowledge of members of staff.

2.16. Appeals against decisions pertaining to promotion

Members of staff have the right to appeal against decisions made regarding their promotions. The appeal should be lodged in accordance with the institutional regulations on such matters.

2.17. Staff to be encouraged to acquire higher academic qualifications in postgraduate training

The following guidelines apply to institutions and staff with a view to promoting excellence in further studies.

2.17.1. The institution must require the staff on training to submit annual progress report from the institution where the staff is registered.

2.17.2. The institution where the staff is registered must also provide pro-gress report on his/her academic performance.

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2.17.3. The report will be required by the institution for the following reasons:

a) to track progress of the staff on training b) to take remedial actions in case of poor progress c) to assist the institution to take appropriate disciplinary meas-

ures in case the staff has deviated from the agreed terms.

2.17.4. In the event the staff has been dismissed on disciplinary grounds (including poor academic performance), such staff shall not be eligible for engagement as Teaching Staff (even as Part time staff) in another institution, provided that where the staff shows improvement as a result of further or continuing studies, his standing may be reviewed and consequently be allowed to resume teaching

2.18. Guidelines for Staff Career Development

The following guidelines shall apply to staff career development.

2.18.1. In order to acquire the needed academic competitiveness, every institution shall be required to put in place Capacity Building and Development Plans supported by training policies and programmes.

2.18.2. All institutions shall be required to put in place training programmes on pedagogical skills and teaching methodology for their staff.

2.18.3. All institution shall focus capacity building for their staff in their relevant disciplines of employment.

2.19. Duties and responsibilities of teaching staff 2.19.1. Tutorial Assistant

Duties and responsibilities of a Tutorial Assistant shall include:

a) Understudying senior members through attending lectures, seminars, tutorials and practical training.

b) Assisting in supervision of tutorials, seminars and practical.

c) Assisting in research, consultancy and outreach activities.

d) Any relevant duties that may be assigned by the senior member of staff.

2.19.2. Assistant Lecturer

Duties and responsibilities of a Assistant Lecturer shall include:

a) Conducting lectures, seminars, tutorials and practicals for undergraduate programmes.

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b) Assisting senior staff in practicals, seminars and tutorials for postgraduate programmes as part of their learning and building capacities in various aspects of teaching, learning, research and public service.

c) Preparing case studies.

d) Working in co-operation with senior members on specific projects.

e) Supervising special projects for undergraduate students.

f) Conducting and publishing research results.

g) Assist in writing teaching manuals and compendia.

h) Attending workshops, conferences and symposia.

i) Any relevant duty that may be assigned by the relevant authority.

2.19.3. Assistant Research Fellow

Duties and responsibilities of Assistant Research Fellow shall include:

a) Preparing research proposals and carrying out research.

b) Supervising special projects for undergraduate students.

c) Teaching undergraduate students, where applicable.

d) Understudying senior members including attending lectures and seminars.

e) Organizing conferences, workshops and symposia.

f) Any relevant duty that may be assigned by the relevant authority.

2.19.4. Lecturer

Duties and responsibilities of a Lecturer shall include:

a) Conducting lecturers, tutorials, seminars and practical for undergraduate and Masters programmes.

b) Carrying out field supervision.

c) Mentoring junior staff in all relevant matters.

d) Participating in curriculum development.

e) Participating in developing and managing of various university projects.

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f) Undertaking research and publishing research results.

g) Carrying out community/outreach services.

h) Undertaking consultancy.

i) Preparing teaching manuals and compendia.

j) Supervising undergraduate and postgraduate student projects.

k) Attending/organising workshops, conferences and symposia.

l) Any relevant duty that may be assigned by the relevant authority.

2.19.5. Research Fellow

Duties and responsibilities of Research Fellow shall include those for Assistant Research Fellow and:

a) Providing guidance to junior staff.

b) Identifying research areas.

c) Soliciting funds for research.

d) Preparing and publishing teaching manuals and compendia where applicable.

e) Any other relevant duty that may be assigned by the relevant authority.

2.19.6. Senior Lecturer

Duties and responsibilities of a Senior Lecturer shall include those for a Lecturer and:

a) Mentoring junior staff in all relevant matters

b) Designing and developing curricula

c) Managing of institutional projects and activities

d) Writing teaching manuals and compendia and books

e) Developing new courses and programmes

f) Any other duty that may be assigned by the relevant authority

2.19.7. Senior Research Fellow

Duties and responsibilities of Senior Research Fellow shall include those for Research Fellow and:

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a) Supervising undergraduate and postgraduate students including PhD students.

b) Organizing research panels, symposia, and workshops.

c) Publishing teaching manuals, compendia and text books.

d) Plan and manage institutional research projects and activities.

e) Any other relevant duty that may be assigned by the relevant authority.

2.19.8. Associate Professor

Duties and responsibilities of a Associate Professor shall include those for Senior Lecturer and:

a) Providing leadership role to the institution

b) Participating in the establishment of research hubs and resource centres

c) Any other duty that may be assigned by the relevant authority.

2.19.9. Associate Research Professor

Duties and responsibilities of Associate Research Professor shall include those for Senior Research Fellow and:

a) Undertaking large scale research projects

b) Providing leadership role to Organization

c) Providing guidance and advice to clients in the field

d) Participating in the establishment of research hubs and resource centres

e) Disseminating research findings to appropriate stakeholders

f) Any other duty that may be assigned by the relevant authority.

2.19.10. Professor

Duties and responsibilities of Professor shall include those for Associate Professor and:

a) Presenting Professorial Inaugural Lecturers

b) Establishing professorial chair in relevant discipline

c) Spearheading innovation and forecasting future development of the institution

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d) Establishing links to the other institutions

e) Any other duty that may be assigned by the relevant authority

2.19.11. Research Professor

Duties and responsibilities of Research Professor shall include those for Associate Research Professor and:

a) Planning and undertaking large scale research projects.

b) Providing leadership role to Organization

c) Taking a leading role in the development of the institution.

d) Monitoring of the dissemination of research findings

e) Undertaking research and publishing research results

f) Presenting Professorial Inaugural Lecture.

g) Establishing professorial chair in relevant discipline

h) Any other duty that may be assigned by the relevant authority.

2.20. Workload of staff involved in teaching

2.20.1. In determining the minimum work load for academic staff in institutions, reference should be made to both teaching and non teaching tasks, taking into account the average notional working week for academic staff which has a total of 40 hours.

2.20.2. The following guidelines shall apply when calculating workload of staff.

2.20.3. Each staff is expected to spend 12. 5% to 25% of their time in a week in lectures and practical sessions. The teaching and practical/seminar hours spent are calculated by multiplying with factors of 1 and 0.5 respectively.

2.20.4. All staff, except TAs, are expected to spend about 10-13% of their work time dealing with other teaching tasks such as own reading, marking scripts, compiling examination results e.t.c.

2.20.5. All staff expected to spend 35-45% of their time in research activities.

The workload shown in the following table is calculated on a weekly and annual basis.

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TABLE 23: WEEKLY AND ANNUAL WORKLOAD ESTIMATES FOR TEACHING STAFF MEMBERS IN REFERENCE TO ACADEMIC AND NON-ACADEMIC TASKS

Activity TA Ass. Lect. Lecturer Se. Lect. Assoc/Prof Hrs % Hrs % Hrs % Hrs % Hr %

Teaching / Class Time 5 12.5 7 17.5 10 25 10 25 8 20 Preparations/Resource Search

20 50 7 17.5 3 7.5 2 5 3 7.5

Research & Publications

11 27.5 19 47.5 18 45 18 45 14 35

Outreach/ Public Service

3.6 9 6 15 4 10 3 7.5 7 17.5

Administration 0.4 1 1 2.5 3 7.5 4 10 2 5 Mentoring/ Counseling/ Supervision

- - - 1 2.5 3 7.5 6 15

Hrs/Week 40 100 40 100 40 100 40 100 40 100 Annual Teaching Load

175 245 350 350 280

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PART III

MINIMUM GUIDELINES FOR THE HARMONISATION OF AWARDS OFFERED IN TANZANIA

3.1. Introduction

The growth of higher education in Tanzania is also witnessing growth in the number and type of awards. Such growth has not been matched with standards within which issues like names, discipline clusters, classification of awards and documentation are handled. This lacuna has created discrepancies that these guidelines attempt to address.

The key feature in these guidelines is the organization of various disciplines into clusters. Such clusters will generally:

a) Serve as an important input into intra-country or inter-country benchmarking exercises;

b) be an input into development planning by

i. identifying the level of diversity in programme offerings in the different academic disciplines;

ii. being an explicit pointer to the level to which universities are responsive to the opportunities available in economic sectors in which Tanzania has a comparative economic advantage;

iii. indicating the level of participation of universities in responding to global forces shaping the future of the earth and humanity;

iv. ensuring that priority is accorded to programmes that promote academic and professional inquiry, innovation and creativity thus contributing to the success of various development agendas that the country has adopted or will adopt in future;

v. giving special recognition to academic programmes important to the democratization and good governance processes in Tanzania, their potentials for employment generation or their contribution to the GDP;

c) indicate the priorities which Tanzania has to put in place to guide private and public sector investments in the expansion and vertical and horizontal diversification of higher education in Tanzania; and

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d) assist in the identification of academic disciplines in which inputs from professional bodies are necessary in order to avoid problems in recognition, registration or certification of graduates.

3.1.1. General context

For the purpose of these guidelines academic programmes offered in accredited institutions in Tanzania are grouped into 20 clusters. Examples on how the current programmes fit into these clusters are as shown in Annex A.

3.1.2. Definitions of Terms

For the purpose of these guidelines the following terms should apply:

3.1.2.1. Academic Cluster

An academic cluster means a group of academic programmes organized around thematic and related academic or professional disciplines.

3.1.2.2. Discipline

A discipline means a branch of knowledge, skills and competences acquired through teaching or learning at university or professional level through specific programmes. A discipline usually has most, if not all, of the following attributes:

a) a particular object of research (e.g. criminal law, robotics, etc),

b) a body of accumulated specialist knowledge, skills and competences which may be acquired through learning, research, and work related activities,

c) theories or concepts arising from organizing the specialist knowledge, skills and competences in the field of study, and

d) specific research methods, techniques, language/terminology, work procedures, application of technology, innovation and related sciences.

3.1.2.3. Programme

A programme means a curriculum of studies that leads to some form of recognition through an academic, technical or professional award in a discipline.

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3.1.2.4. Discipline and clusters

For the purpose of these guidelines, the specific disciplines and clusters, in alphabetical order, are:

TABLE 24: DISCIPLINES AND CLUSTERS

CLUSTER NAME OF THE CLUSTER 1. Agriculture 2. Architecture and Planning 3. Business 4. Faith Based Studies 5. Education 6. Engineering and Technology 7. Environmental Studies and Forestry 8. Humanities and Arts 9. Information and Communication Technology 10. Journalism, Media Studies and Communication 11. Language Studies 12. Law 13. Library, Archives and Museum Studies 14. Life Sciences 15. Medicine, Veterinary and Allied Health Sciences 16. Military Sciences 17. Mining and Earth Sciences 18. Physical Sciences and Mathematics 19. Social Sciences 20. Tourism, Hospitality and Home Economics

3.2. Principles for Nomenclatures

The following principles apply to determination and selection of nomenclatures for specific programs:

a) The nomenclature of the program should be consistent with national and international norms.

b) The nomenclature should be descriptive of the general area of study which usually corresponds to a particular discipline or profession.

c) The nomenclature proposed for a new academic programme should ordinarily be selected from nomenclatures that are already approved for similar programmes. Similarity in

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programmes should be determined by assessing the design, objective(s), contents and learning outcomes of the proposed programme vis a viz the existing programmes in the same cluster.

d) An institution proposing a new nomenclature other than those already approved should provide an indication on what basis the proposed nomenclature has been selected. This should be determined within the nomenclature approved by the Commission and reflect historical practices in Tanzania and international context on nomenclatures.

e) These principles apply to both undergraduate and postgraduate programs.

f) These principles are consistent with the University Qualifications Framework (UQF).

3.3. Guidelines for Programmes and their nomenclatures

The following guidelines apply to nomenclatures.

a) When designing, developing, validating and approving a pro-gramme or changing a programme nomenclature, the pro-gramme should be named according to the broad discipline area to which the programme belongs, for example, Bachelor of Science or Bachelor of Engineering.

b) A program nomenclature should be easily recognizable by pro-

spective students, employers and other stakeholders. It should be unambiguous in terms of level and academic or professional orientation.

c) The nomenclature of the program should avoid possibility of

misunderstanding or misinterpretation by stakeholders (students, employers or the public).

