RE 005 964 The Admission and Academic Placement of Students

DOCUMENT RESUME

ED 096 936 RE 005 964

TITLE The Admission and Academic Placement of Students fromSelected Sub-Saharan African Countries. A WorkshopReport July-August, 1973.

INSTITUTION American Association of Collegiate Registrars andAdmissions Officers, Washington, D.C.; NationalAssociation for Foreign Student Affairs, Washington,D.C.

PUB DATE Aug 73NOTE 263p.; Report of a Workshop on the admission and

academic placement of students from selectedsub-Saharan countries (Ghana, Togo, and Nigeria, July19-August 10, 1973)

AVAILABLE FROM National Association for Foreign Student Affairs,1860 19th Street, N.W., Washington, D. C. 20009($2.50)

!DRS PRICE MF-$0.75 RC- $12.60 PLUS POSTAGEDESCRIPTORS *Admission (School); *College Placement; *Exchange

Programs; *Foreign Countries; Foreign Students;*Higher Education; Workshops

IDENTIFIERS *Africa

ABSTRACTThis report covers the findings and recommendations

of the Workshop on the admission and academic placement of studentsfrom selected sub-Saharan countries. The workshop was held in Ghana,Togo, and Nigeria from July 19 to` August 10, 1973. The report hasbeen subdivided into five major areas: West Africa; English speakingAfrica; West and Central Africa; French speaking Africa; East Africa;and Central and Southern Africa. Filch section includes a typology forgeneral reference, country reports, placement recommendations, abibliography, and sample credentials. A final section is included asthe English language Proficiency report. (WJM)

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TABLE OF CONTENTS

PREFACE 1

WEST AFRICA: Anglophone

I Typology 4II The Gambia 25III Ghana 26IV Nigeria 38

Sierra Leone 47VI Placement Recommendations 54

VII Liberia 58

VIII Placement Recommendations 71

WEST AND CENTRAL AFRICA: Francophone

I Typology 83II Ivory Coast 100

III Mali 109IV Senegal 118

Togo 127VI Placement Recommendations 136

VII Zaire 140VIII Placement Recommendations 155

EAST AFRICA

I Typology 164

II Kenya 174

III Tanzania 180IV Uganda 186

Placement Recommendations 191VI Ethiopia 193

VII Placement Recommendations 207

CENTRAL AND SOUTHERN AFRICA

I Malawi 216

II Zambia 223III Botswana, Lesotho, Swaziland 233

IV Placement Recommendations 241

ENGLISH LANGUAGE PROFICIENCY REPORT 247 .

APPENDIX A: Workshop Participants, Staff and Guests 254

PREFACE

This report covers the findings and reco97,ndations ofthe Workshop on the admission and academic placco. At of studentsfrom selected sub-Saharan countries. The workshc, was held inGhana, Togo, and Nigeria from July 19 to August 1", 1973, spon-sored by the American Association of Collegiate Registrars andAdmissions Officers (AACRAO) and the National A,,c)ciation forForeign Student" Affairs (NAFSA). Seven previous workshops have

been held covering Latin America, Asia and the Pacific, Germany,and the Carribean.

The workshop consisted of twenty three partisipants andthree observers from the United States of America and Canada, thusrepresenting a diversity in institutional affiliation and geo-

graphical representation. All, in their various capacities, areinvolved in the counse3ing and/or admission of students fromAfrican states. Some of the participants had extensive pro-

fessional and/or travel experience in Africa prior to the workshop.

The workshop was privileged, in addition, to have representativesof some major sponsoring agencies -- the Agency for InternationalDevelopment, the Rockefeller Foundation, and the Canadian Inter-national Development Agency. Workshop participants were sub-divided into work groups with specific country or regionalresponsibilities.

The objectives of the workshop were ambitious - to cover

as many educational structures as possible in sub-Saharan Africa.

Needless to say, not every country could be included due to

funding and time limitations. Priority in the selection ofcountries to be studied was assigned to countries having largestudent populations at North American institutions. However, an

attempt was also made to provide up-to-date data on certaincountries about which little is known in terms of educational

structure and credentials. In total, 19 country reports were in-

cluded in this report reflecting analysis and review by the work-

shop group.

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The format of this workshop differed to some extentfrom some previous ones. There was no provision for the useof U.S. resource persons who would travel in advance of theconference to the respective countries. Participants responsiblefor areas other than the three countries visited by all workshopmembers did not have the opportunity to visit their areas. Thusaccess to information and extensive contact with educators fromall African countries selected was uneven. To compensate forthese limitations, priority was given to inviting, as guests,prominent educational officials from Government and Universitycircles. In addition, local hosts and colleagues in Ghana, Togo,and Nigeria contributed substantially to the workshop deliberationsand activities. Special acknowledgement must be made of thetremendous and invaluable assistance given by the African guests,whose names are listed in Appendix A Without their sincere andsympathetic collaboration the task would have been extremelydifficult, if not impossible.

Education in African countries, as will be noted by thecontents of this report, is in the continual process of restruc-turing and rethinking. Inherited colonial structures -- whetherBritish, French, Belgian, or American -- are increasingly beingput to a test to determine whether the philosophy and structurecorrespond to relevant national and cultural criteria. One musttherefore anticipate that modifications of the present educationalstructures will be made in many countries.

This report has been sub-divided into five major sections:

West Africa: Anglophone; West and Central Africa: Francophone;East Africa; Central and Southern Africa. The terms anglophoneand francophone refer to English and French speaking areas res-pectively. Each section includes a typology for general reference,country reports, placement recommendations, a bibliography, andsample credentials. An attempt has been made to follow a consis-tent format insofar as possible, given the information available.A final section is included as the English Language ProficiencyReport. After much discussion of this issue by workshop partici-pants it was decided to present recommendations separately, ratherthan with the placement recommendations.

As in previous workshops the placement recommendations areoffered as general guidelines to be used entirely at the discretionof admission officers, and as consistent with institutional policyand requirements. They represent the consensus of the workshopgroup, although not necessarily the unanimity. It will be notedthat there has been no reference to common standardized tests suchas the Graduate Record Examination (GRE), The Admission Test forGraduate Study in Business (ATGSB), The Scholastic Aptitude Test(SAT), etc.

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It was the consensus of the participants that due to anumber of variables, some of which are identified inthe discussion of English language proficiency tests,these tests may not be the best indicator of academiccompetence, and if required, should be used along withother credentials submitted.

On behalf of the Workshop Director, Mr. StanBerry, the Joint Committee on Workshops (AACRAO/NAFSA)and the workshop participants, we wig.h to express ourgreat appreciation to those who made this workshoppossible. Without assistance from a number of interestedgroups and institutions, the funding requirements ofa conference of this nature would not have been met.The contributors included; The African ScholarshipProgram of American Universities (ASPAU); the African-American Institute (AAI); the College EntranceExamination Board (CEEB); the Agency for InternationalDevelopment (AID); The U.S. Department of State-Bureau of Educational and Cultural Affairs, Officeof Youth, Student, and Special Programs (GUMS),and the Office of African Programs (CU/AF) ; theRockefeller Foundation; and the InternationalEducation Research Foundation.

Finally, we wish to give credit and recogni-tion to our guests ;I'd local hosts which included theAssociation of African Universities (AAU), the WestAfrican Examinations Council (WAEC), the Universityof Benin, and the Universities to which we travelled,where various university officials went out of theirway to make our stay enjoyable and profitable. Itis our hope that they also obtained useful insightsinto the American educational structures as weattempted to gather better perspectives on educationaldevelopments in their countries.

Cynthia WiseReport EditorAssistant Workshop Director

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WEST AFRICA: Anglophone

CHAPTER I : TYPOLOGY OF CURRENT EDUCATIONAL STRUCTURE

This section provides a typology, or explanatory model,of the educational structure applying, with some exceptions,to Gambia, Sierra Leone, Ghana and Nigeria. Country sectionsare added subsequently for more comprehensive descriptions ofthe educational structures within each country. Liberia'seducation, being different from this model, is treated inChapter VII. Readers are also urged to refer to the lastsection of this report on English language proficiency.

Primary and Secondary School Structure

Primary school in all four countries - Sierra Leone,the Gambia,Ghana and Nigeria - varies from six to seven years for studentsgenerally entering at age six. Promotion from primary tosecondary school is usually determined by secondary entranceexaminations or national examinations administered by the WestAfrican Examinations Council (WAEC) for the Ministries of Edu-cation. In Sierra Leone, this tett is known as the SelectiveEntrance Examination given upon completion of class 7. TheCommon Entrance Examination is administered in Ghana at the endof class 6. In Nigeria pupils sit for the Nigeria NationalCommon Entrance Examinaclon.

Secondary school programs are normally of five years'duration -- Form I to Form V. At the end of Form V candidatessit for a number of secondary school leaving certificates. Themost common are the West African Examinations Council SchoolCertificate or the University of London Certificate of Educationat Ordinary "0" Level. Form VI is offered at a limited numberof institutions in Ghana, Nigeria and Sierra Leone. Form VIconsists of two years of additional education leading to theWAEC Higher School Certificate or the G.C.E. Advanced "A" Levels.

An intermediary level - between primary and senior secondarycycles - is available in Ghana at the Middle School. MiddleSchools offer Middle Forms I through IV. The four year program leadsto the Middle School Leaving Certificate. Prior to completingthis program many students will attempt, by taking the CommonEntrance Examination, to transfer to the academic secondaryschools Forms 1-V.

_,1011ipp,..1....11.West African Examinations Council Examinations

The West African Examinations Council (WAEC) was founded inearly 1952 for the purpose of developing and administeringexaminations in the public interest of West African states andfor awarding certificates which would be of the same standard andquality as certificates issues by examining bodies in the UnitedKingdom. Originally WAEC was to assist external examining bodiesin the United Kingdom in the administration of tests in WestAfrica. However, the final objective was to supplant externalexaminations bodies. The Council is composed of two representa-tives from the Universities of London and Cambridge, and repre-sentatives nominated by the member Governments of Nigeria, SierraLeone and the Gambia. Liberia participates as an associate mem-ber. WAEC offices exist in all member states.

Since its origin the WAEC has maintained a special relation-ship with the University of Cambridge Local Examinations Syndicate.The West African School Certificate examinations were at firstadministered by the Syndicate in 1955. By 1966 the WAEC wasadministering these examinations independently. The Syndicatecontinued the administration of the Higher School Certificateexaminations until January 1973 when the Council assumed lullresponsibility for the development and administration of theexams. Nevertheless, until the Council has developed all subjectsat the Advanced level, candidates may still take some subjectsthrough the University of London School Examinations or the Uni-versity of Cambridge Local Examinations Syndicate.

In June 1962 the University of London G.C.E. Advanced "A"Level examinations replaced the Cambridge Syndicate Higher SchoolCertificate examinations in Ghana and Sierra Leone, and in theGambia one year later. The Joint Examination for the SchoolCertificate and the General Certificate of Education - G.C.E.

of the West African Examinations Council was offered as of1970 in all member countries. Currently all school candidatessit for the WAEC examinations at both the School Certificateand Higher School Certificate levels. Private candidates, orthose not enrolled in a secondary school, cannot sit for theSchool Certificates but must take the G.C.E. examinations at"A" and "0" Levels, as administered through the WAEC.

The WAEC also administers tests for other examiningbodies and for national objectives of the member sLotes:

1. WAEC administers tests for requesting externalbodies such as the Educational Testing Service,the American College Testing Program, the Uni-versity of Michigan English Proficiency Test.

2. WAEC has also developed and administered nationalexaminations including:

a) The Ghana Business Certificate Examinationat Ordinary and Advanced level

b) The Selective Examinations in the Gambia usedfor entry to clerical and administrative levelsin the civil service

c) The Ghana Middle School Leaving CertificateExamination

d) The Ghana Common Entrance Examination

e) The Nigeria Primary School Leaving CertificateExamination

f) The Nigerian National Entrance Examination

-g) The Sierra Leone Selective Entrance Examination

h) The Gambia Common Entrance Examination

The Council is developing appropriate commissions to study theposAibility of administering technical and vocational teststo gradually replace the City and Guilds and the Royal Societyof Arts examinations.

T. Syllabi and Regulations

The School rxaminations Committee of the tlIAEC is responsi-ble for the development of relevant syllabi. Internationalsubject panels are set up, including representatives of uni-versities, university colleges, colleges of technology, teachers,subject associations, and secondary schools, to review recommen-dations for changes and to develop new syllabi. Admissionsofficers are urged, when considering West African Englishspeaking candidates, to consult the Regulations and Syllabuses,issued on a yearly basis. It can be obtained from the WAEC bywriting to the Headquarters: The Registrar, the West AfricanExaminations Council, Headquarters Office, P.O. Box 125, Accra,Ghana.

II. The Joint Examination for the School Certificate andGeneral Certificate of Education

This examination is given twice a year in most membercountries -- May -June and November-December.

A) Subjects Offered

In 1973 the following subjects were offered, and aregrouped for the purposes of the School Certificate examination.An asteriskpreceding the subject indicates subjects which areconsVored academic for admission to North American universities.

I. Languages

*English Language*Latin*Greek*French'merman*Italian*African Languages*Arabic

II. General Subjects

*English LiteratureBible KnowledgeIslamic Religious Knowledge*History*Government*Geography*Economics

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III. Mathematical Subjects

*General Mathematics ( "O "- Level)*Modern Mathematics (J.S.P. "0" Level)*Modern Mathematics (Entebbe Project)*Additional Mathematics ( "O "Level)*Additional Modern Mathematics (J.S.P. "0" Level)*Additional Modern Mathematics (Entebbe Project)*Mathematics ("A" Level)

IV. Science Subjects

*General Science .

*Additional General Science*Biology*Chemistry*Physics*Agricultural ScienceHealth Science

V. Arts and Crafts

ArtMusicNeedlework and DressmakingCookeryHome Management

VI. Technical Subjects

Geometrical and Building DrawingGeometrical and Mechanical DrawingApplied ElectricityBasic ElectronicsMetalworkWoodwork

VII. Commercial and Secretarial Subjects

CommercePrinciples of AccountsShorthand and Typewriting

B) Conditions for Examination

1. Only school candidates can sit for the SchoolCertificate Examination. They must sit for aminimum of six subjects but oo more than nine.Further, subjects In each Group I, II, III, andIV must be taken.

2. Private candidates must sit for the "0" Levelexamination entering for a minimum of one subjectand a maximum of nine.

3. Oral English when given is not counted as asubject and can, therefore, be taken in additionto a maximum of nine subjects.

C)

On theGradescomparisons

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a nine point scale.Pass; G.C.E. hasindicates the

the two tests:

G.C.E. ORDINARY LEVEL

WAEC scores these examinations onSchool Certificate, Grades 1-8 are1-6 as Pass marks. The table below

in grading by subject between

SCHOOL CERTIFICATE RESULTS

Grade 1 Excellent PassGrade 2 Very Good PassGrade 3 Good PassGrade 4 PassGrade 5 Credit PassGrade 6 Credit PassGrade 7 Pass FailGrade 8 Pass

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FailGrade 9 Fail Fail

The West African Examinations Council School Certificate andGeneral Certificate of Education (Ordinary and Advanced Levels)Regulations and Syllabuses for the Examinations 1973.

D) Certificate Conditions

1. School Certificate

To be eligible for the School Certificate allconditions must be met at one and the same sitting. Candidatesmust:

a) maintain a satisfactory standard as determinedby the aggregate performance in the best sixsubjects and

b) either (i) pass in at least sir subjectswith Credit in at least onesubject or

(ii)pass in at least five subjectswith Credit in at least two subjects.

2. School Certificate Divisions

Certificate holders are classified in threedivisions indicated on the Certificate:

a) Division I is awarded to those who (1) passin six or more subjects including at leastone subject within the' groupings of Languages,General Subjects, Mathematical Subjects andScience Subjects; (ii) pass with Credit in atleast five subjects including English Languageand (iii) obtain an aggregate not exceeding23 in the best six subjects.

b) Division I Distinction is granted (i) tocandidates having an aggregate score in thebest six subjects not exceeding 12; (ii) tothose maintaining the general requirementsenumerated in (a-i) and receive a Credit inat least one subject from each group listedabove.

c) Division II is given to those who (i) passin six or more subjects including EnglishLanguage, from four of all the Groups, includingboth academic and non-academic subjects (ii)pass with Credit In at least four of thesesubjects and (iii) maintain an aggregate of 33or less in the best six subjects.

d) Division III is awarded to those who if) havean aggregate score of not more than 45 in thebest six subjects and (ii) obtain either oneCredit and five passes or two Credits and threepasses.

3. G.C.E. Ordinary Level

Candidates qualify for the G.C.E. "0" LevelCertificate if

a) They have entered for the School Certificateas school candidates, but have not met therequirements, or

b) They have entered on a single subject basisand have passed with Credit in at least onesubject.

III. The Higher School Certificate and General Certificate ofEducation - Advanced Level

A) Subjects Offered

The WAEC has developed some "A" Level syllabi.However, other subject papers are offered through the Universityof London and the University of Cambridge Local ExaminationSyndicate.

B) Conditions for Examinations

I. Candidates for the Higher School Certificate musttake the General Paper, and a minimum of threeto four subject papers.

2. Candidates for the G.C.E. "A" Level Certificatemust take a minimum of one subject paper and can-not exceed a maximum of five subjects includingthe General Paper. "0" Level subjects can alsobe taken but, in that case, the total number ofsubjects cannot exceed nine. The same subjectcannot be taken at the same sitting at both "0"and "A" Levels.

C) Grading System

Grading for both Certificates is based on a sale of1 -S corresponding to the letter grades of A through E. ThesegrAles are considered a Principal Pass. A Grade 6 pass iscal;,ed a Subsidiary Pass, the last grade is considered a Fail.According to the tJAEC a Subsidiary Pass,is "a standard belowthe 'A' Level and above the '0' Level".- It should be notedthat this is contrary to practice in the United Kingdom wherea Subsidiary Pass on the Higher School Certificate Examinationis considered the equivalent of an 110' Level pass. Sciencesubjects are sometimes graded twice; first for the written test,secondly for the practicals test. The syllabi give considerableweight to the practical examination.

D) General Conditions for Certificates

1. Higher School Certificates

The conditions governing the awarding of the HigherSchool Certificate remain the same as those of the Universityof Cambridge Local Examinations Syndicate. In summary, candi-dates must at the same sittilm:

(f) Pass the General Paper and either

(ii) Obtain Full Passes (Principal) in atleast three other subjects or,

(iii) Attain Principal Passes in two othersubjects and Subsidiary Passes in two ormore subjects, or

(iv) Obtain Full Passes (Principal) in at leasttwo subjects and a Subsidiary Pass in onemore subject, and reach "a certain standard"as judged by the quality of the PrincipalPasses.

Exceptions are sometimes made for those failing theGeneral Paper by a small margin who have satisfied the conditionsenumerated above. Those who only pass the General Paper and noother academic subject receive a Statement of Results.

'The West African Examinations Council School Certificate andGeneral Certificate of Education (Ordinary and Advanced Levels)

_ _Regulations and Syllabuses for the Examinations 1973:p. 21.

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Possession of the School Certificate or the HigherSchool Certificate is not of itself a valid criterium forassessment of candidates. Of prime importance is the numberof Ordinary and Advanced Level passes and their caliber.

2. G.C.E. "A" Levei Exarinations

Candidates sitting for the "A" Levels will receive aCertificate if one subject, at minimum, is passed at the Princi-pal or Subsidiary Level. The level of pass is indicated on theCertificate.

G.C.E. "A" Level Certificates may also be issued toschool candidates sitting for the Higher School Certificatewho fail to meet the certificate requirements. The G.C.E.Certificate would indicate the subjects in which the candidatepassed.

If both "A" Level and "0" Level examinations have beentaken at the same sitting, separate certificates will generallybe issued, recording the two levels separately.

IV. Issue of Results

For both School Certificates and G.C.E. examinations, atOrdinary and Advanced Level, results are communicated in twoways:

A) Preliminary result sheets are transmitted to theHeadmasters of secondary schools for school candidatesindicating the result of the examination as a whole and thestandard reached in each subject, based upon the scale of 1-9.Private candidates are sent these initial result sheets. Thesame applies to the Higher School Certificate and G.C.E. "A"Level results with the exception that results are indicated interms of letter grades A-E.

B) Certificates are issued to the candidates from threeto six months after the test date.

Result slips are frequently given to students by thesecondary schools, for school candidates. Admissions officerscan verify these preliminary result sheets by writing to thelocal WAEC office. However, the requesting official should

ensure that the student's Examination Registration Numberis clearly identified. Similarly, the WAEC is willing toexamine any cases where there is reason to believe thatforgery or change has been made to the original certificate.WEC attempts to maintain strict securiti measures to pre-vent leakage, and takes strict action aganst those presentingforged documents. The addresses of the local offices are:

GHANA WAECP.O. -Box 917Accra, Ghana

NIGERIA WAECPrivate Mail Bag No. 1022Yaba, Nigeria

SIERRA LEONE WAECP.O. Box 573Freetown, Sierra Leone

The GAMBIA The Chief Education OfficerMinistry of Education, Youth

and Social WelfareBanjul, The Gambia

University Education

The following is intended to be a model of some academicfeatures of anglophone West African universities. Althoughvariations do exist among them, most such institutions conformto this pattern in its essentials. Three institutions, NjalaUniversity, part of the University of Sierra Leone, the Uni-versity of Nigeria, Nsukka and the University of Benin differfrom the pattern in more radical ways and are describedseparately.

I. Admission Requirements

Most universities require passes in five or four subjects,of which two to three must be at "A" Level, and the remainderat the WAEC School Certificate Credit Level or G.C.E. "0"Level. A Pass in English Language is normally essential,although a university's own examination in English may some-times be substituted. Most institutions require that atleast one of the "A" Level passes be at Grade D or above.Some also require a pass in the General Paper for "A" Levelcandidates.

IT. Degree Structure

Most first-degree programs are three years althoughhonors degrees, in some science and technical faculties, e.g.University of Ghana - require four years. All honors degreesat Fourah Ray College, University of Sierra Leone, require fiveyears. General degree programs require three subjects to bestudied throughout the three years, or three in the first yearand two in the remaining years. Honors degree programs coverthree subjects in the first year, two or one subject in thesecond year, and one in the third year. Combined honorsprograms include three subjects in the first year, and twosubjects at honors level through the remaining two years.

It should be noted that a year's work in a British orBritish-model university should be considered the equivalentof a year's work in an American or Canadian institution, eventhough the number of subjects studied during the year may befewer. Undergraduate education in Britain is considerablymore specialized than in the United States. Each subjectstudied during a given year is pursued with greater concen-tration, and with fewer elective choices, than is the caseunder the American course system.

III. Grading System

At the end of the first year there is an examinationin each subject, determining advancement to the second year;and another examination at the end of the third year, on thebasis of which the degree is granted or withheld. Some insti-tutions give examinations at the end of each year, with eachresult contributing to the student's final success or failureand his degree classification, Examples of the latter practiceare the University of Ghana, the University of Cape Coast, Ghana(B.Ed. program), and the Universities of Ibadan and Ife inNigeria.

A first-class degree is awarded for a final averagemark between 70 and 100; second-class, upper division, for amark between 60 and 69; second-class, lower division, between50 and 59; third-class, or pass degree, between 40 and 49Forty is normally the lowest passing mark. At the Universityof Ife the pass degree is not equivalent to the third-class,but ranks below it - 35 to 39.

IV. Postgraduate Degrees

Master's degrees, in those departments operating afour-year first degree curriculum, are normally obtained afterone additional year. In other departments the degree isobtained after two years, following completion of required coursework, the writing of a thesis, or both.

the Ph.D. degree, where offered, is normally a course ofthree years duration (post-master's), and is devoted exclusivelyto the writing of a dissertation. There is usually no requiredcourse work, although a student may choose (or be advised) toattend relevant courses or lectures anyOhere in the university.

V. University Variations

The model outlined above will apply in its generalfeatures to Fourah Bay College of the University of SierraLeone, the three Ghanaian universities (University of Ghana,University of Cape Coast, and the University of Science andTechnology), Ahmadu Bello University, and the Universitiesof Ibadan, Ife and Lagos in Nigeria. A number of variationsfrom the pattern do exist within these institutions, but theydo not alter the basic degree structure outlined above. Anumber of the more common variations are described below,together with significant variations characteristic of singleinstitutions.

Several universities operate a preliminary year, admittingstudents with the WAEC School Certificate or G.C.E. "0" Levelpasses only, or "A" Level passes in subjects inappropriate tothe desired course of study, to a year of preparatory work.Successful completion of this preliminary year is required foradmission to the regular three year degree program.

A number of institutions have introduced the "course"system, or are in process of doing so. This represents achange in the organization of their curricula, but notnecessarily a change in degree structure, examination schedule,or method of grading.

The award of honors degrees at the University of Ghana andthe University of Nigeria is based primarily upon the qualityof a student's work, not the structure of his program.

The University of Cape Coast has as its primary objectivethe training of teachers. Consequently, all its degree pro-grams include a large education component.

The University of Science and Technology offers four-yeardegree programs exclusively.

The three institutions differing most radically from themodel outlined above are Njala University College of theUniversity of Sierra Leone, the University of Nigeria, and theUniversity of Benin. They have been influenced somewhat bythe American example, having incorporated the preliminary yearinto a standardized four-year curriculum.

ADIAARAM 0F TECHNICAL/VOCATIONAL TRAIIING LEVFLZ IN AFRICA

0.1,Z A level3 (:)

Levels

b.r.P.C. ,FR;

ACADEMIC37Ri..AM

Yr 13 (I)

Yr (17)

Yr 11

Yr 10 (15)

Yr --. (110

:.icentimt

Tee:mica:Institutel& IY0.:technics

_ liac./(T)

Apprenticeships&Technical

1

iinstitute.;

ilr.) ).:echnicianTraining

YeY7

Yr 'In (11

Craftprrentieeships

Craft Training

VOCATIONAL'REAM

OTD03C

OND i4R)

Yr

Yr 4 ( Flementary orPrimary trades

Yr i (

Yr 7;

(Aprrux Agetv.)

Points of Regular Transfer

:streaming. Pathn

(selection in or out)

Isla; Transfer-.

- 19 -

Technologist

7'oet.nicinn/.Tourneyman

- Anglophone Africa

- Afr!-It

Njala University College and the University of Nigeriaadmit students directly upon presentation of an appropriateWAEC School Certificate or G.C.E. "0" Level; such qualificationspermit applicants to the University of Benin to take a com-petitive entrance examination. Except at the University ofBenin, students with appropriate "A" Level or Higher SchoolCertificate passes may be exempted from the first year of study.The University of Nigeria has divided its curriculum into"credit hours," and requires maintenance of a certain "gradepoint average" for continued matriculation.

Specific information about individual universities canbe obtained from the Commonwealth Universities Yearbook, theannual calendar (catalogue) of each institution, by contactinga diplomatic mission of the country concerned, or by writing tothe Inter-University Council for Higher Education Overseas(IUC) in London.

Technical and Vocational Training

As an increasing number of applicants, having completedmiddle or higher level technical or vocational training, areseeking admission to North American colleges and universitiesa general statement regarding this area of education is pro-vided for institutions that may wish to consider such appli-cants. This section applies to English-speaking West, Centraland East Africa.

Technical qualifications throughout anglophone Africa,with the exception of Liberia and Ethiopia, are modeled on theBritish system and are based upon British administered externalexaminations. Within the British system,technical and vocationalprograms of study can be sub-divided into four general categories:

1. Technologists - qualified professional engineersor applied scientists having the level, academi-cally, of a first-degree holder, in a technicalspecialization.

2. Technicians - higher professionally than crafts-men but not as trained academically as Tech-nologists. Technician courses are open to 15-and 16-year-olds at three different levels. Thehighest level of training in represented by theOrdinary National or Higher National Certificates.

Craftsmen - individuals having done an apprentice-ship in a particular craft or trade. Three typesof certificate courses are usually offered to15-and 16-year-old school leavers.

The most common examinations for these technical andvocational qualifications, offered through different types ofprograms at technical institutes, colleges and polytechnics,are:

1) The City & Guilds of London Institute2) The Royal Society of Arts3) The National Diplomas at Ordinary and Higher

Levels.

T. City and Guilds Examinations and Certificates:Technical Subjects

Examinations are given In approximately 250 technical pro-grams of study ranging from the fields of agriculture and agri-cultural engineering to food technology and catering, footwearand leather. Three different types of certificates are offereddepending on the level of study:

A) Part I or Intermediate Certificate is takenafter one or two years of part-time study. Theseprograms are for 15-and 16-year-old school leavers.

B) Part II or Final Certificate is awarded after twoadditional years of study, following completionof the Part I Certificate.

C) Part III or the Advanced Certificate is offeredin some subjects and requires one additional yearof study after earning the Final certificate.The program leading to this certificate gives morespecialized training in the technological subjectand coursework in foremanship and management.

D) Full Technological Certificate (FTC) is grantedto candidates who (i) are over the age of 21, and(ii) have qualified for the Part III Certificate.

II. City and Guilf3s Examinations and Certificates:Craft Subjects

Craft courses are available at certain levels:

A) Craft Certificate is awarded, upon examination,to individuals who have pursued a course of threeor sometimes two years duration. Entry is generallyfor 15-and 16 -year old school leavers.

B) Advanced Craft Certificate is available in anumber of craft subjects for those completing anadditional two-year program.

C) Full Technological Certificate is granted to thosewho complete an additional year of craft training.

III. Royal Society of Arts

Examinations are primarily in the fields of commerce,office practice, and secretarial studies. This training isusually on a part-time or evening basis at a number of secre-tarial and commerce colleges.

A) Clerical and Secretarial Certificates

1.§taellIntediateCertificate is themost common qualification presented by thosewho pursue a course covering office work,work and communications, plus optional coursesof a otactical nature e.g. shorthand, typing,cost accounting, etc...Entry is based onsome G.C.E. "0" Levels or equivalent. ThisCertificate is generally considered as theequivalent of the first year of the OrdinaryNational Diploma (O.N.D.) or the OrdinaryNational Certificate (O.N.C.), in Businessstudies.

It is also possible for candidates to sitfor single subject certificates at theelementary Stare I, Intermediate Stage II, orAdvanced Stage III.

B) Commercial Subjects

There are three levels of qualifications:

1. Stage I-Elementary - Candidates are expectedto pass four subjects among the Society'sexaminations within three consecutive years.Arithmetic or Mathematics, English withLiterature or English Language are compulsorysubjects. Two other subjects arc optionalexcept that one of the two must includeeither book-keeping, Commerce, or OfficePractice.

2. Stage II-Intermediate is given to those havingtaken three subjects in appropriate groupingsat the Intermediate or Advanced stages withinthe last four consecutive years. Subjectsmust be selected in several groups including(a) Commerce or Economics (b) English Language.

3. Stage III - Advanced Level - The Certificateis awarded to those passing in three subjectsoffered at the Advanced Level. Again certaingroupings of subjects must be represented, e.g.Economics or Commerce, Accounting or Book-keeping, English, and related subjects.