3.3.1 Naming Conventions 3.3.1.1. General guidelines on naming

The following are general guidelines for naming programmes:

a) For Bachelor and Master Degrees, the separator 'of' should be used between the degree level and the discipline area e.g. Bachelor of Architecture or Master of Architecture. For

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historical reasons, the first degree in medicine or dental surgery may be named doctor of medicine or doctor of dental surgery.

b) For academic Doctoral degrees the name should be Doctor of Philosophy. For technology or profession related doctoral degrees the separator in should be used between the word Philosophy and the technology area to show the specialization involved in the award, e.g. Doctor of Philosophy in Meteorology.

c) For other awards, the separator 'in' should be used. For example, Postgraduate Diploma in Commerce, Postgraduate Certificate in Dentistry, Diploma in Education, Certificate in Geoinformatics.

d) Combined disciplines should be linked by the word 'and' e.g. Bachelor of Veterinary Science and Surgery or Bachelor of Political Science and Economics.

e) Programme orientation (i.e. Bachelor of Arts or Bachelor of Science) should be determined by the programme requirements. For science based programme orientation, and based on the two principal passes system for admission to higher education, the majority or all of the programme subjects should be pure science (e.g. Physics and/or Chemistry and/or Biology or Chemistry and/or Biology and/or Geography) while for Arts programme orientation the requirement should be the non-science subjects (e.g. History and/or Geography and/or English or Economics and/or Geography and/or Mathematics). It should be noted that Geography and Mathematics on their own are non-science subjects unless combined with pure science subjects (e.g. Physics or Chemistry and Mathematics or Chemistry or Biology and Geography or Physics, Geography and Mathematics).

f) Post-nominal abbreviations should not use full stops, commas or other punctuation marks e.g. PhD (not Ph.D.) or BSc (not B.Sc.). Some professional degrees may continue to use full stops, e.g. LL.B. (not LLB) because of historical and professional reasons.

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g) As a general rule, nomenclature abbreviations should follow the formats stated in the following table.

TABLE 25: NOMENCLATURE ABBREVIATIONS

Abbreviations Programme Remarks

BA Bachelor of Arts Generic nomenclature and abbreviation for general studies in Arts

BSc Bachelor of Science

Generic nomenclature and abbreviation for general studies in Science

BAF Bachelor of Accounting and Finance

Degree in combined disciplines i.e. Accounting and Finance

BA (Econ) Bachelor of Arts in Economics

Degree in Arts with a major in Economics

BCom (Acc) Bachelor of Commerce (Accounting)

Degree in Commerce with a minor in Accounting

BAcc Bachelor of Accounting

Degree in Accounting as a specialization

3.3.1.2. Guidelines on specializations

The following guidelines apply to specialization:

a) As a general rule, a programme specialization should meet the minimum requirements of the discipline where the programme is based before the specialization may be pursued. If such requirements are not met then such a programme is not permitted. For example, a specialized programme in an education component e.g. management or kiswahili language must first meet the minimum requirement for an education programme then the specialization may be legitimate.

b) Specific specialisations that are permitted within generic programme titles should be in the format ‘Bachelor of <broad discipline area> (Specialisation)’; e.g. Bachelor of Commerce (Accounting). Alternatively, the specialization can be shown in the degree name itself after the broad discipline by the word ‘in’ e.g., Bachelor of Commerce in Accounting, Bachelor of Arts in Education. In this case no brackets are used. It may also be shown in the degree name itself often by

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naming the broad discipline and adding the word “with” e.g. Bachelor of Science with Geology.

c) Where there is a need to indicate a lower level of specialisation, e.g. a stream or major, (due to accreditation or other identifiable requirements), brackets should be used with the further specialisation separated by a ‘dash’. The primary specialisation should be shown first. For example, Bachelor of Engineering (Chemical - Sustainable Energy).

d) Where a program combines two specializations, to the extent that it should be identified as a program in its own right, the specializations should appear in the brackets following the discipline name and should be separated by the word 'and'. For example Bachelor of Engineering (Mechanical and Sustainable Energy).

e) Postgraduate Programs should follow a similar format; however, the Master programs should still follow the principle of ‘Master of <broad discipline area> (Specialization)’, for example Master of Arts (Demography). The lower level awards would also follow the same format e.g. Postgraduate Diploma in Engineering (Chemical).

f) In cases where a well-defined academic program exists but the course offerings are provided by several academic units, often including units from more than one Faculty/School or Institute the word ‘studies’ should be used for degree names. For example, Bachelor/Master of Development Studies or Bachelor of Arts/Master of Arts in Legal Studies. This should be the case where there is an interdisciplinary focus.

g) Bachelor degree with Honours should be awarded only to a candidate who completes studies within the prescribed period of the programme at second class level and above and without supplementing any subject.

h) A Bachelor degree for which there is an Honours award, should have Honours listed in brackets following the degree name, e.g. Bachelor of Arts (Hons). Alternatively, the word with could be used after the degree name itself e.g. Bachelor of Arts with Honours.

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3.4. Guidelines on Higher Doctorates

The following guidelines apply to higher doctorate degree.

a) A higher Doctorate degree may be awarded to a candidate who has a significant academic connection with the university and whose scholarly works exhibit among other things, a level of originality and creativity which marks them as a major authority in the field.

b) The following table is indicative of higher Doctorate Degrees which may be awarded to a candidate who meets the above criteria:

TABLE 26: HIGHER DOCTORATE AWARDS

Higher Doctorate Abbreviation

Doctor of Science ScD or DSc

Doctor of Letters LittD or DLitt

Doctor Laws LLD

Doctor of Engineering EngD

c) The evidence submitted for higher doctorate must be of high distinction, constituting an original and significant contribution to the advancement of knowledge or to application of knowl-edge, or to both and must establish that the candidate is a leading authority in the field(s) of study concerned.

d) The candidate who wants to be granted that award has to make a formal application to the institution.

e) The formal application procedure for an award of a higher doctorate involves the candidate submitting a letter to the Committee responsible for such matters stating the award that is being applied

f) An applicant submission should also include the work being submitted for the award together with:

i) a summary of contents;

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ii) a detailed commentary of the candidate’s view of all the significance of the work (maximum 5000 words);

iii) full statements on the extent of the contributions of all other persons where some or all of the items submitted are collaborative;

iv) a statement by the candidate as to whether or not the work(s) or any part thereof has been submitted, successfully or unsuccessfully, for an award of this or any other University.

v) the work(s) submission may take form of, for example, books, contributions to journals, patent specifications , reports, creative work and designs, and may also include other evidence of original work;

vi) The content of submission must be in the English language unless specific permission to the contrary has been given by the Committee responsible for such matters.

g) Assessment should be done as follows:

i) The University shall appoint two external examiners to assess the work. The examiners will submit individual and independent reports to the research Committee, which will make recommendation on the award of the degree.

ii) Where the examiners’ recommendations differ or are equivocal, a further examiner shall be appointed, who will have access to the original examiners’ reports and the full documentation, and who will make a final recommendations to the research committee;

iii) Examiners may, at their discretion, require candidates for a higher doctorate to attend an oral examination or may call for further information. In particular, candidates are advised that in the case of conjoint work satisfactory documentary evidence may be sought concerning the extent to which the candidate was responsible for initiation, conduct and direction of the work.

h) The Committee responsible for such matters may recommend the candidate:

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i) to be granted the degree of Higher doctorate through the submitted work upon successful assessment by the examiners;

ii) to be granted the degree of Higher Doctorate subject to minor amendments and corrections being made as requested by the Examiners, which must be completed and submitted within four months of the viva examination;

iii) not to be granted the degree of Higher Doctorate as applied for by the candidate.

3.5. Guidelines on Honorary Doctorates

An accredited institution may confer honorary doctorate, or honoris causa, to a qualifying recipient. The award is given to honour the recipient and also to benefit the university or degree-giving institution by association. Recipients' qualifications may range greatly. They can have no relationship to the school, no prior degrees, and no formal higher education, or they can already have substantial formal education and other honorary or substantive doctorates. An honorary degree usually takes the form of an honorary doctorate but may also be an honorary masters. An institution which is not accredited as a teaching and learning institution is not eligible to confer honorary degrees but may otherwise issue normal awards to individuals who are willing to receive them on merits as determined by the institution.

The following guidelines apply to honorary doctorates:

a) An honorary award or honoris causa, is not an academic award and therefore cannot be used for academic, professional or work related purposes. Such an award is merely an honour to a person who meets the following minimum criteria:

i) has made extra-ordinary contributions to academia and/or to society, to the development of the institution, or to the betterment of culture, society, or the local community;

ii) has an established international reputation for excellence within a particular academic field, and has demonstrated outstanding academic leadership, through activities such as a strong publication record, graduate supervision, innovation and entrepreneurship;

http://www.wisegeek.com/what-is-higher-education.htm

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iii) has made a significant and direct contribution to the institution in terms of its Charter or vision, mission and strategic goals;

iv) has been of outstanding service to the community, or the nation through activities or endeavours consistent with the institution's Charter, vision, mission and strategic goals.

b) To be considered, a nominee must have sufficient stature and recognition to ensure that the awarding of an honorary degree enhances the reputation of the institution.

c) Since almost all candidates for honorary awards will be distinguished people in one way or another, the Committee responsible for selecting awardees should consider the following:

i) In what ways is the candidate’s achievement truly outstanding?

ii) In what ways has the candidate made an extraordinary contribution to scholarship, society or culture?

iii) Will the candidate’s achievement be seen to be important and exemplary to the students who will graduate at that Convocation?

iv) Has the candidate already been sufficiently recognized by other honors and awards?

v) Has the candidate been appropriately recognized by the field, profession or community in which s/he is said to excel?

vi) Is it appropriate and/or strategic for the institution to honour the candidate at this time?

vii) Is the candidate already aware of that institution and would s/he appreciate the significance of the award?

d) The nomination process for honorary awards should, in the minimum, be as follows:

i) The official nomination form must be submitted in accordance with the procedures at the institution.

ii) Nomination material should include sufficient documentation to clearly support the nomination and

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assist the Committee responsible for such matters with the review, including a concise statement of the nominee’s extraordinary contributions to academia and/or to the institution and/or to society and how these contributions distinguish him or her.

iii) Nomination should not be based on solicitation, either from the nominator or the candidate himself to ensure the integrity of the process.

iv) The nomination and selection process is confidential.

e) Approval of persons to receive honorary awards must be made by the highest governance unit of the institution in whose name the award will be issued.

f) An institution is under no obligation to award an honorary award in any year. Normally not more than one honorary award will be awarded at each Convocation ceremony.

g) The nomenclature for honorary doctorate award should be Honorary Doctorate Award and is abbreviated as PhD (Hon. Causa).

h) A holder of honorary doctorate award will be required to indicate in the title that the award referred to is honorary and not academic as follows, i.e. Mr. Mashauri Maneno, PhD (Hon. Causa) and not Dr. Mashauri Maneno.

3.6. Guidelines on Aegrotat Awards

An institution may award an aegrotat qualification to a student who has left the institution on established medical reasons when close to completion of a programme.

3.6.1. The procedure for aegrotat awards

The following procedures shall apply to aegrotat awards:

a) The head of academic unit must formally make the request to the relevant examining body for the award of a aegrotat degree to the student in question.

b) The following details should be provided to the examination Board.

i) medical certificate or other statement of the grounds on which it is made and must be submitted as soon as

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possible after the last date of the examination to which the application refers;

ii) the name of the candidate;

iii) the year of registration of the student;

iv) the name of the degree programme in which the student was registered

v) the stage of the programme of study reached by the student at the time of illness;

vi) any examination or assessment marks obtained by the student prior to his/her illness;

vii) the number of credits needed for a student to graduate on that programme and the number of credits obtained by the student prior to his illness; and

viii) details of any outstanding academic requirements according to the institution’s awards regulations.

c) The following guidelines shall apply to an examining body in its consideration of the award of aegrotat award:

i) The examining body should be satisfied that the candidate’s prior performance shows on balance of probabilities that he/she would have passed, but the illness which occurred prevented him/her.

ii) The awards Committee should be satisfied that the candidate is unlikely to be able to return to complete his/her study at a later date within a reasonable period.

iii) The examining Body shall require the candidate to confirm in writing that s/he is willing to accept an aegrogat award.

iv) Where the student is unwilling to do so, the examining body shall seek any appropriate extension to the student’s candidature and permit the candidate to complete the examinations/assessment in question accordingly.

v) An aegrotat degree, diploma, or certificate shall be unclassified and in all other respects, ungraded. An aegrogat award does not necessarily entitle the holder to registration with the professional body, or exemption from the requirements of any professional qualification, or progression to another academic programme or another

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stage of a programme which might otherwise be associated with the programme of study or award concerned.

vi) No candidate shall be exempted from submitting and defending a research thesis or from presenting a Master’s dissertation (or equivalent presentation) where the program requires such a thesis or dissertation to be presented before graduation. It follows therefore that the examining body may not recommend the award of aegrotat degree if the missing component relates to research that is core before graduation. This requirement, however, does not prevent issuing to the candidate any relevant award which might be in respect of the study completed previously.

3.6.2. Status of aegrotat degree

An aegrotat award is a terminal award; however, it does not entitle the holder to practice a profession although it may be used for non-professional related employment.

3.7. Guidelines on Posthumous Awards

An institution may award a posthumous qualification to a student who has died when close to completion of a programme. The procedure for posthumous award should be as follows:

a) Request to the relevant examination body for the award of a posthumous degree.

The Head of the academic unit in which the deceased student was registered should formally make a request to the relevant examination body for the award of a posthumous degree to the student in question.

b) Examination Board.

The following details should be provided to the Examination Board:

i) the name of the deceased student;

ii) the year of registration of the student;

iii) the name of the degree programme on which the student was registered;

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iv) the stage of the programme of study reached by the student at the time of death;

v) the date of death;

vi) any examination or assessment marks obtained by the student prior to death;

vii) the number of credits needed for a student to graduate on that programme and the number of credits obtained by the student prior to death; and

viii) details of any outstanding academic requirements according to the institution’s awards regulations.

c) Examining body.