IV. National Diplomas and Certificates

The series of National Diplomas and Certificat:.- are a partof the National Certificate system begun in Great Bc.....tain in1921, to provide qualifications for middle and upper level tech-nicians in science and engineering. Certificates are awarded atthe Ordinary and Higher Levels. Diplomas are differentiatedfrom Certificates on the basis of the conditions of study.Diplomas are granted to full time students, Certificates beingawarded to those who have pursued the program on a part-timebasis. It is generally considered that the Ordinary levelapproaches the G.C.E. "A" Level standard in comparable subjects.The Higher Level involves study in a narrower range of subjects.

-23-

A) Ordinary National Diploma (0.N.D.)

A two.year full-time or sandwich course, withentry at age 15 or 16 leads to the O.N.D. Entry is based oncompletion of appropriate technician courses or four appropriatepasses at G.C.E. "0" Level. In some cases, lower qualificationsmay be accepted. Courses include agricultural subjects, building,business studies, engineering, food technology, hotel andcatering operations, institutional housekeeping and catering,naval architecture and ship building, printing sciences, andtextiles.

B) Higher National Diploma (H.N.D.)

H.N.D. programs are generally two to three yearprograms. Entry requirements are completion of the 0.N.C. orO.N.D. or four to five passes at G.C.E. "0" Level and one pass at "A"Level. Additional requirements may be imposed depending uponthe subject of sturdy. A wider range of subjects are offeredincluding aeronautical engineering, applied sciences, computerstudies, dhemical and electrical engineering, in addition tothe subjects offered at 0.N.D. level.

Admissions officers should exercise extreme caution in theevaluation of these credentials. Reference should be made toa highly recommended publication, British Qualifications (3rdEdition) by Barbara Priestley, published by Kogan Page Limited16 Group Inn Road, London WC IX-1972.

-24-

CHAPTER II : THE GAMBIA

GENERAL BACKGROUND

The Gambia is a tiny sliver of a country in WestAfrica surrounded on three sides by Senegal. Its shortwestern border is on the Atlantic Ocean. Its populationis under a half million.

The annual crop of secondary school graduates is onlyabout 120. Of that number, perhaps only 30-40 have as manyas five G.C.E. "0" Level passes. An even smaller number goon to sixth-form work available at one school, the GambiaHigh School.

There is only one post-secondary institution in thecountry, the Teachers College at Yundum, not far from thecapital, Banjul (formerly Bathurst). It offers a three-year program which does not lead to the equivalent of abachelor's degree.

SPECIAL CHARACTERISTICS

Two special factors merit the attention of UnitedStates admissions officers:

1. The notion of an "official transcript"apparently does not exist in The Gambia, atleast for many schools. What appears to besuch may be the result of a reconstruction, inthe absence of records, by school officials inconjunction with the student. Generally speaking,therefore, greater reliance should be placed onobjective test scores and G.C.E. or WAEC resultsthan on "transcripts" in the case of Gambianapplicants.

2. A number of students leave school after whatis called the "junior secondary" school. Thisrepresents one year less than G.C.E. "0" Level,and should not be considered a basis for admissionto colleges in North America.

-25-

-E7HNI%7AL/bA.:AI1'AAL

Further srecialized tr1iaing

is infrequeut

1%

echuo.ogists

c' or more further years

for HNC, END, etc.

journeymen or

Tecbnicians

2 or more years to :II.

ONC or OND, etc.

a/so nursing, training

ears'

'MIT

AREAf

Apprenticeships

or

Tech. Institute

or

Polutecnnics

or

Hos itals

below this level one finds

considerable craft training

to levels below that of

Journeymen/Technicians

NOTE:

TEACHER EDUCATION OF TECH/VOC

STAFFS OCCURS IN TWO CENTRES - MAMP031

AND KUMASI.

GRADUATES OF '?ECHNOLOGIST,

TECHNICIAN AND CRAFTS PROGRAMS MIST

HOLD HIGHEST TRADE QUALIFICATION

AVAILABLE TOGETHER WITH APPROPRIATE

EXPERIENCE PRIOR TO ENTRY.

iNiANA EDUCATIONAL VTRU:TURE

ACADEMIC

F:'iT GRAD CENT IN ED

GRAD STUDIES

iL of Cape

Ys

3 U.

Yr 2 U.

with possible

Yr 2 U.

Prelim Yr

standing to UST

1%

U of Cape Coss

Higher

Upper 6th Form

Schl.

"Levels) :,over 6th Form

(Schl.CePt3SEC Form 5

("0"..Levelsr

M111 Form 4 4

c.

SEC Form 4

MID Form 3

4-

Ji

MID Form 2 (WAEC Comm.

Ent. Exam)

Exam15).00,0V

MID Form 1 (WAEC Co

TEACHER TRAINING

UNIVERZITY

POCE/UST-LEGOVID

Yr 3 0 C.C.

Yr 2 0.1 C.C.

Yr 1 e C.C.

P.U. Yr e C.C.

SEC Form 3

SEC Form 2

SEC rorm 1

Primary 6 - Common Entrance

Maim. WAEC

Primary 5

Primary 4

Primary 3

Primary 2

Primary 1

Base 1st Elementary Year Entry

Assured Age = 6

Teacher

Cert.

i

A(Post :

riddle_4

School)

(Yris),OTHER

Specialist

Teacher ,

Cert(2Yrs)

Teacher

Cert A

(Post

Secondary

(2 Yrs.)

18 23

17 22

6 21

Available

at 5

centres

Available

at Winneba

only

Available

at 71 centres

UNIVERSITY AT CAPE COAST

1 1

20

19 18

17

16 15

14

13 12

11

10 9 8 7

Yr AGE

CHAPTER I I I . GHANA

BACKGROUND INFORMATION

Ghana is located on the Gulf of Guinea on the westcoast of Africa, north of the Equator. Covering an area of92,100 squire miles, it is about the size of Illinois andIndiana cuawined. It is bounded by Upper Volta on the north,Ivory Coast to the west, and Togo on the east.

According to the 1970 census, the population is estimatedat 18 million with the greatest concentration in the coastalareas, the Ashanti region, and the two principal cities of

Accra and Kumasi. Accra's population in 1970 was 848,800, andKumasi's approximately 249,000. The annual population growthrate is 2.8%.

There are many small ethnic divisions in Ghana withmore than 50 languages or dialects spoken. Among the moreimportant linguistic groups are the Akans, including theFanti, the Ashanti, living principally in the forest areato the north, the Guana living on the plains of the Voltariver, the Ga-and Ewe-speaking peoples in the south and south-east, and the Moshi Dagomba speaking tribes of the northernterr itories.

English is the official and commercial language andis taught in all schools. About 25% of the population isliterate in English although the rate is much higher amongyounger people.

EDUCATIONAL BACKGROUND

In Ghana, 50-70% of the children between the ages of5 and 14 are attending primary school. A clear illustrationof the remarkable expansion in education can be noted by the

-27-

following figures representing numbers of children attendingschool by years: 1902 - 15,000; 1935 - 63,000; 1945 - 185,000;1951 - 301,000; 1961 - 700,000; 1971 - 947,502.

Figures for 1971-72 indicate the following enrollmentbreakdown:

Enrollment No. of Institutions No. of Pupils

Primary (1-6) 6,715 960,401Middle (1-4) 3,608 455,398Secondary

Forms I-V 139 53,223Form VI N.A. 3,578

Teacher Training T1 -T4Basic 65 15,470Post Secondary T.T. 6 2,825Specialist T.T. 3 926

Technical 15 7,059Commercial 9 4,615University 3 5,037

These figures highlight the attrition rate at variouseducational levels. University education in Ghana is a veryselective privilege attainable only by a small percentage ofstudents.

CURRENT EDUCATIONAL STRUCTURE

Primary Education

Primary schools in Ghana offer six classes, Primary Classes1-6, for pupils enrolling at age 6. In the future the primarycycle will be changed to eight years, Primary Classes 1-8 forpupils between the ages of 6 and 14. This is only at the experi-mental stage at present. The curriculum includes reading, writing,and arithmetic with increasing emphasis being placed on developinglanguage skills in Ghanaian languages. Other subjects includereligious knowledge, physical and health education, social studies,music, arts and crafts.

The Common Entrance Examination is given to thosecompleting Class 6 to determine secondary school entry. Theexamination consists of two general papers: (a) an objectivetest in arithmetic and English and (b) an objective multiple-choice paper testing quantitative and verbal skills. A thirdpaper in social studies was added in 1972, testing backgroundin geography, history, and science. Due to limited spaces insecondary schools less than 25% of the candidates sitting forthe Common Entrance Examination actually gain admission tosecondary school. In 1970, for example, there were 12,133places for 66,818 primary school leaving candidates.

Secondary Education

Secondary school programs offer Forms 1-V leading to theWAEC School Certificate or G.C.E. "0" Levels. These examine-tiuns have been described in Chapter T. The curriculum atsecondary schools is based upon syllabi preparing pupils forthese WAEC School Examinations.

An alternative path to secondary school entry is availablevia the Middle School in Ghana. Those who do not pass theCommon Entrance Examination, after Primary Class 6, or who arenot selected by a secondary school, may enroll in the MiddleSchool, after passing an entrance test. The Middle Schoolconsists of Forms I-IV (Middle) and provides further preparationin the basic general fields. Students in Middle Forms Ithrough III can again attempt to pass the Common Entrance Exami-nation in an effort to enroll in the Secondary School Forms I-V.If unsuccessful, they sit for the Middle School LeavingCertificate Examination at the end of Middle Form IV. A Passon this examination entitles the student to the West AfricanMiddle School Leaving Certificate.

Ghana plans, in the future, to offer another type of post-primary educational program for those who will not continue forthe full secondary schooling, through the establishment ofcontinuation schools. Rather than the 6-5-2 or 6-4 currentsystem of primary and secondary education, the cycles would be8-2. After an integrated eight-year primary cycle, studentsnot entering the secondary Forms I-V could take two-year pre-vocational programs in the continuation schools. A few suchschools were created during the 1968-1969 academic year andoffer courses such as agriculture, domestic, industrial andcommercial arts.

Form VI is offered only at a limited number of secondaryschools. This two-year program, sub-divided into lower andUpper Form VI , leads to the WAEC Higher School Certificate orthe C.C.E. "A" Levels. Entry is based on the WAEC SchoolCertificate or equivalent results on the G.C.E. "0" LevelExaminations. Selection is extremely competitive and is basedon aggregate scores on these examinations. The curriculum isgeared towards the subjects offered by the examining bodies atAdvanced level. Students completing this two-year program areconsidered to have the equivalent of university preliminarycourses.

Teacher Training Education

I. Teacher's Certificate "A"

The basic teacher training program in Ghana is of fouryears' duration leading to the Teacher's Certificate "A". Asof 1969-1970 74 teacher training colleges existed to trainteachers for the Primary and Middle School level. Entry isbased upon the Middle School Leaving Certificate or uponcompletion of Middle Form IV. Alternatively, entry may begained by completion of at least two years of the secondaryschool academic stream e.g. Form II. Admission is alsocontingent upon the results of a Combined Examination forEntry to Four Year Teacher Training Colleges and for PupilTeacher Selection, an examination conducted by the WAEC onbehalf of the National Teacher Training Council.

The curriculum consists of basic academic subjects, simi-lar to the course offered at the elementary school level, andof intensive teaching in child study and theory and practiceof teaching. The syllabi are developed by the National TeacherTraining Council .pith the collaboration of the CurriculumResearch and Development Unit of the Ministry of Education.With recent revisions of syllabi, in an attempt to upgrade thequality of teacher training, the program is considered equi-valent to the C.C.E. "0" Levels.

The previous sub-division of the basic teacher traininginto (a) the Teacher's Certificate "B" (two-year program) and(b) the Post "B" Teacher's Certificate (two-year program), hasnow been abolished.

II. Teacher's Certificate "A" (Post-Secondary)

Teacher training colleges offer a post-secondary cycle oftwo years'd'tration leading to the Teacher's Certificate "A"(Post - Secondary). Entrance is based on four G.C.E. "0" Levelpasses including English and mathematics, and upon results onan entrance examination, giv;en internally by each college.The elimination of separate college entrance examinations hasbeen recommended to be replaced by a Common Entrance Examina-tion administered by the National Teacher Training Council, butthis has not yet been implemented. Five teacher training collegesprovide this post-secondary teacher training program exclusively.

ITT. Specialist Certificate

Some teacher training colleges offer specialist coursesto teachers ro compensate for shortage of graduate teachersin given specializations. Admission is conditional on basicteacher training qualifications - the Teacher's Certificate"A", or the Teacher's Certificate "A" (Post Secondary) - andtwo years minimum of professional teaching experience. Theprograms vary between one to two years'duration depending uponthe subject. The rural science course, offering specializationin agriculture, general science, and health science is a one -

year program. The agricultural science and other scientificspecializations e.g. mathematics, general science, are two-yearprograms. A Specialist Certificate entitles the teacher toinstruct, on a temporary basis, in secondary schools andtraining colleges until university graduates are available.This course is given at the Advanced Teacher Training Collegelocated at Winneba.

IV. Specialist Teacher's Certificate

The Advanced Teacher Training College at Winneba, inaffiliation with the University of Cape Coast, offers two-yearcourses leading to the Specialist Teacher's Certificate, inbasic school subjects. Entrance is based upon G.C.E. "0" Levelpasses in the applicant's subject of specialization. Duringthe two years students follow programs in their major subjectsup to the equivalent of the G.C.E. "A" Levels. All candidates,in addition, take an advanced course in education and a generalcourse in English. The Certificate is awarded by the Universityof Cape Coast, School of Education.

V. Diploma Courses

The Winneha Specialit Teacher Training College offersfour-year diploma courses in the fields of art, music, physicaleducation and home science. Entrance i$ based upon three yearsof certificated teaching experience and :our "0" Level passes,one of which must include English Language. Home sciencecandidates can enter as secondary school leavers after Form V.

VI. Bachelor Degree Programs

The University of Cape Coast, oriented towards producinggraduates in education with subject specialization, providesfour-year first-degree programs. Admission is based uponprofessional qualifications to holders of the Teacher's Certifi-cate "A" (Post Secondary) and the Specialist Teacher's Certifi-cate. Bachelor degree candidates rormally enter the preliminaryyear and then continue for three years in the academic major.

Technical Training

Technical training is offered at various levels - fromthe post-primary to the post-secondary level. Thejollowinginstitutions and programs are available:

Primary Technical Prurams

Eight Primary Technical Schools offer programsgenerally of two yearslduration for pupils enrolled in MiddleSchool Forms III and IV. Courses are given in the fields ofwoodwork, metalworlt, technical drawing, elementary science,brickwork/masonry. Agricultural and domestic science subjectswill be introduced.

II. Pre-Technical and Technical Programs

Seven Technical Institutes provide pre-technicalcourses and craft programs. Pre-Technical courses give pre-liminary training of two years'duration in the fields ofEnglish, mathematics, elementary science, and technical drawing.Entry is based on a pass on the Common Entrance Examination.

Two-year technical programs are given to thosecompleting the Pre-Technical course. Courses availableinclude general building, general engineering, and domesticsciences such as cookery and dressmaking. The standard reachedat the end of the course is equivalent to the G.C.E. "0" Levels.Two-year vocational programs in secretarial and business studieslead to the Royal Society of Arts Intermediate Certificate.Craft courses in building and engineering lead to the Inter-mediate City and Guilds Craft Certificates.

Advanced Technical Training

Three Polytechnics offer advanced craft and technicaltraining. Entry is based on completion of secondary school -

Form V - provided the subjects of English, mathematics andscience have been passed at Ordinary level, or on completion ofthe general engineering or general building course at thetechnical institutes. The Polytechnics offer the followingprograms:

A) General Course in engineering and building -two years.

B) Mechanical and electrical engineering andbuilding leading to the Ordinary TechnicianDiploma - two years.

C) Technical Certificate Courses in electricalconstruction - three years.

D) Ordinary and Advanced Craft courses in engineeringand in building trades.

E) A course in institutional management - three years.

F) Programs in catering and domestic subjects - two years.

G) Post Middle programs in business studies - four years.

H) Post Secondary programs in business studies - two years.

Some restructuring of technical and vocational programsis anticipate.d. In the future the Polytechnics will concentrateon teohnirlan and hiller technietan courses in engineering andbuilding construction. The Technical Institutes, which cannotpresently offer all post-Middle courses, will eventually beresponsible for training at the craft and advanced craft level.Pre-Technical and Middle School programs, now offered by thetechnical and polytechnic institutions, will eventually he phasedout as entry to technical programs becomes primarily for secondaryschool graduates, after Form V. In addition, plans are underwayfor the City and Guilds examinations of the London Institute tobe replaced by WAEC examinations.

- - -

Nurs:ng Education

A nursing diploma is awarded after three years of trainingin Ghanaian hospitals. The training is solely practical andcannot be considered academic.

University Education40

University education in Ghana is provided by threeuniversities.

The University of Ghana, LegonThe University College of Cape CoastThe University of Science and Technology,

Kumasi

T. Entrance Requirements

Most undergraduate degree programs at Ghanaian univer-sities require for admission "A" Level subject passes. Themajor exception is the University of Cape Coast which willadmit students with five passes at G.C.E. "0" Level. In suchcases, students take a Preliminary year, or in the sciencefaculty, two years of Preliminary work. The University ofGhana, Legon will admit a limited number of "mature students"who do not meet the formal admission requirements. Applicantsmust be over age 25 and must take an extremely competitiveexamination. Rarely do more than twenty-five students enteron this basis a year. The more specific entry requirementsare as follows:

A) University of Ghana, Legon - three passes .atG.C.F. "A" Level with grades no lower than D.(Some of the Faculties,lnoluding science andmeuicine, have certain subject requirements.)

B) The University of Cape Coast - two passes atG.C.F. "A" Level. (The exceptions are those whoenter with five G.C.F. "0" Levels an'd who do thePreliminary year.)

C) The University eof Science and Technology, Kumasi -two passes at G.C.E. "A" Level including EnglishLanguage.

Entrance requirements for non-degree and diplomacandidates are generally lower. At the University of Scienceand Technology, Kumasi, for example, diploma applicants mustpresent five passes at "0" Level including English Language.

Faculties

A) The University of Ghana., Legon - has six facultiesproviding 40 various departments:

i) Faculty of Artsii) Faculty of Social Studiesiii) Faculty of Lawiv) Faculty of Sciencev) Faculty of Agriculturevi) Faculty of Medicine

Bachelor degree programs are generally of threeyears' duration.

B) The University of Science and Technology, Kumasi - has29 departments under seven faculties:

i) Faculty of Agricultureii) Faculty of Architectureiii) Faculty of Engineeringiv) Faculty of Artv) Faculty of Pharmacyvi) Faculty of Sciencevii) Faculty of Social Science

Bachelor degree programs are of four years' durationleading to the Bachelor of Science degree. Diploma courses,leading to the Higher National Diploma (H.N.D.) in the Faculty

of Science, are of two years! duration. One-or two-year certi-ficate courses are also available in certain fields such asland survey. Post-graduate diplomas are offered during a one-year course to Bachelor Degree holders. These programs offerprofessional certification in the candidate's field of speciali-zation. They may consist of class work and/or research.

C) The University of Cape Coast - maintains threefaculties:

i) Faculty of Artsii) Faculty of Scienceiii) Faculty of Education

First-degree programs are generally of three years'duration except for candidates entering with the WAEC SchoolCertificate or G.C.E. "0" Levels. These students do a one-totwo-year Preliminary Year prior to doing the three-year degreeprogram.

III. University Grading and Examinations Systems

Examinations are not held on an annual basis at allthree universities. This varies according to university policiesand the faculty concerned. A University Examination is givenat all universities at the end of the first year to determinecontinuation in the degree program. Examinations are uncommonat the end of the second year. At neither the University ofGhana, Legon, nor the University of Science and Technology, isa university examination given in the second year except in theFaculties of Law and Science at Legon. Tn the Faculty of Law,the university examination is known as Part I (end of secondyear), the final examination (end of third year) is called PartII. The Faculty of Science gives a Secondary University Exami-nation (SUE), at the end of the second year, and a FinalExamination, upon completion of the third year.

At the University of Science and Technology, examinationsare given the first year, the Second University Examination(SUE) administered upon completion of the third year, and theFinal Examination is given at the end of the four year program.

The University of Cape Coast, however, administersexaminations at the end of each academic year. Successfulcompletion of the year, moreover, is based on both the examinationresults and the student's academic performance in coursework.

The threc.! universities record their letter gradesaccor.:ing to slightly different scales, which are always notedon the university transcripts. The grading scales are thefollowing:

University of Ghana

A 70 and above60 - 69

B 50 - 59C 40 - 49D 30 - 39E Below 30

University of Universityof Cape CoastScience & Technology

A 85% and aboveA 75 - 842B 65 - 742C 55 - 64%D 40 - 54%E Below402 (fail)


A Above 69%B 60 - 69%B 50 - 59%C 40 - 49%D 30 - 392 (fail)E Below3O% (fail)

Ghana Government scholarships for overseas programs arerestricted to fields of study which are not available in Ghana.Recipients are normally bonded to return to Ghana and serve inapproved employment for five years. Ph.D..-,level scholarships areapproved only in cases where the applicant is sponsored by e.university, a research institution, or other agency which commitsemployment upon return.

The Scholarship Secretariat must approve all applicationsfrom Ghanaians who wish to study overseas whether on scholarshipor private basis. Foreign exchange permits are not granted toprivate students unless the proposed course of study is notavailable in Ghana, and is of relevance to development priorities.Furthermore, the Secretariat will not recommend a private studentfor a passport or visa without assurances of adequate financialsupport, for the duration of his studies.

THE STRUCTURE OF THESCHOOL =TEM

IN NIGERIA

PRIMARY SCHOOLS

2

Intent PrimaryAClasses

a 5 6 TJ 8

Modern Schools

IMOTrade Centers

3

Craft Schools

GCE (0) or EQUIV.

040 GCE (A) or EQUIV.'

Ogg Toch_qph

In II- srSr Comm

EI_L133Technical School

El II 11

Commercial School

11 gi

Jr CQUIM

Grammar School

330 1

11

Grade II II Tech Trg

6

a

Sixth Form

2

Tech College

2

Adv Tech Trg

gag 16 gagEl

1 Juniorjech

UNIVERSITIES

Sr Tech Higher Tech

lin 111133 13Jr Commercial Sr Commercial

oe

CHAPTER IV : NIGERIA

GENERAL BACKGROUND

Nigeria is the most populous nation in Africa, withmost of its twelve states being larger than its neighbors.With 356,000 square miles it has a population of approxi-mately 64 million, composed of a multitude of ethnic, reli-gious, and social groups. The three dominant ethnic groupsinclude the Yoruba in the west; the Ibo in the east; and theHausa to the north. Other important groups are the Edo inthe west; the Ibibio and flaw in the east; the Fulani,Kanuri, Nupe and Tiv in the north.

Since 1968 the Federal Republic of Nigeria has beendivided into twelve states: Lagos; Northwest; Center North;Kano; Kwara; West; Mid-West; East Central; South East; andRiverR. The principal towns in Nigeria are Lagos, Ibadan,Ogbomosho, Mushin, and Kano.

The country is largely agrarian engaging approximately80% of the total working male population. It is estimatedthat production of food crops accounts for about 80% of thetotal agricultural production. Principal foods are yams,cassava, plantains and bananas, sugar cane, rice, beans,oranges, and other citrus fruits. Agricultural productsrepresent about 60% of the annual exports, among which arecocoa, palm oil products, groundnuts, rubber, cotton andtimber. Crude petroleum is now an important export product.

Educationally, Nigeria has a high rate of school enroll-ment, with an estimated four million of a school-age populationof 5.5 million, enrolled at one level or another. The mostrapid development has taken place in the field of higher edu-cation. In 1960 only one university existed in Nigeria,compared to the six presently operating.

-39-


Primary Education

Primary education in Nigeria is a six-year cycle forstudents enrolling at age six. Some of the 12 states offera slightly longer primary cycle up to eight years. At theend of primary school pupils sit for the Primary School LeavingCertificate examinations. Those successful receive the PrimarySchool Leaving Certificate.

Secondary Education

Entrance to secondary institutions is based upon (a)the Primary School Leaving Certificate and (b) pass on theNational Common Entrance Examination administered by WAEC.Secondary education is provided by several types of schools:

I. Secondary Grammar Schools

These schools provide academic and universitypreparatory courses of five to six years duration leading tothe WAEC School Certificate. A few secondary grammar sk...00lsalso provide technical education in fields such as physicalsciences, geometrical and mechanical drawing, metal and wood-work. These technical courses are generally university pre-paratory and lead to study at the higher technological insti-tutions at the post-secondary level - the Colleges of Technology.

II. Secondary Commercial Schools

These schools offdr specializations in commercialsubjects such as bookkeeping, business studies, shorthand, andtyping. They do concurrently offer many of the academic subjectsoffered at secondary grammar schools. Candidates can preparefor the School Certificate or the G.C.E. "0" Levels or forprofessional examinations given by the Royal Society of Arts.These programs are of five years duration.

Secondary Modern Schools

Secondary Modern Schools exist in some states inNigeria. They offer two-to three-year programs at the post-primary level. They are most abundant in the Western State.This type of institution will soon be replaced and remodelled asat present it does not offer a concrete educational target orprofessional training. It has been recommended that it serve thefunction of the junior high school in the American sense.

-40-

IV. The Comprehensive or Multi-Lateral Schools

These are primarily private institutions offering thesame types of programs provided by the grammar schools. Theyare college preparatory but also offer commercial and technicalcourses. Students following these programs may sit for the WAECSchool Certificate.

Students in the academic, and university preparatorystreams sit for the WAEC School Certificate at the end of Form V.Form VI, as in Ghana, is sub-divided into a two -year program -Lower and Upper Sixth Form. Entry is based on the WAEC SchoolCertificate. At the end of Form VI students sit for the WAECHigher School Certificate.

V, Projected Changes in the Educational Structure

It should be noted that the Federal Government ofNigeria has recently proposed a number of modifications in thestructure and philosophy of primary and secondary education. Ina recently published reportp"Report of the Seminar on a NationalPolicy on Education", based on a conference held in Lagos betweenJune 4th and June 8th 1973, it has been proposed that Nigeria moveto establish a 6-3-3 plan at the primary and secondary levels.

The secondary cycle would be sub-divided into twoseparate cycles, corresponding to junior and senior secondaryschool. Passage from primary school to the junior,or lowersecondary cycle,would be automatic rather than based upon theCommon Entrance Examination or another formal examination. Studentswould be assessed on a continuous basis. The objectives would beto give primary school leavers, unlikely to continue for the fullsecondary cycle, additional education and vocational skills, andto give a broader range of fields to all. A National Examinationis proposed only at the end of the twelfth year, the Governmentrecognizing the need to move away from assessment of academicquality by means of examinations alone. Should this plan beimplemented, Form Vt would be abolished. Consequently, under-graduate degree programs would be lengthened by one year, or fora total of four years for most programs of study. It must beemphasized that at present these proposals remain such, and notarget dates have been set for implementation.

Technical Training

several different types of institutions exist to providecratt, technical , and semi-professional training. These includetrade centers, technical institutes, and technical colleges.

1. Trade Centers

Trade centers usually provide three year programs toPrimary School Leaving Certificate holders in fields such ascarpentry, masonry, electricity, and plumbing. The programsfollow the syllabus of the City and Guilds of London Instituteand lead to their examinations at the Intermediate level.*

Technical. Institutes

These institutes also offer pre-vocational and vocationaltraining, following similar programs to the trade centers, andleading to City and Guilds examinations, generally at the Inter-mediate level.

III. Technical Colleges

These are usually known as Colleges of Science andTechnology. They are considered post-secondary institutionsoffering courses in technical fields such as civil, mechanical.end electrical engineering; radio; telecommunications; healthplanning and commercial education. These two-year programslead to the Ordinary National Diploma (OND). Four-year programslead to the Higher National Diploma (HND). Entry is based onthe WAEC School Certificate or equivalent i.e. G.C.E. "0" level..

Colleges of Technology are presently located in Yaba,Ihadan, Auchi, Port Harcourt, Calabar, Enugu, Ilorin, and Kaduna.OND or HND holders wishing to continue their education at one ofthe Nigerian universities must present the same qualificationsexpected of students completing Form VI - G.C.E. "A" level resultsor the Higher School Certificate. There is no direct entry touniversity for holders of technical or commercial diplomas.

* See section on Technical/VocaLional training, Chapter I.

Teacher Training

Nigeria, in an attempt to upgrade qualifications ofprimary and secondary school teachers has raised the entrancerequirements for teacher training programs. There are presentlythree levels of teacher training: (a) Grade II; (b) Grade I;and (c) Advanced Teacher Training leading to the NigerianCertificate in Education (NCE). The Teacher's Certificate GradeIII is no longer offered.

F. Grade II Teacher Training

Teacher Training colleges offer programs of four to fiveyears leading to the Teacher's Certificate Grade II. Entry isbased on the Primary School Leaving Certificate to individualswho have some teaching experience. Those presenting the WAECSchool Certificate or G.C.E. "0" level passes may also beadmissible. In such cases the teacher training is reduced totwo years.

II. Grade I Teacher Training

Teacher training colleges also provide courses leading tothe Teacher's Certificate Grade I. Entrance to these programs isbased upon either (a) successful completion of the Grade IICertificate program or (b) the WAEC School Certificate or G.C.E."0" level passes in four subjects. Concurrently with teachertraining courses students may prepare to sit for G.C.E. "A"level examinations.

III. NiLerian Certificate in Education (NCE)

Eight advanced teacher training colleges offer the highestgrade of teacher certification, the Nigerian Certificate inEducation (NCE) for secondary School instruction. The Universityof Lagos, College of Education, also offers NCE training.Admission to this three-year program is based upon the WAEC SchoolCertificate or G.C.E. "0" level passes in four to five subjects.In addition to teacher training, students are expected to taketwo academic subjects up to the equivalent of the G.C.E. "A"level standard. The NCE program is generally considered, withinNigeria, to be the equivalent of the first year of an under-graduate bachelor's degree program in Education. Students whocomplete the NCE, with good results, may transfer directly intothe second year of the three-year bachelor program at the Collegeof Education, University of Lagos.

Nursing Education

A three-year post-secondary program is available leading tothe Nigerian RegisLered Nursing Certificate. Three-year post-secondary nursing programs are also offered at the University ofLagos, Ahmadu Bello University, and the University of Ibadantleadingto the Diploma in Nursing. Diploma holders may enter programsleading to the Bachelor's degree in Nursing. Admission to bothprograms is based on the G.C.E. "0" level or WAEC School Certifi-cate.

Higher Education

There are presently six universities in Nigeria offeringfirst degrees:

The University of IbadanThe University of Nigeria, NsukkaAhmadu Bello University, ZariaThe University of Ife, Ile-IfeThe University of LagosThe University of Benin, Benin City

In 1970, prior to the creation of the University of Benin(1972), there were 12,062 students enrolled at the five uni-versities.. Primary emphasis has been given at all universitiesto train at Cie first degree level. However, master's and doctoraldegrees are increasingly being given in a number of faculties.