The following guidelines apply to an examining body in its consideration of the request for a posthumous award.

1) The examining body may award an unclassified degree in cases where there is strong evidence that the deceased student would have achieved a degree, as long as the amount of study the student carried out deserves the posthumous award to be given to the candidate, provided that:

i) for a UQF level 8 degree programme, the study completed by the candidate is greater than the amount normally associated with the UQF level 7 (Higher Diploma); and

ii) for other UQF levels programmes, the candidate must have completed the minimum credits required for graduation in the respective programme.

2) The examining body may also consider the recommendation of a lower award than that for which the student was registered.

3) In cases where the deceased student owes fees to the institution, the institution may decide to disregard and clear the debt.

d) Endorsement of documents

The institution which is awarding a posthumous award must ensure that the word “posthumous” is endorsed on all official documents associated with the award of a posthumous

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qualification. These may include transcripts, testimonial statements and other student records.

e) Holder’s name

Posthumous degrees will be awarded in the name of the deceased student and may be announced at the next relevant graduation ceremony, if the next of kin so desires.

3.8. Guidelines for Classification of Awards

3.8.1. Degree

For the purposes of these guidelines, a degree is an award that falls, either, in UQF levels 8, 9 or 10.

3.8.2 Diploma

For the purposes of these guidelines, a diploma is a non-degree award offered at either UQF levels 6, 7 or 9. The UQF level 6 diploma is known as ordinary diploma. The UQF level 7 diploma is known as higher diploma. The UQF level 9 diploma is known as postgraduate diploma.

3.8.3. Certificate

For the purposes of these guidelines, a certificate is a non-degree as well as non-diploma award offered at the UQF levels 6, 7 or 9. The UQF level 6 certificate is known as university certificate. The UQF level 7 certificate is known as higher certificate. The UQF level 9 certificate is known as postgraduate certificate.

3.8.4. Classification of Degrees

For the purposes of these guidelines, classification of degrees means a grading scheme or code used to differentiate between the various attainments of degree holders and therefore a measure of academic achievement.

The following guidelines apply to degrees at different UQF levels for classification purposes.

3.9. Grading of Scores

When presenting examination results, every institution should comply with the following percentage range to letter grade and points correspondence.

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TABLE 27: GRADING SCORES Percentage range

70-100% 60-69% 50-59%

40-49% 35-39% 0-34%

Letter Grade A B+ B C D E

Points 5 4 3 2 1 0

Possible Compliment

Excellent Very Good Good Fair Weak Poor

3.10. Classification of final degrees

The following guidelines apply to final classification of degrees:

a) In calculating the GPA for final degree awards, every institution should use a five-point system in averaging the final grade. The five-point system should be classified as follows:

TABLE 28: THE FIVE-POINT GRADING SYSTEM

Grade Grade Point Range

Undergraduate – UQF Levels 6, 7 and 8

Postgraduate – UQF Levels 9 and 10

A 4.4 – 5.0 4.5 – 5.0

B+ 3.5 – 4.3 4.0 – 4.4

B 2.7 – 3.4 3.0 – 3.9

C 2.0 – 2.6

b) In addition to scores from any optional courses, scores from all core courses must be included in computing the final grade for degree classification based on the minimum number of credits required to fulfill requirements for the degree award.

c) The sessional and cumulative grade point averages (GPA)

should be worked out as follows:

i) The letter grades will be assigned points as follows: A B+ B C D E

5 4 3 2 1 0

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ii) Approved courses given for each degree should be appropriately weighted in terms of credits.

iii) To get the score for each course multiply the points, as in (a) by the weights as in (b).

iv) The total score for the degree should be the total score for all countable courses taken by the candidate for the degree, computed as in (c).

v) The average score for the degree should be computed by dividing the total score in (d) by the total weight ob-tained under (b).

d) Total point scores should be truncated at one decimal place. e) The final classification should be as follows:

TABLE 29: FINAL CLASSIFICATION OF DEGREE AWARDS

Class Grade Grade Point Range

First Class A (5.0 – 4.4)

Second Class Upper Division B+ (4.3 – 3.5)

Second Class Lower Division B (3.4 – 2.7)

Pass C (2.6 – 2.0)

3.10.1. Undergraduate Degrees

The following guidelines apply to final classification of degrees:

a) Undergraduate degrees, with the exception of medicine and veterinary sciences degrees, should be classified into the following awards:

TABLE 30: UNDERGRADUATE DEGREE CLASSIFICATION

Class Grade Grade Point Range

First Class (and with Honours where applicable) A 4.4 – 5.0

Second Class (and with Honours where applicable) - Upper Division

B+ 3.5 – 4.3

Second Class (and with Honours where applicable) - Lower Division

B 2.7 – 3.4

Pass C 2.0 – 2.6

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b) Medicine and veterinary sciences degrees should not be classified.

3.10.1.1. First Class Degrees

The First Class Degree (with honours where applicable) is the highest level of degree awarded in a higher learning institution indicating high academic achievements. To attain this high level, a student must have displayed constant excellence throughout the entire course of study. The student must attain a minimum GPA of 4.4.

3.10.1.2. Second Class Degrees

A Second Class degree (with Honours where applicable) is sub-divided into Upper Second and Lower Second divisions. To qualify for the Second Class -Upper Second Division, a student must attain a minimum GPA of 3.5. For the Second Class - Lower Division, a student must obtain a minimum GPA of 2.7.

3.10.1.3. Pass Degrees

A Pass degree is the lowest award in a higher learning institution whose GPA is a minimum of 2.0.

3.10.1.4. Unclassified Degrees

Degrees in Medicine and Veterinary Sciences should be awarded to successful candidates without classification.

3.10.1.5. Higher Certificates and Higher Diplomas

A candidate who successfully completes two years of degree-level study but does not complete the full degree course, may be awarded a higher education certificate. A Candidate who successfully completes three or more years of degree-level study but does not complete the full course may be awarded a higher education diploma.

3.10.2. Postgraduate Degrees

Postgraduate degrees, with the exception of doctorate degrees, should be classified into the following awards using the five point grading system:

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TABLE 31: POSTGRADUATE DEGREE CLASSIFICATION Class Grade Grade Point Range

Distinction A 4.5 – 5.0

Merit B+ 4.0 – 4.4

Pass B 3.0 – 3.9

3.10.2.1. Award of Distinction

In order to qualify for a Distinction, a candidate should be required to achieve a minimum GPA of 4.5.

3.10.2.2. Award of Merit:

In order to qualify for Merit, a candidate should be required to achieve a minimum GPA of 4.0.

3.10.2.3. Award of Pass:

In order to qualify for a Pass, a candidate should be required to achieve a minimum GPA of 3.0

3.11. Guidelines for Design, Format and Content of Transcripts and

Certificates of Degree Programmes

3.11.1. Academic Transcript

An academic transcript is a certified document that represents an abridged summary of a student's academic performance at an institution. It is basically the official complete record of a student’s academic performance and achievement record at an institution. It includes a list of all courses attempted, the grade earned in each session and cumulative grade point averages (GPA), transfer credit awarded, and, where applicable, titles of project/dissertation/theses.

The following table contains some of the salient features of an academic transcript.

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TABLE 32: SALIENT FEATURES OF AN ACADEMIC TRANSCRIPT

Identification of an Institution Name (include former name if any) Address (physical, telephone, fax, website, email) Emblem Academic award being offered Accreditation number

Identification of the Student Names (first name, middle name and surname) Sex

Citizenship Date of birth Country of birth Registration Number Year of admission Photo National Identification Number Admission Number

Admission Criteria Undergraduate Names of O’ and A level or equivalent institutions Date of graduation Examination Numbers Performance Postgraduate Name(s) of undergraduate training Date of graduation Award Received Registration Number

Academic Performance Type of Course or Programme Dates of attendance Mode of Attendance Identification number and title for each course Titles of any dissertations or research reports Credit hours for each course Units of credit Grade in each course Transferred Credits (if any) Cumulative credits GPA Classification of performance

Other Features Definition of Key words used Serial Number of the Transcript Authorised Signature Stamp / seal Date of issue

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3.11.2. Testimonial Certificate

A testimonial certificate is an official printed statement, bearing the institution’s seal, showing that a student has been awarded the qualification by the institution after that student has satisfied the requirements of that qualification. The design and wording of certificate for each qualification must be as approved by the governing body of the institution.

The following table contains some of the important salient features of a testimonial certificate.

TABLE: 33: SALIENT FEATURES OF A TESTIMONIAL CERTIFICATE Identification of Institution Name

Emblem Students Identification Names (first name, middle name and surname)

Statement of award Qualification awarded

Class of honours Date of award Classification of award (if any)

Security features Blank if photocopied

Seal Water marks Authorized signatures Serial Number of Certificate

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PART IV

MINIMUM STANDARDS FOR POSTGRADUATE TRAINING

4.1. Introduction

The setting up of minimum standards for postgraduate training (PG) is intended to ensure that:

i) candidates enrolled in PG programmes have necessary and comparable qualifications;

ii) academic programmes in various institutions are properly structured and learning outcomes for similar programmes are comparable;

iii) delivery and assessment methods follow best norms and practices in the relevant disciplines;

iv) teaching and learning environment is equipped with necessary resources;

v) graduates in similar programmes from different institutions have attained comparable or equivalent skills, and professional or academic competences; and

vi) PG indeed addresses critical issues or challenges the society is facing and contribute to their resolution.

4.1.1 Definition of Terms

4.1.1.1. Postgraduate training

For the purpose of these guidelines, Postgraduate training means university training at UQF levels 9 & 10. Programmes at UQF level 9 shall include postgraduate certificate, postgraduate diploma and academic master and professional master degree. Programmes at UQF level 10 shall include doctorate degree and professional doctorate.

4.1.1.2. Postgraduate Certificate

Postgraduate certificate qualifies individuals with general degree to have specialized knowledge and skills in specific discipline for professional practice. The minimum admission requirement is UQF 8. Upon completion of the programme, a candidate at this level is, in the minimum, expected to be able to:

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a) use their knowledge, understanding and skills in the systematic and critical assessment in identifying and analyzing problems and applying evidence-based arguments and solutions;

b) communicate the results of their study and other work accurately and reliably in contexts of a professional or equivalent nature.

4.1.1.3. Postgraduate diploma

Postgraduate diploma qualifies individuals to have highly specialized knowledge, skills and competences for research, problem solving and professional practice in a specific discipline. The minimum admission requirement is UQF 8. Upon completion of the programme, a candidate at this level is, in the minimum, expected to be able to:

a) learn and work independently with minimum supervision;

b) manage and transform work or study contexts that require new strategic approaches;

c) contribute to professional knowledge and practice and/or review the strategic performance in a specific context.

4.1.1.4. Academic Master degrees

Academic master degree qualifies individuals to have highly specialized knowledge, skills and competences for research, problem solving in a specific field of study and the minimum admission requirement is UQF level 8.

Upon completion of the programme, a candidate at this level is, in the minimum, expected to be able to:

a) reflect critically, systematically and creatively on theory and application in dealing with complex issues;

b) design, appraise and make sound judgments using research data and information;

c) clearly communicate research findings to specialist and non-specialist audiences, and

d) learn and work independently with minimum supervision.

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4.1.1.5. Professional master degree

A Professional Master Degree qualifies an individual to have highly specialized knowledge, skills and competences for research, problem solving in a specific profession and the minimum admission requirement is UQF level 8. The professional master focuses on specialized skills in a particular profession. Upon completion of the programme, a candidate at this level is, in the minimum, expected to be able to:

a) learn and work independently with minimum supervision;

b) autonomously plan and implement tasks with a professional orientation to advance knowledge understanding and skills relevant to a particular profession;

c) reflect critically, systematically and creatively on theory and application in dealing with complex issues;

d) design, appraise and make sound judgments using research data and information in a specific profession; and

e) clearly communicate professional findings and conclusions to professional and non-professional audiences.

4.1.1.6. Professional Doctorate degree

Professional doctorate qualifies individuals to have high level specialization in research and innovation in a professional context for the development of career, profession and / or industry. The minimum admission requirement therefore is UQF level 9. Upon completion of the programme, a candidate at this level is, in the minimum, expected to be able to:

a) exercise initiative and personal responsibility in decision-making and independent learning

b) demonstrate ability required for continuing professional de-velopment;

c) demonstrate self-direction and originality in tackling and solving problems;

d) act autonomously in planning and implementing tasks at a professional level; and

e) deal with complex ethical and professional issues and make informed judgments.

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4.1.1.7. Academic doctorate degree

Academic doctorate degree qualifies individuals to have systematic and critical understanding of a complex field of learning and specialized skills for the advancement of knowledge and professional practice. The minimum admission requirement is UQF level 9. Upon completion of the programme, a candidate at this level is, in the minimum, expected to be able to demonstrate:

a) self-direction and originality in tackling and solving problems in a specific discipline;

b) originality or creativity in the application of knowledge, understanding and practice;

c) substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study context including research; and

d) ability to deal with complex ethical and professional issues and make informed judgments.

4.1.1.8. Academic dishonesty

Academic dishonesty consists of any deliberate attempt to falsify, fabricate or otherwise tamper with data, information, records, or any other material that is relevant to the student's participation in any course, laboratory, or other academic exercise or function.

4.2. Types of postgraduate training

4.2.1. Postgraduate Certificate

Postgraduate Certificate will consist of taught courses prescribed by the institution.

4.2.2. Postgraduate Diploma

Postgraduate Diploma will consist of taught courses prescribed by the institution and a research project report.

4.2.3. Master Degree by course work and project

Master Degree by course work and project will consist of taught courses prescribed by the institution and a research project report.

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4.2.4. Master Degree by course work and dissertation

Master Degree by course work and dissertation will consist of taught courses prescribed by the institution and a dissertation based on research.

4.2.5. Master by research and thesis

Master Degree by research and thesis is normally reserved for candidates who are involved in serious research at the end of which a quality publishable work is going to be produced by the candidate. It involves continuous research and continuous interaction between the candidate and supervisor. The end product e.g. journal articles may be published jointly by the candidate and the supervisor. In this case, master by thesis does not involve taught courses or classroom based training. In some cases, prescribed skills and capacity enhancing courses may be offered.

4.2.6. PhD by course work and dissertation

PhD by course work and dissertation shall consist of taught courses prescribed by the institution and a dissertation based on research.

4.2.7. PhD by course work and published papers

PhD by course work and published papers shall consist of taught courses prescribed by the institution and at least four papers published in peer reviewed journals based on research.

4.2.8. PhD by thesis

A PhD by thesis is normally reserved for candidates who are involved in serious research at the end of which a quality publishable work is going to be produced by the candidate. It involves continuous research and continuous interaction between the candidate and supervisor. The end product e.g. a book may be published jointly by the candidate and the supervisor. In this case, PhD by thesis does not involve taught courses or classroom based training. In some cases, prescribed skills and capacity enhancing courses may be offered.

4.2.9. PhD by monograph

A PhD by monograph is a compilation of academic, technical or professional writings or research reports on a single subject by the candidate. It is often a scholarly essay or learned treatise and may be released in a manner of a book or journal article. It is a single document that forms a complete text in itself.

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4.3. Entry conditions and requirements to postgraduate training

4.3.1. Postgraduate certificate

To be admitted to a postgraduate certificate a candidate must have at least a bachelor degree.

4.3.2. Postgraduate diploma

To be admitted to a postgraduate diploma a candidate must have at least a minimum GPA of 2.0 at a bachelor degree or postgraduate certificate.

4.3.3. Master Degree

4.3.3.1 To be admitted to a master degree a candidate must have a minimum GPA of 2.7 at a bachelor degree or at least a GPA of 4.0 at postgraduate diploma.

4.3.3.2. For unclassified bachelor degree, a candidate must have a B average in the subject of specialization.

4.3.3.3. To be admitted to a master degree by research and thesis a candidate must have a minimum GPA of 3.5 at a bachelor degree.

4.3.4. Doctorate degree

To be admitted to a doctorate degree a candidate must have a master degree with a minimum GPA of 3.0 at master degree. Candidate holding first class or upper second class bachelor’s degrees including those with unclassified degrees from recognized universities may be considered for PhD admission after registering for master degree and taking at least one full year’s postgraduate training and demonstrating an outstanding performance to the satisfaction of the institution.

4.4. Delivery and modes of assessment

For the purposes of these guidelines postgraduate training may be delivered and assessed in different modes as indicated below:-

4.4.1. Postgraduate Certificate

Postgraduate certificate will be delivered by course work, which will be assessed by continuous assessment (tests, assignments, seminars) and end of semester examination of each registered course. For a candidate to qualify for an award a minimum of two semesters with ninety credits will be required.

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4.4.2. Postgraduate diploma

Postgraduate diploma will be delivered and assessed by continuous assessment (tests, assignments, seminars), end of semester examination of each registered course and / or examinable research project report. For a candidate to qualify for an award a minimum of two semesters with 120 credits will be required.

4.4.3. Master by course work and project

Master by course work and project will be delivered and assessed by continuous assessment (tests, assignments, seminars), end of semester examination of each registered course and / or examinable research project report which is examined and graded by internal examiner. For a candidate to qualify for an award a minimum of two semesters with 180 credits will be required.

4.4.4. Master by course work and dissertation

Master by course work and dissertation will be delivered and assessed by continuous assessment (tests, assignments, seminars), end of semester examination of each registered course and an independent research at the end of which an examinable dissertation will be produced.

4.4.4.1. The candidate will be required to make at least two seminar presentations, one during the proposal writing and the other during research before examination.

4.4.4.2. The dissertation shall be examined by at least one internal examiner and one external examiner. Final examination shall include an oral presentation to a panel of at least three examiners including an external examiner or his representative.

4.4.4.3. For a professional master degree, the candidate shall appear before a panel of professionals in the discipline.

4.4.4.4. For a candidate to qualify for an award a minimum of two semesters with 180 credits will be required.

4.4.5. Master by research and thesis

Master by research and thesis will involve the candidate to engage in an independent research at the end of which an examinable thesis will be produced.

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4.4.5.1. The candidate will be required to make at least three seminar presentations, one during the proposal writing and others during research before examination.

4.4.5.2. The thesis shall be examined by at least one internal examiner and one external examiner. Final examination shall include an oral presentation to a panel of at least three examiners including an external examiner or his representative.

4.4.5.3. For a professional master degree, the candidate shall appear before a panel of professionals in the discipline.

4.4.5.4. For a candidate to qualify for an award a minimum of two semesters with 180 credits will be required.

4.4.6. PhD by course work and dissertation

PhD by course work and dissertation will be delivered and assessed by continuous assessment (tests, assignments, seminars), end of semester examination of each registered course and an independent research at the end of which an examinable dissertation will be produced.

4.4.6.1. The candidate will be required to make at least three seminars presentation, one during the proposal writing and others during research before examination.

4.4.6.2. The dissertation shall be examined by at least one internal examiner and two external examiners. Final examination shall include a viva voce to a panel of at least five examiners including the external examiners or their representatives. For a professional doctorate degree, the viva voce panel shall include at least one member from the profession involved.

4.4.6.3. For a candidate to qualify for an award a minimum of six semesters with 540 credits will be required.

4.4.7. PhD by course work and published papers

PhD by course work and published papers will be delivered and assessed by continuous assessment (tests, assignments, seminars) and end of semester examination. The candidate must carry out independent research at the end of which publishable papers must be produced. At least four papers must be published in peer reviewed journals based on research.

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4.4.7.1. The candidate will be required to make at least two seminar presentations, one during the proposal writing and the other during research before examination.

4.4.7.2. The papers shall be compiled and shall be examined by at least one internal examiner and two external examiners.

4.4.7.3. Final examination shall include a viva voce composed of a panel of at least five examiners including the external examiners or their representatives. For a professional doctorate degree, the viva voce panel shall include at least one member from the profession involved.


4.4.8. PhD by thesis

Candidates will be required to produce a thesis based on independent research carried out or conducted by the candidate.

4.4.8.1. The candidate will be required to make at least three seminar presentations, one during the proposal writing and others during research before examination.

4.4.8.2. Final examination shall include a viva voce composed of a panel of at least five examiners including two external examiners or their representatives. For a professional doctorate degree, the viva voce panel shall include at least one member from the profession involved.


4.5. Training Resources Standards

Planning, development and launching of any postgraduate training programme must make provisions for training resources required to ensure the programme meets the intended training outcomes. Requisite training resources must include but not limited to those stated below.

4.6.1. Human resources

Every institution offering postgraduate studies must put in place the necessary human resource for its programmes in order to ensure that right cognitive and psychomotor skills and professional practices are imparted to the candidates. In this regard, the

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academic staff/student ratios recommended for taught programmes are as follows.

TABLE 34: STAFF/STUDENT RATIOS FOR TAUGHT POSTGRADUATE

PROGRAMMES IN VARIOUS DISCIPLINES Staff student

ratio Ideal Good Acceptable Un acceptable



1:8 1:10 1:10 1:15 1:15 1:20 >1:15 >1:20


1:5 1:8 1:8 1:10 1:10 1:15 >1:10 >1:15

Health Science

1:5 1:8 1:8 1:10 1:10 1:15 >1:10 >1:15

Engineering 1:5 1:8 1:8 1:10 1:10 1:15 >1:10 >1:15

4.6.2 Supervisor of postgraduate students

A supervisor shall usually be a level above that of the candidate he / she is supervising. In this case, a UQF level 9 candidate must be supervised by a UQF level 10 qualified supervisor. A UQF level 10 candidate shall be supervised by a qualified and experienced UQF level 10 supervisor, preferably a person who has already attained the level of a professor.

4.6.3 Accreditation requirements

No postgraduate programme shall be considered for accreditation where the available full-time academic staff are less than 70% of all staff required in the programme. Part-time staff, where applicable, should constitute not more than 30% of all recruited staff in the programme.

4.6.4 Involvement of junior staff

Where junior staff or non-PhD holder academic staff are involved in postgraduate activities their roles must be explicitly defined and shall be only limited to assisting senior staff in practical sessions, seminars and related activities.

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4.7. Essential infrastructure and learning materials

4.7.1 Classrooms and seminars

There should be suitable classrooms and seminar rooms to cater for student enrolments in various postgraduate programmes. Classroom space of 1sqm per student and seminar room space of 2 sqm per student is acceptable.

4.7.2. Library

Library equipped with relevant up to date textbooks and reference materials and e-resources for postgraduate programmes offered. Library space of at least 1sqm per student is acceptable. There should be a section specifically dedicated for postgraduate students in the library.

4.7.3. Dedicated facilities

Dedicated private or self-study rooms cum offices for postgraduate students should be available in respective departments in Colleges/School/Institutes for residential programmes; and be provided for at regional centres for ODL programmes. Private study room space of at least 3 sqm per one student is acceptable.

4.7.4. Laboratories

Relevant laboratories for science and technology-based disciplines. Laboratory space of 1sqm per student is recommended; 2.5sqm is good and 3sqm is ideal per student. In computer laboratories, computer/student ratio of 1:20 is acceptable, 1:10 is good, 1:5 is ideal.

Workshops and teaching clinics, where applicable, space requirement should be as those indicated for undergraduate programmes.

4.7.5. ICT facilities and services

Essential ICT facilities and services, including computer rooms and Internet, must be in place to facilitate accessibility of e-resources and other learning materials through the Web. Institutions should strive to provide wireless hot spots in strategic areas on campus to enable easy connectivity and utilization of private mobile devices by students and hence foster independent and/or student community learning.

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4.7.6. Student support services standards

Higher learning institutions must ensure that necessary students support services recommended for the institution are in place. The standards recommendation for the governance unit shall apply.

4.8. Governance and administration requirements

Every institution shall ensure that quality standards on best practices are upheld at all levels of postgraduate training.

4.8.1. Every institution shall have an academic unit dedicated for handling postgraduate training (e.g. directorate/school/institute/centre for postgraduate studies).

4.8.2. The following organs should be in place and responsible for regulating and handling of postgraduate matters in institutions.

a) University Senate / Academic Board;

b) Senate Postgraduate Committee (SPGC)/ Postgraduate Studies Board (PGSB); and

c) College/School/Faculty/Institute Higher Degrees and Research Committee (HDRC).

4.9. Procedure for conducting viva voce for Postgraduate Courses

Viva voce is an oral examination forming part of the validated assessment for a PhD candidate. The viva voce is a tool that must be used to authenticate the work of the candidate.

4.9.1. The conduct of the viva voce examination.

In addition to writing a thesis, the PhD candidate shall appear for a viva voce examination under the following arrangements:

a) The viva voce examination shall take place only after the Board of the relevant academic unit handling postgraduate studies and Senate have been satisfied that the thesis submitted by the candidate is considered by the examiners to be of acceptable standard.

b) The questions in the viva voce examination shall primarily focus on the candidate's thesis research area. Questions in peripheral

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areas are also encouraged, if they help to establish the candidate's level of academic maturity in the thesis subject area.

c) The members of viva voce panel shall be so selected as to ensure that the candidate is examined by sufficiently qualified and experienced scholars in the research or related area.

d) The viva voce examination shall comprise at least seven examiners appointed by the Senate through the relevant Faculty/Institute Board and the Board of the relevant academic unit handling postgraduate studies.

4.9.2. The composition of the viva voce panel

The composition of the viva voce panel shall be as follows:

a) Chairperson with voting power.

b) External Examiners who examined the thesis or their representa-tives.

c) Internal Examiner who supervised the work and examined the thesis.

d) A second internal or external examiner or a representative, where applicable, who may or may not have supervised the candidate, but who also examined the thesis.

e) Appointee of the Dean of Faculty/Director of Institute where the candidate is registered.

f) Appointee of the Head of Department where the candidate is registered.

g) Any other qualified co-opted members, at most 2 invited by the relevant Faculty/Institute, and approved by Senate through the relevant committee.

4.9.3. The Chairperson of the viva voce panel, who need not be a specialist in the candidate's thesis area, shall be a senior academician prefera-bly a person who has already attained the level of a professor, and shall be appointed by the Senate, on the recommendation of the rele-vant Faculty/Institute Board.

4.9.4. Panelists who are unable to be present at the viva voce examination, shall submit their oral examination questions to the relevant academic unit handling postgraduate studies, and also nominate

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their representatives where possible to the viva voce who shall be appointed.

4.9.5. The viva voce panelists shall be provided with full texts of the thesis examiners' reports, and copies of the candidate's thesis, at least two weeks before the date of the oral examination.