I. Entrance Requirements

Entry to most of these universities, with the exception ofthe University of Benin and the University of Nigeria, is basedupon presentation of five passes at the G.C.E. "0" level, orequivalent, and two Principal Passes at G.C.E. "A" level. Inaddition, faculty requirements exist, particularly in the scienceand engineering fields.

Concessional entry is possible in some faculties for thosewho do not meet the above requirements. In other words, candi-dates who do not have the G.C,E. "A" level qualifications, or HigherSchool Certificate, but holding the WAEC School Certificate withat least five passes including English and mathematics may take

a university preliminary examination. Successful candidatesare then required to do a one-year preliminary course beforebeing admitted to the general degree program. Concessionalentry is applicable to the following universities and faculties:

University of Lagos

University of Ibadan

University of Ife

ScienceEngineeringMedicineScienceEngineeringAgricultureMost Departments

Ahmadu Bello University Many Departments

The University of Benin and the University of Nigeriaallow for entry to holders of the WAEC School Certificate orthe equivalent at G.C.E. "0" level. An entrance examination isrequired at the University of Benin. At both institutions thepreliminary year has been incorporated into a standardized four-year curriculum.

II. Degree Structure

With the exception of the University of Benin and theUniversity of Nigeria, Nsukka, bachelor of arts or sciencedegrees are three-year programs. The exceptions includemedicine (five years); architecture (four years); veterinarymedicine (five years); classics - at Madan (four years);agricultural economics (four years).

It should be noted that should the recommended educationalchanges be implemented as described under Secondary Education,section V, degree programs will be changed to four years.Entrance will be based upon completion of twelve years of edu-cation and relevant examinations.

III. Degree Classifications

70 - 100 %

Generally, degrees are ranked as follows:

First Class (Honors)

Second Class (Upper Division) 60 - 69 %

Second Class (Lower Division) 50 - 59 %

Third Class or Pass Degree 40 - 49 %

It should be noted that the Pass degree at the Universitiesof Benin and Ife follow a slightly different scale, and connotea grade between 35 and 3q% .

Statistics on the June 1973 degree results at Nigerianuniversities indicate the competitive grading system - TheUniversity of Ibadan recorded 8 First Class, and 123 SecondClasp Upper Division degrees of a total 777 degrees conferred;Ahmadu Bello awarded 17 honors, 100 Second Class, Upper Division,and 309 Second Class, Lower Division degrees of a total of566 degrees given.

IV. National Youth Service

Since 1973 Nigeria has introduced one year of compuryservice for university graduates. (This is similar to the EUSoperative in Ethiopia.) In July 1973 more than 2600 graduatesbecame involved in the National Youth Service, performing tasksincluding road-building, building community or youth centers,sweeping roads, cleaning drains.


Special mention should be made of currency regulationsas currently existing in Nigeria. All students, whethersponsored or private, must make arrangements in advance oftheir departure for transfer of funds from the Central Bank ofNigeria. These arrangements should be made well in advance ofdeparture, at least 60 days. The amount of exchange approvedfor transfer is determined by the student's total needs for anacademic year. The determination is not arbitrary, but is basedon the expenditure estimates provided by the accepting university.If the student has scholarship assistance, or will be receivingfinancial support outside Nigeria, such amounts are deductedfrom the estimated expenditures. Once approval is given thestudent receives from the Central Bank a written statement ofthe amount of the approval and is requested to give instructionson the manner in which remittances should be made. It should benoted that exchange approval is difficult if the student's courseof study is available in his own country, or is considered non-:priority given manpower requirements.

18 17 16 15 l4'

3. 3

area

Fourab Bay

Nj alai

UniveRai

...

/WN

W W

PM

*MD

-

r4College

__Foliage

as"Upper

Form"

Milton

Margai

Teachers

College

Primary

Teachers

Colleges

:12

Form V

I

11 a

Form IV

10a

Form III

.

o9

p.Form II

8;a

;Form I

6 I.

5 41

3 24:

1

SECONDARY SCHOOL

Class 7

Class

6Class 5

Class 4

Class 3

Class 2

Class 1

PRIMARY SCHOOL

SIERRA LEONE

r

Technical

!Secondary

!Vocational

'School

1111

1

Source:

Sasnett and Sepmeyer, Educational Systems of Africa

University of California Press, 1966

Institutes

aka.

Centres

1N

OD

4111

Rural

Training

Institutes

CHAPTER V : SIERRA LEONE


Sierra Leone has a tri-partite system of educationcorresponding to a pattern of 7-5-2 years of education fromprimary entrance to completion of the secondary school cycle.

.1.....11

Primary Education

Although there are preliminary primary programs, e.g.nursery schools and kindergartens, these are limited to urbanareas. Formal edut....tion usually begins at age 5, with primaryschool consisting of seven years, Classes 1 through 7. Englishis the medium of instruction. In 1971, there were 1,137primary schools enrolling 166,071 pupils. At the end of theseven-year cycle, students sit for the Selective EntranceExamination administered by the West African Examination Council(WAEC). If students obtain 50% or above on the examination,they are admissible to secondary programs of study. In 1970about 60% of those who sat for this examination were eventuallyoffered places at secondary school..

Secondary Education

Secondary education follows the model explained in ChapterI, namely Forms I-V leading to the WAEC School Certificate, orG.C.E. Ordinary level examination and Form VI, leading to theHigher School Certificate or G.C.E. Advanced level examination.In 1970-1971 there were 91 secondary schools in Sierra Leonehaving a total enrollment of 33,318 pupils. However, only nineof these schools had appropriate facilities for the preparationof Form VI pupils.


Sierra Leone has two technical institutes, two tradecenters, and two rural training colleges providing technicaland vocational training.

The Magburaka Trade Centre and the Kissy Trade Centreprovide three-year progfams in various fields. The Magburakaprogram offers specialization in (1) blocklaying and (2)carpentry and joinery. The Kissy Trade Centre gives programsin (1) blocklaying and concreting (2) electrical installation(3) carpentry and joinery (4) automobile engineering practiceand (5) machine shop trade. Entry to these programs is aftercompletion of Form III. Students receive a certificate uponcompletion of the three-year course. They may also enter theIntermediate examination given by the City and Guilds ofLondon Institute.

The Freetown and the Kenema Technical Institutes offervarious certificates in technical fields. In the technologicalsection of the Freetown Technical Institute, preliminarycourses of one year'sduration are given in general engineeringfollowing the syllabus of the City and Guilds of LondonInstitute. Admission is after Form V with passes in mathematicsand one other science subject at G.C.E. "0" level. Two-yearprograms, leading to the Ordinary Technician's Diploma (OTD)of the City and Guilds of London Institute, are offered in(1) building and civil engineering and (2) mechanical andelectrical engineering. Admission is based upon the WAECSchool Certificate or G.C.E. "0" levels with passes in EnglishLanguage, mathematics, and one other relevant science subject.Alternatively, graduates of the preliminary course may beadmissible.

The Kenema Technical Institute provides three-year programsleading to a certificate in (1) cabinet making, (2) block-laying and concreting (3) painting and decorating and (4)plumbing in tropical areas. Admission is after completion ofForm III. Students may sit for the Intermediate examination ofthe City and Guilds of London Institute. There is also a one-year basic course offered in (1) automotive engineering, (2)mechanical engineering and (3) electrical engineering with thesame conditions of entry. Graduates of this basic course cancontinue for the certificate in (1) automotive engineeringpractice (2) electrical installation or (3) mechanical engineeringclass practice. This is a two-year program leading to theIntermediate examination of the City and Guilds of LondonInstitute.

Teacher Training

Teacher training in Sierra Leone is provided at two levelsthrough the teacher training colleges, of which there are sevenin existence, and the Milton Margai Teachers College. The basicteacher training program, leading to the Teachers Certificateof the Ministry of Education (TC), is a three-year course of studyat Teacher Training Colleges, with the exception or the FreetownTeacheri College which conducts the same program over a four-yearperiod of time because many students are concurrently employed.Entrance is based upon G.C.E. "0" level passes in two subjectsincluding English language , or a pass on an entrance examina-tion. The Teachers Certificate provides qualifications for

primary school teaching. The seven teacher training colleges are:.

Freetown Teachers College - Freetown

Catholic Training College - Bo

Bo Teacher Training College- Bo

Union College - Bunumbu

Government Traininr; College- Magburaka

St.Augustine Training College-Makeni

Women Teachers College - Port Loko

Teachers for the lower Forms of secondary schools follow athree-year program leading to the Higher Teachers Certificate (HTC) ofthe Ministry of Education at the Milton Margai Teachers College,Goderich. Specialization is offered in education, English,history, religious knowledge, French, geography, mathematics,biology, chemistry, physics, rural science, home economics, artsand crafts, music and physical education. Admission is for thosepresenting four G.C.E. "0" level passes including English language.

Nursing and Mid-Wife Training

Nurses and mid-wives are trained at two levels. TheNational School of Nursing in Freetown, provides programs leadingto the Certificate of the Sierra Leone Nurses Board as StateRegistered Nurses (SRN). Admission is based on four "0" levelpasses including English language. The program is of three yearsduration.

The National School of Nursing and the Nixon MemorialHospital in Segbwema offer courses leading to the Certificateof the Sierra Leone Nurses Board as State Enrolled Nurses (SEN).Admission is based upon completion of Form IV and an entranceexamination in English and arithmetic, for applicants betweenthe ages of 18 - 35. The program is of two years' duration withsix months of post basic training in (1) midwifery, (2) operatingtheatre, (3) public health and/or (4) out patients department.Generally females take the six-month program in midwifery andmales take three months of each of the other three specializations.

Higher Education

There are two constituent colleges of the University ofSierra Leone - the Fourah Bay College and the Njala UniversityCollege. The two colleges consist of the following faculties:

Fourah Bay College

Faculty of ArtsFaculty of Economic &Social StudiesFaculty of Pure & AppliedSciences

Njala University College

Faculty of AgricultureFaculty of Education

I. Admission Requirements

The general entrance requirements are similar at bothinstitutions, namely, five Ordinary level passes or the WAECSchool Certificate with five credits, including the Englishlanguage, chosen from an approved list, depending upon thefaculty in which the candidate plans to be enrolled. Thesepasses must be obtained in not more then two sittings. NjalaUniversity College requires a pass in either mathematics or ascience subject in addition to the English language. Candidateswho do not present a pass in the English language but have ful-filled the other requirements may sit for a college entrancetest in English language to satisfy the requirement. Entry isalso possible, under special circumstances, if candidates failto meet the formal entry requirements but pass a special exami-nation given by the faculties of the University. In addition tothese general requirements, special faculty requirements must bemet.


Programs of study leading to the bachelor's degree areof four years'duration - the Preliminary Year, the Inter-mediate Year, the Qualifying Year and the Final Year. Bachelorof Science honors programs, available in the fields of botany,chemistry, geography, geology, mathematics, physics and zoology,at Fourah Bay College, are five -year programs. Two years ofhonors work are undertaken after the Qualifying Year.

At Njala University College, in both the Faculty ofAgriculture and the Faculty of Education, the years follow aslightly different terminology, corresponding more closely tothe American system of undergraduate education. The four yearsof the bachelor of science or bachelor of arts degree are calledFirst, Second, Third and Fourth years. No honors degree programsare provided at Njala.

Both colleges also provide for certificate and diplomacourses. The diploma in education program offered by FourahBay College is a one-year course following university graduationcorresponding to a similar program offered at Njala UniversityCollege leading to the Post Graduate Diploma in AgriculturalEducation.

A three-year diploma program in engineering is availableat Fourah Bay College for holders of the School Certificate withfour credits or the equivalent G.C.E. qualifications includingphysics and mathematics. A similar program leading to the diploma.in aquatic biology and fisheries is also available. Njala pro-vides two-year certificate programs in agriculture and homeeconomics to those who have completed Form IV and who pass apersonal interview.

III. Grading System

Njala University College issues a transcript similar tothe American one. Grades are recorded on a scale of 1-5 inalphabetical terms. According to the grading system, A isExcellent (5); B - Good (4); C - Fair (3); D - Barely Passed (2);and F - Fail (1).

Pourah Bay College follows the scale below:

A - over 69%B - 69 - 60%B - 59 - 507.C - 49 - 45%C - 44 - 40%D - 39 - 35%E - Below 35% (Grades D and E are failure)


Students receiving scholarships are expected to attendthe University of Sierra Leone if the course is available. Itis only in those instances where particular course needs cannotbe met that a government-supported student is encouraged tostudy abroad. In such instances manpower needs also have amajor consideration. Private students who wish to study abroadshould have no problem. However, such students should arrangewell in advance (a month or two) to have their funds trans-mitted by the Bank of Sierra Leone.

CHAPTER VI : PLACEMENT RECOMMENDATIONS

Freshman Level Admissions

I. Applicants who hold the West African ExaminationsCouncil (WAEC) School Certificate may be considered forfreshman level admission provided the certificate containsno less than five passes with credit. The five passes withcredit should include one in English Language and one inat least four other distinct academic subjects. Theaggregate of English Language and the best four academicsubjects should not be more than 30 (5 subjects times thegrade of 6, the lowest credit mark) and be in DivisionI and II.*

II. Applicants who hold the General Certificate ofEducation (CCE) may be considered for freshman level admissionprovided the certificate represents not less than fiveG.C.E. Ordinary, "0" Level, passes in five distinct aca-demic subjects, including English Language, obtained in oneor more examination sittings.

III. Applicants who hold the West African ExaminationsCouncil (WAEC) General Certificate of Education withpasses at Advanced, "A" Level, and Ordinary, "0" Level,in five or more distinct academic subjects may be consideredfor admission with advanced standing credit of six to twelvesemester hours for each subject presented at "A" Level. How-ever, such advanced credit should be restricted to subjectsin which the applicant has earned grades of A,B,C, or D.A grade of E or Subsidiary pass should not be considered foradvanced credit. It should be noted that science subjectsmay be graded twice; the first grade obtained in the subjectas a whole, the second representing the practical test.Applicants with E or Subsidiary pass are stronger candidatesthan those with "0" Level pass.

*The recommendations are based on the WAEC 1972 and 1973 syllabi.

Transfer Level Admissions

I. Applicants who hold the Higher National Certificate(HNC), The Higher National Diploma (HND), or AssociateMembership in any Professional Institution may be consideredfor admission with advanced standing. However, thesecredentials are offered in a variety of subject areas, someof which are not applicable to undergraduate degree programs.Any consideration for admission should therefore bedetermined upon a thorough review of the applicant'sindividual curriculum and examination papers.

II. Applicants who have successfully completed the firstor second year of a three-year undergraduate progrGm maybe considered for admission with advanced standing of not morethan thirty or sixty semester hours respectively.Universities may offer three-,four-,or five-year undergraduatedegree programs varying on the level of entry and thefield of specialization.

Graduate Level Admissions

I. Applicants who hold a First or Second ClassDegree may be considered for admission to graduate programs.

II. Applicants who hold a Third Class or Pass degreeshould not normally be considered for admission. However,in exceptional cases, non-academic aspects of theapplicant's background may merit consideration.

Special

Freshman Level Admissions (Ghana)

I. Applicants who hold the Teacher's Certificate "A"(Post-Secondary) and the Specialist Teacher's Certificatemay be considered for freshman level admission. Suchapplicants may also be considered for advanced standingbased upon validating examinations.

The Teacher's Certificate "A" with the Middle SchoolLeaving Certificate (MSLC) should not be considered foradmission.

Applicants presenting credentials issued by Ghanaianhospitals should not be considered for admission unlessthey qualify on the basis of the School Certificate or G.C.E.with five "0" levels.

Transfer Level Admissions (Ghana)

I. Applicants who have successfully completed the pre-liminary year at the University of Cape Coast may be consideredfor transfer to the sophomore year of undergraduate study withnot more than thirty semester hours of credit.

II. Applicants who have successfully completed ':he secondyear at the University of Ghana or the University of Scienceand Technology may be considered for transfer to the senioryear of undergraduate study. However, it may be difficult toobtain a statement of the applicant's standing at the end ofthe second year, since final examinations at these universitiesare normally only written at the end of the first and thirdyears of study.

Graduate Level Admissions (Ghana)

Applicants who hold the Post Graduate Certificate inEducation (PGCE) or the sequential Diploma in Advanced Studyof Education (DASE) from the University of Cape Coast may beconsidered for admission to graduate work in education or intheir field of academic specialization.

Freshman Level Admissions (Nigeria)

I. Applicants who hold the Teacher's Certificate Grade Imay be considered for freshman level admission with advancedstanding of six to twelve semester hours in each academicsubject presented at "A" level. Such applicants may also beconsidered for credit in education courses.

II. Applicants who hold the Nigeria Certificate inEducation (NCE) from all Advanced Teacher Training Collegesand Institutes of Education may be considered foradmission with advanced standing of six to twelve semesterhours in academic subjects with grades of Distinction, Credit,and Merit. Such applicants may also be considered forcredit in education courses. Applicants presenting the NCEare normally stronger candidates than those holding theTeacher's Certificate Grade I.

III. Applicants who hold the Teacher's CertificateGrade II or Grade III, or credentials from the NationalTeachers Training College, should not be considered foradmission.

IV. Applicants who hold the First Diploma in Nursingmay be considered for admission with advanced standing ofsix to twelve semester hours in academic subjects.

Transfer Level Admission (Nigeria)

Applicants who hold the Nigeria Certificate inEducation (NCE) from the University of Lagos may beconsidered for admission with advanced standing of not morethan sixty semester hours.

Graduate Level Admission (Nigeria)

Applicants who hold the Post Graduate Diploma orCertificate in Education from the Universities of Ibadan, Ife,and Nigeria, may be considered for admission to graduate workin education or in their field of academic specialization.

Freshman Level Admission (Sierra Leone)

Applicants who hold the Higher Teacher's Certificate(RTC) may be considered for freshman level admission. Suchapplicants may also be considered for credit in educationLaurses.

Technical/Vocational

Institutions offering programs of technical-vocationaltraining may wish to consider applicants for admission whohold higher level certificates or diplomas issued by theCity and Guilds of London Institute or the Royal Society ofArts. These credentials should be evaluated with extremecaution. Low level certificates should not generally beconsidered for admission ( see pp. 20-24 ).

-57-

Year of

'Schooling

21

20

19

18

lT

16

15

14

13

12

11

10 9 a 7 6 5 I. 3 2

University of

Liberia a.

%

Phil

gffin211

"SeniorNigh School

Cuttington

College

I

REPUBLIC OP LIBERIA

National Elimination

im National Elimination

a) Leading to Grade C Teaching Certificate

b) Only BWI offers a three -year progrms

e) Leading to grade A Teaching Certificate

Teacher Training

ERTI2

Vocational b

BVI

LOUT

BNUC

Timbal:al Programs *II

comprehensive

high schools

Junior High School

PRIMARY EDUCATION

School Year - March to December

Attendance is compulsory for Ages 6-16

CHAPTER VII : LIBERIA

GENERAL BACKGROUND

Liberia is a small country located on the bulge of thewest coast of Africa. Bounded by Sierra Leone, Guinea, andIvory Coast, Liberia's 43,000 square miles are inhabited byapproximately 1,500,000 people..

Historically 15 to 30 indigenous tribes, each speakingdistinct languages have inhabited Liberia. In 1820 theprivate American Colonization Society sought to establish ahaven for freed slaves from the United States. Three yearslater the first permanent settlement was established in Monrovia.The early history of Liberia is punctuated with wars between thesettlers, known for many years as the "Americo-Liberians", andthe various indigenous peoples. In 1947 the colonists declaredthe independence of Liberia, the first African republic estab-lished for "free people of color". For many years to come theelite minority of Americo-Liberians dominated the coastal areasleaving the development of the interior to the several hinter-land tribes.

Liberia has adopted a political structure parallel tothat of the United States. English was adopted as the officiallanguage and became the lingua franca among mixed groups ofindigenous peoples as well.


The educational system of Liberia is patterned on thatof the United States, as adapted to national needs, in view ofLiberia's historical relationship with the United States ofAmerica. Instruction at all levels is in English.

59-

The educational system has been under constant review andchange since the first general Education Act of 1912. Severalmodifications have been implemented at various levels, and afurther revision will be made in 1975. The present structurefollows the sequence 2-6-3-3 from the pre-school level throughthe end of secondary school. The system previously was 2-8-4.The major innovation has been the establishment of an inter-mediate level, junior high school, between primary and highersecondary school.

Liberia's educational institutions are operated andgoverned by four different types of agencies:

1) The Government - Operates 70% of all elementaryschools and 46% of secondary schools(both enrolling 67% of all fupils).

2) Religious Groups -Christian and Moslem groups operate16% of the elementary schools, 38%secondary schools.

3) Private Companies-Provide elementary and secondaryschools, if employing more than25 people.

4) Private Schools - Exist in urban centers, primarilyfor evening courses.

The Liberian school year begins in early March and lastsuntil mid-December, at all levels. The academic year is dividedinto two semesters - March to mid-July, and early August to mid-December.

Pre-Primary Education

Opportunities at the pre-school level include (1) nurseryschool programs for children of the ages 2 to 3, (2) kindergartenclasses, usually of two years'duration for children of the ages4 - 5. Preschool classes serve an important language-trainingfunction for pupils having limited Englishspeaking abilities.Remedial work is provided to those requiring proficiency priorto primary school enrollment.

Primary Education

Elementary or primary education is a six-year programfor six-year-olds. Language arts, mathematics, social studies,science, physical education and bean:it, form the basiccomponents of the curriculum. Instruction is a minimum of fivehours per day. It should be noted that the curriculum for allschools, whether private or public, is sanctioned and prescribedby the Ministry of Education.

1971 statistics indicated that there were 128,755 studentsenrolled in both the pre-school and elementary schools. Liberiaha' approximately 910 elementary schools. 252 of Liberian schoolage population is serviced by the Monrovia Consolidated SchoolSystem. Only 502 provide complete programs of study through thesixth grade level.

Promotion to secondary school is based on academic schoolwork. Previously a National Examination was administered at theend of Grade 6, but has been discontinued since 1973. To theextent that the curriculum and syllabi are controlled by theMinistry of Education, uniformity of instruction amongst primaryschools is ensured despite the absence of a National Examination.

Post Primary Technical Training

A new program of vocational and technical training hasrecently been instituted for over-age elementary school graduateswho will not continue to secondary school. This Basic CraftProgram offers a program of two years'duration in speciali-zations such as (1) metalwork (2) woodwork (3) general mechanicsand (4) home economics. It is particularly geared to rural areas.

Secondary Education

Liberia's secondary school program corresponds to theUnited States model of junior and senior secondary school. Duringjunior high school - grades 7-9, general education is provided.Students pursue a variety of educational streams in senior highschool. Since many pupils do not begin the4_r formal primaryeducation at age six, particularly in the rural areas, many over-age students may be enrolled. The intent of introducing the juniorhigh school level, in 1960, was to introduce general courses in

various fields including vocational and teacher training such thatstudents could be better oriented for senior high school programs.

Graduation from junior high school is based uponsatisfactory results on the National Examination, given at theend of grade 9 (refer to pp.64, National Examinationdescription). In the future, under a proposed curriculum revisionplan, emphasis will be on aptitude testing at this level, withachievement testing reserved for the senior high school level.Junior High School Certificate holders are eligible to enterSenior High School where they may pursue one of three differentstreams.

I. Senior High School - Academic Programs

Liberia has comprehensive high schools which offercollege preparatory academic streams in conjunction with tech-nical programs. Presently a general curriculum for the lastthree years of high school prevails, governed by entrancerequirements of the University of Liberia. All students followa core curriculum regardless of ability or interests. By 1975three fields of concentration, within the academic stream, willbe created. After the first year of senior high school, studentswill specialize in (1) science and mathematics, (2) socialstudies, or (3) liberal studies.

The major objective of the intended curriculum revisionis to modify course requirements according to the field of studywhich students hope to pursue at the post-secondary level. Therewill he also an increase in the number of units required forgraduation. Presently the core curriculum consists of a minimumof 90 secondary school units distributed over a three-yearperiod. The unit stands for a credit received for any subjecttaken for a minimum of 45 minutes a day, once a week, for a schoolyear of 36 weeks. The present curriculum is the following:

Mathematics 15 unitsEnglish & Literature i5 unitsScience 15 unitsSocial Studies 15 unitsFrench 12 unitsPhysical Education 6 unitsElectives 12 units

The National Examination is administered to all studentswho successfully complete coursework at senior high school. (Seepp.64, National Examination for discussion.)

The grading system utilized at senior high schools andcomprehensive high schools is: A - 90-100 (Excellent); B - 80-90(Good) and C 70-80 (Pass).

It is suggested that due to (a) variance in the qualityof teachers, (b) differences in grading practices, (c) facilitiesand resources affecting a school's ability to offer curriculanecessary for secondary training, and (d) performance, on aschool basis, on the national examination, candidates fromvarious secondary schools may have widely differing qualificationsfor university entry.

IT. Senior High School - Vocational and Technical Programs

Vocational and technical training is available throughtwo channels: (a) the comprehensive high schools offeringvocational/technical streams and (b) technical or vocationaltraining institutes.

A) c5221217eltneiy1111251ftlal

The vocational/technical stream of the senior high school(comprehensive high school) consists of 50% academic work -college preparatory, and 50% technical training and practicalwork. These students will, upon completion of grade 12, meetbasic university entrance requirements but have, in addition,semi-skilled vocational training useful for either employment orenrollment in the technical and scientific faculties of theUniversity of Liberia. Upon completion of Grade 12, pupils sitfor the National Examination.

Under the revised plan students in the technical/vocationalstream will be able to concentrate, during grade 11 and 12, in

of the following areas: (a) agriculture, (b) building trades,k. pre-engineering, (d) business education, (e) home economics.The same number of credit units as those in the academic streamswill have to be met. Nevertheless, the new plan,providing fora concentration sequencelwill allow greater specialization.

B) Vocational/Technical Institutes

Three vocational schools exist for holders of the JuniorHigh School Certificate. The Booker Washington Institute (BWI)offers 11 fields of vocational training. The Liberian SwedishVocational Training Center (LSVT) at Yekepa, Nimbs County,provides for five specializations with the possibility of on-the-job training with the LAMCO Mining Company. The Bong MineVULdtional Center at the Bong Mine in Montserrado County givesin-service practical training to employees.

Only the Booker Washington Institute (BWI) offers fullsecondary program through grade 12. Entry is based upon theJunior High School Certificate, aptitude testing and academicperformance during junior high school.

The curriculum at all three institutions is 75% practicaltraining, and 25% theoretical. Graduates are expected to enterthe labor market as skilled craftsmen.

Ill. Teacher Training Programs

Teacher training programs are available at two institu-tions, fa) the Kakata Rural Teacher Training Institute (KRTTI),located at Kakata, Montserrado County and (b) the Zorzor TeacherTraining Institute (ZRTTI), at Zorzor, Lofa County.

The curriculum consists of 60% basic education invarious academic subjects and 40% coursework representing pro-fessional training. -Programs are of three years' duration aftercompletion of junior high school. Entry does not require successon the National Examination given at grade 9. In- service and pre-service training is also available for students enrolled insenior high school. Graduates of the teacher training programreceive the Grade C Teaching Certificate and are qualified toteach at primary level. The main subjects studied are Englishand literature, mathematics, science, social studies, and semi-professional fields - education, agriculture, health and physicaleducation, home economics, adult literacy, and arts and crafts.This program will eventually be upgraded to a post-secondarytwo-year program.

Graduates of these teacher training institutes areusually required to teach for the Government for a minimumperiod of three years before being eligible to apply for universitystudies. If admitted to the University of Liberia, thesecandidates are normally required to do remedial work to make upcertain deficiencies, depending upon the faculty entered.

The National Examination

The National Examination was instituted by the Ministryof Education in 1961 to provide a national and uniform means ofcomparing secondary school graduates and to test students invarious subject areas. Since its establishment, the National

Ekamination has been given at three levels - grade 6, grade 9,and grade 12. Currently the examination is given only aftergri.de 9 and grade 12. The National Examination is required ofall students completing the prescribed coursework at a formal in-stitution. These examinations lead to the Junior or Seniorhigh School Certificates. The tests at both levels cover fourbasic subjects: (a) mathematics, (b) science, (c) socialstudies and (d) language arts.

T. Junior High School National Examination

Within the four subject areas mentioned above, the morespecific tests consist of the following:

General Mathematics

Languaje Arts

Social Studies

General Science

arithmetic, geometry,algebra, vocabulary anddefinition

sentence and word meaning,grammar, reading and composition

Liberian geography and history,African history and geography,World geography and history

measurement in science, innerpressure, concepts on laws offluids, climate and weather,concepts of heat, light andsound, electricity and magnets,nature and uses of chemicals;activities of living things.

A Junior High School Certificate is awarded on the com-bined coursework/examination results. Academic courseworkcounts 75% (minimum pass of 70% in each course) and examinationresults are weighted 25%. Students are expected to obtain acombined average of 65%. Students having failed one academicsulect, but passing the National Examination, are allowed tocontinue to the next class. However, if 70% in two majoracademic subjects has not been maintained, deficienciesmust be made up by enrollment during vacation periods, inintensive remedial work. Alternatively, an additional semesterof work may be required.

II. Senior High School National Examination

As for the Crade 9 National Examination, the nationalexamination at Senior High School level counts for 25%, andacademic coursework for 75%, in the final determination ofeligibility for the Senior High School Certificate. Anaverage of 65% minimum is required, on combined coursework/examination results. Requirements regarding coursework arehowever more rigid at this level. A student must make updeficiencies for any academic subjects failed, either throughsummer accelerated courses, or by continuing for an additionalsemester prior to graduating.

Testing includes the following compulsory subjects:

Mathematics

Sciences

Social Studies

Language Arts

Arithmetic, algebra, planegeometry, trigonometry

Biology (Chemistry and Physicsare optional subjects)

Geography, world history, economics

Sentence and word meaning,grammar, spelling, reading,literature

French Idiomatic expressions, grammar.

In the future certain changes will be instituted toconform to the curriculum revision plan. The National Exami-nation at junior high school level will primarily be aptitudetesting to channel students into appropriate fields. At thesenior high school level, additional subject examinations willbe developed in accordance with new subjects offered. Studentswill be required to take those subjects appropriate to thecore courses in their fields, and those related to subjectsstudied under what will be called the Concentration Requirements.


Post-secondary education in Liberia is offered by twoinstitutions: (1) The University of Liberia and (2) CuttingtonCollege. A third institution, Maryland College of Our Ladyof Fatima was a four-year institution offering the B.S. inEducation until phased out in 1971.

T. University Entrance Requirements

Applicants to the University of Liberia and CuttingtonCollege must possess the Senior High School Certificate, andpresent a minimum of 16 units in the following fields:

English - 4 Science - 3Mathematics - 3 Social Studies - 2Foreign Language - 2 Elective - 2

and pass an admissions and placement examination administeredby each institution, in February,as an entrance examination.