4.9.6. The function of the viva voce shall be to:

a) ascertain that:

i) the thesis presented, the data, methodology, analysis and findings is the original work of the candidate;

ii) The broader subject area in which the study is based is fully grasped;

iii) Any weakness in the thesis can be adequately clarified by the candidate; and

b) To make a definite recommendation to the relevant academic unit handling postgraduate studies and Senate whether the candidate has passed or failed.

4.9.7. The viva voce panel should, as far as possible, work towards arriving at a unanimous decision on the candidate's performance as per 8.4.1a.i-iii. Where the panelists are unable to reach a unanimous agreement as to whether the candidate passes or fails a vote shall be taken to arrive at a decision. A majority vote in favour of passing the candidate shall be required for passing a viva voce examination.

4.9.8. At the end of the viva voce examination:

a) The panel members shall sign a special viva voce Examinations Results Form giving a specific recommendation to relevant academic unit handling postgraduate studies on the candidate's performance.

b) The Chairperson of the panel shall also submit to relevant academic unit handling postgraduate studies a comprehensive report approved by the oral panelists, detailing all the questions addressed to the candidate and the answers he/she gave to those questions.

c) Whereupon, each panelist in the viva voce examination shall receive an honorarium at the rate approved by the institution.

4.9.9. Where there is disagreement between the recommendations of the thesis examiners and those of the viva voce panelists, the relevant

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academic unit handling postgraduate studies shall carefully study the case and recommend to Senate one of the following actions:

a) The candidate revises and re-submits the thesis and subsequently re-appears for a further oral examination, within a specified period, but not exceeding 12 months from the date of the decision by Senate, or

b) The candidate be deemed to have failed outright.

4.9.10. The duration of the viva voce examination

The duration of the viva voce examination shall normally not exceed three hours.

a) Maximum of 45 minutes of an oral presentation

b) Maximum of 2 hour of questions and answers

c) Maximum of 15 minutes of deliberations

4.9.11. Senate shall make the final decision on the PhD degree award to the candidate, on the recommendation of the Board relevant academic unit handling postgraduate studies.

4.9.12. Any subsequent publications from a thesis submitted for the PhD degree must contain a declaration statement that the work is based on a thesis submitted to the awarding institution.

4.10. Academic dishonesty

For the purposes of these guidelines, academic dishonesty shall include but not limited to the following:

a) Plagiarism means to deliberately present work, words, ideas, theories, etc., derived in whole or in part from a source external to the student as though they are the student's own efforts. Examples of plagiarism include, but are not limited to the following:

i) Failing to use proper citations as acknowledgment of the true source of information found in a paper, written or oral examination, or any other academic exercise.

ii) Presenting any work completed in whole or in part by any individual or group other than the student, as though the work is the student's own, in any academic exercise.

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iii) Buying, selling, bartering, or in any other fashion obtaining or distributing material to be used fraudulently as part of any academic exercise.

b) Cheating means an activity that is intended to gain unfair academic advantage through:

i) copying answers, data, or other information (or allowing others to do so) during an examination, quiz, laboratory experiment, or any other academic exercise in which the student is not expressly permitted to work jointly with others;

ii) using any device, implement, or other form of study aid during an examination, quiz, laboratory experiment, or any other academic exercise without the academic member of staff permission; and

iii) disseminating or receiving answers, data, or other information by any means other than those expressly permitted by the professor as part of any academic exercise.

c) Impersonation means assuming another individual's identity or allowing another person to do so on one's own behalf for the purpose of fulfilling any academic requirement or in any way enhancing the student's grade or academic standing.

d) Back riding means falsifying, or attempting to falsify, attendance records, graded exercises of any kind, or any information or document intended to excuse the student from participation in any academic exercise.

e) Forgery means falsifying and/or fabricating data, records, or any information relevant to the student's participation in any course or academic exercise, or tampering with such information as collected or distributed by an academic member of staff.

The above list is not intended to be an exhaustive list of all potential instances of academic dishonesty. Other cases of academic dishonesty shall be as identified by institutions based on their own experiences, trends and context.

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4.10.1.Procedures for handling academic dishonesty

4.10.1. Institutions should have in place disciplinary machinery for handling academic dishonesty as required by law.

4.10.2. Institutions should require candidates to submit electronic copies as well as hard copies of assignments, project reports, dissertations, theses and any other material submitted for the purposes of examination or assessment to authenticate originality. The software adopted for this purpose shall be as agreed upon between institutions and the Commission.

4.10.3. In all cases of academic dishonesty, the following minimum procedures should be followed:

a) The member of staff involved should send a written statement of the incidence in question that includes the student’s name, student number, date of alleged incidence, documented evidence as well as any other relevant information associated with the incidence

b) The responsible office, using the disciplinary procedures, shall conduct an inquiry on the reported incidence and give the student the opportunity to present personal version of the incidence.

c) If the student is found guilty of the incidence the institution will then set forth a disciplinary sanction appropriate to the act of dishonesty and accordingly notify the student.

4.11. Procedure for appointment of external examiner

An external examiner is a person from another institution or organization who is appointed to assist the institution to quality-assure the process of examination in an institution for fairness and academic standards.

Appointment of External Examiners shall adhere to the following minimum standards or criteria:

a) Appointed from a relevant academic discipline or profession and must be persons of seniority in their field of study with relevant experience and sufficient knowledge of their subject area to assess students' knowledge and skills.

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b) Appointed from the list of approved external examiners for the institutions’ programmes. The list shall be generated from names of the individuals who have been proposed to become external examiners in the institution. The proposing unit must submit the following details to assist the institution appoint the right external examiners for its programmes:

i) Name of the proposed external examiner.

ii) Academic or professional rank of the proposed external examiner.

iii) Field of specialization.

iv) Programme(s), course(s), thesis, dissertations, papers, (as the case may be) to be examined by the proposed examiner.

v) Number of students to be examined.

vi) CV of the proposed external examiner.

c) Should not have held an academic or honorary position at the institution within the previous four years.

d) The performance of the external examiners shall be assessed from time to time and those found to be wanting in terms of integrity and competence shall be relieved of the responsibility of external examination.

e) An External Examiner should receive a formal letter of appointment from the institution setting out the period of office, the course(s) to be examined and the fee that will be paid on completion of the assignment. Institutions shall be required to set a standard fee for payment of External Examiners. External Examiners should also be given the relevant document containing guidelines for external examination in the institution.

f) Institutions are encouraged to organize an induction programme for the newly appointed External Examiners.

4.12. The role of External Examiners

4.13.1. Primarily the role of External Examiners in an institution is one of quality assurance, ensuring that procedures and processes in place are appropriate. The role is achieved by sampling and commenting upon the evidence of the operation of those procedures and processes in the expectation that such comment will be acted upon.

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4.13.2. Specifically the institution shall require its External Examiners, in their expert judgment, to report on:

a) whether the standards set are appropriate for its awards, or award elements, by reference to published national subject benchmarks, the national qualifications frameworks, institutional programmes specifications and other relevant information;

b) the standards of student performance in those programmes or parts of programmes which they have been appointed to examine, and on the comparability of the standards with those of similar programmes or parts of programmes in other institutions;

c) the extent to which the institution’s processes for assessment, examination and the determination of awards are sound and have been fairly conducted.

4.13.3. An external examiner on his/her own may not alter or change any grades awarded to a candidate by internal examiner. Any proposed change to student grades must be agreed between the internal and external examiner. In the event of disagreement between the two, such a disagreement should be referred to board of examiners for resolution.

4.13.4. The External Examiner for a programme, subject or course is ex-pected to attend the examiners meetings in the academic unit to con-firm the marks for the unit. If it is not practicable, the views of the ex-ternal examiner shall be made known to the examiners meeting of the unit.

4.13.5. The External Examiner(s) shall be required to declare any possible conflicts of interest and confirm his / her willingness to act as an External Examiner for the institution.

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PART V

CREDIT ACCUMULATION AND TRANSFER GENERAL GUIDELINES

5.1. Introduction

These guidelines aim at facilitating the mobility of students across institutions and programmes in Tanzania. Indeed, some efforts are also being made at the Inter-University Council for East Africa to put in place a Credit and Transfer System that can be used for the whole of East Africa. These efforts are still being pursued and, when the process is completed, higher education institutions in Tanzania will be guided on how to integrate the national system with the IUCEA system.

5.1.1. Definitions

a) Credit is a measurement unit for ‘notional’ or ‘average learning’ time. The notional learning time includes all the activities which the learner is expected to undertake in order to achieve the learning outcomes. A credit in the University Qualifications Framework (UQF) equates to learning outcomes achievable in 10 hours of learning time determined on the basis of a learner with an average learning speed. That is, a credit equals 10 notional hours.

b) Credit accumulation is the process of achieving credits over time in relation to a planned programme of study.

d) Credit transfer refers to the process by which learners may transfer credit value(s) from one programme to another, both programmes belonging to the same institution or from one learning environment to another i.e. involving programme of two different institutions having received recognition for knowledge, skill or competence acquired. This may occur within a programme of study, across an institution, between institutions within a single country or on an international basis.

c) Credit value means the number of credits awarded for successful achievement of particular learning outcomes. A credit value is achieved when the leaner has satisfied the assessment criteria for all (or the majority) of the designated learning outcomes.

d) Education and training means any process by which learners may acquire knowledge, skill or competence.

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e) Lecture means a formal instruction in a class/lecture room, theatre or assembly hall whereby a qualified member of academic staff talks to a large class and there is little or no group discussion.

f) Seminar or otherwise known as tutorial in some disciplines is, ideally, a small-group teaching situation in which a subject is discussed, in depth, or a problem addressed and solved by the participants. Ideally, the group does not exceed 15 participants in order to make it interactive. Although they may differ in particulars, at most, seminars involve small classes and personal mentoring by a member of academic staff with requisite expertise in their fields, mostly at the Tutorial Assistant or Assistant Lecturer levels. A seminar should encourage active learning for each student and enable the better understanding of the theories, concepts and principles learnt during the lecture sessions. Seminars normally help students to develop creativity, self-expression, and independent thinking – abilities crucial to shaping the future. Seminars can help promote active learning, personal growth, and individual achievement.

g) Assignment means a task that has been given to a student in the form of homework, tests or questions. Usually assignment tests the ability of students to clearly and critically use valid evidence and produce well-structured and coherent pieces of writing/responses. Students are expected to elaborate on points with arguments and explanation and in some cases produce products such as essays, reports or papers based on the subject of the assignment.

h) Independent study is a method of learning whereby a student pursues certain topics or subject areas independently. In this case, a student plans his/her learning, (sometime in collaboration with a willing advisor, who may constantly follow up the student to make sure that the student stays on track and completes assignments and tests) without having to sit in a classroom. Independent study may involve use of a course manual, textbook, assignments and past examinations to learn and acquire the knowledge, skills and competences needed in a topic or subject area. Depending on the discipline and available technology, an independent study may also involve use of videos, computer disks, the Internet or interaction with other people within and outside the institution.

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i) Practical training means a variety of student centred activities that enable the student to better develop his/her knowledge, skills and competences in a discipline or course of study. It involves a variety of methods such as on campus activities (student centred projects, seminars, laboratory or studio work, field work and simulations) and off campus activities (field work, excursions/study tours and attachments/internships). Institutions should refer to the Practical Training Framework which was issued by the Commission in March 2012 to guide practical training in Tanzania.

5.1.2. The Concept of Credit

A credit is a numerical value on a Qualifications Framework standard that represents the estimated time needed for a learner to achieve required specific learning outcomes. It is a measurement unit for ‘notional’ or ‘average learning’ time which includes all the activities which the learner is expected to undertake in order to achieve the learning outcomes. Such activities include but not limited to:-

a) lectures;

b) seminars/tutorials;

c) assignments;

d) independent studies; and

e) practical training.

In this framework these activities should, normally, be designed as shown in Table 35.

TABLE 35: NORMAL LEARNING MATRIX

UQF Level

% on Lectures % on Seminars and Tutorials

% on Assignments

% on Independent Studies and

Research

% on Practical Training

Conventional mode

ODL Mode

Conventional mode

ODL Mode

Conventional mode

ODL Mode

Conventional mode

ODL Mode

Conventional mode

ODL Mode

6 60 20 10 5 10 30 10 35 10 10

7 40 20 20 5 10 30 20 35 10 10

8 40 20 20 5 10 30 20 35 10 10

9 30 20 20 20 20 30 20 20 10 10

10 10 10 10 10 10 60 60 10 10 10

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Institutions should however note that Table 35 provides general guidelines only; some specific programmes may require adjustments in the Table in order to meet the specific learning objectives for those programmes. This is true, for example, for programmes which are heavily tilted towards practical training as the main method of learning.

5.2. Credit Value, Accumulation and Transfer

5.2.1. Credit Values

Since credit is awarded as evidence of learning achievement it follows that the volume of learning for each learning outcome needs to be specified in terms of credits. A credit value means the number of credits awarded for successful achievement of particular learning outcomes. A credit value is achieved when the leaner has satisfied the assessment criteria for all (or the majority) of the designated learning outcomes. For a learner to qualify for a particular award, a minimum number of credits at the respective level in UQF should be attained.

Usually, the value follows certain logic in assigning grades, and hence the need for a common understanding of a grade. Table 36 shows the general understanding within which credit values may be generated. TABLE 36: GRADING LOGIC

Letter Grade

Grade Value

Logic behind the grade General Standing

Undergraduate Postgraduate

A 5 Outstanding performance though with some minor errors

Pass Pass

B+ 4 Generally a very good performance with a few tolerable errors

Pass Pass

B 3 Generally good work though a number of notable errors may be observed

Pass Pass

C 2 Performance is average/fair but with tolerable shortcomings

Pass Supplement

D 1 Fail and some more work is required before credit can be awarded

Supplement Supplement

F 0 Fail and considerable further work is required Repeat Repeat

5.2.2. The Credit System

A credit within the UQF equates to learning outcomes achievable in 10 hours of learning time. Credits are used to reward the incremental progress of learners, facilitating student transfer, recognizing prior

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learning and contributing to the definition of UQF qualification standards.

For a person to qualify at a particular level, that person must earn the required credits. Credits may be accumulated within a programme of study or in combination with other relevant programmes and transfer of credits may occur across programmes within an institution or between institutions within a country or across countries.

Where accumulation crosses programme, institutional or national boundaries, this is usually referred to as credit transfer.

A credit gained by a student in any learning institution may be recognised in another institution, depending on the commonality in terms of level and programme context.

In order to earn credits in a particular UQF level, the learner must satisfy the assessment criteria for all (or the majority of) the prescribed principal learning outcomes that describe the qualification at that particular level.

A credit shall not be apportioned and if a learner has met a standard (demonstrated attainment of a principal learning outcome or accumulated qualification outcomes), he/she shall receive full credits assigned to that standard.

A description of credits assigned per qualification level is popularly known as a credit framework. The credit framework based on UQF is indicated in Table 37.

TABLE 37: MINIMUM CUMULATIVE CREDITS FRAMEWORK UQF LEVEL 10 9 8 7 6

QUALIFICATION TYPE

Do

cto

rate

Ma

ster

s D

egre

e

Po

stg

rad

ua

te

Dip

lom

a

Po

stg

rad

ua

te

Cer

tifi

cate

Ba

chel

or

Deg

ree

Hig

her

D

iplo

ma

Ord

ina

ry

Dip

lom

a

Cer

tifi

cate

MINIMUM CUMULATIVE

CREDITS

540 180 120 90 360 240 240 120

MINIMUM SEMESTERS

6 2 2 2 6 4 4 2

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5.2.3. Progression Pathways

The Credit Framework should be administered using the following guidelines for both vertical and horizontal articulation, regardless of how the credits are accumulated:

a) A minimum of 120 cumulative credits have to be realised at lev-els 6 for the award of a Certificate.

b) A minimum of 240 cumulative credits have to be realised at level 6 for the award of Diploma.

c) A minimum of 240 cumulative credits have to be realised at level 7 for the award of Higher Diploma.

d) A minimum of 360 cumulative credits have to be realised at level 8 for the award of Bachelor’s degree.

e) A minimum of 180, 120 and 90 cumulative credits have to be realised at levels 9 for the award of Masters Degree, Postgraduate Diploma and Postgraduate Certificate respectively.

f) A minimum of 540 cumulative credits have to be realised at lev-els 10 for the award of a Doctorate degree.

5.2.4. Principles of Credit Transfer

a) Students transfer between institution or programmes in the same institution is permissible. In that regard:

b) Institutions may enter into credit transfer arrangements provided that all such arrangements shall be along the credit accumulation and transfer requirements.

c) Transfer may be applied to all modes of learning namely, open and distance learning or conventional delivery systems, and can be applied to part-time as well as full-time study programmes.

d) Credit transfer may take place when the institution is satisfied that a subject or a group of subjects that have been completed at a different institution or programme are equivalent or relevant to the subject or a group of subjects in the programme that the student is about to undertake at the receiving institution.

e) Transferring students should be aware that a core subject, course or module in the releasing institution may not necessarily be a core subject, course or module in the receiving institution and vice versa.

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f) Courses for transfer must have been accredited by the Commission and/or another national accreditation body.

g) Approval of equivalency of subjects, module, courses and credit transfer is subject to the consent of the receiving institution.

h) Transfer students shall earn credits only for successfully completed course units or courses.

i) Number of credits and grades earned for a course will be included in calculating Grade Point Average (GPA) and Cumulative Grade Point Average (CGPA) of students.

5.2.5. Transfer Criteria

A student who intends to transfer for purposes of accumulating credits on a specific subject, module or course or part of it shall be required to fulfil the following conditions:

a) must have been registered in the programme to which the credit will be accumulated;

b) the subject, course or module intended for credit accumulation must be relevant to the programme to which the student is registered;

c) the subject, course or module has been successfully completed before credits can be earned; and

d) transfer of credits takes place within a period not exceed five years from the time they were earned.

A student who intends to transfer for purposes of graduation in another institution shall be required to earn at least 50% of the total credits from that institution’s core courses.

5.2.6. Role of Receiving Institution

The receiving institution shall:

a) satisfy itself that the student seeking transfer has met the conditions for transfer;

b) ensure that all transfer arrangements made by the releasing institution are acceptable;

c) counsel the student on compliance requirements for any mismatch between the programmes; and

d) upon receiving the student, notify the Commission and any other relevant authority that the student has reported for studies.

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It shall be at the discretion of the receiving institution to issue wavers in some prerequisite courses upon assurance that courses taken by a student at the sending institution have significant similarities in content or objectives with all or some of the courses offered in the receiving institution.

5.2.7. Role of the Releasing Institution

The releasing institution shall:

a) facilitate the student’s transfer and provide the necessary information on the student and the programme;

b) provide evidence of the amount of time the student spent on unsupervised workload which is aimed at achieving learning outcomes; and

c) provide detailed transcripts recording the credits and grades awarded to the student.

5.2.8. Role of the Student

The student wishing to transfer shall:

a) using the approved forms by the sending and receiving institution, apply and secure a place at the receiving institution;

b) understand and accept the terms and conditions regarding the sought programme;

c) take the necessary measures to ensure that, on being transferred he will cope with the learning environment at the receiving institution;

d) confirm his/her acceptance of the terms and conditions set by receiving institution; and

e) notify his / her sponsor about the transfer through the receiving institution.

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5.3.9 Credit transfer process map

The credit transfer process is as summarised below:

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ANNEXURE A: CLUSTERS OF PROGRAMMES AS AT DECEMBER, 2012.

S/N CLUSTER DISCIPLINES PROGRAMMES INSTITUTION

1 Agriculture 1.1 Aquaculture 1.1.1 Bachelor of Sci-ence Aquaculture

Sokoine Universi-ty of Agriculture

1.1.2 Bachelor of Sci-ence in Fisheries and Aquaculture

University of Dar es Salaam

1.2 Agronomy 1.2.1 Bachelor of Sci-ence Agronomy


1.3 Agriculture 1.3.1 Bachelor of Sci-ence Agriculture Gen-eral


1.3.2 Bachelor of Tech-nology in Agriculture

St. Joseph Univer-sity College of Agricultural Sci-ences and Tech-nology

1.3.3 Bachelor of Sci-ence in Agricultural Education


1.4 Food Science and Technology

1.4.1 Bachelor of Sci-ence Food Science and Technology


1.5 Horticulture 1.5.1 Bachelor of Sci-ence Horticulture


1.5.2 Bachelor of Tech-nology in Horticulture


1.6 Human Nutri-tion

1.6.1 Bachelor of Sci-ence in Human Nutri-tion


2 Architecture and Planning

2.1 Architecture 2.1.1 Bachelor of Sci-ence in Architecture

Ardhi University

2.1.2 Bachelor of Sci-ence in Building Sur-veying

Ardhi University

2.1.3 Bachelor of Tech-nology in Architecture

Ardhi University

2.2 Interior De-sign

2.2.1 Bachelor of Sci-ence in Interior Design

Ardhi University

2.3 Landscaping 2.3.1 Bachelor of Sci-ence in Landscape Ar-chitecture

Ardhi University

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2.4 Building Eco-nomics

2.4.1 Bachelor of Sci-ence in Building Eco-nomics

Ardhi University

2.5 Planning 2.5.1 Bachelor of Sci-ence in Regional Devel-opment Planning

Ardhi University

2.5.2 Bachelor of Sci-ence in Urban and Re-gional Planning

Ardhi University

2.5.3 Bachelor of Sci-ence in Housing and Infrastructure Planning

Ardhi University

2.5.4 Bachelor of Rural Development


3 Business 3.1 Accounting (Accountancy)

3.1.1 Bachelor of Arts in Accounting and Fi-nance

Moshi University College of Coop-erative and Busi-ness Studies

3.1.2 Bachelor of Ac-counting in Local Gov-ernment Accounting and Finance

Mzumbe Univer-sity

3.1.3 Bachelor of Ac-counting in Business Accounting and Finance

Mzumbe Univer-sity

3.1.4 Bachelor of Ac-counting in Public Sec-tor Accounting Finance and Investigation

Mzumbe Univer-sity

3.1.5 Bachelor of Ac-counting and Finance with Information Tech-nology

Mzumbe Univer-sity

3.1.6 Bachelor of Ac-counting and Finance

Mzumbe Univer-sity

3.1.7 Bachelor of Ac-countancy

Stefano Moshi Memorial Univer-sity College

3.2 Business Ad-ministration

3.2.1 Bachelor of Busi-ness Administration

University of Iringa

3.2.2 BA in Business Administration


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3.2.3 Bachelor of Busi-ness Administration

Kampala Interna-tional University Dar es Salaam Constituent Col-lege

3.2.4 Bachelor of Busi-ness Administration (Accounting)


3.2.5 Bachelor of Busi-ness Administra-tion(Finance and Bank-ing)


3.2.6 Bachelor of Busi-ness Administration (Human Resources Management)


3.2.7 Bachelor of Busi-ness Administration (Marketing Manage-ment)


3.2.8 Bachelor of Busi-ness Administration (Supplies and Pro-curement Manage-ment)


3.2.9 Bachelor of Busi-ness Administration Commerce


3.2.10 Bachelor of Business Administra-tion (Accounting &Finance)


3.2.11 Bachelor of Business Administra-tion (Marketing)


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3.2.12 Bachelor of Business Administra-tion (Entrepreneur-ship)


3.2.13 Bachelor of Business Administra-tion and Management


3.2.14 Bachelor of Business Administra-tion Entrepreneurship and Development


3.2.15 Bachelor of Business Administra-tion in Procurement and Logistic Manage-ment


3.2.16 Bachelor of Business Administra-tion in Marketing


3.2.17 Bachelor of Health Systems Man-agement


3.2.18 Bachelor of Sci-ence in Production & Operation Management


3.2.19 Bachelor of Business Administra-tion with Education


3.2.20 Bachelor of Business Administra-tion (Accounting)


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3.2.21 Bachelor of Business Administra-tion (Finance)


3.2.22 Bachelor of Business Administra-tion (Marketing)

Mount Meru Uni-versity

3.2.23 Bachelor of Business Administra-tion (Human Resource Management)


3.2.24 Bachelor of Business Administra-tion (International Business)


3.2.25 Bachelor of Business Administra-tion


3.2.26 Bachelor of Sci-ence Agricultural Eco-nomics and Agribusi-ness


3.2.27 Bachelor of Business Studies

Mwenge Univer-sity College of Education


Mzumbe Univer-sity

3.2.29 Bachelor of Business Studies

St. John's Univer-sity of Tanzania

3.2.30 Bachelor of Business Administra-tion with Education

Mzumbe Univer-sity

3.2.31 Bachelor of Business Administra-tion in Accounting

Mzumbe Univer-sity

3.2.32 Bachelor of Business Administra-tion in Management

Mzumbe Univer-sity

3.2.33 Bachelor of Business Administra-tion in Marketing

Mzumbe Univer-sity

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3.2.34 Bachelor of Business Administra-tion in Office Admin-istration & Human Re-source Management

Mzumbe Univer-sity

3.2.35 Bachelor of Business Administra-tion in Accounting with Education

Open University of Tanzania

3.2.36 Bachelor of Business Administra-tion in Accounting

St. Augustine University of Tanzania





3.3 Commerce 3.3.1 Bachelor of Com-merce

Jomo Kenyatta University of Ag-riculture and Technology-Arusha Centre

3.3.2 Bachelor of com-merce


3.3.3 Bachelor of Com-merce with Education


3.3.4 Bachelor of Com-merce and Accounts

St. Joseph Univer-sity College of Management and Commerce

3.3.5 Bachelor of Com-merce

Teofilo Kisanji University

3.3.6 Bachelor of Com-merce in Accounting


3.3.7 Bachelor of Com-merce in Banking and Financial Services


3.3.8 Bachelor of Com-merce in Finance


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3.3.9 Bachelor of Com-merce in Human Re-sources Management


3.3.10 Bachelor of Commerce in Market-ing


3.3.11 Bachelor of Commerce in Tourism and Hospitality Man-agement


3.3.12 Bachelor of Commerce in Account-ing

University of Dodoma

3.3.13 Bachelor of Commerce in Finance

University of Dodoma

3.3.14 Bachelor of Commerce in Human Resource Management

University of Do-doma

3.3.15 Bachelor of Commerce in Small Business Entrepre-neurship


3.3.16 Bachelor of Commerce in Interna-tional Business


3.3.17 Bachelor of Commerce in Tourism and Hospitality Man-agement


3.3.18 Bachelor of Commerce in Market-ing


3.3.19 Bachelor of Commerce in Procure-ment Management


3.3.20 Bachelor of Commerce in Infor-mation Management


3.4 Marketing 3.4.1 Bachelor of Mar-keting Management


3.4.2 Bachelor of Arts in Marketing and En-

Moshi University College of Coop-

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trepreneurship erative and Busi-ness Studies