The Admissions and Placement Test at the Universityof Liberia consists of testing in English and mathematics.The University of Liberia insists on 70% minimum on the Englishpart and 58% minimum in mathematics. If the applicant fallsbelow these scores in one category but passes in the otherhe might, under special circumstances, be admitted with therequirement of meeting deficiencies by remedial work. The maxi-mum points obtainable are 200, each subject being graded on ascale of 100. As an example of the selectivity of thisexamination, of 961 sitting for the examination in 1970:

125 candidates passed, with minimum scores in both subjects125 candidates passed in one but fell below the minimum

score in the second subject150 candidates failed both subjects but maintained a

minimum combined score of 100.*

The University of Liberia and Cuttington College recog-nize the WAEC examinations. Holders of these credentials mustpresent the following to gain entry:

A) G.C.E. Ordinary Level

five to seven passes are required at "0" Level inrelevant fields. This is considered equivalent toqualifications offered by Liberian high schoolgraduates. However, all subject passes must bewith grades of 1-4.

*Presentation by Dr. Hoff to the African Credentials Workshop

As nationals, candidates offering these quali-fications must take the Admissions and PlacementExamination.

B) G.C.E. Advanced Level

Holders of passes in two or more subjects areexempted from the Admissions and PlacementExamination, provided the grades are A-D. "A"level passes with these grades are considered theequivalent of college level coursework for whichthe candidate may receive advanced standing up tothe sophomore level. Nevertheless, considerationof advanced standing is also based on the distri-bution of subjects offered. Subject examinationsin Bible, vernacular and/or Oral English are notconsidered for advanced standing credit.

II. University Structure and Faculties

A) University of Liberia

The University of Liberia offers four-year degreeprograms through the following Colleges:

1) The College of Liberal and Fine Arts, main-taining a Science Division

2) The College of Business and Public Administration

3) Teachers College

4) The College of Agriculture and Forestry.

In addition, the University offers a law degree -L.L.B., which is a three-year program for those completing twoyears of general college training, and who perform satis-factorily on a law aptitude test. The University of Liberiaalso operates a medical school, since 1970, the A.M. DogliottiMedical College, graduating the first class in 1973.Medical applicants must, in addition to the general admissionsrequirements of the University, as outlined above, (a) havecompleted three years of successful work at college level inthe natural sciences and (b) pass an aptitude test. Themedical program is four years after the initial three years ofgeneral undergraduate work. Medical training is provided atthe John F. Kennedy Hospital.

The basic curriculum in these faculties is similarto that offered by American undergraduate institutions. Thephilosophy is for students to do a general program during thefirst two years, and to pursue specialization in the final twoyears.

B) Cuttington College

This was once known as Cuttington College and DivinitySchool, but the Divinity School was closed in 1944. As theUniversity of Liberia, four-year undergraduate degree programsare offered in the following Divisions:

1) Education2) Humanities3) Sciences4) Social Sciences5) Nursing.

III. Grading System

The University of Liberia has a grading system basedon a scale of 0 - 4; Cuttington College follows a scale of-1 - 3:

University of Liberia Cuttington College

A - 4 A - 3

B - 3 B - 2

C - 2 C - I

D - 1 D - 0

F - 0 F - -1

Teacher Training Programs

As noted earlier the University of Liberia offers afour-year degree program leading to the B.Sc. in Educationthrough the William V.S. Tubman Teachers College.

A two-year certificate course is offered at the Uni-versity of Liberia for university graduates, leading to theGrade A Teaching Certificate, the highest level of teacher

certification presently offered in Liberia. The curriculumprovides educational psychology, history of education, prin-ciples of education, school adminigyration, methods of teachingin a major subject, and supervised teaching.

In-service teacher training is also given by theUniversity of Liberia for students having completed two yearsof college work. The program offers principles of education,history of education, philosophy of education, special methods,and supervised teaching. Completion of the course leads tothe Grade B Teaching Certificate.

Paramedical Programs

The Tubman National Institute of Medical Arts, (TNIMA),affiliated with the University of Liberia, offers a three -yearcertificate program in professional nursing and environmentalhealth. Graduates of the nursing program are required topass a Liberian State Board Examination before becoming registerednurses. A three-year nursing program is also organized bythe Firestone Plantation Hospital at Barbel. A bachelor'sdegree program in Nursing is offered at Cuttington College.

CHAPTER VIII : LIBERIA

PLACEMENT RECOMMENDATIONS

Inasmuch as the educational system of Liberia issimilar to that of the United States, it is recommendedthat the credentials be evaluated in the same manner.


I. Graduates of academic or comprehensive high schoolsranking in the top fourth of their class may be consideredfor freshman admission.

II. Graduates of teacher training high schools withsuperior grades, and ranking in , or near , the top tenthof their class, may be considered for freshman admission.Such students may have certain deficiencies in areas otherthan education.

III. Applicants should present the following documentswith their application:

A) High school transcript with rank in class indi-cated; whete rank in class is not indicated, thisshould be requested of the high school principal.

B) Copy of the Senior High School Certificate issuedby the Ministry of Education.

C) Scores on the Twelfth Grade Liberian NationalExamination. These scores may be requested byan educational institution only from the Directorof Evaluation and Guidance Services, Ministryof Education. These scores are generally notrecorded on the high school transcript but, ifso recorded, may be acceptable in such form.Applicants who are unable to present thesescores should not be disqualified fromconsideration.

- 71 -


I. Undergraduate students at the University of Liberia,and Cuttington College, ranking in the top fourth oftheir class may be considered for admission as transferstudents. Advanced credit for courses completed withgrades of "C" or better at these institutions may beawarded after a personal interview and/or validatingexaminations.

II. Nurses who have completed the three-year post-secondary nursing course, and passed the State BoardExamination, may be considered for transfer to anundergraduate degree program in nursing. It isrecommended that credit be awarded only after apersonal interview, and validating examinations.

III. Holders of the two-year post-secondary Grade BTeaching Certificate may be considered for transfer toan undergraduate degree program in Education. It isrecommended that credit be awarded only after apersonal interview and/or validating examinations.


I. Graduates of the University of Liberia, andCuttington College, who rank in the top fourth oftheir class may be considered for graduate admission.

II. Applicants should present a complete transcriptof undergraduate work. When rank in class is notindicated, it may be obtained upon request fromthe Registrar of the institution.

Technical, Vocational, and Commercial Admissions

I. Graduates of vocational, technical, andcommercial high schools ranking in the top half of theirclass may be considered for admission to a technical,vocational, or commercial program of studies whereacademic achievement in non-technical subjects has teendemonstrated by reference to the transcript.

BIBLIOGRAPHY

Agbenyega, C.O. "Curriculum Goals and Examinations".(A Strategy for Curriculum Change.) Accra: West AfricanExaminations Council, 1973.

Commonwealth Universities Handbook, 1972. Edinburgh: R. andR. Clark Ltd., 1972

Education Directory 1972. Republic of Si -ra Leone, Ministryof Development. Freetown: April 1973.

Fafunwa, A. Babe. A History of Nigerian Higher Education.Lagos: Macmillan (Nigeria) Ltd., 1971.

Federal Ministry of Education. Statistics of Education inNigeria, 1969. Lagos: Federal Ministry of Information, 1970.

General Regulations and Examination Timetable, 1972-1973. Cityand Guilds. London: Upton Printing, 1972.

Ghana Ministry of Education Report - 1968-1971. Accra: Publish-ing Corporation (Printing Division).

High Level and Skilled Manpower Survey in Ghana - 1968 and Assess-ment of Manpower Situation 1970. Accra: Ghana PublishingCorporation (Printing Division), 1971.

Ministry of Education. 1972 Report on the National Examination.Monrovia: February 1973.

Ministry of Education. The Liberian Curriculum Revision Program,Guidelines for the Development of Syllabi, Teacher's Guidesand other Instructional Materials. Monrovia: August 1972.

Ministry of Education. Highlights on Liberia and Its EducationalSystem. Monrovia: December 1972.

Nigerian Education Research Council. A Philosophy for NigerianEducation. Lagos: Heinemanns Educational Books, 1972.

Priestley, Barbara. British Qualifications, 3rd Edition, London:Kogan Page, 1972.

Report of the Ministry of Education for the Year 1971. SierraLeone Government. Freetown: Government Printing Depart-ment, 1972.

Sasnett and Sepmeyer. Educational Systems of Africa. Berkeley:University of California Press, 1966.

School Certificate and General Certificate of Education (0 andA Levels) Re ulations and S llabuses for the Examinations 1972.

Oxford: University Press for the West African ExaminationsCouncil.

- 73 -

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.ilk'rition +.r riicur relder% thic ceflificte 4aIuckcs

-75-

*,t ,Irk

t SO, it .4.2Olo444.:10. ,

West African Examinations Cin collaboration with

University of Cambridge Local Examina

Higher School CDECEMBER 1972

jt to to Certifp that:having been in attendance at the fo owing reco

11111011111Mal11111111110

9

sat the Joint Examination fo the Higherand General Certificate of cation,award of a Higher School ertificate incCertificate of Education. The candidatshown (Principal or S sidiary) theand attained the srii >> d of the rLevel pass as indicate

suarEcT

ECONOMICSSUBJECTS RECOR ONE

d a theced dinary

PRI CIP

s

r I 4dInabi.

VANCE I VP

,

CANDIDA 00100504

CE' CATE a.HA575775

Registrar to the Council

-76-

CD

VietuChtuttvlby 41..

; )If i t.

IIIR/3/HSVOCE/ kr141,-.

Director or idedssione,

BEST COPY UNABLE

. v_ 0 0.';'0.i2Eiliallal:0111.1±V1911111T,

or,115DILIA.11.1::

Morgan State College,

Baltimore, Serylatet, 21212,

/16, 612.444n64100r7 1973

77U2

NOTE: This tateme of Re

to the_person Ap respect

lirfmaartm,

raciacE Ervi;1;4141) Rest ltg 1971

I have been direct.d orto furnish you with

the det...ilc his/ kok rerforiance at the 19 n Hitter SchoolCortificatrfOn Examination.

:ur rce:,rds nhoa that sat for thesaid examination at Dennis nem, Gess, Scjige;. Wok in November/December, 1 9 Tt and hisitiOr examination number weeDetnils of hifieati results are A3 Collowsl-

S U AT E cy GRADE PFSATphysice Principa Pass

Shocistry - 2d9Attaaeaa--Botany 0 Subsidiary Pass

Zoology A Principal Pass

General Paper 6 Subsidiary Pass

OVERALL RESULT:- II' S

INTER' ETAtTION OF MULTI

GRADES:- Grades gi,D,C,D and E are Principal level piss grades in

ars cmding order of merit. C lon-tea "2 OS at the subsidiarylevel. F is a failure :rade. el.sili.my subje,An and

ricmr.01, paper, zric:1 C mbnieliry 1,1vol pansrr-al,:s in descending orl,v ol* 1.0vic; *-los 1,8 ani 9 ro failure.7.1dre

As wo have no mens or ohockiNft abother or not the applicant

lc no person who sat fop tr erm.inaticn, you will have toevitinfy yourself that hehabgeand of our

records are one and the same person.

You are to ensure that this statement of result is not

directly or indirectly communicated to the candidate.Yours faithAlly,

5.

utiM134SUES do RECORDS OFFICER

CAOATO /Fs

Ag. Efor SENIOR DEPUTY RWIISTRAR

-'0..1111 1,,

- 7-

INSTITUTE OF EDUCATIONFACULTY OF EDUCATION

UNIVERSITY OF NIGERIA, NSUKKA

NIGERIA CERTIFICATEIN EDUCATION

This is to certify that

of the Advanced Teacher Training College, Owerri fulfilled

the requirements for the Nigeria Certificate in Education

in a4074,401 1966 and reached thestandards indicated below in the following subjects:

Education

Theory

Practice RON

C144,Tymo esst

Principal. .T C.. Owasso Chief InspectorMinistry of Educatioo. &imp

atingle of scaleMsDote/ tia /0,

- 7 8 -

Aloluiselloadiu6041u6,14#44.1"1411Juigautf,lubtlub",1416.10444.414

AWILaPirrlinfireinPiril'iriP4nT4ireirilreireirdieinPintiritirrilmeingruldfeir444A

v7"

4.1Ram11144114444011114,1441404.44"44,m44.414444t4p4,44,1144firviiintivelrfirfintrinlaivieirilneineineintiviNiriProvPinPlorirek

PPVOLIC OP GOON&

MINISTRY OF EDUCATION

to tertifp that

REGISTERED No.

has satisfactorily completed a course of yarning as a TEACHER inaccordance with Rules made under the Education Act, 1961, and on therecommendation of the National Teacher Training Council is awarded a

Tumbrels certificate "2"

Principal

19

tAtilLChairman

A'ational Teacher Training Council

4.4

Chief &location Officer

88

crew Ir. $83.ST1

-79-

Zatil-Jil.211121

gEMBEWMaintbr Deference: ~as)

Your 'braveness some at arAtir3IN Owes)

alletZALMASEELEVE92

Dates 17. 11. 73.

lbe following particulars are submitted in respeot of the person named

therein who pursue dAtogmonms a cameo of study at this institution: -

(a) Salaam and College 411i30.1.01% No.:

(b) Period of Larolments From 9,109%.1141 to JUN 1174

(A) Wham et Mom (Ommool)(e) Ccura4s) Study pursued: (3) Isoltolor of Odom ieltb Immo Cloolotay

(d) Details of Academic Nord:

(2)

Mal Malasigiodo CloodotayOsolotiy

Maui (Orpoto Cisdutlq

(221Iotoo1 Chostotty

plool Omni° Clostoloymaim %oda Aver (Chostotay)

lbodotay

?Moot

8.212.Seatagd

-112811.

Ode 009 alms MO

oilanW.n,1

-71 rTIWT.T. r

0407/0 ars, 1971 1.14 PAM

boastorroa to Immo Sawa of &nista, to Ostober 1971

Ost.,1971 aloo, 1972

Ost..1972 Moo 1973

Mann Ofribiforma toMAI el r.0

(e) Degree(s)/ttploma(0) for which qualified: 3680.(lems) Chmsdatry

(1) Designatiqq, Clean and /or Division .,2§11.UsAWAV. II(iii Date qualirivi for award .....1110..tywa Ciii) Date of conferment

or degree(s)01WWILM.(iv) Awarding Do 1y mom torsol)

Continued on additional Ghetto where necessary.

oo(1) Oradea obtained in individual subj,cts ere normally communicated to Vniver.sitytend similar) institutions only.

(it) the grading system used is as follows:

A over 6994 gO between 69% and 6004 11 between 59f0and 50*

e s between 49) and 45/4 C between 44$Landi"D between 3901and 3506

below 35%.Geodes D and 3 represent failure).

- 8 0 -

ASSIStS0 Degfntrar.

hiephair Aaci ,3111rriegoorACIANoIN trose of repi1

MM* VINt

Us no No 68/30/32

Vow NO N.

UNIVERSITY OF GHANA

TRANSCRIPT OF ACADEMIC RZCnRD

RIKASTRAR S UFFICLSP.O. Box 25

LEGON

I hereby certify that the above -named person has been a student at tideUniversity tram Molitor 1968 to the prosont.

After satisfying the memory requirements sod passing the appropriateexaminations. the student was awarded the Bath Ogres in AgriculturalEngineering with Second Class Honours (Vapor Division) in Jun* 1972.

Mr. Owirodu has since Ootobor 1972 registered to pursue the onoverM.So. course in Avioultural Intinooring.

Subaeoto Studied

Ootobor 1968to Juno 1969 Physiee with Praotioalo

Chemistry with PraoticalsZoology with ProctiostoBota*y with Praotieals

Ilsoults_ofoi`i !mod aga&Magi

A Mire* UniversityBe lasminattos an2 Agrioulturo. 19690 Passed.

The student also pasted 'gemination* in African Studios sad toIntroduotory Mathesatioe to fulfil requirement" for this mums.

Ootobsr 1969 Agrioultural Engineering Ato Juno 1970 agrioultural loosoaloa Ds

Orop Soienos (Two Theory Papers and &So. (ftmouro)Two &mistrals) Do Agriaulturo Part I

Animal Soienos (Two Theory Paper. Ihrasimations 1970 -and a Practical) B. Pawed.

Soil louses (Thom and Practical) leBioohssistry and ;Written 2Introductory Microbiology &mottos 2

Oetober 1970 agrsooltural Aegiasering Ato Juno 1971 Crop Solon., (Two Theory Papers and 11.11o. ("amours)

Two Practioalo) Be Agrioulturo Pert ITSoul Seism' (Two Theory Papers and Ossainattoat 1971 -

a Practical) Do Pease&Introductory Statistic's andAgricultural llitiwielen Netiode Be

/Dicier 1971 Agriculture" ingineerteg 1 A 8.So. (loorior)

to Joao 1972 Agricultural MOgisoorim" II A Agriculturo Part IIIagrioultural faiginooring III A Sgsaimatioall 1972Agricultural Imginooriag IV 0 Palma is the SeoondFrostiest I le Mato (Upper Division,Practical II (Propot work) B.

lass 1. &Intimation grodOs are ocasunioated only to University Isstitutiono.

ansobe 70 and above Orodo-11---- 30 39" De w 60 - 69 " SolOw 30" 8 50 - 59" C 40 - 49

2. The Bastoler's Degree is normally classified into Pirst Olassi

Second Oleos (Upper Division); Semond CI (Lever Division);and Third Class er Pats.

Dates January 10, 1973.(ea.

?enter Aielli

-81-

l'i3Trer (Aesierie)

Cor.fiLIQnti 1 Cory (..f t`..0

Ce.r..:,; f Ztutly 1 Ze. :;XC

. f J-Pi..1:FI;;11 1968 Datu r i L.. vine JUit; 1970

..--1964/69

J k;714.. 1 %

196(17.)

Pah: 1 ':70

1

T STt P.i01 CP

mamamim.W.+.11.M.m..W..+.mamm mmmmm .1

pSc Pert II Passed

of 11clue::tit-,r. niutory ofNieoriln

C.'; Curriculu Bev.

i`unctionn of P1 .ntlarc.r.logs ;1. Pl nt lritc;tatioriLLOGY

PhyniologyPhysic :1 Tr ining 2.1uc-tionC r. tivc ..n of

:"..mbritolo,7 astologyPr- ctic:A.

:Ir.. :rt III

..nd ronauxutiontJ%un- -rch in nduc%tion.A..tc-tion%!

Lye- 1,-,ev; '1unvtic., ft' Zinllut3.)r.;!'irrinetr,41- a o

Si

D

D

C

8+

8+

Pnesod

o 45. aro .111 =ma Im ONO

..ts ;Mei

1; _3:; . f 14:.ara_CA;01.:, :.w-rd Jam ASV_

IN74111FR..L.TIqj 01_ GR4.47

es Over 70.

8. = 69 - 60,

13 59 - 50C = 41, 45.

D 44 - 4(.',

3' - 55

10 , 1.41,..w 55.

/144e!-.

82

r

WEST AND CENTRAL AFRICA:Francophone


The following description of the current franco-phone educational system applies to most French-speakingcountries of West and Central Africa, with the majorexception of Guinee and Mali. Furthermore, countriespreviously under Belgian colonial rule, such as Zaire,deviate from this general model.

Primary Education

Primary education in most francophone countriesconsists of six years for students enrolling between theages of five or six. Grade I of Primary school is calledClasse de Douzieme. Primary school classes would thus be12-7. The curriculum places great emphasis, during thefirst two years, on the French language, as it is a foreignlanguage to pupils at this level. Other major subjectsinclude reading, writing, arithmetic, history and geography.After completion of primary school, students sit for aPrimary School Leaving examination leading to the Certificatd'Etudes Primaires Elementaires (CEPE). Although thiscertificate is useful professionally to the 70% who enterthe labor force, and educationally for all, it does notguarantee secondary school admission. Entrance examinationsare given to assign secondary school places.

Mali and Guinie are variants of this general model.In Guinee the six-year primary cycle has been maintained,with modifications made at other levels. However, in botheducational systems grades go in ascending order, startingwith Class I at the primary school level. In Mali the firstcycle is of nine years' duration known as Enseignement Fonda-mental, Classes 1-9. Th's cycle is sub-divided into two cycles:

(a) six years of primary studies and (b) three additionalyears prior to entry to senior high school. The structure,thus, is not totally different from the francophone model,the difference being that the first nine years form anintegral cycle. In both Guinee and Mali the curriculumat this level emphasizes the teaching of skills in the Frenchlanguage, history and geography, natural and physical sciences,with practical courses such as manual arts and agriculture.In Mali, the first school leaving examination, given at .heend of the ninth year, leads to the Dipltime d'Etudes Fonda-mentales (D.E.F.). This serves as a selective screen forsecondary school entry and as a means of orienting studentsinto appropriate streams.

Secondary Education

Secondary education consists of two cycles of sevenyears. The first cycle, or Premier Cycle, is of four yearsleading to the Brevet d'Etudes du Premier Cycle de l'Ensei-gnement Secondaire (BEPC). The second cycle, Deuxiame Cycle,or higher secondary school, is three years in duration, leadingto the Baccalaureat.

I. Premier Cycle

Entry to the first cycle of secondary school is basedon the CEPE and success on a secondary school entrance examina-tion. Rarely do more than 15% of those completing primaryschool enter the academic secondary streams. Lower secondaryeducation is offered by three different types of institutions:(a) the Collqes d'Enseignement General (CEC); (b) theColleges d'Enseignement Secondaire (CES); and (c) the Lycees.The CEG and CES usually provide first cycle training only,the Lycees offering both cycles. The curriculum containsgeneral education subjects and offers introductory technicalcourses.

At the end of the four years, classe de 3e, studentssit for an examination leading to the BEPC. The examinationis primarily written, covering areas such as French, Greek,history, geography, and general sciences. Students usually

take four written tests, with geography and history sometimesbeing given on an oral basis. The BEPC is required forcontinuation to higher secondary school, and ror many of thetechnical and teacher training programs. StaListics indicatethat in 1968, 802 of students in Upper Volta passed the BEPCexamination while only 2C2 in Togo, and 40% in Ivory Coasthad successful results.

Guinee also has a first secondary school cycle similarto the one outlined above. The major difference is that theclasses are designated 7, 8 and 9, and the cycle is one yearshorter than in other Francophone countries.

II. Deuxiame Cycle

Senior secondary school is comprised of Classes de 2e,premiere, and terminals, corresponding to American grades 11,12 and 13. It is during this cycle that students enter oneof six to seven streams based upon their BEPC results. Theareas of concentration offered during the last three years ofsecondary school include the following:

Serie ASerie B

Serie CSerie DSerie E

Philosophy and LiteratureEconomics and Social SciencesMathematics and Physical SciencesNatural SciencesApplied Sciences (Mathematics and

Industrial Technology)

These programs are pursued at the Lycees , and leadto the Baccalaurgat in the appropriate stream. The LyceesTechniques generally offer similar academic programs but havetechnical specializations leading to the BaccalaureatTechnique. Two. supplementary streams are generally offered:Serie F for technical studies in such fields as mechanical,ilWEITIcal, and construction engineering; Serie G forcommercial fields such as administration, commerce and manage-ment.

The curriculum varies in each area of concentration,and is based upon the Baccalaureat syllabi and manuals.These manuals generally come from France and are largelybased upon the French model. There is a core curriculumof certain subjects for all sections which is given inTable I. The optional and secondary subjects have not beenlisted but can be obtained in the publication Deuxiime Cyclede l'Enseignement du Second De_gre, Horaires, Programmes,Admission dans les Classes, published by Vuibert at thefollowing address: 63, Bld. Saint-Germain, 63, Paris Ve.This will give the complete syllabus for each section.Alternatively, Ministries of Education can provide thesesyllabi.

In Guinie, the upper secondary forms are known as thetroisieme cycle, and consist of three years, classe de 10e,Ile and 12e. The Baccalaureat is thus administered at theend of twelve years of education as opposed to thirteen inother francophone countries.

In Mali, senior secondary school also consists ofthree years, classes 10, 11 and 12. Entry is based upJnresults on the D.E.F. examination. Students are streamedat this level into academic, technical, agricultural, orteacher training programs. The curriculum in Malian secondaryschools, and the Baccalaureat diverge from the FrancophoneAfrican model. The Baccalaurgat, Malian option, is givenin two parts at the end of the 11th and 12th year. Furtherdetails about the curriculum and the composition of theMalian Baccalaureat are provided in Chapter III of thissection.

Examinations System

Academic performance, and promotion from one classto the next, is done through formal examinations at theend of each semester or trimester. Laboratory work in thescience area is also weighted in the overall general examina-tion results, where applicable.

cc0

TABLE I 1

Weekly Schedule -

DISCIPLINES

Classe de Seconde

Serie: A C T

FrenchHistory, Geography, CivicsModern Language IMathPhysical SciencePhysical Education

5h 5h 4h4h 4h 2h3h 3h 3h3h 5h 5h3h 4h 4h5h 5h 5h

Weekly Schedule - Classe de Premiere

DISCIPLINES Serie: A B C D E

French 5h 4h 4h 4h 4hHistory, Geography, Civics 4h 4h 4h 4h 2hModern Language I. 3h 3h 3h 3h 3hMath 2h 4h 6h 5h 6hPhysical Sciences 2h 2h 5h 4h 4hNatural Sciences 2h 2h -- 3h --Economics 4M. 4M. 4h -- 11.1. 1110

Construction/Building 4WD 4M. MS mb -- 8hPractical Work dm OMB M. Ws 4M. MS -- 4hPhysical Education 5h 5h 5h 5h 5h

Weekly Schedule - Classe Terminale

D EDISCIPLINES Serie: A B C

PhilosophyHistory, Geography, CivicsModern Language IMathPhysical SciencesNatural SciencesEconomicsConstruction/BuildingPractical WorkPhysical Education

8h4h3h2h

4M. 4M.

.1Ib w.

allo

mo 41.

5h

5h4h3h5h----4h

4M.

Me ebb

5h

3h3h2h9h5h2h--

0.

5h

3h3h2h6h4h4hNED

----5h

3h--2h8h5h--

.119.

7h4h5h

IDeuxiime Cycle de l'Enseignement du Second Degre,Imprimerie Durand, France (1972), pp. 6, 8 & 10.

- 87 -

At the end of Classe de 2e (or grade 11), writtenexaminations are given in four subjects with two supple-mentary oral examinations. The subject examinations varyaccording to the academic stream, or Serie. Stream A pupilswill be tested primarily in languages and philosophy; StreamC and D students will be examined in mathematics and physicalsciences; Stream E will take examinations in mathematics,physical sciences and technical drawing. The oral exami-nations for all sections cover general geography and history.The formal examinations given after Classe de premiere aresimilar but usually include five academic subject examinations.All students are tested in the French language, in anothermodern language of their choice, and in history and geography.The examination results, and academic performance, assessedon a semester or trimester basis, are provided in the LivretScolaire. The Livret also gives the student's class rank ona subject basis, and his teacher's comments. While theseLivrets are considered to be the property of the Headmasterof the Secondary School, and are never released to the studenthimself, they may be obtained by universities and educationalinstitutions upon request.

The grading system utilized for both school work andformal examinations is based on a scale of 0 - 20, 20 beingthe maximum. A grade of 8 is considered a minimum pass, andstudents must maintain an average of 10 in all subjects onthe formal examinations. Coefficients are assigned tosubjects on the examinations to indicate the relative impor-tance of the subject in the overall scoring. The followingwould be an approximation of the equivalencies to the Americangrading system, applicable to both subject performance duringthe school year and to the examinations:

14 and above A12 and 1310 and 11 C.

8 and 9Below 8

Although these suggestions may be helpful in assessing astudent's performance, a careful subject -by- subjectevaluation of the Livret Scolaire should be made to determinerank in class by subject. It should also be noted thatgrading in the francophone countries is extremely severe.

Baccalaureat

The Baccalauraat is given at the end of classeterminale (13th year), with the exception of Guinee andMali. Sometimes an examen probatoire, similar to theformer Baccalaur6at Part I, is given at the end of classede premiere, but this is being discontinued in manycountries. The Baccalaurgat is now developed and adminis-tered by testing services in each country, usually throughthe local university. Nevertheless these examinationsclosely follow the French, and have equivalence.

The examination is given in a group of four to fivesubjects varying according to the academic stream in whichthe student has been enrolled during senior secondary school.It consists of both compulsory written and oral examinations.The followingFrench syllabus for the Baccalaureat is followedclosely in francophone Africa - the figures in brackets, orcoefficients, indicating the weighting of each subject inthe overall score:

TABLE II2

SCrie A Philosojhy- Letters

First Group Written: French (4); philosophy (4); Latinor Greek (3)

Oral: History and geography (3); modernlanguage (2)

Second Group Oral Latin or Greek (2) (depending onfirst group choice); mathematics(2); two other subjects.

S6rie B Economics and Social Sciences

First Group Written: Mathematics (3); economic and socialsciences (4) ; French orphilosophy (3)

Oral: French or philosophy (2); firstmodern language or Latin (2)

-89-

2 International Fquivalences in Access to Higher Education,W.D. Halls, UNESCO Publication, 1970, pp. 54-56.

Serie B Economics and Social Sciences

Second Group Oral: History and geography (3); secondmodern language or Latin (2); twoother subjects.

Serie C Mathematics and Physical Sciences

First Group Written: Mathematics (5); physical sciences(5); French or philosophy (2);

Oral French or philosophy (2); modernlanguage (2).

Second Group Oral History and geography (2); biologicalsciences (2); two other subjects.

Serie D Mathematics and Biological Sciences

First Group Written: Mathematics (3); physical sciences(3); French or philosophy (3);biological sciences with practicalexamination (3).

Oral French of philosophy; modern language (2)

Second Group Oral History and geography (3); two othersubjects.

Serie E Mathematics and Technology

First Group Written: Mathematics (5); physical sciences (2);French or philosophy (2); mechanicalconstruction (4).

Oral andPractical: Practical technology (3); modern

language (2).

Second Group Oral French or philosophy (2); two othersubjects.

Detailed syllabi for each francophone African countrycan be obtained from the Ministry of Education, Directeur del'Enseignement Secondaire.

All students sit for the written and oral examinationscomprising the first group. Those who pass with an averagescore of 12/20, the scale ranging from 0-20, are declaredadmissible or pass. Those who have maintained an average of

8/20 are allowed to take the second group of oral examinations.Usually two of the subjects are amongst those tested in writtenform during the first group. Students who obtain an averagescore of 10/20 on the second pa:t earn the Baccalaureat diploma.The borderline student can retake the examination at the secondsession, usually in October of the same year. Those who clearlyfail at the first or second group of examinations are requiredto repeat, or redoubler, the year.