3.5 Human Re-source Manage-ment

3.5.1 Bachelor of Hu-man Resources Man-agement


3.5.2 Bachelor of Arts in Human Resources Management



Mzumbe Univer-sity

3.5.4 Bachelor of Hu-man Resource Man-agement





Tumaini Univer-sity Makumira -Dar es Salaam University Col-lege

3.6 Materials Management

3.6.1 Bachelor of Pur-chasing and Supplies Management


3.6.2 Bachelor of Sup-plies and Procurement Management


3.6.3 B.Sc. in Procure-ment and Supply Chain Management


3.6.4 Bachelor of Arts in Procurement and Supply Management


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3.7 Entrepre-neurship

3.7.1 Bachelor of En-trepreneurship


3.8 Real Estate Management

3.8.1 Bachelor of Sci-ence in Property and Facilities Management

Ardhi University

3.8.2 Bachelor of Sci-ence in Real Estate (Fi-nance and Investment)

Ardhi University

3.8.3 Bachelor of Sci-ence in Land Manage-ment and Valuation

Ardhi University

4 Divinity 4.1 Divinity 4.1 1 Bachelor of Divin-ity


4.1.2 Bachelor of Divin-ity

Tumaini Univer-sity Makumira

4.1.3 Bachelor of Divin-ity


4.2 Pastoral The-ology

4.2.1 Bachelor of Ap-plied Theology


4.2.2 Bachelor of The-ology


4.2.3 Bachelor of The-ology with Education


4.3 Religious Ed-ucation

4.3.1 Bachelor of Arts in Education with Reli-gious Studies (Christi-anity)


4.3.2 Bachelor of Chris-tian Education


4.3.3 Bachelor of Edu-cation in Religious Edu-cation


4.3.4 Bachelor of Arts in Religious Studies


5 Education 5.1 Adult Educa-tion

5.1.1 Bachelor of Edu-cation in Adult and Community Education


5.1.2 Bachelor of Edu-cation in Adult Educa-tion and Community Development


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5.2 Guidance and Counselling

5.2.1 Bachelor of Coun-seling


5.2.2 Bachelor of Guid-ance and Counseling


5.2.3 Bachelor of Guid-ance and Counseling


5.2.4 Bachelor of Edu-cation Counseling Psy-chology


5.2.5 Bachelor of Edu-cation in Guidance and Counseling


5.3 Education 5.3.1 Bachelor of Edu-cation in Arts

Dar es Salaam University Col-lege of Education

5.3.2 Bachelor of Edu-cation in Science


5.3.3 Bachelor of Edu-cation

Josia Kibira Uni-versity College






University of Arusha




Mkwawa Univer-sity College of Education

5.3.9 Bachelor of Edu-cation in Arts




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5.3.11 Bachelor of Edu-cation in Arts






5.3.14 Bachelor of Edu-cation in English


5.3.15 Bachelor of Edu-cation in Geography


5.3.16 Bachelor of Edu-cation in History


5.3.17 Bachelor of Edu-cation in Information Communication Tech-nology


5.3.18 Bachelor of Edu-cation in Mathematics


5.3.19 Bachelor of Edu-cation in Religious Edu-cation




5.4 Distance Edu-cation

5.4.1 Bachelor of Edu-cation in Adult and Dis-tance Learning


5.5 Early Child-hood Education

5.5.1 Bachelor of Edu-cation in Early Child-hood Education


5.5.2 Bachelor of Arts in Holistic Child Devel-opment


5.5.3 Bachelor of Edu-cation in Early Child-hood Education


5.6 Education Man-agement

5.6.1 Bachelor of Edu-cation in Educational Policy and Management


5.6.2 Bachelor of Edu-cation in Management and Administration


5.6.3 Bachelor of Edu-cation in Policy, Plan-


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ning and Management

5.7. Education Psychology

5.7.1 Bachelor of Edu-cation in Psychology


5.7.2 Bachelor of Edu-cation in Psychology


5.7.3 Bachelor of Edu-cation Psychology


5.8 Physical Edu-cation and Sports

5.8.1 Bachelor of Edu-cation in Physical Edu-cation and Sport Sci-ences


5.9 Special Edu-cation

5.9.1 Bachelor of Edu-cation Special Needs (Science Subjects)

Sebastian Kolowa Memorial Univer-sity

5.9.2 Bachelor of Edu-cation in Special Needs


5.9.3 Bachelor of Edu-cation in Special Educa-tion


5.9.4 Bachelor of Edu-cation Special Needs (Art Subjects)


5.10 Subject Specific Pedagogy

5.10.1 Bachelor of Arts with Education

Archbishop Mihayo Universi-ty College of Tabora

5.10.2 Bachelor of Sci-ence with Education




5.10.4 Bachelor of Edu-cation (Mathematics)


5.10.5 Bachelor of Edu-cation (Arts)



Jordan University College


Josia Kibira Uni-versity College

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5.10.10 Bachelor of Ed-ucation in Economics


5.10.11 Bachelor of Ed-ucation in Commerce and Accountancy (BECA)

Mzumbe Univer-sity

5.10.12 Bachelor of Ed-ucation in Economics and Mathematics (BEEM)

Mzumbe Univer-sity


Mzumbe Univer-sity

5.10.14 Bachelor of Sci-ence Education (Geog-raphy and Mathemat-ics)


5.10.15 Bachelor of Sci-ence Education (Geog-raphy and Mathemat-ics)






5.10.18 Bachelor of Arts in Education


5.10.19 Bachelor of Arts Education (St Marks Centre – Dar es Salaam)


5.10.20 Bachelor of Ed-ucation (Arts)


5.10.21 Bachelor of Phi-losophy with Education




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5.10.23 Bachelor of Ed-ucation Languages







Stella Maris Mtwara Universi-ty College

5.10.27 Bachelor of Sci-ence with Education (Mathematics; ICT and CTS)


5.10.28 Bachelor of Ed-ucation Mathematics




5.10.30 Bachelor of Ed-ucation in Commerce







University of Bagamoyo





5.11 Teacher Ed-ucation

5.11.1 Bachelor of Edu-cation Teacher Educa-tor


6

Engineering

6.1 Agricultural Engineering

6.1.1 Bachelor of Sci-ence Agricultural Engi-neering


6.1.2 Bachelor of Sci-ence in Irrigation & Water Resource Engi-


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neering

6.1.3 Bachelor of Sci-ence in Irrigation & Water Resource Engi-neering


6.1.4 Bachelor of Tech-nology in Agricultural Engineering


6.1.5 Bachelor of Tech-nology in Food Pro-cessing Engineering


6.2 Civil Engi-neering

6.2.1 Bachelor of Sci-ence in Construction Management

Ardhi University

6.2.2Bachelor of Sci-ence in Civil Engineer-ing

Ardhi University

6.2.3 Bachelor of Civil Engineering

Ardhi University

6.2.4 Bachelor of Sci-ence in Engineering Geology

St. Joseph Univiiersity in Tanzania

6.2.5 Bachelor of Sci-ence in Civil Engineer-ing


6.2.6 Bachelor of Civil Engineering


6.3 Chemical and Process Engi-neering

6.3.1 Bachelor of Sci-ence in Chemical and Processing Engineering


6.4 Electrical En-gineering

6.4.1 Bachelor of Com-puter Engineering


6.4.2 Bachelor of Elec-trical and Electronics Engineering


6.4.3 Bachelor of Sci-ence in Electrical Engi-


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neering

6.4.4 Bachelor of Sci-ence in Electrical Engi-neering


6.4.5 Bachelor of Elec-trical and Electronics Engineering


6.5 Environmen-tal Engineering

6.5.1 Bachelor of Sci-ence in Environmental Engineering

Ardhi University

6.5.2 Bachelor of Sci-ence in Environmental Laboratory Science Technology

Ardhi University

6.6 Mechanical Engineering

6.6.1 Bachelor of Sci-ence in Municipal and Industrial Services En-gineering

Ardhi University

6.6.2 Bachelor of Me-chanical Engineering


6.6.3 Bachelor of Sci-ence in Mechanical En-gineering


6.6.4 Bachelor of Sci-ence in Industrial Engi-neering


6.6.5 Bachelor of Me-chanical Engineering

Mbeya University of Science and Technology

6.7 Textile Engi-neering

6.7.1 Bachelor of Sci-ence in Textile Design and Technology


6.7.2 Bachelor of Sci-ence in Textile Engi-neering


7 Environmen-tal Science or Studies and Forestry

7.1 Environmen-tal Science

7.1.1 Bachelor of Sci-ence in Environmental Science and Manage-ment

Ardhi University

7.1.2 Bachelor of Sci-ence in Environmental Health Sciences

Muhimbili Uni-versity of Health and Allied Sci-

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ences

7.1.3 Bachelor of Envi-ronmental Health Sci-ences with Information Technology

Ruaha University College

7.1.4 Bachelor of Sci-ence Environmental Science and Manage-ment


7.1.5 Bachelor of Sci-ence in Aquatic Envi-ronmental Sciences and Conservation


7.2 Environmen-tal Studies

7.2.1 Bachelor of Sci-ence in Environmental Studies


7.2.2 Bachelor of Art in Geography and Envi-ronmental Studies




7.3 Forestry 7.3.1 Bachelor of Sci-ence Forestry


7.4 Environmen-tal Economics

7.4.1 Bachelor of Art in Environmental Eco-nomics and Policy


7.5 Environmen-tal Disaster Man-agement

7.5.1 Bachelor of Arts in Environmental Dis-aster Management


8 Humanities and Arts

8.1 African Stud-ies

8.1.1 Bachelor of Arts in African Studies


8.2 Archaeology 8.2.1 Bachelor of Arts in Archaeology


8.3 English 8.3.1 Bachelor of Arts in English


8.4 French 8.4.1 Bachelor of Arts in French


8.5 General 8.5.1 Bachelor of Arts General


8.6 History 8.6.1 Bachelor of Arts in History


8.6.2 Bachelor of Arts in History


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8.7 Literature 8.7.1 Bachelor of Arts in Literature


8.7.2 Bachelor of Arts in Literature


8.8 Oriental Lan-guages

8.8.1 Bachelor of Arts in Oriental Languages






8.9 Kiswahili 8.9.1 Bachelor of Arts in Kiswahili


8.10 Linguistics 8.10.1 Bachelor of Arts in Language Studies


8.10.2 Bachelor of Arts Languages


8.11 Performing Arts

8.11.1 Bachelor of Arts in Fine and Performing Arts


8.11.2 Bachelor of Arts in Theatre and Film


8.11.3 Bachelor of Arts Music


8.12 Philosophy 8.12.1 Bachelor of Arts in Philosophy


8.12.2 Bachelor of Arts in Philosophy




8.12.4 Bachelor of Art in Philosophy




8.13 Religious Studies

8.13.1 Bachelor of Arts in Religion


8.14 Theology 8.14.1 Bachelor of Arts in Theology


8.14.2 Bachelor of Arts in Theology


8.14.3 Bachelor of Arts in Theology


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8.14.4 Bachelor of Ap-plied Theology

SJUT Msalato

8.15 Visual Arts 8.15.1 Bachelor of Arts in Geography and Envi-ronmental Studies


8.15.2 Bachelor of Arts in Theatre and Film


8.15.3 Bachelor of Arts in Fine Arts and Design


9 Information and Commu-nication Technology or Engineer-ing

9.1 Computer Science

9.1.1 Bachelor of Com-puter science


9.1.2 Bachelor of Com-puter science


9.1.3 Bachelor of Sci-ence in Computer Sci-ence Information Sys-tem


9.1.4 Bachelor of Sci-ence in Computer Sci-ence Software Engi-neering


9.1.5 Bachelor of Com-puter Science

St. Joseph Univer-sity College of Information Technology

9.1.6 Bachelor Science in Computer Science


9.1.7 Bachelor Science in Computer Science


9.1.10 Bachelor of Business Computing


9.1.11 Bachelor of Sci-ence in Computer Sci-ence


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9.1.12 Bachelor of Sci-ence with Computer Science


9.1.13 Bachelor of Sci-ence in Computer Sci-ence


9.1.14 Bachelor of Sci-ence (ICT)


9.2 ICT – Centric Engineering

9.2.1 Bachelor of Com-puter and Science En-gineering


9.2.2 Bachelor of Elec-tronics and Communi-cation Engineering


9.2.3 Bachelor of Sci-ence in Computer Engi-neering and Infor-mation Technology

United African University of Tanzania

9.2.4 Bachelor of Sci-ence in Computer Engi-neering and Infor-mation Technology


9.2.5 Bachelor of Sci-ence in Telecommuni-cations Engineering


9.2.6 Bachelor of Sci-ence in Computer Engi-neering


9.2.7 Bachelor of Sci-ence in Software Engi-neering


9.2.8 Bachelor of Sci-ence in Computer Sci-ence Software Engi-neering


9.3 Electronics 9.3.1 Bachelor of Sci-ence in Electronic Sci-ence and Communica-tion


9.4 Geoinformatics

9.4.1 Bachelor of Sci-ence in Geoinformatics

Ardhi University

9.4.2 Bachelor of Sci-ence in Geoinformatics


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9.5 Geolocation 9.5.1 Bachelor of Sci-ence in Geomatics