The Baccalaureat results are classified by severalcommendations or mentions:

PassableAssez BienBienTres Bien

10-1212-1414-1616 and over

It should be noted that Bien and TrIs Bien mentions are extremely

rare. Assez Bien is not usually given to more than 8-102 ofall candidates. The fact that a student can pass the Baccalaureatat either the first or second session, without having to repeata school year, is considered excellent. Statistics indicatethat in 1972 only 30% of those sitting for the Baccalaureat inUpper Volta were successful. In Cameroun the success rate was12%. While the mentions highlight the quality of examinationresults, they have no bearing on university admission. Ad-missions officers can usually determine at which sitting thestudent passed since the examination results will indicate thedate of the session - i.e. June or October. Some of theBaccalaureat result forms will also note whether the studentpassed at the first group of examinations, or after a supple-mentary oral test. One can, in addition, verify the Livretscolaire for any gaps in the number of years of school enroll-ment. Sometimes the Livret will indicate in the section notingacademic stream, the word Redouble if the candidate is repeatingthe academic year.

In some countries students who clearly fail theBaccalaureat examination, 8/20 or less, may be awarded theCertificat de Fin d'Etudes Secondaires. This Certificate notescompletion of secondary school studies and is essentially arecord of attendance for the classe terminale. While it doesnot generally entitle the students to enter higher education,special university entrance examinations are sometimes given forentry into certain post-secondary programs.

Technical and Vocational Education

There ar a variety of programs In the vocational andtechnical fields in French-speaking West African countries.Generally, the programs exist at either lower secondary school,or may extend through the second secondary cycle. Primary schoolgraduates holding the CEPE, can enter programs of two to threeyears duration in fields such as agriculture, home economics,industrial arts, and mechanical subjects, offered by a varietyof institutions. In S6n6gal institutions known as the Centresde Formation provide three-year vocational ciiurses leading tothe Certificat d'Aptitude Professionnelle (CAP). Four-yearcourses are offered in agricultural fields leading to theDiEgme d'Agent Technique de l'Agriculture. Two-year programsare available in Ivory CoLst in commercial areas leading tothe Brevet d'Etudes Commerciales (BEC). These programs aregenerally terminal, leading to immediate employment.

Two types of technical programs are offered at thesenior secondary school cycle through the ensei$nement courtand the enseignement ion at the lycees techniques, for BEPCholders. The short cycle programs are generally of two tothree years'duration leading to the Brevet in the appropriatefield. Accounting students at the Lycee Technique of Lomi"., forexample, receive the BEPCM - Brevet d'Enseignement Professionnel

Comptabilit6/Mticanographie. Various fields of specializationare offered in areas such as industrial arts, accounting,commerce, homemaking, and technician programs. A two-year pro-gram leading to the Brevet de Technicien is offered by mosttechnical high schools in fields such as electricity and mechanics.These are generally terminal certificates although brilliantstudents may continue for the long cycle of technical trainingleading to the Baccalaur6at Technique, or baccalaurjat Technicien,as it is called in some countries. These programs are of threeyears' duration with entry based on the BEPC and often an entranceexamination designed by the technical high school. The variousstreams available will be indicated numerically next to theletter T, or Technique. The exception is Togo where theSection T is supplemented by another alphabetical letter in-dicating the stream. Section TG would denote students in theeconomic and commercial section, TF would include those inthe industrial stream. Despite the difference in terminology,the programs are similar in principle and syllabus, to technicalprograms elsewhere. Studies leading to the Baccalauriat Tare university preparatory for technical courses. Table IIloutlines the basic syllabus for the last two years cf theSirie TI-Mechanical Construction.

TABLE III

WEEKLY SCHEDULE

Bac Tl - Construction m6canique

SUBJECTPremi.6re

B.TnHours

TerminaleB.TnHours

French 3 2

History, Geography 2

Modern Language 2 2

Art Education 1 (optional) 1 (optional)

Subtotal 7+ 1 (optional 4 + 1 (optional)

Mathematics 3 3

Mechanics 3 3

Electricity 2 3

Chemistry 1

Metallurgy - 1

Subtotal 9 10

Construction Design 4 5

Geometry 1

Construction Technology 1 1

Laboratory or Practicalwork 9 12

General Technology orMechanical Manu-facturing 3 2

Automatism 1 1

19 21

Physical Education 2 2

GENERAL TOTAL 37 + 1 (optional) 37 + I (optional)

-93-

Teacher Training

In the past, primary school teachers were recruitedfrom students completing basic elementary education. Ashort period of pedagogical training was provided. Theseteachers were called moniteurs and moniteurs auxiliaires,with the former having completed about nine years of educa-tion, the latter six. A number of countries have establishedin-service training programs to upgrade the qualificationsof the moniteur to the level of instituteur-adjoint, throughone-year programs. The training leads to the CertificatElementaire d'Aptitude Pedalogique (CEAP).

irltfutEuEsimaciiainSk and instituteurs are presentlyrequired to have completed the first cycle of secondaryschool and hold the BEPC. Teacher training is provided atthe Ecole Normale or at a Centre Regional de FormationPedal ogique (C.F.P.). A one-year program is offered to theinstituteurs-adjoints providing theoretical and pedagogicaltraining leading to the CEAP. A three-year course is givento the instituteur similar to the last three years of aregular secondary school with the addition of pedagogicaltraining. Studies lead to the Baccalaureat or the BrevetSuperieur de Fin d'Etudes Normales (Br.S.) and a Certificatd'Aptitude Pedagogique (CAP). A fully qualified elementaryschool teacher may in some cases be permitted to teach inthe first cycle of secondary school.

The Eccles Normales Suierieures (E.N.S.) preparelower and upper secondary school teachers. Entry is basedon the Baccalaureat or the Br.S. Programs are of two tothree years' duration, including subject majors and pedagog-ical training. Upon completion one receives a Diplame orCertificatd'EtItGeneral. Some of the best studentsmay he encouraged to continue for a licence in the subjectofspecialization. At the same time those enrolled inregular university programs can often include a teachertraining component to their studies qualifying them to teachin upper secondary school. Or, a licence holder may do one-year post-graduate course providing qualification for uppersecondary teaching. Students completing such a course re-ceive the Certificat d'Aptitude Pedagogique d'EnseignementSuperieur (CAPES). CAPES holders with several years ofteaching experience may sit for the Aarftation de l'EnsetmgnemencAIItspIRETsgrf which is a ce:tificate of outstand-ing proficiency and is obtained by an examination before ajury.

The highest level of teacher qualification is theAgregation d'Etat, taken after the Doctorat d'Etat.

-94-


Higher education in most countries closely approximatesthe French university structure and curriculum. Differencesmay exist in terminology, degree classification, specializationsavailable - depending upon national manpower needs - , and

structuring of faculties. Nevertheless, if one understandsthe French model, francophone university education will be morereadily understood. It should, however, be noted that notall recent changes in the French educational system may have

been implemented in Africa.

Originally higher education in francophone Africa, withthe exception of Guinee and Mali, followed a regional planningphilosophy. Regional centers were created in the hopes thatthey could serve neighboring countries, in view of disparitiesin the numbers of secondary school graduates per country. Theoriginal regional centers included the Universite d'Abidjan,the Universite de Dakar, and the Universite de Yaounde. Afterindependence these universities were set up with substantialFrench technical assistance - funding and personnel - withfaculties, curriculum and diplomas identical to the French.Gradually these universities, and others created to serve twoneighboring countries, i.e. the Institut d'EnseivementSuperieur du Bonin (Togo and Dahomey), have become nationalinstitutions. Accordingly, changes have been made towardsadapting the institution and curriculum to relevant and nationalcriteria. Thus while many diplomas no longer have validiteen Mein draft - or identical status with the French - they do

have pre-determined equivalencies with French diplomas suchthat transfers to French institutions at similar levels can bemade. Mali has pursued an independent and different philosophyof education, the result being that instead of one universitygrouping a number of faculties, six post-secondary institutionsexist to provide training in specialized fields.

Post-secondary education includes not only universitiesbut also other technical and teacher training institutes whichir2y be affiliated with the national university or operatedseparately under the tutelage of one of the ministries. Most

countries have developed advanced teacher training institutions(EcolesNormales Superieures), engineering schools (Ecolesd'Ingenieurs), agronomy institutes (Institut National d/Agronomie)and administration schools (Ecole Nationale d/Administration).The titles, of course, vary from one country to the other.

Entrance _Requirements

The Baccalaureat serves as the basis foradmission to university studies. Orientation intofaculties, or other programs, is determined by theacademic or technical stream in which the studenthas been enrolled during the last three years ofsecondary school. Generally students having theBaccalaurtiat C,D, or E, are admissible to mosttechnical and scientific fields. Those with theA serie are usually restricted to humanities. Thusthe choice of university majors is essentiallymade at the beginning of the second cycle ofsecondary school. Entrance examinations, orcompetitive examinations known as concours maybe given by some faculties.

Some programs, particularly diploma orcertificate level courses, may allow entry tothose holding either the Certificat d'EtudesSecondaires, or the Brevet in a technical field.


Most of the francophone African universities,like their French counterparts, divide higher educationinto three cycles: Premier cycle, deuxiame cycle, andtroisigme cycle. The first consists of two yearsof prescribed courses with examinations in eachsubject at the end of the year. Upon satisfactorycompletion of the core courses students receive adiploma, which by title, identifies the faculty ofstudy. Students completing the second year in theFaculty of Letters or Humanities would be awardedthe Dipl&me Universitaire d'Etudes Litteraires (D.U.E.L.).Science students would receive the flame Universi-taire d'Etudes Sciehtifiques (D.U.E.S.). The termi-nolugy may vary from one university to another butthe basic curriculum remains essentially the same,as does the value of this first university diploma.For example, at the Universite de Yaounde the D.U.E.L.is known as the D.E.L.G. Diplame d'Etudes LitterairesGenerales- the D.U.E.S. has been changed to the D.E.S.G.-Dipl&me d'Etudes Scientifiques Generales. In theFaculties of Law and Economics the first cycle diplomais either the Dipl8me d'Etudes Juridiques Generales(D.E.J.G.), or the Diplfte Etudes EconomiquesGenerales

- 96 -

The second university cycle consists of an addi-tional, two to three years with two-types of degreesawarded - the Licence and the, MaTtrise or DiplAme d'EtudesS!.1.prieures (D.E.S.). The duration of the licence programvaries by faculty with most Humanities programs of threeyears' total duration, from original entry, although Dakarstill maintains a four-year program; sciences are generallythree-year programs to the licence; Economics are normallyfour-year programs, as Law licence programs. Some facultieshave reduced the period of study for the licence but providethe same curriculum on an accelerated basis. Mattrise pro-grams apply particularly to the humanities fields; scienceprograms generally lead to the DiplAdle d'EtudesApprofondies(D.E.A.) or the Diplame d'Etudf.quplylleures (D.E.S.).Mattrise programs are generally one year beyond the licence,as a-c courses leading to the D.E.S. or D.E.A. The totalperiod of university study at this level would r:=1 varyfrom four to five years depeading upon the faculty

The third university cycle leads to two ty,es of

degrees, the Doctorat de Specialite de 3e cycle (D.S.) andthe Doctorat d'Etat (D). The number of years required forthese degrees varies according to the field of study and

the length of the licence program. In most fields, theD.S. is two years beyond the licence, or one y?ar beyondthe D.E.S. or Mattrise. While the emphasis at this levelis on research, it cannot be considered equivalent to Ph.D.dissertation work. A candidate has not completed the com-bination of coursework and original research that his counter-part of a North American university would have fulfilled.Nevertheless, a D.S. holder would probably have higheracademic qualifications than an American Master's degreecandidate. Doctorat d'Etat programs place priority on pre-sentation of original research. It is awarded by a lyryof distinguished faculty members in the field of profes-sional endeavor. Generally this degree is awarded after aminimum of six to seven years of total university work.

Medical programs are generally of six to seven years'

duration. The first two years are usually spent doing pre-paratory szience work in the Faculti of Sciences leading tothe D.U.E.S., with specialization thereafter. After oneyear of internship the student earns the diploma Docteuren Medecine. Pharmacy and Dental studies offered at limited

number of universities are generally five-year programs.

-97-

Engineering programs are offered, usually throughtechnical post-secondary institutions, not necessarilyaffiliated with the university, at two levels: (a) studiesleading to the Ingenieur de Travaux after three years ofstudy and (b) Programs leading to the Ingenieur de Conception,after five years. Generally the first two years of bothprograms are pursued in the Faculty of Science up to the D.U.E.S.level. Thereafter the Engineering schools provide the pro-fessional specializations. Only the long cycle could beconsidered the equivalent of a B.S. in Engineering offered byNorth American universities. The program of three years'duration gives more weight to practical and technical expertise,with theoretical preparation being less important.

Diploma courses are offered at some universities.The most common are programs offered by the Institut Univer-sitaire de Technologie (IUT), which have been set up to providemiddle-level technical training. Entrance is generally forBaccalaureat holders, although exceptions are often made.These institutions provide programs in technical, commercial,and secretarial areas of two to three years'duration. TheDiplame Universitaire de Technologie (D.U.T.) is given tothose successful. The Universite du Bgnin, in Togo, usesslightly different terminology.

A major variant of this general model is the Centred'Enseignement Superieur which is a university serving bothNiger and Upper Volta. There, the system of unites de valeursare utilized. Graduation requirements are defined in terms ofan appropriate number of units in subject groupings.

Grading and Examination System

Academic performance is assessed by formal examinationsat the end of each year. These examinations are both written andoral. Generally students are tested in six to seven majorsubject areas on the combined oral and written examination.Subjects are weighted by coefficients depending upon the relativeimportance of the subject. Most universities use a grading scaleof 0-20, although it is not uncommon to find a scale of 0-40,or 0-60 at the Universite de Dakar. In such cases it would be

critical to know the loefficients so that all scores couldbe converted to a single scale. An average of 10, including10/20 in all major subjects,must be maintained. Supplementaryoral examinations may sometimes be administered to borderlinecases. Students having an average of 8/20 are usually askedto resit the examination at the second session, usually inOctoberof the same year. Those with clearly unacceptableresults are asked to repeat the academic year. At many of thefrancophone universities there is a very high drop-out rateafter the first and second years.

Grade transcripts in the North American sense are notissued to students, nor are they maintained internally by eachfaculty. The results of the yearly examinations, however, canbe made available to requesting universities and sponsoringagencies through the Dean of the Faculty, or the Rectorat.The student only receives an attestation de riussite, orconfirmation of pass, which will indicate the date of thesession in which he passed, and the mention obtained. The

same system of mentions, as for the Baccalauriat, are utilized.

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F * Centres de Formation Rurale (C.F.R.)

CHAPTER II : IVORY COAST

GENERAL BACKGROUND

Ivory Coast lies between Ghana to the east, UpperVolta and Mali to the north and Guinee to the west. Coveringan area of 127,500 square miles it is the home of 62 languagegroups and a multitude of ethnic groups. With only fivemillion inhabitants, Ivory Coast suffers from underpopulationand tends to draw nationals from nearby countries and Europewho seek employment opportunities within Ivory Coast. With107. of the population living in the capital, Abidjan, IvoryCoast has enjoyed a rapid growth rate and substantialindustrialization since independence. It is still basicallyan agriculturally based economy producing rice, yams, coffee,and cassava. It is thi world's third .-largest producer ofcocoa and ranks fifth in world production of bananas andpineapples.


Primary Education

Elementary education in the Ivory Coast consists of

a si.x..year cycle known as the premier cycle. Elementary schoolis divided into three two-year programs called the preparatorycourse (1st and 2nd years), the elementary course (3rd and 4thyears), and the middle course (5th and 6th years). The programconsists of 30 hours of instruction per week with greatestemphasis on the study of French and arithmetic. French is thelanguage of instruction and most textbooks are those used inFrance.

-101-

Students who successfully complete the first sixyears sit for an elementary school leaving examination (CEP)leading to the Certitica_t d'Etudes Primaires Elmentaires(CEPE). Drop-out rates at this level are very high. Forthe period 1959-1964 it was estimated that only 20% of thoseoriginally enrolled actually reached the last year of elemen-tary school, and only 15% passed the elementary school leavingexamination. Repeater rates averaged approximately 30% pergrade.

Secondary Education

The seven years of secondary schoOl are broken downinto two cycles of four and three years respectively. Entryinto the premier cycle is based upon selection of studentsholding the elementary school leaving certificate, CEPE. Atthe end of the first four years of secondary education studentssit for a major examination leading to the Brevet d'Etudes duPremier Cycle de l'Enseignement Secondaire (BEPC). Those passingthis examination are eligible to continue for the second cycleof secondary education, leading to the Baccalaurgat.

The curriculum for both cycles follows closely thatof French schools with some effort being made to includematerial relevant to West Africa in subjects such as history,philosophy, and literature. The first four years of secondaryschool provide advanced training in the general education areascovered in primary school. In the second cycle the studentchooses a particular stream of specialization in preparationfor the Baccalaur6at and university studies. The curriculum willvary depending on whether the student is following the cyclecourt which is usually terminal or leads to further vocationaland technical training, or the cycle long which provides prepa-ration for the Baccalaureat.

In 1967-1968 there were approximately 38,000 studentsenrolled in secondary school with only 8% of this group enrolledin tile upper secondary cycle. At this time there were 101secondary institutions, (65 public and 36 private). Theteacher-pupil ratio was roughly 1:34 with approximately 902of the secondary school instructors being French.

Vocational /Technical Educat ion

There are several levels of technical and vocationaltraining in Ivory Coast at the post-primar and secondaryschool levels.

Post-primary programs varying from one to threeyears are offered to elementary school graduates through avariety of training centers. These would include: the CentresItsltnisaal Urbains which give one-year courses; (b) theCentres:rechniques Ruraux which offer two-year programs and(c) Centres d'Enseignement des Metiers giving a three-yearprogram. Most of these centers are operated by the Ministryof Education and are geared to producing skilled workers forthe labor market as rapidly as possible. No specificcertificate is awarded upon completion of such programs.

Several institutions known as the Coll5ge diEnseigne-ilmLatillklut offer lower secondary level training programsto those who have completed two years of general secondaryeducation. The programs, in industrial and commercial subjects,are of three years'duration and lead to the Certificat

AaplisaitiltaLsulagasilt.

Upper secondary technical and vocational programsare offered primarily through the Lycie Technique d'Abidjan.Two. and three-year technical programs are offered. Studentsfollowing the short technical cycle take examinations at theend of the second year of study leading to either the Brevetd'Etudes Commerciales or the Brevet d'Etudes Industrielles.Students pursuing the long technical stream do the three-yearprogram and sit, after the 13th year, for the BaccalaureatTechnique or the Baccalaur6at Technicien. The latter givesgreater emphasis to practical work and is intended for thosedoing post-secondary work in practical engineering.

Since 4n insufficient number of technicians are beingproduced to meet the manpower requirements of the industrialand commercial sectors, the government is in the process ofopening new Lyciies Techniques as well as a projected InstitutNational Superieur d'Enseirlement Technique (National Instituteof Technical Education) which will provide more technicaltraining teachers, engineers, and technicians.

Agricultural Programs

Agricultural education, the responsibility of theMinistry of Agriculture, is provided primarily by theagriculture secondary school of Bingerville. It is composedof two programs, the Centre de Formation Rurale, and theCollege Technique d'Agriculture.

I. Centre de Formation Rurale

This is the lower section of the school offering athree-year program for students having completed two yearsof general.secondary education (or eight years of education).Two-year programs are also given by the Centres TechniquesRuraux. The first two years of the program emphasize generalanJ agricultural science, while the third year is spent inspecialized studies in agriculture, animal husbandry, orforestry. Graduates are qualified to become government fieldagents (moniteurs). Approximately onefourth of students whoenter the third year of this program are given preparation forthe entrance examination to the secondary level of agriculturaleducation.

II. College Technique d'Agriculture

The College provides a rive-year program to trainagricultural technicians (conducteurs), for holders of the BEPC.The program is broken into three years of advanced generalagricultural training followed by two years of specialization.Students may gain admission into the last two years of trainingby passing a Baccalaureat level entrance examination. Thosestudents specializing in forestry spend their final two yearsat schools located in Bouake or Banco. Those in animal husbandryremain at Bingerville, and students in agriculture completethe final two years in on-the-job training. In 1968-1969 only26 of the 229 students enrolled were in the twoyear specializedsection. The highest level of agriculture training is offeredthrough the Ecole Nationale Superieure Agronomique, describedender the Higher Educa;:ion section of this chapter.

Teacher Training

There are three levels of teacher training programs pre-paring teachers for the elementary and secondary school cycles:

I, Centre d'Animatton et de Formation P6dagogique

These centers offer one year of professional trainingto students having completed the first cycle of secondaryeducation (10 years of school) in order to qualify as institu-teurs adjoints. The course of study includes moral and civicseducation, general education, professional training, adulteducation, and agriculture and technology.

Feels Normals_ d'Instituteurs (ENI)

This school offers a three.-year program to studentshaving completed the first cycle of secondary education andwishing to he certifiedas instituteurs. The curriculumincludes general and professional education as well as trainingin the production and use of educational television. TheENI has an education research section and an instructionaltelevision production center.

III. Ecole Normale Sugerieure (ENS)

This advanced teacher training institution, createdwith the aid of UNESCO, offers a three-year program preparingteachers for the first cycle of secondary school. It also hasa one-year course for training primary school inspectors. Athird section of ENS is known as the Institut de Preparation aI'EnseiLnement Secondaire (IPES) which is a three -year courseat the end of which a student obtains a licence in secondaryand/or technical education qualifying him to teach in theupper level of secondary school. There is very close collabo-ration between IPES and the University of Abidjan.

Higher Education

In addition to the Universire d'Abidjan which wasestablished in 1963, there are several other institutions whichprovide higher education in various fields. Some are closelyassociated with the University while others are administeredby one of the Government Ministries.

T. Universite d'Abidjan

The Universite d'Abidjan is comprised of four Faculties:Science, Letters, Law, and Medicine. It also has wine Institutesaffiliated with the University,_ many of which are lesearch-oriented:

Institut d'Ethnosociologie (Institute ofEthno-Sociology)

Institut Universitaire d'Ecologie Tropicale(Institute of Tropical Ecology)

Institut de Giographie Tropicale (Institutof Tropical Geography)

Institut d'Histoire, d'Art, et d'ArcheologieAfricains (Institute of African History,Art and Archeology)

Institut de Criminologie (Institute ofCriminology)

Centre d'Enseignement et de Recherche Audio-Visuels (Center for Audio-Visual Instructionand Research)

Institut Universitaire de Technologie(University Institute of Technology)

A) University Faculties

The faculties follow the general description ofuniversity entrance requirements, degree structure, andgrading system described in Chapter I. The Faculte de Droitet de Sciences Economiques offers licence programs in lawand economics. After two years of study students receivethe D.E.J.G. or D.E.E.G. An additional two years are requiredfor the licence. The Faculte des Lettres et Sciences Humaineshas a three -year licence program, the DUEL being awarded afterthe first two years. The Faculte des Sciences offers a three-year licence program, the D.U.E.S. being awarded after thefirst two years. One additional year of study is requiredfor the Dipleme d'Etudes Approfondies and two additional yearsfor the Doctorat de Specialite du 3e Cycle (D.S.) which isoffered in limited specialities. The Faculte de Madecineoffers a seven-year program leading to the equivalent of theM.D. degree. Only those holding the Baccalaureat in scienceor mathematics are eligible for admission. Admission to allother faculties is contingent upon the Baccalaurt;at in therelevant stream.

B) Institut Universitaire de Technologie (IUT)

The IUT is an advanced technical training instituteoffering two-year programs in commerce and administration;applied psychology and psycho-technology; medical analysis;and electro-mechanical studies. The program is highly practicaland may include on-the-job training as a degree requirement.Successful completion of the course leads to the Dipl8me

Universitaire de Technologic (D.U.T.), These programs areconceived of as terminal but those amongst the top five ofthe class may sometimes he admitted to the relevant under-graduate degree program with limited advanced standing.

Ecole Nationale d'Administration (ENA)

ENA was established to train civil servants andmanagers in the private sector. A two-year program ofstudy is followed by on-the-job training experience inIvory Coast or abroad. Admission is by examination. Degreesawarded include the Brevet, after the first year of study,and the Diplame d'Ecole after the second year. Coursesare offered in development economics, administrative law,public finance, social and development problems, etc.

III. Ecole Nationale Su1*rieure Agronomique d'Abidjan (ENSA)

Thi3 institution offers a five-year program totrain agricultural and agronomy engineers. Admissionrequirements include the Baccalaureat and passing an entryexamination for the Faculty of Science at the Universited'Abidjan, which organizes the first two preparatory yearsof the ENSA program. ENSA awards the (1) Dipleime d'AgronomieGenerale, (2) the Diplame d'Agronomie Approfondie, and (3)

the Dipl8me d'Ingenieur A_gronome.

IV. Ecole NationaleSuperieure des Travaux Publics (ENSTP)

ENSTP was established by the Ministry of Public Worksand Transportation in 1965, comprising the Ecole d'Ingenieursand the Ecole de Techniciens.

A) Ecole d'Ingenleurs is closely associated withthe Universit6 d'Abidjan and admits students holding theBaccalaur6at Math6matique or Technique. After two years ofpreparatory work in mathematics, physics and chemistry, thosestudents who pass a qualifying examination may continue intoa three-year program of progressive specialization in varioustechnical and engineering areas. Those who pass the finalexaminations and a thesis are awarded the Dipleme d'Inzenieurde l'Ecole Nationale Sup6rieure des Travaux Publics.

R) Ecole de Technicians_ students, who have completedsix years of secondary education (classe de premiare), may beadmitted upon examination into a one-year preparatory course.This is followed by a two-year program of specialization inTravaux Publics 135timent, Urbanisme or Topographic. Those whosuccessfully complete the course work and examinations receivethe Di_pitime de Technicien SupiFieur de l'Ecole Nationale desTravaux Publics in the chosen specialty. Occasionally studentswith a grade or average of over 12/20 at the end of the pre-paratory year are permitted to enter the first cycle of studiesin l'Ecole d'Ing6uicurs.

V. Ecole Normale SupJrieure (ENS)

This advanced teacher training program has beendescribed in the preceding section, Teacher Training.

O

MALI

EDUCATIONAL STRUCTURE

I. !Vinery and Secondary Education

"4'13

so 12 1110 Core durriculua

o9 8 7 6 S 30

Teacher

Trs.ining

SECONDARY EDUCATION

FUNDAMENTAL RDUCAT/ON

(Rnseignenent Fondamental)

* Diplome d'Etudee Fondamentales (D.A.F.)

so Raccalaureat, Malian Option, Part I

Naccalaureat, Milian Option, Part II

II. Post Secondary Educational Programs

School

Years 1

23

45

67

Schools

syns

Boole Nornale Superieure

iIMM

UM

I5D.A.

D.B.

."."*"."""..""." 1

4Centre Superienr Fedagogique

.. D.8.

Reale Nationale d'Ingenisors

Institut de Productivite de !Motion Provisional'.

DDiplom

Boole Polytechnique Rurale

eI Is Ingenieur

At

Poole Nationale d'Adadnistration

D.A.

Diplome d'udes A

wpprofandi

D.S.

Doctorat de Specialite

CHAPTER I I I : MALI

GENERAL BACKGROUND

Mali is the home of the ancient and glorious empiresof Mali and Songhai, as well as the kingdoms of the Peuls andBambara, It vas these well-organized states which fostered thepenetration and growth of Islam in West Africa and provided anatmosphere 'ongenial to advanced thought and learning ineducational and trading centers such as Timbuctou.

The largest state in West Africa, Mali covers 465,000square miles of plateau and desert plain with a few mountainsin the west. Its five million inhabitants belong to 23 ethnicgroups including Tuareg, Bambara, Moor, Peul and others. Manyof these groups are nomadic herdsmen and traders. The Malianeconomy is still based 902 on its agricultural products andcattle.


PriMary Education

Primary education in Mali consists of a nine-yearsequence of Fundamental education, enseignement fundamental ,

subdivided into two cycles - classes 1 through 6, and classes7,8 and 9. Pupils generally enroll at age 6. Promotion throughthe nine grades is based upon academic performance during theschool year. In 1970 an examination at the end of the firstcycle - Class 6, was introduced to replace the previous methodof selection by teacher recommendation and academic performance.The results of this test now determine whether a student goeson to a general academic or vocational stream of the secondcycle of primary education, or terminates his education. Studentswho successfully complete the nine years of fundamental educationreceive the DiRlame d'Etudes Fondamentales (D.E.F.).

Secondary Education

General secondary school consists of the classe de10e, lle and 12e. Entrance is based on the D.E.F. Allstudents follow the same core curriculum in the 10th classwhich serves to give further preparation in the fields studiedpreviously and to orient students into appropriate streamsduring the final two years of secondary school. The majorsubjects include:

Major Subject Hours per Week

French 5

Mathematics 6

Chemistry/Physics 5

Language 4

History/Geography 3

Biological Sciences 3

Drawing/Homemaking/Music I

Physical Education 1

Optional subjects are offered making a total of 31 hours perweek.

Specialization occurs in the last two years ofsecondary school, classe de lle and classe de 12e. Studentsare streamed in one of the following sections, series:

1. Lettres Classiques (L.C.)Classics

2. Lettres Modernes (L.M.)Modern Letters

3. Sciences Biologiques (S.B.)Biological Sciences

4. Sciences Exactes (S.E.)Exact Sciences

5. Philo/Lettres (P.L.E.)Philosophy/Letters

6. Philo /Langues (P.L.A.)Philosophy/Languages

7. Sciences Biologiques Terminales (S.B.T.)Biological Sciences (Terminal)

8. Sciences Exactes Terminales (S.E.T.)

Exact Sciences (Terminal)

Detailed syllabi are provided in ProgrammesOfficiels de l'Enseignement Secondaire General, publi-shed by the Ministiire de l'Education Nationale de isJeunesse et des Sport, Institut Pedagogique National,Republique du Mali.

There are four major subjects in each stream,depending on the specialization. Those in LettresClassiques take as main subjects French, history/geography, mathematics, Latin and Greek. Biologicalscience students specialize in biology, chemistry,physics, and mathematics. Those in Natural sciencesconcentrate on mathematics, physics, chemistry, French.Mathematics is given in all streams, but of varyingperiods of time. Upon completion of classe de llestudents sit for the Baccalaureat Malien Part T, andfor the Part II, upon completion of classe de 12e.

Malian Baccalaureat

In Mali two Baccalaureat are administered:the Baccalaureat Option Malien and the BaccalaureatOption Etrangere (Foreign Option). The latter isprimarily intended for foreigners. It is given inone part only, at the end of grade 12. Malians sitfor the Option Malien divided into two parts. ThisBaccalaureat has equivalency with the French one.

The Malian Baccalaureat is designed, supervised,and administered by the Ministry of Education. TheCommission responsible for the development of theexamination is composed of Ministry officials, andprofessors having taught in the last years of secondaryschool. The examination is given once a years generallyduring the month of June.

Students sit for the test appropriate to theirStrie. The Part I and Part II examinations are composedof compulsory written tests, and oral examinatfbns, forthose passing the written part. Students are tested inapproximately four to five major subjects, and approxi-mately two to six secondary subjects. Those subjectsare list-Ai in Tables I and II. Students are admissibleto the orals on the basis of the average obtained onthe written test, and class performance. Coefficientsare assigned to each in the overall weighting. The written test

counts twice as much as the average in the student's generalacademic work, Those who have a combined average of 10 ona total scale of 20 are allowed to sit for the oral examinations.Private candidates, not enrolled in a formal school, mustobtain an average of 10/20 on the examination alone to sit forthe orals. A candidate is awarded the Part I or Part IIBaccalaurC?at if maintaining an average of 10/20 on the written,classwork and oral sections. The following mentions are given:

PassableAsses BienBienTres Bien

10-1112-1314-1516 or above

The Foreign Option Baccalauriat follows the French model asdescribed in Chapter I, Typology. The same system of mentionsis utilized.

Vocational/Technical Education

The Lyc6e Technique prepares students for theBaccalaurCiat Technique given in three fields: Industrial Arts,IndustrU.I. Civil Engineering, genie civil, and EconomicTechniques, technique gcapomietts. As those pursuing academicstreams, these students sit for the two parts of the Baccalaur6atexamination at the end of Grades 11 and 12. The lycee hasphased out programs leading to the Brevet de Technicien.

The Central School for. Industry, Commerce and Educationoffers a three-year secondary school program after the D.E.F.in administration, "Cycle B" for junior administrators and morepractical industrial courses previously offered at the LyceeTechnique

The Lyc'de Agricole de Katibougou and the Rural Poly-technic Institute offer secondary level programs in agricultureof three to four years'duration for junior and senior techni-cians, following grade 9.

Teacher Training

First-cycle teachers for the enseignement fondamentalare trained at regional pedagogical centers (P.P.R.) for a two-year course to holders of the D.E.F. The program of studies

TABLE I Malian Bacca1aurclat - Part I

SectionsSC!ries

Classics

Humanities

Biological Sciences

Basic Subjects

FrenchLatinGreekHistory or Geography

Secondary Subjects

Foreign LanguagenMathematicsPhysical SciencesOptional Subjects

French MathematicsHistory or Geography Physical SciencesModern Languages IModern Languages II

Natural SciencesPhysical SciencesMathematicsFrench

History and GeographyModern LanguageModern Language IIOptional Subject

Exact Sciences MathematicsPhysical SciencesFrenchModern Lan ua e I

History and GeographyNatural SciencesModern Language

TABLE II Malian Baccalaureat - Part II

Philosophy/Letters PhilosophyLatinGreekHistory & Geography

Natuial SciencesPhysical SciencesMathematicsForeign LanguageOptional Subject

Philosophy/Languages PhilosophyModern Language IModern Language IIHistory & Geography

Natural SciencesMathematicsPhysical IciencesModern LanguageOptional Subject

Biological Sciences Natural SciencesPhysical SciencesMathematicsPhilosophy

History & GeographyModern Language IModern Language IIOptional Subject

Exact Sciences MathematicsPhysical SciencesPhilosophy

-114-

History & GeographyModern Language IModern Language IINatural SciencesOptional Subject

includes general education, pedagogy, child psychology, schoollegislation, and student teaching. This was previously a one-year program before 1969.

Second-cycle teachers for grades 6-9, of theenseignement fondamental are trained at Ecoles Normales during

a four-year program. Entry is based normally on a competitive

examination. The curriculum is similar to that offered to first-cycle teachers with the addition of physical education, arteducation, and specialization in one of five areas: Foreign

language, French, history and geography, mathematics and physicalscience, and chemistry and natural science.

Higher Education

Six institutions in Mali now provide post-secondaryprograms of study in academic, technical and teacher trainingfields. They include the following:

1) Ecole Normale Superieure2) Ecole Nationale IIIITAinieurs3) Ecole Polytechnigue Rurale

4) 9211CISLISEISI±1112±.AASRAllue5) Institut de Productivite de Gestion Provisionnelle6) Ecole Nationale d'Administration

T. Ecole Normale Superieure

The Ecole Normale Superieure, originally an advancedteacher training institute providing three-year post-secondaryprograms, now offers a full first degree program which has

equivalency with the licence offered by other francophone uni-

versities. Specialization is available in biology, geology,bio-chemistry, microbiology, animal physiology, zoology, geo-graphy and history, physics, chemistry, philosophy, modernliterature, modern languages and social sciences. Since most

students will enter secondary teaching, a teacher training pro-ject is required of all students. Students are graded on acontinuous basis, and in addition to a final examination at theend of each year, must write a report on their teacher training.At the end of the four-year program students receive the Dipl_ame

de 1'Ecole Normale Superieure. Entrance is based on theBaccalaureat Part IT, and an entrance examination.

Centre Superieur Pedagosieue

The gkalLIEIREagarLEidagagulm, an affiliate of the

Ecole Normale Superieure trains students at Master's degree

level. It is geared towards preparing assistant professors for

university teaching. Students can specialize in about ten areas,

or options, including biology, morphology, micro-biology,

-115-

animal physiology, entomology, physics, and appliedhumanities fields such as linguistics and comparativeliterature. The program is of three years' durationleading to the Doctorat de Specialite. This isequivalent to the francophone Doctorat de Specialitede 3e cycle, slightly above the American Master'sdegree. Entrance is based on the Dip1Sme, from theEcole Normale SupErieure and selection by the Centre.The first year provides general preparation in thefield of eventual specialization. At the end ofthe first year students sit for an examination leadingto the DiplGme d'Etudes Ajprofondies, D.E.A. Thesecond year is designed for students to developresearch proposals. Students must finish theirresearch dissertation within three years afterentry.

An interesting aspect of the trainingprovided by the ClattelmEELEEE1ttimailueis the requirement that all students teach throughouttheir three-year training. The first year, studentsusually teach at secondary school level. Thereafterthey serve as tecching assistants at the Ecole NormaleSuperieure. All students are considered civilservants and thus receive salary during theirtraining from the Ministry of Education. This isintended to prevent future teachers from beingisolated from their professional milieu.

III. Ecole Nationale d'Ingenieurs

The Ecole Nationale d'Inginieurs was createdin 1939 but known then as the Ecole Techniqutluairaust.Programs are offered in four different areas: a)electromechanics, b) construction engineering, c)topography, and d) geological engineering. Entryis based on the Baccalaureat, Part II, in thescientific streams, or on the Brevet de Technicien.The program is of four years' duration and combinesboth academic work and practical training. Studentscompleting the program are awarded the diploma ofIngenieur in the appropriate field.

IV. Institut de Productivite de Gestion Provisionnelle

The Institut de Productivite de GestionProvisionnelle has just been opened, in 1973, toprovide practical and technical training in businessand commerce. Training is to the level of theDoctorat de Specialite. The curriculum is still notavailable.

- 116 -

V. Ecole Poljtechnique Rurale

The Rural Polytechnic Institute offers a three-

year post-secondary course for agronomists and researchers.

VI. Ecole Nationale d'Administration

The National School of Administration provides athree-year post-secondary course "Cycle A" to train senioradministrators for Government service with four areas of

specialization: Business, Economics, General Administration

trm and Social Science.

With the exception of the Ecole PolytechniqueRurale, all other institutions are located in the capital,Bamako, and form the nucleus of a national university.

Syllabi can be obtained by writing to the Directeurof the school in question.

(SEE GLOSSARY)

CEPS

SEPC

BAC

BAC T

Br.8

ATA

OUT

CAP

DUEL

DUES

DEJC

L.

N. DFd

DES

D.S.

D.

A.A.8.

A at Centres regionnaua de formation pedagogiques (C.P.P.)

B * moles normalem

Cleoles Boreal Superieure (E.B.S.)

D so moles d'mgentm techniques

EEccles Rationales

FCentres de formation

CHAPTER IV : SENEGAL

GENERAL BACKGROUND

The educational system of Senegal has beenaffected by the country's geography, climate and formercolonial relationship. There arz approximately four millioninhabitants in the 76,000-square-mile West African country.The climate and vegetation varies from sub-Saharan stateswith under average rainfall in the north and northeast totropical rainfall in the south. Much of the country's economyis dependent upon agriculture. Most of the population livesin small villages. There are 13,000 villages with an averageof 155 inhabitants, which makes it difficult to extend edu-cational opportunities to great numbers of the population.The major population centers are: Dakar, Kaolack, Thies,Rufisque, Saint-Louis, Ziguinchor, and Diourbel. Ground nuts

are the primary export ore', with millet, rice, and cotton also

important for domestic consumption. Industrial developmenthas been relatively slow.


As in many other countries, educational planning is

a complex procedure. In actuality, SZnCgal has developedthree plans since independence (196i-1964, 1965-1969, and 1969-

1973). The complexity of the planning process together withimplementation difficulties has meant that some changes havenot yet been put into effect. In fact, at this time, there isuncertainty as to the extent to which proposed changes in thethird plan have actually been made at all levels.

S6n6gal has retained much of the French educationalpattern as explained in Chapter I. Nevertheless there hasbeen an effort since independence to adapt the curriculum andthe system more realistically to the needs of an essentiallyagricultural country. One example has been the establishmentof rural apprenticeship centers to provide pre-vocationaltraining for pupils dropping out of primary school after the.irst four years. At the university level, the curriculum hasbeen adapted to African and national interests and needs.

Primary Education

Sgnegal follows the francophone model of six yeatqof primary education, leading to the Certificat d'EtudesPrimaires Elementaires (CEPE). Special mention must be madeof the high attrition rate at this and other levels within theeducational structure. In 1965, 45% of pupils enrolled atprimary school dropped out before completing the six.yearcycle. Only 20% were successful on the CEPE examination.18% required seven years to pass the CEPE, and another 17%finally achieved success on this examination after eight ornine years of primary study.

Secondary Education

CEPE holders are able to continue for the firstfour-year cycle of secondary education. Lower secondaryprograms are offered at the Collizes d'Enseignement General(CEG) or at the Lycee. The CEG is strictly a first-cycleinstitution; if graduates are to continue they must gainadmission to a lycee, an elementary teacher training school,a specialized national school, Ecole Nationale, a LyceeTechnique, or terminate their studies. Students enrolled atthe Lycee, from the beginning of secondary school, have anadvantage as priority is given to them in selection of appli-.cants for the second cycle.

The geographic distribution of the public lyceesaffects the quality of education from a national viewpoint.For instance, in 1967-1968, there were eleven pubes lyceesall of which were located in or around Dakar, Saint-Louis,Thies, Kaolack, and Ziguinchor. The five privately operatedsecondary schools offering the three year upper secondary

school cycle were all located in or near Dakar. Educationalfacilities in the interior are thus much scarcer than in the

capital.

Continuation to the second cycle of secondary school

is based upon the BEPC results, given at the equivalent ofgrade 10. The results are extremely important in determiningthe type of program in which the student can enroll - theacademic university preparatory stream offered by the lycae -or technical, teacher training programs. Moreover, theresults do not simply pre-determine the individual's furthereducation, but they form the basis of streaming at the uppersecondary academic level. This is a critical stage as uni-versity entry is based on the academic stream pursued duringthe last three years of secondary school. The lycaes offerprograms of study leading to the Baccalaureat or the Bacca-laureat Technique for those enrolled at a lycee technique.Please refer to Chapter I fur the discussion on curriculum,diplomas, and examinations.

At this level, there is an even more significantattrition rate. It is estimated that of students enrollingin the tycees or CEG's 57% do not complete the lower four-year cycle. with 27% dropping out as a result of failure onthe BEPC examination. In 1965, 1% of those enrolled in the

last year of the first cycle transferred to the technical orteacher training tracts with only 15% obtaining admission tothe upper secondary academic cycle. Even this final cycleof secondary education takes a tremendous toll as, again in

1965, 12% dropped out prior to completing the upper second-ary cycle and only 3% received the Baccalaureat. While thesepercentages may not now be as great, there is considerablescreening out at the secondary school level.

It should be noted that the 1969-1973 plan made pro-vision for basic structural changes in Senegal which will beimplemented in the near future. Basically the changes wouldconsist of the following:

1. Restructuring the elementary and secondary

levels to:

Elementary 5 years

Lower Secondary 4 years(first cycle)

a) Terminal Vocational Training(for 85% of elementary school leavers)

h) General Academic Studies at Collagesd'Enseignement Secondaire (C.E.S.)

-121-

Upper Secondary For C.E.S. Graduates(second cycle)

a) three years at an .academic lyceeb) Three years at a technical lycee.c) Two years at a vocational school

The entire educational cycle, through senior secondary level,would thus be reduced by one year, making primary and secondarystudies a total of twelve years. The present examinations wouldremain in effect.


Technical and vocational programs are offered attwo levels; (a) after completion of the primary education cycleand (b) during the second cycle of secondary school.

Primary school leavers have various opportunities forvocational artd technical training in fields such as agriculture,commerce, home economics, flatting, forestry, animal husbandry,and industry. These are generally three-to four-year programsoffered at Centres de Formation or Ecoles d'Agents Techniques.Entry is based upon satisfactory completion of primary school.The courses lead to two types of certificates and diplomas:the Certificat d'Aptitude Professionnelle (CAP) for the threeyear courses; the Dipliime d'Agent Technique de l'Agriculture(ATA) for the four-year course in agriculture. Most of theseprograms are terminal.

BEPC holders are able to enter various technical andvocational programs, generally at the Lycees Techniques or theEcoles Nationales providing two-year technician training.Technical studies are offered during the short cycle of two years,generally leading to the Brevet d'Agent Technique or the Brevetde Technicien, or the full second cycle of secondary education -three years - leading to the Baccalaureat Technique. Forfurther information regarding these programs, consult Chapter I.

Teacher Training

Elementary school teachers are generally channeledinto teacher training programs on the basis of the BEPC exami-nation. One-year courses are available at the Centre Rfigionaux.de Formation Pedagogique (CFP), leading to the CerilficatElementaire d'Aptitude P6dagogique (CEAP). Three-year programsare also offered at the Ecoles Normales leading to the BaccalaLlat

- 122 -

or the Brevet Suptrieur de fin d'Etudes Normales (BrS) and theteacher's certificate or Certificat d'Aptitude pi..dagogique (CAP).The curriculum at the Foolo Normales is very similar to theupper cycle of the Iyct5e with the exception that three hours perweek are devoted to pedagogical training. Graduates of thisthree-year cycle are considered fully qualified elementaryszhool teachers.

,Higher Education

Higher education, at the post-secondary level inSnjgal takes place, for the most part, at the Universit6 deDakar, with its many faculties, associated institutes, schools,and centers. There are a few aspects of post-secondary tech-nical education which remain separate from the University ofDakar. Examples would he the Ecole Nationale des Cadres Ruraux,located at Bachey, providing three-to five-year rural engineeringprograms, and the Ecole Nationale des Travaux Publics et deBatiment offering a post-secondary year program for foremen andtechnicians.

There are also Nursing, Post and TelecommunicationSchools offered at the post-secondary school level throughinstitutes operated by the relevant Ministry. In addition,there is the Ecole Normale d'Enseignement Technique Masculin'preparing shop instructors and teachers in technical fields.ThP training of women vocational and technical teachers takesplace at the Ecole Normale Nationale d'Enseignement TechniqueF6minin. With the exceptions of these institutions, most otherprograms are part of, or closely related to, the Universityde Dakar.

The University de Dakar has four faculties:

Faculttl des Sciences Juridiques et Economiques(law and economics)

Facult6 des Sciences (Sciences)Faculti.1 des Lettres et Sciences Humaines

(Letters and Humanities)Faculte de Medicine et Pharmacie

(Medicine and Pharmacy)

In addition, the following schools and institutes,some of which are purely research-oriented, exist:

EsalsAarsqlsIEPIIitsuInstitut Universitaire de TechnologieEcole de Bibliothecaires, Archivistes, et

DocumentalistesInstitut des Sciences et Techniques de

1' InformationCentre de Linguistique Appliquee

lercheEILarioatholoiuesCentredeReelInstitut de Medecine Tropicale AppliqueeInstitut de Sante PubliqueInstitut de Pediatrie SocialeInstitut des Sciences et Medecine Veterinaires

F. Entrance Requirements

Entrance requirements to the licence programs requirethe Baccalaureat in the relevant stream or eerie. Facultycompetitive entrance examinations may also be given, particularlyin the sciences.

Ii. Degree Structure

The Faculty of Law and Economics has since 1971-1972modified its curriculum to introduce a wide variety of coursesrelated to Africa, francophone West Africa, and Senegal inparticular. Thus courses such as African constitutional law,public finance in Senegal, national accounting, African economicintegration, are gradually replacing many of the courses modeledon the French curriculum. Nevertheless, this does not affectthe equivalence of the degree with the French licence.Similarly, the Faculty of Letters and Humanities has intro-duced courses more adapted to African interests and needs.The Science and Medicine & Pharmacy programs still follow theFrench model pretty closely.

The degree structure of the faculties is the following:

Faculty Diplomas

Law D.E.J.G. L. D.E.S.(2 years) (2 years) (1 year)

Economics L. D.E.S.(4 years) D.S.

(1 year)

TotalD. Years

(1 year) 6

D.(1 year)

6

11. Degree Structure'

Faculty

Medecine

Pharmacy

Sciences

Diplomas*

D(7 yrs)

D.E.P.(5 yrs)

D.U.E.S. L. M. D.

(2 yrs) (2 yrs) (1 yr) (1 yr)

Letters and Human SciencesD.U.E.L. L. M. O.

(2 yrs) (2 yrs) (1 yr) (2 yrs)

Dentistry D.C.D.(5 yrs)

Total Years7

7

The system of grading and examinations is similar to that out-lined in Chapter Y with the addition that contrale continu,continuous assessment, is increasingly being introduced so thatstudents are graded not simply on the examination at the end ofthe year but on other assignments and tests during the schoolyear.

Other Post-Secondary Programs

A) The Ecole Normale Superieure (E.N.S.) is theadvanced teacher training institution, preparing teachers forthe two levels of secondary school and education inspectors.Three sections of teacher training are provided. Entry to thefirst section is based on two years of undergraduate study forholders of the D.U.E.S. or the D.IT,E.L. A one -year program ofpedagugy is offered leading to the Diplame de l'Ecole NormaleSuperieure. A second section is open to those having completeda licence in a subject specialization and provides a one-yearprogram leading to the Certificat d'A titude au Professorat del'Enseignement Secondaire (C.A.P.E.S.). Although the C.A.P.E.S.

is entitled slightly differently in Senegal it has the samevalue as the diploma issued by other Francophone advancedteacher training institutions. There is a final section leading

*See Glossary for titles of Diplomas.'This table is adapted from "Organigramme des etudes Superieuresdes Equivalences de Titres, de Dipltimes et de Periodes d'Etudesentre les Universites de Langue Francaise, ApPELF, 1972.

-125-

to the Agriigation de l'enseignement secondaire which is a one-year program to holders of the NaTtrise. In addition, thereare two-year combined theory and practical training programsfor inspectors at the primary and middle school level.

B) The Institut Universitaire de Technologieaffiliated with the University, is an advanced institute oftechnology. Two major divisions are offered: Formation Indus-trielle and Technique de Gestion. The former includes depart-ments of mechanical and electrical engineering, applied chemistry,biology, and civil engineering. The latter division offersprograms in business administration, finance, and accounting.Most programs vary from two to three yearsgduration leading tothe Diprime Universitaire de Technologie (D.U.T.). EntranceIs generally based on the Baccalaureat. These programs aregenerally considered terminal as they are geared towards producingmiddle level manpower for the industrial and commercial sectors.

C) The Ecole de Bibliothecaires, Archivistes etDocumentalistes (E.B.A.D.) provides diploma courses of two yearsduration for professional librarians, archivists, and docu-mentalists. Entry is generally based on the Baccalaureat butB.E.P.C. holders, with three years of experience in the professionare admissible. The program leads to the Dipliime d'Aptitudewith mention of the particular section.

D) The Ecole Nationale d'Administration du Senegalexists to give professional training to civil servants. Entryis based on the licence and a competitive examination. Further-more, applicants must be in the high administrative civilservice categories. Three years of training are given inaffiliation with the Faculty of Law and Economics at theUniversity. A Dilltlime is given at the end of the program.

TOGO

HIGHER EDUCATION: UNIVERSITE DU BENIN

School Years

12

34

56

DUES L

DUES L

DUTJ

---->

I I

inanieur dlExecution

ingiaieur de conception

Departments & Schools

Faculty of Sciences

Faculty of Letters

Ecole Nationale Superieure d'Administration

et de& Carrieres Juridiquer (ESACJ)

Eco:..e Superieure de Techniques Economiques

et de Gestion (ESTEG)

Institut National de Sciences de

l'Education (INSE)

Ecole Superieure de Mecanique

IIndustrielle tISMI)

Ecole Superieure d'Agronomie (ESA)

DEcole de Medicine

CHAPTER V : TOGO

GENERAL BACKGROUND

The Republic of Togo is a small country locatedbetween Ghana and Dahomey. Nearly 400 miles long, Togo coversan area of only 20,000 square miles and has a population of1.8 million. It is one of the most densely populated countriesin Africa, with 90 people to the square mile. The areas ofhighest population density are: the Kabre district in the north;the Moba and Anecho districts in the south, where there areover 150 people per square mile.

There is a wide variety of ethnic groups, with threemajor ones including the Ewe, the Ouatchi, and the Mina whospeak Ewe, located in the southern part of the country; theParagourma group to the northwest comprising ten sub-groupings;and the Gorousi to the east, including the Kabre that are themost numerous. Togo produces coffee, cocoa, and cotton forexport but phosphate production is its major industry, comprising45% of its exports.


Primary and Secondary Education

Togo has the standard form of primary and secondaryeducation: six years of primary education; and two cycles, offour and three years, comprising lower and senior secondaryschool. Students are streamed at the end of primary school,and after the B.E.P.C. examination given after ten years ofeducation. At this level students are oriented into vocationalor training institutes such as the National School of Agricul-ture at Toue, or enter the university preparatory second cycleat a Lycee. As in other francophone countries technical programs

-128-

of short and long cycles at the senior secondary level areoffered through the Lvceejechnique de Lome. As Table Iindicates, there are a number of technical programs leading toBrevet certificates and the Baccalaureat Technicien.

The Baccalaureat is administered and designed by theOffice du Baccalaurelat de l'F.nsei nement du Second Degre,attached to the Universite du Benin. Subject examinations aredesigned by specialized committees under the direction of theRector of the University. The members of the jury are nominatedby the Ministry of Education after consultation with directorsof secondary schools and the departments of the university.Togo has a reasonably high rate of success at the firstsession of the Baccalaureat examination. Statistics for theJune 1973 examinations indicate that 63% of those sitting forthe examination, or 433/688, were successful. A great numberof those passing, did so on the basis of a supplementary oralexamination, or epreuves du 2 e groupe.

Higher Education

In 1967 the higher education needs of Togo were metby the Institut d'Enseignement Supirieur du Benin which wasa university shared with Dahomey. The humanities departmentswere offered in Togo, the sciences areas were covered inDahomey. In 1970 Dahomey decided to create its own nationalinstitution, and as a consequence the Universite du Benincame into existence the same year. Originally it was composedof five schools: Law and economics; medicine; sciences,letters and humanities, and an Institute of Technology (IUT).In the interest of creating programs of relevance to nationalneeds, there was major university reform in 1972 affecting thephilosophy, curriculum, and structure of programs. The majorobjectives were the professionalization of education, and thegeneration, within a short period of time, of urgently neededcadres - teachers, middle level technicians and engineers.These decisions were taken in view of economic imperatives inthe public and private sectors.

As a result of these reforms several new faculties orschools were created, and one other faculty revised. TheFaculty of Law and Economics was divided into: (a) the EcoleNationale Superieure d'Administration et des Carrilres Juridiques

LYCEE TECHNIQUE - LUME

Industrial Section

Enseignement Long

BAC Serie E

BAC Technicien

Rec

rute

men

tB

EC

P &

Con

cour

s

Economic and Commercial

Sections

Court

A Enseignement Long

BAC Technicien

Stirie GI

Serie G2

Serie G3

Recrutementl BEPC & Concours

DEPCM

2em

e A

nnee

I

Fere

Ann

ee1

Brevet de Technicien

T Ti /I1

j

Pas de recrutement

BEPSDC

CAPEB

Irei

el A

nnee

Homemaking Section

CAP

i1 et 2)

3e Annee

4e Annee

Recrutement: BEPC & Concours

Pas de recrutement

(E.S.A.C.J.) and (b) the Ecole Superieure de TechniquesEconomigues et de Gestion (E.S.T.E.C.), offering two divisions,economics or husinJs77;Tiagement. The Institute of Tech-nology was abolished. Instead two institutions designed totrain two levels of engineers were created: (a) the EcoleSuperieure d'Agronomie (E.S.A.) and (b) the Ecole Superieurede Micaniqut Industrielle (E.S.M.I.): Two other institutionswere added: (a) the Ecrile des Assistants Medicaux and (b)

the Institut National des Sciences de l'Education (I.N.S.E.)

I. Entrance Requirements

Entrance to the university is based on the Baccalaureatin appropriate sections, dependent upon the availability ofspaces. A special entrance examination is given each year,in May, to those applying for entry on a concessional basis -in other words,without the Baccalaureat. To qualify for theexamination, individuals must generally be 20 years of age, andhave two years of professional experience. These applicantsare not expected to have sat for the Baccalaureat within thelast three years. For some faculties, the examination couldalso be given to those unsuccessful on the Baccalaureat, buthaving completed the classe terminale .

The special entrance examination is an oral testgiven and judged by a Jury to determine the applicant'sspecial aptitudes and general knowledge. Sometimes a writtensection may also be added. It should also be noted that insome programs, particularly in engineering. additional screen-ing is done after the first year when short and long cycles oftraining are provided.


The degree structure varies from one faculty to thenext.

A) Faculty des Sciences 6 Faculty des Lettres

Three.year licence programs are offered by bothfaculties. The first university cycle - or two years - in theScience Faculty leads to the B.U.E.S. and in the Faculty ofLetters to the D.U.E.L. A major innovation in the curriculum ofboth faculties has been the affiliation with the newly createdInstitut National des Sciences de l'Education (I.N.S.E.)

In meeting the objective of better preparing university graduatesfor secondary school teaching, compulsory education courses,offered through the I.N.S.Ehave been introduced in bothfaculties throughout the three-year licence program. Twenty-five to thirty hours per week are compulsory in subjects suchas general education, educational psychology, and psycho-socio-logy. As a result the number of hours per year has been increasedin both programs by the following proportions:

Previously Since 1972D.U.E.L & D.U.E.S. 1,000 hours 1,250 hoursLicence 500 hours 700 hours

B) Ecole Nationale Superieure d'Administration.etdes Carrares Juridiques (E.S.A.C.J.)

As noted earlier, this school represents a modificationof the traditional Law faculty. The reforms aimed to createmore functional and professional education by introducing oneyear of practical on-the-job training, usually done in the fourth,and final year, leading to the licence. Students in the firstyear follow a core curriculum; streaming occurs on the basis ofthe examination given at the end of the year. After the firstyear of general law, students who perform well on the examinationcan choose between four specializations: judicial, general,administration, and international, law. Those who do not per-form outstandingly on the examination do a short cycle of oneadditional year of practical-oriented coursework leading to theRigleme Universitaire de Techniques Juridiques (D.U.T.J.) whichis generally a terminal degree for those in th© short cycle.Those continuing in the long cycle, of four years, do not earnthis dipl&me at the end of the first university cycle. Thelicence is awarded at the end of the final year.

C) Ecole Superieure de Techniques Economiques at deGestion (E.S.T.E.G.)

The Advanced Institute of Economics and Management isthe result of the reform of the former faculty of Law andEconomics. There are two major departments: Commerce and Manage-ment, Section de Commerce et Gestion and Economics, Section deTechniques Economiques. The same curriculum is provided duringthe first two years of the programs. Students are streamed atthe end of the second year on the basis of their examinationresults. Those in economics continue for two additional years,

specializing in planning and development techniques and thoseIn the commercial stream take advanced coursework in managementand commerce. Both programs provide for oneyear of on-the-job training; this is usually provided during the fourth yearfor the economics stream, and during the third year for thosein the commercial program. The Licence en Techniques deCommerce et Gestion is awarded to those pursuing the commercialprogram, the Licence en Techniques Economiques is given to thosein general economics.

D) Institut National de Sciences de l'Education

In addition to offering complementary training tostudents enrolled in the Faculties of Law and Science, the I.N.S.E.has a licence program. Entry is generally based on the D.U.E.L.or D.U71177Tafter the first two years of university study),although students from other faculties, having completed twoyears of undergraduate work are also admissible.

The Institute uses the unit system, or Unites deValeurs, which requires 5 U.V. for graduation which can becompleted on a full-time basis in one academic year. Therequired units include General Education, the Psychology ofEducation, Statistics, Applied Education, and Social Education.Five other general courses were introduced during the 1973-1974academic year.

E) Ecole Superieure de Micanique Industrielle (I.S.N.I.)

was created in 1972 to form engineers at two

levels: the ingenieur de realisation (technical engineer) andthe ingenieur de conception (theoretical engineer). The firstlevel would be considered an advanced technician with functionaland practical skills; the second category would correspond toan engineer with theoretical knowledge.

The first prom, or short cycle, is of three years'

duration. Entry is based on the Baccalaureat D,C,E,F, andgenerally a technical aptitude test given by the school.The first three semesters, generally taught by professionalsin the capital, provide practical and technical skills. Pro-grams are offered in the fields of mechanical, electrical, tele-communications engineering; hydraulic and civil engineering.It is being proposed that Chemical and Mining Engineering alsobe introduced. Short on-the-job training projects are providedthroughout the program.

Students pursuing the long cycle of engineeringstudies usually are streamed ou't of the short cycle after thesecond year, D.U.E.S. holders are also admissible, amongstthose having done mathematics and physics or physics andchemistry. Three additional years of training are providedleading to the Diploma of Ingenieur de Conception_.

F) Ecole Superieure d'Agronomie (E.S.A.)

The E.S.A. follows the same training philosophyand structure as the E.S.M.I. with a short cycle of threeyears' duration and a longer five -year cycle leading to theDiplame d'Inginieur de Conception. Entry is based on theBaccalaurAat in the C,D,E and F streams.

C) Ecole de Medecine

Presently the school of Medicine only offers thefinal year in the third cycle of Medical training, or thesixth year. Entry is based upon completion of the first fiveyears at a recognized medical school. The final year givenat the Universite du Benin provides for additional theoreticaltraininrand an extended internship in general medicine andsurgery, gynecology and obstetrics. It is planned that asfacilities develop, the school will be able to offer more ofthe basic training curriculum.

Grading and Examination System

The grading and examination system varies to someextent by department or faculty. In many programs the contedlecontinu is offered which means regular assessment during theacademic year through the use of tests, oral examinations, and/orpractical work. Originally it was introduced as a means ofdispensing the bright students from examinations offered duringthe June or October session. Usually students are given theoption of being assessed on this basis which is a function ofgeographical location and/or professional responsibilities.Some students may not always be able to attend all classes foreither of these reasons, and would thus be at a disadvantage.For them, the major determinant of success would continue to bethe examinations given in all subjects at the end of the academic

year. The grading in all faculties is on the basisof 0-20, 20 being the highest possible level ofattainment. Students who, under the contale continu,pass or obtain an average of 10/20 in all majorsubjects during the school year are not requiredto take the written examinations in June. In manydepartments they are given a supplementary oralexamination on the basis of which they are declaredadmis or pass. Those who have not obtained minimumpass in Glasswork during the year in all majorsubjects, or those who have not been able to begraded in all subjects due to professional orother reasons, sit for the formal examinationsession in June.