Ardhi University

9.6 Information Technology

9.6.1 Bachelor of In-formation Technology


9.6.2 Bachelor of Sci-ence in Business Com-munication & Infor-mation Technology


9.6.3 Bachelor of Sci-ence in Information Communication Tech-nology with Manage-ment

Mzumbe Univer-sity

9.6.4 Bachelor of Sci-ence in Information Technology Systems

Mzumbe Univer-sity

9.6.5 Bachelor of Sci-ence in Information Technology with Busi-ness

Mzumbe Univer-sity

9.6.6 Bachelor of Sci-ence Informatics


9.6.7 Bachelor of Sci-ence Information Communication Tech-nology (ICT)

Mzumbe Univer-sity

9.6.8 Bachelor of Sci-ence in Health Infor-mation Systems


9.6.9 Bachelor of Sci-ence in ICT Mediated Content Development.


9.6.10 Bachelor of Sci-ence in Information Technology


9.6.11 Bachelor of In-formation Technology


9.6.12 Bachelor of Sci-ence in Information Technology


9.7 Management Information Sys-

9.7.1 Bachelor of Sci-ence in Information

Ardhi University

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tems Systems Management

9.7.2 Bachelor of Busi-ness Information Tech-nology


9.7.3 Bachelor of Sci-ence in Management Information Systems


9.7.4 Bachelor of In-formation Management


9.7.5 Bachelor of Sci-ence in Computer and Information Manage-ment


9.7.6 Bachelor of Sci-ence in Business Infor-mation Systems


9.7.7 BCOM in Man-agement Science (In-formation Systems Mgt)


9.7.8 Bachelor of Sci-ence in Health Infor-mation Systems


9.7.9 Bachelor of Sci-ence in Computer Sci-ence Information Sys-tem


9.7.10 Bachelor of Sci-ence in Information Systems


10 Journalism, Media Stud-ies and Communica-tion

10.1 Journalism 10.1.1 Bachelor of Arts in Journalism


10.1.2 Bachelor of Arts Journalism


10.1.3 Bachelor of Arts in Journalism


10.2.Mass Com-munication

10.2.1 Bachelor of Arts Mass Communication


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10.2.2 Bachelor of Arts in Mass Communica-tion








10.2.6 Bachelor of Sci-ence in Multimedia Technology & Anima-tion


10.3 Public Rela-tion

10.3.1 Bachelor of Arts in Public Relations and Marketing


10.3.2 Bachelor of Arts in Public Relations and Marketing


10.3.3 Bachelor of Arts in Public Relations and Advertising


11 Law 11.1 Law 11.1.1 Bachelor of Law Archbishop Mihayo Universi-ty College of Tabora

11.1.2 Bachelor of Laws University of Iringa

11.1.3 Bachelor of Laws Kampala Interna-tional University Dar es Salaam Constituent Col-lege

11.1.4 Bachelor of Laws Kampala Interna-tional University Dar es Salaam Constituent Col-lege

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11.1.5 Bachelor of Laws Moshi University College of Coop-erative and Busi-ness Studies

11.1.6 Bachelor of Law Mzumbe Univer-sity

11.1. 7 Bachelor of Law Mzumbe Univer-sity

11.1.8 Bachelor of Laws Open University of Tanzania

11.1.9 Bachelor of Law Ruaha University College

11.1.10 Bachelor of Laws


12.1. 11 Bachelor of Law




12.1.13 Bachelor of Law












13 Library, Ar-chives and Museum Studies

13.1 Library and Information Stud-ies

13.1.1 Bachelor of Arts in Library and Infor-mation Studies


14 Life Sciences 14.1 Biology 14.1.1 Bachelor of Sci-ence in Biology


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14.1.2 Bachelor of Sci-ence in Microbiology


14.1.3 Bachelor of Sci-ence in Molecular Biol-ogy and Biotechnology


14.1.4 Bachelor of Sci-ence in Biology


14.1.5 Bachelor of Sci-ence in Biotechnology and Laboratory Scienc-es


14.2 Botany 14.2.1 Bachelor of Sci-ence in Botanical Sci-ences


14.3 Zoology 14.3.1 Bachelor of Sci-ence in Applied Zoology


15 Medicine and Health Sci-ences

15.1 Dentistry 15.1.1 Doctor of Dental Surgery

Muhimbili Uni-versity of Health and Allied Sci-ences

15.2.Medical La-boratory Science

15.2.1 Bachelor of Med-ical Laboratory Scienc-es

Catholic Universi-ty of Health and Allied Sciences

15.2.2 Bachelor of Med-ical Laboratory Science


15.2.3 Bachelor of Sci-ences in Health Labora-tory

Kilimanjaro Christian Medical College

15.2.4 Bachelor of Med-ical Laboratory Scienc-es in Clinical Chemistry


15.2.5 Bachelor of Med-ical Laboratory Scienc-es in Haematology and Blood Transfusion


15.2.6 Bachelor of Med-ical Laboratory Scienc-es in Histotechnology


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15.2.7 Bachelor of Med-ical Laboratory Science in Microbiology and Immunology


15.2.8 Bachelor of Med-ical Laboratory Scienc-es in Parasitology and Medical Entomology


15.3 Medical La-boratory Tech-nology

15.3.1 Bachelor of Sci-ence in Medical Labora-tory Technology

International Medical and Technological University

15.4 Medicine 15.4.1 Doctor of Medi-cine


15.4.2 Doctor of Medi-cine


15.4.3 Bachelor of Med-icine and Bachelor of Surgery


15.4.4 Bachelor of Med-icine and Bachelor of Surgery (Chirugie)



Hubert Kairuki Memorial Univer-sity










St. Francis Uni-versity College of Health and Allied

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Sciences

15.5 Mental Health and Reha-bilitation

15.5.1 Bachelor of Sci-ence in Mental Health and Rehabilitation


15.6 Midwifery 15.6.1 Bachelor of Sci-ence in Midwifery


15.7 Nursing 15.7.1 Bachelor of Sci-ence in Nursing


15.7.2 Bachelor of Sci-ence in Nursing




15.7.4 Bachelor of Nursing






15.7.7 Bachelor of Sci-ence in Nursingg


15.7.8 Bachelor of Sci-ence in Nursing- Mid-wifery


15.7.9 Bachelor of Sci-ence in Nursing Educa-tion


15.8 Pharmacy 15.8.1 Bachelor of Pharmacy


15.8.2 Bachelor of Pharmacy


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15.9 Prosthetics and Orthodics

15.9.1 Bachelor of Sci-ence in Prosthetics and Orthotics


15.10 Physio-therapy

15.10.1 Bachelor of Sci-ence in Physiotherapy


15.11 Radiation Therapy Tech-nology

15.11.1 Bachelor of Sci-ence in Radiation Ther-apy Technology


16 Military, law enforcement and allied Sciences

Military, law en-forcement and allied Sciences

16.1 Bachelor of Arts in Law Enforcement


17 Mining and Earth Scienc-es

17.1 Earth Sci-ence

17.1.1 Bachelor of Sci-ence in Geology


17.1.2 Bachelor of Sci-ence with Geology


17.1.3 Bachelor of Sci-ence in Applied Geolo-gy


17.2 Mining – Centric Engineer-ing

17.2.1 Bachelor of Sci-ence in Mining Engi-neering


17.2.2 Bachelor of Sci-ence in Metallurgy and Mineral Processing En-gineering


17.2.3 Bachelor of Sci-ence in Mining Engi-neering


17.2.4 Bachelor of Sci-ence in Petroleum En-gineering


17.2.5 Bachelor of Sci-ence in Mineral Pro-cessing Engineering


18 Physical Sci- 18.1 Chemistry 18.1.1 Bachelor of Sci- University of Do-

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ences and Mathematics

ence in Chemistry doma

18.2 Economics 18.1.2 Bachelor of Sci-ence in Chemistry


18.1.3 Bachelor of Sci-ence in Chemistry


18.2.1 Bachelor of Sci-ence in Finance and Accounting


18.2.2 Bachelor of Sci-ence in Economics & Finance


18.2.3 Bachelor of Sci-ence Economic Popula-tion and Development

Mzumbe Univer-sity

18.2.4 Bachelor of Sci-ence Economics in Pro-ject Planning and Man-agement

Mzumbe Univer-sity

18.2.5 Bachelor of Sci-ence Economics in Poli-cy Planning

Mzumbe Univer-sity

18.2.6 Bachelor of Sci-ence Family and Con-sumer Studies


18.3 General 18.3.1 Bachelor of Sci-ence General


18.3.2 Bachelor of Sci-ence General


18.3.3 Bachelor of Sci-ence


18.4 Mathematics 18.4.1 Bachelor of Sci-ence in Mathematics and Statistics


18.4.2 Bachelor of Sci-ence Mathematics and Statistics


18.4.3 Bachelor of Sci-ence in Mathematics


18.5 Physics 18.5.1 Bachelor of Sci-ence in Physics


18.5.2 Bachelor of Sci-ence in Physics


18.6 Statistics 18.6.1 Bachelor of Sci-ence in Mathematics

Mwenge Univer-sity College of

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and Statistics Education

18.6.2 Bachelor of Sci-ence Mathematics and Statistics


18.6.3 Bachelor of Sci-ence in Applied Statis-tics

Mzumbe Univer-sity

18.6.4 Bachelor of Sci-ence in Statistics


18.6.5 Bachelor of Sci-ence in Actuarial Sci-ences


18.6.6 Bachelor of Arts in Statistics


18.6.7 Bachelor of Arts in Economics and Sta-tistics


19 Social scienc-es

19.1 Busi-ness Administra-tion

19.1.1 Bachelor of Arts in Business Administra-tion


19.1.2 Bachelor of Arts in Business Administra-tion


19.2. Community Development

19.2.1 Bachelor of Arts in Community Econom-ic Development


19.2.2 Bachelor of Arts in Community Devel-opment


19.2.3 Bachelor of Arts in Community and De-velopment Studies

Ardhi University

19.2.4Bachelor of Arts in Community Devel-opment


19.3 Cooperative Management

19.3.1 Bachelor of Arts Cooperative Manage-ment Accounting


19.4 Develop-ment Studies

19.4.1 Bachelor of Art in Development Studies


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19.4.2 Bachelor of De-velopment Studies


19.5 Economics 19.5.1 Bachelor of Arts in Economics

Ardhi University

19.5.2 BA in Economics Jordan University College

19.5.3 Bachelor of Arts in Business Economics


19.5.4 Bachelor of Arts in Economics



19.5.6 Bachelor of Arts in Economics and Sta-tistics




19.5.8Bachelor of Arts in Economics and Soci-ology




19.5.10 Bachelor of Arts in Economics and Statistics



19.6 Conflict Res-olution and Peace Building

19.6.1 Bachelor of Con-flict Resolution and Peace Building


19.7 Geography 19.7.1 Bachelor of Art in Geography and Envi-ronmental Studies




19.7.3 Bachelor of Arts in Geography and Envi-ronmental Studies


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19.8 Internation-al Relations

19.8.1 Bachelor of Art in International Rela-tions


19.9 Local Gov-ernment Man-agement

19.9.1 Bachelor of Local Government Manage-ment

Mzumbe Univer-sity

19.10 Micro-finance and En-terprise Devel-opment

19.10.1 Bachelor of Arts in Microfinance and Enterprise Devel-opment


19.11 Political Science and Pub-lic Administra-tion

19.11.1 Bachelor of Public Administration


19.11.2 Bachelor of Public Administration BPA

Mzumbe Univer-sity

19.11.3 Bachelor of Arts in Political Science and Public Administra-tion


19.11.4 Bachelor of Arts in Political Science and Public Administra-tion


19.11.5 Bachelor of Arts in Public Admin-istration


19.11.6 Bachelor of Public Administration in Records and Ar-chives Management

Mzumbe Univer-sity

19.11.7 Bachelor of Arts in Public Admin-istration and Manage-ment


19. 13 Psycholo-gy

19.13.1 BA in Psychol-ogy and Counselling


19.14 Social Work

19.14.1 Bachelor of So-cial Work and Social Administration


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19.14.2 Bachelor of Arts in Sociology and Social Work


19.14.3 Bachelor of Arts Social Work


19.14.4 Bachelor of Arts Sociology and So-cial Work






19.15 Sociology 19.15.1 Bachelor of Arts in Sociology


19.15.2 Bachelor of Arts in Sociology and Social Work


19.15.3 Bachelor of Arts in Sociology








19.15.7 Bachelor of Arts in Economics and Sociology




19.15.9 Bachelor of Arts Sociology




19.16 Theology 19.16.1 Bachelor of Arts Theology


19.17 Legal Stud-ies

19.17.1 Bachelor of Arts in Laws


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19.17.2 Bachelor of Arts in Laws


20 Tourism and Hospitality studies

20.1 Eco - tour-ism

20.1.1 Bachelor of Sci-ence in Eco-Tourism & Nature Conservation


20.2 Heritage and Tourism

20.2.1 Bachelor of Arts in Cultural Anthropolo-gy & Tourism


20.2.2 Bachelor of Arts in Heritage Manage-ment


20.2.3 Bachelor of Arts in Tourism and Cultural Heritage


20.3 Hospitality Management

20.3.1 Bachelor of Sci-ence in Hospitality & Tourism Management


20.3.2 Bachelor of Tourism Management


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