The first examinations session, at theend of the academic year, is composed of writtenpapers in three to four major subjects and oralexaminations in another three to four subjects.The exact number of subjects tested varies byprogram of study. Major subjects have a coefficientof 2, minor or secondary courses are weighted bythe coefficient of 1. An average of 10/20 isrequired for pass. Those who have not followed thecontr8le continu , which must be requested at thebeginning of the school year, are allowed to retakethe examinations at the second session, October, ifthey fail at the first try. The mentions ordistinctions are given according to the following:

Passable 10- less than 12Asses Bien 12- less than 14Bien 14- less than 16Tres Bien 16- 20

Detailed syllabi and examinations schedules canbe obtained from the Universit6 du Benin, whereall faculties publish a Livret de l'Etudiantproviding all relevant information.

CHAPTER VI; PLACEMENT RECOMMENDATIONS


I. *Students presenting a Baccalauriat with a mentionpassable, or higher (Baccalauriat Part II for Malianapplicants) in the various options A,B,C,D.E. are eligiblefor placement at the undergraduate level. Based upon thespecialization which the student presents, as indicated bythe option or aerie pursued during the second cycle of thesecondary school program, the following recommendations forplacement at the undergraduate level are presented:

A) Students holding Baccalaureat A - humanitiesand philosophy - or B economics - should be admitted inta degree program in the humanities or social sciences, pro-viding such programs do not demand strong mathematics pre-paration.

B) Holders of the Bitecalaureat C - mathematics andphysical sciences - D - applied sciences and mathematics andE - science and technology, can be admitted into degree pro-grams in any field, due to their general background inhumanities, mathematics and sciences. Within the sciencesthere may be some deficiencies in laboratory skills.

II. Students with Baccalaureats in Sections A,B,C,D,E,can be granted up to a maximum of one academic year of advancedcredit in an undergraduate degree program in their areas ofspecialization during senior secondary school.

* Malian streams are referred to in different terms, and aregenerally designated by two initials rather than one.Conceptually the programs are similar.

- 136-

III. Admission officers are urged to consider, inaddition to the Baccalaureat, granted on a general averageof the results of subject examinations in five or six sub-jects, the student's Livret Scolaire (transcript) for thelast three years of secondary school covering work completedin classe de seconde, classe de premiere, and classe terminale.This document is not generally delivered to the student himselfbut can be obtained from the Proviseur (Headmaster) of thesecondary school attended. The Livret will indicate grades incourse work and examinations on a trimester basis, the rank inclass of the student on a subject basis, and comments fromeach of the professors.

IV. In the evaluation of the grades indicated on acandidate's Livret Scolaire the following rough approximationof grade equivalents is provided:

ApproximateNotes American Equivalence

14-20 A12-1311-10

9

No similar letter grade equivalent can be assignedto the various mentions given on the Baccalaureat. Thesementions, which specify the quality of the examination results,range from passable, asses bien, bien and tree bleu. Thevast majority of students receive only mention passable whichindicates a much higher level of performance than the Americanterm "passing". In reviewing the Baccalaureat certificate and

the Livret Scolaire, the admissions officer will also wish tonote the following: (a) whether the Baccalaureat was obtainedat the first sitting in June or at the second sitting inSeptember/October; (b) whether the student was required totake a supplementary oral examination after the written test;and (c) whether the student was required to repeat an academicyear of the senior secondary school cycle. Applicants whohave not repeated a school year and have passed the Baccalaureatat the first sitting are the strongest candidates academically.

V. The Certificat de Fin d'Etudes Secondaires is not the

eqc.ivalent of the Baccalaureat. This certificate simply confirmsclass attendance in the last year of secondary school (classe

terminale) and, as such, should not be used as a basis foradmission, In most cases, the presentation of the Certificatde Fin d'Etudes Secondaires means that the student was notsuccessful in his attempt to pass the Baccalaureat examination.


I. Students holding the following diplomas, after twoyears of undergraduate work in subjects related to the specia-lization, may be placed at junior or senior level:

Dipltime Universitaire d'Etudes Litteraires (D.U.E.L.)Diplame Universitaire d'Etudes Scientifiques (D.U.E.S.)Diplame d'Etudes Juridiques GeneralesDiplame d'Etudes Economiques Generales (D.E.E.G.)

It. Applicants holding the Dipl8me Universitaire deTechnologie(D.U.T.) in Senegal and Ivory Coast, can beadmitted at the sophomore level with the possibility of addi-tional advanced credit being given in subjects outside the majorfield of study. Since the D.U.T. is often a terminal degreeat African universities, U.S. institutions should requestconfirmation from the bean of the Institut Universitaire deTechnologie (I.U.T.) that the student would be eligible to con-tinue his studies.

III. Students with a Diplame d'Ingenieur -de Travaux -d'Execution - de Realisation, can be admitted into engineeringprograms at the junior level at American institutions.


I. Students who have obtained a licence, whether based ona three.or four-year program, with a mention of passable orhigher, can be considered for admission to graduate programs.Those who hold a licence in chemistry may need to include certainpre-requisites in their first-year graduate schedule. Inaddition to a copy of the licence, the U.S. institution shouldalso try to obtain a copy of the student's releve de note(transcript) which indicates the grades earned each year on acourse-by-course basis, and final examinations results. Again,It should be noted that very few students receive a highermention than passable.

II. Students holding the degree of Insenieur de Conceptionin a number of specializations can be admitted to graduatestudy in engineering.

Students who hold the Mattrise or the Diplelme d'EtudesSuperieures (D.E.S.) or the Dkplame d'Etudes Approfondies(D.E.A.), having completed one or two years of academic studybeyond the Bachelor's degree, can be considered to have theequivalent of a U.S. Master's degree.

IV. L'Asregation de l'Enseignement du Second Des re and theAgr6sation de l'Universite are certificates of outstandingproficiency in teaching and are obtained by examination before

a jury (committee). The Agrggation is not in itself a degreeprogram and requires no specific course, or research require-ments.

V. Persons holding the toctiratcSp'cile...22. Cyclewill have completed one to two years beyond the Maftrise, orD.E.S., and may ba admitted to a Ph.D. program.

VI.Ph.D.

The Doctorat d'Etat is the equivalent to the American

Technical-Vocational Admissions

I. A student who holds the Baccalaureat Technique F andhas very high secondary school marks can be accepted into anundergraduate degree program in engineering and science.Those with Baccalaureat Technique G can be admitted intoundergraduate programs in business and commerce. A maximumof one academic year of advanced credit in subjects outsidethe major field could be given for both Baccalaureats.

Teacher Training Admissions

I. Holders of the Certificat d'Enseisnement General from

the Ecole Normale Superieure could be considered for place-ment in an undergraduate degree program in Education, or inone of the subject areas of his Baccalaureat examination.Based on the Baccalaureat work and on two to three years of

study at the EsalilHEEttLLJALLEittire, he could 1-e considered

for advanced standing.

II. CAPES - The Certificat d'Aptitude Pi.dagolisue or theCertificat d'Aptitude au Professorat de l'Enseignement Secon-daire, is the equivalent of the M.A.T. degree granted by U.S.Institutions.

-139-

School`

Years

1211

10

I. PRIMARY AID SECONDARYEDUCATIOIIAL STRUCTURE

Cycle Swiri

Long

(a)

5 3 2 1'

School

Years

err

Cycle Supditeur

Court

(b)

-Cya7-7-----Superieur

Court

(c)

CYCLED'ORIENTAIVION or CYCLE IMPERIEUR

PREMIER CYCLE

Pillory School

Language of Instruction: French

11, noun EDUCATION:wpm= NATIONALE DU ZAIRE MAU)

12

35

6

L....*

!.......,

El

Ihg (a)

(b)

/(n)

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Licence en

* "Certificatd'Etudes Primaires"

"Brevet du Cycle d'Orientation"

a) Universitypreparatory cycle leading

to the "Diplom d'Etat"

D) Technical and teachertraining progress

leading to the "Diplome de Fin d'Etudes

Secondaires", the "Brevet d'Instituteurs",

or thee "Brevet de Technicien".

c) Commercial/Vocational/Social

courses

leading to the "Brevet diAptitude

Profesaionnelleft.

Devartmenta

Arts, Letter., Social Sciences andEducation

Sciences, Polytechnique, Agronomy

Pharmacy and Dentistry

Medicine

Advanced Teacher Training

Advanced Technical Training

far Polytechnique andAgronomy programs

Sciences Bucco-Dentaires (Dentistry)

(Pharmacy)

WW1=

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Borten, en

(11) 0 - Oradmatan

(4)

Licence en

If) A - Architects

Inseigateent 01.11.M.)

ibiseivement (LEX.

Ith one supplementaryyear for on-the-job training)

CHAPTER VII : ZAIRE

GENERAL AND EDUCATIONAL BACKGROUND

Zaire, known as the Belgian Congo until independencein 1960, and subsequently as the Democratic Republicof the Congo until 1971, has a land immensity almostequal to that of India, However Zaire's potential formeeting the educational and basic human needs of itspeople is far more encouraging when one considers thepopulation of 14 million as compared to India's 450million.

Although the Portuguese made contact with the Congoin 1482, serious interest in the region's resources wasnot manifested until Stanley's trip down the Congo Riverin 1877 which culminated in the formation, the followingyear, of the International Association of the Congoby the Belgian Monarchy under Leopold II. The territorywas officially transferred to Belgium in 1908.

Under Leopold, church, business, and governmentcombined to form a white colonial ruling elite. Thefirst school was opened in 1892, but until 1948, thecolonial government assumed no real operationalresponsibility for the education of the Congolese,leaving this to the missionaries, both Catholic andProtestant, where priority was given to primary schoolenrollment. In addition the educational system sought

to furnish employable skills to the industrial sectorfor the colonial economy. Most rural children and manyof the less capable urban pupils terminated school afterfive years. Some then had the opportunity to attendpost-primary apprentice schools for two additional years

to becomesemi-skilled laborers, minor administrators,farmers, or agricultural teachers.

Attrition in the educational system was, and still

is, severe. At independence, 1960, only 136 studentsfinished secondary school with a diploma. Of 519,000primary school age children entering the first year in1954, only 45,000 (9%) made it through the sixth yearin 1960.

141 -

Despite the emphasis on vocational, non-academictraining for the Congolese, the Belgians recognized theneed for a higher level of education. In 1954 LovaniumUniversity, under the auspices of the Universite de Louvain,was opened in Kinshasi (formerly Leopoldville) . Byindependence Lovanium had graduated some 20 nationals.Through internal pressure for additional higher educationfacilities, l'Universite Officielle du Congo, affiliatedwith l'Universite de Bruxelles, was created in 1956 atLubumbashi (formerly Elizabethville). The third university,l'Universite Libre du Como, in Kisangani, (formerlyStanleyville) was founded in 1963. With independencethe Government legislated large-scale educational reformto make education more accessible at all levels, andmore relevant to national needs,


Primary Education

Primary education in the Republic of Zaireconstitutes a six-year cycle, entitled the Premier Cycle,classes 12,11,10,9,8,7. The curriculum, emphasizinggeneral education, includes French, arithmetic, moraland religious instruction, history and geography, civicinstruction, physical and natural sciences, Africanlanguages, physical education, arts. Instruction is nolonger in vernacular languages but in French. It shouldbe pointed out that despite this change in 1961 a numberof educational and planning experts in Zaire have proposeda return to primary instruction in the major languages -Lingala, Tshiluba, Kiswahili, and Kikongo - at least duringthe first two years of the primary cycle.

In 1967-1968, there were approximately 9,230primary schools operating in Zaire, enrolling 2,338,895children. These institutions are run by the Government,the Catholic Church, and Protestant groups.

Students who have satisfactorily completedprimary school receive the Certificat d'Etudes Primaires,awarded to those who obtain good results on the examinationknown as l'Examen de Fin de Cycle. It should be addedthat passage from one year to the next is not automatic.Promotion is based upon a school examination given atthe end of each academic year. Although Zaire has oneof the highest levels of primary school enrollment, thedrop-out rate is considerable. It has been estimatedthat there is a loss, during the first two years, of

- 142 -

50% of those who started in the first year of primaryschool. Furthermore, only approximately 20% actuallycomplete primary studies.

Secondary Education

Secondary school entry is based upon a) possessionof the Certificat d'Etudes Frimaires and b) good resultson a competitive Ministry of Education examination, theExamen Selectif. Secondary education has been the levelmost affected, in structure and philosophy, by thereforms of 1961-1962. The objectives have been to a)make education more relevant to Zairois needs; b) institutepractical and semi-vocational training programs such thatthose who do not necessarily continue for higher educationhave skills; c) provide various terminal training programs;and d) introduce diversity in the secondary schoolcurriculum such that individual talents and professionalobjectives can be identified and met. Accordingly,secondary education has been divided into two majorcycles - Cycle Court (short cycle) and Cycle Long (long cycle).

I. Cycle d'Orientation

This cycle, Classes 1-2, referred to as CO, or thecycle inferieur,, consists of two years of general educationfor all students regardless of whether they will sub-sequently pursue a technical, commercial, teacher training,agricultural, or academic specialization. It was createdto provide a general background to all students in thefields of French, mathematics, history, geography,sciences, technology. African sociology, civic instruction,and physical education. Students who obtain satisfactoryresults at an examination, given after the second year,qualify for the Brevet du Cycle d'Orientation. Thisexamination is used to orient students for the CycleSuperieur - or senior high school. It is not used as anentrance examination. Students are tested in major fieldsincluding French and mathematics. In 1967-1968, 682of students enrolled in CO received the Brevet. In 1968-1969, the proportion of successes rose to 80%.

II. Cycle SuOrieur

Corresponding to senior high school, this cyclerepresents the third general cycle within the educationalstructure. It has been substantially modified, since 1961,providing two sub-cycles responding to different educational

needs: a) the Cycle Long and b) the Cycle, Court. The

- 143 -

first is university preparatory leading to the 21p1Smed'Etat de l'Enseignement secondaire. Programs are offour yenrsfduration. The Cycle Court is advancedsecondrry technical and professional training of twoto three years' duration, usually of a terminal nature.S,Jrcessful completion of these studies is sanctionnedby the Di 1Sme de Fin d'Etudes Secondaires in techni-cal fields and the Brevet for professional areas.These are school examinations formulated and admi-nistered by the educational institution rather thannational examinations.

The major programs offered during the CycleCourt are the following:

1. Teacher TrainingSection Pedagogique

2. Commerce and AdministrationSection Commerciale at Administrative

3. Industrial Arts - MechanicsSection Industrie - mecanique

4. Industrial Arts . ElectricitySection Inds -trie electricite

AgricultureSection Agricole

6. TelecommunicattonsSection Postes at Telecommunications

7. Para-Medical StudiesSection medicale

Some of these programs are also offered duringthe Cycle Long offering the following streams:

1. Literary StudiesEnseignement secondaire litteraire

2. Sciences: math/physics/chemistry/biologyEnseignement secondaire scientifique

3. Education (Teacher Training)Enseignement secondaire normal

4. Technical EducationEnseignement secondaire technique

1.44-

5 . Agriculturetrreignement secondaire agricole

6. Arts and CraftsEnseignement secondaire-Arts plastiques

7. AeronauticsEnseignement secondaire de l'Agronautique

8. Tel econnun f cats onsEnseignement secondaire de Poste-T616communications

9. Medical SciencesEnseignement secondaire m6dical

10. Social StudiesEnseignement secondaire social

Students completing the four -year Cycle Long, inone of these streams, and passing the National Examinationduring the final year - or 12th year - continue foruniversity or post-secondary training. Syllabi for thefollowing sections, as illustrations of the progranq of

study, are provided in Tables Scientific; literary;and Education.

Dipl8me d'Etat

Students, during senior secondary school, aregraded four times a year, and are required to sit fortwo examinations, given at the end of each semester in allmajor fields. During the final year, or classe desixieme, students sit for the Examen d'Etat leading to theniplome d'Etat. This examination was established in 1967

by the Government as a selective tool for university entryand as a uniform standard of comparison of secondary schoolgraduates. Previously secondary schools gave their ownschool leaving examinations and diplomas. At that time,

to maintain some control, the system of homologationwas in effect. A diplame homologue meant that the certificatecame from an accredited secondary school, as judged by theMinistry of Education.

To qualify for the Dipleme d'Etat students mustobtain a minimum of 50 points on a 100-point scale in eachsubject tested. Nevertheless academic work is also weightedcounting for approximately 25%, with the examinationresults worth 75% in the final determination. Studentsmay be allowed to repeat the examination the following year.Private candidates, candidats autodidactes, may sit for

- 145 -

A I R

SECTION: ScientificTABLE I Option : Chemistry/Biology

SYLLABUS Senior Secondary SchoolHours per Week

3e 4e 5e fie Total

Religion & Civics 2 2 2 2 8

French 5 5 5 5 20

English 5 5 5 5 20

History 2 2 2 2 8

Geography 2 2 2 2 8

Mathematics 6 6 4 4 20

Physics 3(1) 2(1) 3 3 11.

Chemistry 2 2 2 2 8

Biology - 1 2 2 5

Laboratory Work - - 2(2) 2(2) 4

African Sociology 2 - - - 2

Political Economy - 2 - - 2

Art - - 2 - 2

Philosophy - - - 2 2

Physical Education 2 2 2 2 8

Drawing 1(3) 1(3) 1(4) 1(4) 4

Total 32 32 34 34 132

N.B. (1) Program as of March 1973.(2) Laboratory work alternating between chemistry and

biology.(3) Programs of January 1972.(4) Documentary drawing in conjunction with biology

courses.

-146-

A I R

TABLE II Section: LiteraryOption : Latin/Philosophy

SYLLABUS -

3e 4e

SeniorHours per

So

SecondaryWeek

6e

School

Total


French 6 6 6 6 21

English 5 5 5 5 20

History 2 2 2 2 8

Geography 2 2 2 2 8


Physics . 2 2 2 6

Chemistry 1 1 1 3

Biology - 1 1 1 3



%

Art - - 2 - 2

Philosophy . - - 2 2


Latin 6 6 6 7 25

Total 32 34 32 32 130

Z AIR

TABLE III Section: Pedagogy (Teacher Training)Option : General Education

SYLLABUS -

3e 4e

Senior SecondaryHours per Week

5e 6e

School

Total


French 6 6 5 5 22

English 5 5 3 3 16

African Linguistics - - 2 2 4

History 2 2 2 2 8

Geography 2 2 2 2 8



Art - - 2 - 2

Philosophy - - - 2 2


Physics 3 2 1 1 7

Chemistry 2 2 - - 4

Biology/Hygiene - 1 2 2 c....

Total (a) 29 29 23 23 104

Pedagogy - 1 8 8 17


Drawing, Writing 2 2 2 2 8

Music & Theater 1 1 1 1 4

Total (b) 5 6 13 13 37

TOTAL 34 35 36 36 141

-148-

the Examen d'Etat but are at some disadvantage astheir success depends entirely on the examinationresults. The former practice of awarding theCertificat d'Etat, to those obtaining 40%, has beensuppressed since 1970.

The grading system utilized corresponds tothe following American approximate equivalents:

Grade American equivalent

80 Excellent70 Very Good60 Good50 Pass

Below 50 Fail

In June 1973 the Ministry of Education reportedthe following statistics on the Examen d'Etat :

14,548 students sat for the examination of which 7,796or 53.5% qualified for the diploma. Of this category46.7% scored above 60%, while 53.3 fell below 60%.

It should be noted that the student's diploma willnot give more than the total percentage pass. Individuzlsubject results are not normally released, but may beobtained by requesting universities from the Proviseur,or Headmaster, of the secondary school.

Teacher Training

Two programs are offered during the CycleSuperieur for primary school teachers through the long

and short cycles. A three-year teacher training programis available during the Cycle Court. General educationcourses are given in the first two years, and in-serviceteacher training, stalAt_Lick&Egiaa constitutes the

final year. Graduates receive the Brevet d'Instituteurs.The Cycle Long offers a four-year pedagogical program,followed by an additional year of teacher training.Graduates are awarded the Dipl6me d'Instituteurs.

Higher Education

Since the reform of 1971, higher educationhas been unified under one central system, l'UniversiteNationale du Zaire (UNAZA). The reform was bothadministrative and academic. Administratively, the

- 149 -

three previously independent universities - Universit6Officielle du Congo (U0C),Universite Libre du Congo(ULC), and Lovanium- have now been merged into asingle national university system. In addition,many formerly independent technical, teacher training,and professional institutes have become affiliatedwith the University. Academically, the objectiveswere to a) make the curriculum more relevant todeveloping and national needs, and b) adjust thedegree structure in a.more viable way.

Since 1971, the three campuses consist ofthe following faculties:

Kinshasa Campus

-- Faculty of Catholic Theology-- Faculty of Law- - Faculty of Economics- - Faculty of Medicine and Pharmacy- - Faculty of Sciences (mathematics,

physics,chemistry,biology)-- Polytechnic (mechanical,construction,

electrical engineering)

Kisangani Campus

-- Faculty of Protestant Theology-- Faculty of Education-- Faculty of Sciences (biology)-- Faculty of Agronomy

Lubumbashi Campus

- - Faculty of Letter;-- Faculty of Sciences (geology,minerology)- - Polytechnic (mining, metallurgical,

chemical engineering)-- Faculty of Veterinary Medicine

.UNAZA thus consists of fourteen faculties inaddition to eleven teacher training institutes andtwelve technical/professional institutes, to bedescribed separately. Programs of study have beencarefully coordinated such that each campus does notduplicate the offerings of another.

I. University Entrance Requirements

Entry to UNAZA faculties requires a) theDiplame d'Etat and b) success on the L6preuve d'orientatioa.

- 150

The iumalalaanlillisa is a university examination,given shortly after the Examen d'Etat, used foraptitude testing and subsequent orientation. Itconsists of testing in three major areas: a) lettersb) education and social sciences and c) sciences.All students are tested in general subjects such ashistory and culture, then appropriate additionalsubjects are taken depending upon the academicobjective. Most faculties require a pass of 60% onthe Diplfte d'Etat. The pass grade on the epreuved'orientation varies somewhat by faculty: Scienceprograms require a minimum of 50% on the science part;Humanities and Law faculties accept students with 60%or above on the letters part; Economics and othersocial science departments require a 55% pass in thefirst part and mathematics. Students failing thisexamination may be admitted to a preparatory yearoffered at several campuses, if spaces exist. Thesepreparatory classes, however, are not exclusivelyreserved for students not meeting universityentrance requirements, but are often recommended forpreparation in the sciences. These preliminary yearsare known as Propedeutigue.

II. University Structure

Until the reforms of 1971 most facultiesfollowed the Belgian structure of premiere candidature,deuxieme candidature, premiere annee de licence, anddeuxieme annee de licence. Currently the degreestructure and the length of study have been modifiedinto three different levels or cycles:

The Graduat, of two to three years'duration leading to the Gradue diploma;

The Licence, or second university cycle,of two year& duration leading to thediploma of Licencii;

The Doctorat, consisting of courseworkand dissertation for a minimum periodof three years leading to the Docteur.

UNAZA does not offer a Master's degree.

A) Academic Faculties

Increasingly the Graduat cycle isbecoming a three -year program although two-yearcycles are still offered in some departments. The

- 151 -

curriculum consists of general university preparationfor eventual specialization during the last two yearsof the licence. Currently the following sequence isin operation, in terms of the length of the twouniversity cycles - Graduat and Licence:

Sciences: 3 - 2

Social Sciences: 2 - 2

Letters : 2 - 2

Education: 2 - 2

Applied science programs are provided through thePolytechnisues, at the Kinshasa and Lubumbashicampuses. Engineering is a five-year course dividedinto the three years of Graduat and two years ofspecialization leading to the diploma of Ingenieur.Agronomy programs follow the same 3 - 2 sequence andalso lead to the Inginieur diploma. Medicine isa six-year program, Pharmacy and Dentistry beingfive.year programs. The first year of the threeprograms is similar being principally a preparatoryyear in the general sciences, following which studentsare oriented into the appropriate discipline.

B) Teacher Training Institutes

Post-secondary teacher training isprovided through the Institute Sqpirieurs Padagogiques,for DiplSme d'Etat holders. Eleven such institutes arelocated in various regions of Zaire. Two differentadvanced teacher training programs are available.One section entitled the Ecole Normal Moyenne (E.N.M.)offers a three-year program in fields such as sciences,social sciences, humanities, and languages, leadingto the Gradui en enseignement. This gives qualificationfor lower secondary school teaching. The mostadvanced program is offered through the Ecole NormaleSuverieure (E.N.S.) currently available at twoinstitutions: the Institut Pidagogique National (IPN),Kinshasa, and the Institut Sup6rieur Pidagogique (ISP),Bukavu. Entrance is based on the Gradue en enseignement,success on a competitive entry examination, andprofessional experience. The two-year program offersspecializations in the natural and physical sciences,

languages, and humanities leading to the Licenceen enseignement. This allows individuals to teachat upper secondary school level. The Licence grantedby the E.N.S. is recognized as the equivalent ofthe university Licence in academic fields.

C) Technical Training Institutes

There are twelve technical traininginstitutions, affiliated with UNAZA, designed toproduce manpower for the labor market. Theseinclude:

Institut de Meteorologie, d'AviationCivile et des Telecommunications

Institut National des Travaux Publics

Ecole Superieure de Commerce

Institut Superieur d'EnseignementTechnique Feminin

Conservatoire National de Musiqueet d'Art Dramatique

Institut Superieur des Sciences Infirmiires

Institut Superieur des Sciences administrativeset des Techniques hospitalieres

Institut Superieur d'Enseignement Social (2)

Institut National des Mines

Institut Superieur d'Enseignement Agricole (2)

Most programs are three years after comple-tion of secondary school and lead to the diploma ofGradue. The major exception is the Architecture programoffered at the Institut National des Travaux Publics

which is of five pears' duration, sub-divided intoa three-year Graduat cycle and a two-year specialization.The Institut National des Mines, providing programsin mining and geology, sometimes requires a preliminaryyear in the general sciences.

III. Grading and Examination System

Students are tested at the end of each year todetermine promotion to the next year. The examinationsare usually a combination of a) written tests b) acomposition, and c)the results of practical work, inthe sciences and technical fields. At the end of eachcycle students are tested in all general subjects,usually five minimum. The examinations are graded on ascale of 0 - 20, 20 being the maximum mark. Theresults are reviewed by a committee, jury, for finaldetermination of success or failure. A minimum of10 must be obtained in all subjects taken. Where theminimum pass, on a subject basis, has not beenmaintained, but a general average of 50% has been met,students may be asked by the jury to take an oralexamination. Alternatively the candidate may bedeferred, ajourne, until the second written examinationsession, usually in October of the same year. Atthe second session only subjects,in which less than12/20 was earned, are retaken.

The licence examination is a composite oftwo separate items: a) a written test in six to sevenmajor subjects and b) an original piece of research,memoire. The research counts for approximately 302 inthe total score.

Transcripts, in the American sense, are notgiven by 'MAU. Rather students are issued anattestation at the end of each year confirming thepass, and noting the mention obtained. The followingclassification system is utilized:

Above 90SO - 9070- SO50 - 70

Below 50

La Plus Grande DistinctionGrande DistinctionDistinctionSatisfactionFail

Subject examination results, cotes d'examens, are notreleased but may be obtained from the Secretaire GeneralAcademique upon request.

154 -

CHAPTER IX : PLACEMENT RECOMMENDATIONS


1. Applicants holding the DiRlame d'Etat, with anaverage of 60% or better, are eligible for admission tofreshman standing.

Notice should be taken of the student's streamof study in which enrolled during the last cycle ofsecondary school ( Cycle Superieur Long ) as itrelates to the proposed field.

Since the Dipl8me d'Etat represents twelveyears of education, as opposed to the thirteen yearslending to the Baccalaureat, and as most undergraduatedegree programs in Zaire are of four to five years'duration, it is not recommended that advanced standingbe given.


I. The Gradu6 diploma, given at the end of theGraduat cycle, represents completion of two to threeyears of study, depending upon the academic field.This diploma is also awarded by the advanced technicaland teacher training Institutes after three years ofundergraduate work. It is recommended that not more than

two years of advanced standing be given,for either diploma.


T. Applicants presenting the diplomas of - Licence,Architecte, Ing6nieur - should be considered forgraduate admission provided the degrees have been earnedwith Distinction (70-80), or above. The following rankingis used:

La Plus Grande DistinctionGrande DistinctionDistinctionSatisfaction

- 155 -

GLOSSARY

Certificat itEtudes PrimairesCertificat d'Etudes Primaires

lislialeptntiamenta 1Dislanie d'Etudes FendamentalesCycle d'OrientationCycle Suprieurluyet d'Etudes du Premier Cycle de

l'Enseisnement SecondaireBrevet ttLls cle d'OrientationColleges di EvsiawpEnt Geniiraj

Collezes i'Enseignement SecondaireBaccalaureat

14.11!Etat...Livret ScolaireAdmissibleRedouhlerPassableASSO7 BienBienTris BienCertificat9111217me de

Centres deCertificat

nelleBrevet d'Etudes Commerciales

Br------12"etl"121PMILLITIsEtkaTIglBrevet de TechnicienBaccalaur6at TtdinisyeBrevet d'InstituteurpApilime d'Illstiletteur

Certificat Elementaire d'AptitudeK!dauricipe

Fole Normale

________Brevet Sukjrieur de Fin d'EslidesNurmales

Certificat4LARtitude P6dagogilueE,-;les Normates Sqpi.rieures

64tiffcat drEnseizement G6ntlralCertificat d'Aptitude P6day%ique

d'Enseignement Supi.rjenr

de Fin d'EtudesFin d'Etudes SecondairesFormationd'Aptitude

Certificate of Primary Studies (Zaire)Certificate of Elementary Studies

Fundamental Education (Mali)First School Leaving Certificate (Mali)Orientation Cycle (Zaire) - lower secondaryHigher Secondary School (Zaire)Certificate of Completion, first cycle,

Secondary SchoolCertificate of Orientation Cycle (Zaire)General Secondary Schools

Final School Leaving CertificateNational Diploma (Zaire)High School TranscriptPassRepeatPassFairly GoodGoodVery GoodCertificate of Secondary School CompletionDiploma of Secondary School CompletionTraining CentersCertificate of Professional Aptitude

Certificate of Commercial StudiesCertificate of Professional StudiesTechnician CertificateTechnical BaccalaureatTeachers Certificate (Zaire)Teachers Diploma (Zaire)Certificate of Elementary Teacher Training

Normal School - middle level teacher trainingCertificate of Completion of Teacher Training

(middle level)Certificate of Teacher Training CompetenceAdvanced Teacher Training institutesGeneral. Teaching CertificateCertificate of Higher Teacher Training

Competence

GLOSSARY

Aargation de l'Enseioyment duSecond De0.".

Algt7.1:4fon d'Etat

ConcoursEpreuve d'Orientation?ropclkatisisp CtInt:IraleScienee

Craduat

DkpItIme Unlvet:Jtaire d'Etudes.

LitterairesDiplome d htudesliraires

appme d'Etudes ScientifiquesG6ntlrales

Diplame d' Etudes Juridiques

(W.nerales.

Dippme d'Etudes EconomivesGiIn6rales

Licences

MaitriseEtudes Supjrieures

Dipl3me ApprofondiesDoctoral de Skefallt6 du 3e CycleDoctorat d'EtatInAbieur de Travaux eau ROlisationingetlfeur de ConceptionInsIttutsSmpilleprs P&IairgiquesInstituts S4p6rieurs Techniques

;07,7gtutunt::Ittate:T=VVUnitas de ValeurAttestation de IWussiteAjournt'

La Plus Grande DistinctionGrande DistinctionDistinctionSatisfactionCentres Techniques UrbainsCentres Techniques RupluACentres

Centres d'Animation et de Formation

cid:sreoingonmeimeenG:n2tiers

Centres de Formation Rurale

P6dagpaiquesDipinmeRipicime d'Auonomie Approfondie

11111071L.#21.90nlatILAUMPRKConti-81e Continu

Diprari!e Universitaire de TechnileTs

Juridilnes

qualified Secondary School Teachers

Highest Level of Teacher Certification

Competitive ExaminationAptitude TestPreparatry or Preliminary University Year

(Zaire)First University Cycle (Zaire) Leading to

the Gradu DiplomaUniversity Diploma of Literary Studies

Diploma of General(Similar to the

Diploma of General(Similar to the

Diploma of General

Literary StudiesD.U.E.L.)Science Studies111.U.E.S.)

Law Studies

Diploma of General Economics Studies

Undergraduate DegreeMaster's DegreeDiploma of Higher StudiesDiploma of Specialized StudiesDoctorate of the Third CycleState DoctorateTechnical EngineerTheoretical EngineerAdvanced Teacher Training InstitutesAdvanced Technical InstitutesUniversity institute of TechnologyDiploma in Technology

UnitsConfirmation of Pass or Success

DeferredGreatest Distinction (Zaire)Great DistinctionDistinctionSatisfactoryUrban Technical CentersRural Technical CentersTrade CentersRural Training Centers

Centers for Extension Work and Teacher Training

General Agronomy DiplomaDiploma in Specialized AgronomyDiploma of Agronomy (Engineer)Continuous Assessment by Periodic Grading

during the School YearDiploma of Legal Techniques (Universite du

Rjnin)

157 -

BIBLIOGRAPHY

Afrique Contemporaine, No. 67, May-June 1973, "L'Enseignement dansles Pays Francophones d'Afrique Noire", pp. 2-35, Centre d'Etudeet de Documentation sur 1'Afrique et 1'Outre -Mer, Paris.

Deuxiame Cycle delLgLseiaIementduSecondlse, Horaires, ProgrammesAdmission dana les Classes, Programmes Vuibert, 'are edition63 Bd. Saint-Germain, 63, Paris Ve, Imprimerie Durand .

International Equivalences in Access to Higher Education, W.D. Halls,Unesco, Paris, 1971.

Programmes Officiels de l'Enseignement Secondaire General, Ministerede l'Education Nationale de la Jeunesse et des Sports, InstitutP6dagogique National, Republique du Mali.

Etudes Africaines: Inventaite des Ensei nements Disienses dana lesPays Francophones, (1971-1972), Centre d'Analyse et de RechercheDorumentaires pour 1'Afrique Noire (C.A.R.D.A.N.) and Associationdes Universites Partiellement ou Entiarement de Langue Francaise(A.U.P.E.L.F.), Universiti de Montreal, B.P. 6128, Montreal 101,Canada.

Rep ertulre des Etudes Superieures et des Equivalences de Titres, deDiplames et de Periodes d'Etudes entre les Universitet; de LangueFraneaise, Published by the Association des Universitet; Partiel-lement ou Entiarement de Langue Frangaise, Vol. I & II).

tivretde l'Etudiant, Universite du Benin, 1972-1973 (a livret isavailable for all faculties).

Educational Development of Guinea, Mali, Senegal, and Ivory Coast,U.S. Department of Health, Ediiration, and Welfare, U.S. Govern-ment Printing Office, Washington D.C., 1972.

Educational Systems of Africa, University of California Press, 1966,Sasnett and Sepmeyer.

Annuaire General de l'Universite Nationale du Zaire, 1972-1973,Presses Universitaires du Zaire (can be obtained by writing to:Rectorat, B.P. 13399, Kinshasa).

Enquate sur l'Enseignement en Republique Democratique du Cons",Prepared for the Agency for International Development by theOverseas Liaison Committee, American Council on Education,August 1969.

Profil des Professions et des Etudes en Republique du Zaire - Guidea l'Intention des Diplames d'Etat, Centre Universitaire d'Orien-tation, UNAZA/Campus de Kinshasa, 2ame edition, Presse Univer-sitaire du Zaire.

Creating the African Universit : Emer ing Issues of the 1970s,T.M. Yesufu, Editor, Published for the Association on AfricanUniversities by the Oxford University Press, Ibadan, 1973(The National University of Zaire (UNAZA), by Akwessi Ngobassu,pp. 164-174).

- 158 -

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SECTION t ANGLAIS SESSION t JUIN 1972

Notes (Menus. par :

Monsieurnd le 9 =Wars 1938 A DAKAR

..... 1.23

EPREUVES ORALES

1.1.~M.M11.

EPRELNES ECRITES

Francais 15/60 Anglais Grammaire 22/40anglais Version 48/60 Expi. de texts 13/20

N Theme 34,5/60 Civilisation 14/20Phandtique generals 16/402,L.V.E. au L.A. 25/40Grammaire franceiss 13/20

EPREUVES ECRITES

Francais

Ahglais Comprehension

Theme

adamis t Mention

EXAMEN DE FIN DE DEUXIEME ANNEE DU PREMIER CYCLE

SECTION : MLA'S SESSION t JUIN 1973

6/30

45/60

26,5/60

PASSABLE

EPREUVES ORALES

Aaglais Expl. ds texts

Hist. des /dews

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admis

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39/60

28/40

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14/20

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3 27

4 '17

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(OREuvES )RATIQuESCOEFF. _ProTES

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TOTAL EP- PRAT- WW1TOTAL EP. PRAT. + ECRIT 400

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90-

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DECISION DU JURY I ADMIs

ABIDJAN, Le

-163-

I PASSABLE

EAST AFRICA


GENERAL BACKGROUND

The East African Community is a uniqueand successful cooperative effort with roots in thecoordinated services of Kenya and Uganda, and onceTanzania. It was created at the beginning of the20th century, when a railway , being constructedthrough Kenya and Uganda, was run by a jointadministration. An East African Currency Boardwas set up to issue common bank notes in 1905,and in 1911, a postal union was organized.Tanzania (then Tanganyika) was under German ruleuntil the end of the First World War when theBritish took colonial control and found itconvenient to coordinate certain services in thethree states. In 1947 an East African HighCommission was formed. In 1961 it became the EastAfrican Common Services Organization which evolvedinto the East African Community, in 1967.

Under the Community the following servicesare shared:

1. Civil Aviation - East African Airways2. East African Railways and Harbors3. East African Posts and Telegraph4. East African Literature Bureau5. East African Meteorological Service6. East African Customs and Excise Department7. East African Agriculture and Forestry ResearchB. East African Veterinary Research Organization9. East African Institute for Medical Research

10. East African Industrial Court

The three countries belong to the East AfricanExaminations Council (EAEC) although Tanzania hastemporarily withdrawn from the cooperative program.


The educational systems of Tanzania, Kenya,and Uganda can be discussed together since theyshare colonial heritages. The syllabuses, curricula,and external examinations systems are based on theBritish model. Even today the administration and

correction of examinations is not completely out ofthe jurisdiction of the Cambridge ExaminationsSyndicate.

The number of students seeking places atthe different educational levels far exceeds theplaces available. External examinations at theend of each level determine eligibility for thenext level. Concern is growing over the futureof students who are unable to continue their

education. These students have no marketableskills or basic agricultural training. Slowly, the

strictly academic curricula of primary and secondaryschools are being adjusted to include vocational,agricultural, commercial, and technical courses.

The remainder of Chapter I is devoted toa typology of the current educational structure,based primarily on Kenya but also applicable toUganda and Tanzania.


Primary Education

Primary education is neither compulsory norfree except in Tanzania. Only about half of thechildren of primary age attend school in Tanzania andUganda; 68%, in 1971, attended primary school in Kenya.

A) Primary Structure

Primary education includes seven years -Standard 1-VII. Prior to 1967 in Uganda, and 1964

in Kenya, it included eight years - Standard I-VIII,sub-divided into two cycles: a) a four -year primaryprogram and b) a four-year intermediate, or upper primaryprogram. The usual entrance age is 5 or 6.

- 165 -

B) Examinations

The National Primary school leaving certificateexaminations are taken at the end of Standard VII.In Kenya approximately 150,000 students took thisexamination in 1973. Admission to secondary schoolis determined by a student's examination results. InKenya, about 1/4 of the primary school graduatescontinue their education. They are selected on thebasis of the Certificate of Primary Education. Somestudents not selected for academic secondary schoolsmay enter trade, farm, or technical training programs,or they may train to become Grade II teachers forlower primary classes. The majority, however,seek employment or return to their family farms.Increasinglylvocational, agricultural, and technicalcourses are being incorporated in the primary schoolprogram to give these school leavers functional skills.

Secondary Education

At independence each country set as itsgoals integration of its racially segregated schools(African, Arab, Asian, European) and uniformity ofthe curricula. The Governments are now responsiblefor academic secondary education.

Kenya and Tanzania have special secondaryschools - the "Harambee" or self-help - schools andtraining centers, usually built, run, and sponsored bylocal communities. They follow the same syllabi asother secondary schools, and prepare students forthe external examinations. Shortage of materials andlimited staff tend to handicap the "Harambee" schoolsand students.

Vocational, technical, agricultural, andteacher training institutions exist at the secondarylevel.Subsequent chapters give further details .

I. Academic Secondary School Structure

The secondary level is divided into twocycles: a) Forms I - IV; and b) Forms V & VI, or highersecondary school. The average age of entry is 13-14.

II. Examinations

- 166 -

A) National. Examinations

At the end of Form II, in Kenya, studentssit for the non-compulsory National Kenya JuniorSecondary Examination which may be terminal, mayfeed Harambee and other students back into theGovernment-aided secondary schools, or maygraduate students into teacher training institutions.No comparable examinations are given in Tanzania orUganda.

B) External Examinations

At the end of Form IV students sit for theEast African Certificate of Education, Ordinary Level,(FACE), administered by the East African ExaminationsCouncil. Private candidates may also sit for thisexamination or for the General Certificate of Education"0" level examinations. In Tanzania, a NationalForm IV examination has temporarily replaced theEACE examination.

Students achieving good results on the aboveexaminations are eligible to continue to Form V. Atthe end of Form VI they sit for the East AfricanAdvanced Certificate of Education (EAACE), or inTanzania, since 1973, for the National Tanzanian FormVI examination. The Cambridge Higher School Certificateis being phased out of all three countries. Resultson these examinations determine admission to programsof higher education. The examinations are described in

detail below.

Records and Transcripts

Records and grades obtained from variousschools in these countries may not be consistent orequivalent. Records are maintained for internal use,not for national comparison or placement purposes. Alleducation is preparation for the external examinations.

Secondary School External Leaving Examinations

I. Examinations Offered

Most of the external examinations available inthe British educational system, or under the East AfricanExaminations Council (EAEC), are open to private and

- 167 -

school candidates. Admission standards at alleducational levels are stated in terms of the examinationresults; internal school assessment is not taken intoaccount. Tt is rarely necessary for a candidate tohave attended school if he has achieved the requiredcertificates.

Ordinary Certificates include:

Associated Examining Board Certificate of EducationCambridge Overseas School CertificateUniversity of Cambridge Certificate of EducationUniversity of London Certificate of EducationJoint East African Certificate of Education and

General Certificate of EducationJoint East African Certificate of Education and

School CertificateEast African Certificate of Education

Examinations are administered by the East AfricanExaminations Council jointly with the University ofCambridge Local Examinations Syndicate.

Advanced Level Certificates include:

Associated Examining Board General Certificateof Education ("A" levels)

Cambridge Higher School CertificateUniversity of London General Certificate of

Education ("A" levels)East African Advanced Certificate of Education

All are based upon single subject examinations. TheUniversity of London examinations are usually limitedto private candidates. Not all are currently beingoffered in East Africa; however, since they have beenadministered during the past twenty years, applicantsmay present them. Within the next five years allcandidates will sit for the EACE or the EAACE.

EACE-Ordinary Level Examinations

In 1970, in Kenya, the Joint Examination for theEast African Certificate of Education and East AfricanSchool Certificate replaced the Cambridge Overseas JointExamination for the G.C.E. and School Certificate. InTanzania and Uganda, the latter examination was supplantedby the East African Certificate of Education (EACE).

The examinations are administered by the East AfricanExaminations Council. Syllabi, regulations, andpost-examinations papers may be purchased from:

East African Examinations CouncilPost Office Hex 7066Kampala, Uganda

The syllabi, useful to admissions officers, arc.generally strong by U.S. standards and successfulresults indicate a good grasp of the subject matter.There is one examination period a year - November/December. A single certificate is issued for eachexamination period. Applicants may present more thanone certificate taken at different sittings.

A) Subjects Offered

Available subjects are listed by groupings:

I. English Language and Oral. English

II. Humanities

Literature in EnglishFasihi ya KiswahiliChristian Religious EducationIslamic Religious KnowledgeHistoryGeography

III. Other Languages

Lugha ya KiswahiliLugandaFrenchGujaratiPunjabi

IV. Maths

Maths (Alternative 3)Maths (Alternative S)Additional MathsAdditional Maths (Alternative S)

V. Sciences

General SciencesPhysical SciencesChemistry

- 169 -

BiologySSP PhysicsSSP ChemistrySSP Physics with SSP Chemistry

*SSP BiologyAgriculture: Principles and Practices

VI. Arts, Crafts, and Home Economics

ArtMusicClothing and TextilesFood and NutritionHome Management

VII. Technical and Commercial

WoodworkMetalworkMetalwork (engineering)Engineering ScienceSurveyingGeometry and Mechanical DrawingGeometry and Building DrawingEngineering Workshop PracticeBuilding ConstructionCommerceShorthand-Typewriting with Office PracticeHealth Science

Oral English is optional and not a part of the writtenEnglish Language Examination.

B) Certificate Requirements

Candidates taking the examination for the firsttime must take English Language and five to eightsubjects. Private candidates who do not already holda certificate must take at least three subjects.

C) Grading

The EACE reports grades on a scale of 1-9.Grade 9, or failure, does not always appear on the certificate.

Since admission to North American universities

*SSP syllabi are connected with the School Science Project

- 170 -

has generally been based on G.C.E. passes, it isimportant to understand the following equivalenciesbetween the Joint East African Schocl Certificate andthe Certificate of Education:

EAS C

6

4

5

3

1

2

8

7

9 Fail

EACE GCE

.Very Good

Credit

Pass

Ordinary LevelPass

Fail

D) Conditions for Certificates

1. Joint East African Certificate of Educationand General Certificate of Education

Candidates who achieve, at one examinationsitting, one Pass with "Credit" (grades 1-6),two Passes (grade 7), or three Passes(grade 8), are awarded a certificate. Nodivisions are indicated

2. Joint EastAfrican Certificate of Educationand School Certificate

Successful candidates are awarded thiscertificate which will indicate divisionsbased on the aggregate total of the bestsix subject results (grades 1-9) as follows:

6 -.23 points - First Division24 - 33 points - Second Division34 - 44 points - Third Division

III. EAACE - Advanced Level Examination

Upon completion of Forms V & VI students sit forthe East African Advanced Certificate of Education (EAACE).The degree of success on this examination determines eligi-bility for all post-secondary programs of study.

The EAACE examination is open to both schooland private candidates. It is a single subjectexamination. A person can sit for one to five. subjectsduring one examination period at either Principal orSubsidiary levels. Principal subjects are major subjectsin Forms V & VI. Subsidiary subjects are the minorfields. Principal passes are Advanced level equivalent;Subsidiary passes are above "0" level but below "A" level.

School candidates are required to sit for theGeneral Paper and four subjects, at least two at Principallevel. Private candidates must sit for at least onesubject at Principal Level, but may not exceed five.Since it is possible to take EAACE exams more than once,

candidates may present more than one certificate. In mostcases, those already in possession of an EAACE certificate,taking supplementary subject examinations, will be issuedan EAACE (Supplementary) certificate.

A) Subjects Offered

The following subject examinations will be givenin November 1974:

General PaperKiswahiliDivinityEconomicsGeographyMathematicsApplied MathMath Alternate SSubsidiary MathChemistrySubsidiary ChemistryArtClothing & Textile

B) Grading

Literature in EnglishFrenchHistoryEconomics & Public AffairsGeologyPure MathStatisticsFurther Math Alternate SPhysicsBiologySubsidiary BiologyMusicFood & Nutrition

Subjects offered at Principal level, andsuccessfully completed, are reported as "Principal" passes.Pass grades are A-E. A candidate sitting for a subjectat Principal level may be awarded, on the basis ofperformance, a Subsidiary pass. Subjects sat for, andpassed at, Subsidiary level, and the General Paper, are gradedon a scale of 1-9. Grades 1 through 8 are passing.

A certificate will be awarded if at least oneSubsidiary pass is achieved. Duplicate certificates are

- 172 -

never issued. A certifying statement of a candidate'sresults can be obtained from the East AfricanExaminations Council by an educational isibtituLion,upon request. Such a request should be addressed tothe appropriate Ministry of Education.


Throughout East Africa, university educationfollows the British pattern. Entry is normally forcandidates presenting two Principal Passes. First-degree programs are of three years duration, withsome exceptions in professional fields of study.The normal undergraduate pattern will be threecourses the first year, and two courses the secondand third year. Some universities permit onecourse in the final year. Students specializefrom the beginning of their university careers.

-Technical Education

Education, at the technical level, israpidly expanding to meet manpower needs. Government,religious, and voluntary groups provide trainingcourses of various lengths and quality. Most ofthese programs do not lead to certificates recognizedfor academic purposes. Programs offered duringsecondary school are described in the followingchapters.

Teacher Education

Rapid expansion of education was of highestpriority after independence. The initial emphasison quantity has now been shifted to quality. Governmentsare also trying to develop curricula and teachingmethods more relevant to the needs and aspirationsof each country.

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Program Leading to Certificate in Nome Economies

(9) Registered Nursing Certificate - Can Enter 2 Year

Advanced Nursing 'Program at University and

Receive I'Mplass in Advanced "ursine

CHAPTER II : KENYA


With 224,960 square miles of land, Kenya isslightly smaller than Texas. It is almost waterlessin the northern three-fifths of the country andextremely hot and humid along the coastline. For175 miles inland from the coast the land is primarilythornbush scrubland. In the center of the countryis the Great Rift Valley. High sweeping plateausfrom 3 - 10,000 feet contain some of Africa's mostfertile soil. Almost all the economic activity and85% of the population are found in the southerntwo-fifths of the country. The two rainy seasonsare from April to June, and October to December.

In mid-1971 the population of Fenya was11,247,000 and growing at a rate of 3.3% with414 persons per square mile. Nairobi, with apopulation of 509,000, is the capital -- politically,commercially, industrially - and in terms of communi-cations. Mombasa, the main port, has a population of247,000. The main ethnic groups are the Kikuyu, Luo,Baluhya, Kamba, Kisii, and Meru.


Primary Education

Primary education is neither free norcompulsory. Currently the primary cycle is of sevenyears' duration - Standard I-VII. Prior to 1964primary schooling was eight years, Standard T-VIII.The !anguage of instruction at primary school isEnglish. At the end of Standard VII the KenyaPreliminary Examination is taken, This is a nationalexamination given in three areas: English, mathematics,and a General Paper. Since 1967 the Certificatehas indicated the grades obtained in each area,marked from grades A-E. Those successful are awardedthe Certificate of Primary Education. These resultsdetermine entry to secondary schools.

- 175 -

Secondary Education

Secondary education is sub-divided intotwo cycles: a) a four -year program - Forms I-IV;and b) an additional two. -year cycle - Forms V-VI.The language of instruction is English.

In Kenya, the optional Kenya Junior SecondaryExamination can be taken at the end of Form II.To obtain the Certificate a candidate must pass fiveof seven subjects. This examination is frequentlytaken by Harambee students who hope to gainadmission to the Government.maintained secondaryschools, and by P-3 teacher certificate holders inthe hopes of upgradire themselves to P-2.

The curriculum during Form T-IV is gearedtowards preparation for the Ordinary level examinations.The subjects and time allocated to each subject, perweek (minimum of 6 subjects studied), are indicatedbelow:

Subject Period (40 minutes)

Math 6

Physics and Chemistry 6Biology 6Riswahili 4

English 8

FrenchHistory 3Geography 3

Religious Knowledge 3

Physical Education 2

Art Education 4

Music 4

Home Science 6

Agricultural Science 6

Industrial Education 6

Business Education 6

At the end of Form IV candidates take theJoint Examination for the East African Certificate ofEducation and School Certificate Examination.

Form V and VI offers specialization in thesocial or physical sciences. Pupils do a maximum oft 'tee subjects either in the arts or science areas plusthe compulsory general paper. The EAACE, required foruniversity entry, is taken upon completion of Form VI.

- 176 -


Kenya has one university, the University ofNairobi, founded in 1954 as the Royal TechnicalCollege of East Africa. The name was changed in 1961to the Royal College, Nairobi, and subsequently tothe University College, Nairobi, in 1963, when itformed a constituent part of the former University ofEast Africa. It became an independent, nationalinstitution in 1970.

I. Admissions Requirements

The University of Nairobi requires the EACE, orequivalent, with five subject passes, at minimum,and the EAACE with either a) two Principal level passesat the same Sitting; or b) two Principal level passes,

not at the same sitting, if both are grade C or better.

Candidates, over the age of 25, and who havecompleted formal education five years previously, maybe admitted if they pass an admission examination setby the university.

University Faculties

The University of Nairobi consists of the

following faculties:

AgricultureArchitecture, Design and DevelopmentArtsCommerceEducationEngineeringLawMedicineScienceVeterinary Medicine

First-degree programs, leading to the bachelor'sdegree, are of three years' duration, with the exceptionof Medicine and Surgery - five-year programs- andVeterinary Medicine - four-year programs. Diploma courses

are offered in Advanced Nursing - two-year program - and

in Journalism - two-year course. Post-graduate coursesleading to the Master's and PhD degrees are also given.

Ae

- 177 -

III. Desiree Requirements - B.A. and B.Sc.

Three subjects are given the first year,and one or two for the second and final years. Allsubjects must be passed through examinations, givenat the end of each year.

IV. Degree Classification

Degrees from the University of Nairobifollow, the indicated classifications:

Class I (Honours)Class II (Upper Division)Class II (Lower Division)PassFail

Teacher Training

70-100%60- 69%50- 59%40- 49%0- 39%

There are three levels of primary schoolteacher training offered at Teacher Colleges. Theprograms are generally two years.

I. Primary Teacher's Certificate (P-3)

Admission is based upon completion ofPrimary school Standard VII, and the results of theKenya Preliminary Examination. The Primary Teacher'sCertificate P-3 entitles individuals to teach inthe lower Standards of primary school, although thisteacher training level is being phased out gradually.

TT. Primary Teacher's Certificate (P-2)

Entry is based upon completion of Form II, andthe Kenya Junior Secondary Certificate. The two-yearprogram leads to the Primary Teacher's Certificate P-2,for middle primary teaching.

III. Primary Teacher's Certificate (P -1)

Admission is based upon completion of Form IV,and the E.A.C.E. The program consists of two yearsof academic training and one year of practice teaching.

Certificate holders are eligibleto teach at upperprimary Standards.

IV. Secondary School Teachers

Those who have completed Form IV with goodEACE results may attend Kenyatta College or theKenya Science Teachers College. Following a three-year program they may be certified as Lower SecondarySchool Teachers S-1.

Applicants with the EAACE can follow a one -year course of teacher training at Kenyatta Collegeto qualify for lower secondary school teaching.

The University of Nairobi offers-a Bachelorof Education degree for three years of study toholders of the EAACE. Graduates teach in theupper secondary Forms.

Technical Education

Secondary trade schools offer three years(formerly two years) of artisan training and four-year Junior Technician Training to students havingcompleted Standard VII. Government examinationsare administered.

Students may take further training in anapprentice program in industry, or enter technicaltraining courses at the Kenya Polytechnic or theMombasa Technical Institute. Some of the secondarytrade schools have courses preparing students forcertain subject examinations of the EACE. For themost part, polytechnic institutes prepare studentsto sit for the City and Guilds examinations ofLondon Institute ( see pp. 20 - 24 for furtherdiscussion of these examinations and certificates).

Two other Colleges are of special note:The Egerton College, and the Karen College of HomeEconomics. The Egerton College, in Njoro, offersthree-year courses following completion of Form IV -or "0" level standard - leading to diplomas inagricultural education, agricultural engineering,agriculture and home economics, animal husbandry,dairy technology, farm management, forestry, horti-culture, and range management. The Karen Collegeof Home Economics admits students after the equivalentof the EACE for two-year programs of study in homeeconomics.

- 179 -

I

- 180 -

CHAPTER III : TANZANIA


Tanzania, with 361,800 square miles, isslightly larger than Texas and New Mexico combined.It is composed of four climatic areas: a hotand humid coastal plain; a high moist lake region;a temperate highland ; and a hot, dry centralplateau. The highest peak is the famous MountKilimanjaro rising to an apex of 19,340 feet.The yearly calendar follows a regular pattern ofJanuary to March - hottest temperatures of theyear - March to May - intermittent rains - Juneto September - relatively cool weather - andNovember to December - light rains.

About two-thirds of the land cannot beused for agricultural purposes due to the tse-tsefly and the lack of water. About two-thirds ofthe population live on the 10% of the land that

is under cultivation. The best agricultural landis found in the northern and southern highlands,along the coast and in the western lake region.

The last census in 1967 indicated a populationof 12.3 million with an annual growth rate of 2.7%.The population per square mile is about 39 but thedistribution is extremely uneven. 90% of thepopulation is rural, engaged in agriculture.Dar-es-Salaam ( The City of Peace) has a populationof 300,000 while Zanzibar Town has 70,000. Thereare 130 ethnic groups, the largest being the Sukuma-1 million. Most of these groups are Bantu with theexception of the Luo and the Masai. Swahili is thenational language whereas English and Swahili arethe official languages. Literacy is estimated atabout 20%.


Primary Education

Primary education in Tanzania is free but not

- 181 -

compulsory. The cycle is of seven years duration -Standard I-VII, for pupils enrolling at ages 5 or 6.The primary cycle is sub-divided into a) LowerPrimary - Standard I-IV; and b) Upper Primary -Standard V-VII. The language of instruction isKiswahili. The academic curriculum is closelyintegrated with technical, agricultural, and vocationalsubjects. At the end of Standard VII pupils sit forthe Primary Certificate examination determiningadmission to secondary school.

Secondary Education

There are two secondary cycles: a) secondaryschool - Form I-IV; and b) Higher secondary school -Form V & VI. English is the language of instructionbut may be replaced in the future by Kiswahili.

After Form II students are streamed intoArts or Science areas. Agricultural and technicalsubjects are available. Up to 1969 the main examinationswere the Cambridge School Certificate, and the G.C.E.examinations of the University of London. In 1970,the EACE examination was administered. In 1973,the National Tanzanian Form IV examinations weredeveloped. Tanzania broke at that time with theEast African Examinations Council partly from disa-greement over the timetable of independence fromthe Cambridge Examinations Syndicate. A NationalTanzanian Form VI Examination has also beeninstituted. Although full details were not availableto workshop participants, authorities state that thecurrent examinations, and grading, are based on theG.C.E. Examinations. The main difference is thatsubjects of national relevance, which have beenintroduced in the school curriculum, are now beingtested. These examinations are designed andadministered by a Council at the University of Dar-es- Salaam chaired by the Vice-Chancellor.

Entrance to Form V is based on a minimum ofSecond Class Division pass on the National TanzanianForm IV examination, with six subject passes. Studentsare streamed into either the sciences or the arts.Admission to the University requires two passes atPrincipal level and one pass at Subsidiary level onthe National Tanzanian Form VI examination.

University Education!Tanzania has one university, the University of

Dar-es-Salaam, founded as the University College,Dar-es-Salaam in 1961. It became part of theUniversity of East Africa in 1963, and an independentinstitution in 1970.

T. Admissions Requirements

Entry is based upon five subject passes on theNational Tanzanian Fon", IV examination and two Principal,

and one Subsidiary, passes on the National TanzanianForm VI examination.

Mature candidates (25 or older) who havecompleted their formal education at least fiveyears previously may be admitted .on the basis of

a university examination.

Faculties and Degrees

The University of Dar-es-Salaam has thefollowing Faculties:

AgricultureArts and Social SciencesLawMedicineScience

Most first-degree programs are three years' duration.Diploma courses are offered in Agriculture- threeyears - and Adult Education - one year . Higherdegrees are available in some faculties.

Degree Requirements - B.A. and B.Sc.

The normal structure for degree programs isthree subjects during the first year, and two of thesethree subjects continued for the second and third year.

The course program of the Faculty of Arts andSocial Sciences was revised in 1972 and will henceforthfollow a stream system as follows:

Stream AStream B

Stream C

Planning and DevelopmentPhysical Resources, International

Relations and Social DevelopmentHumanities (with Education

and non-Education options)

Sub-Streams in the second and third years allowfor individual majors and minors. A primary componentof the curriculum will be work in the East AfricanSociety and Environment (EASE). Courses aredesignated in units, 12 units undertaken each year.


Four levels of teacher training includeprograms leading to the Grade C Teacher's Certificate,Grade B Teacher's Certificate, Grade A Teacher'sCertificate, and the Diploma in Education.

The Grade C Teacher training program isopen to those having completed Standard VII. It isnot however uncommon for Form IV students, havingfailed the National Tanzanian Form IV Examination,to enroll in this program. The training, of twoyears'duration, qualifies teachers for the first andsecond grades of primary school.

The Grade B Teacher training course wasformerly for Form IV school leavers but this levelis being discontinued. In the process, the Governmenthopes to upgrade the Grade C training.

The Grade A Teacher's Certificate training isfor pupils entering after Form IV, holding the NationalForm IV Certificate, including three passes in thesubjects they will eventually teach. It is a two-year program providing general education courses suchas National education, psychology, education, schoolorganization, and adult education. Three months ofpractice teaching are required. Ten Colleges providethis training preparing individuals for primaryschool teaching.

The National Teacher Training College inDar-es-Salaam offers a Diploma in Education.Entry is based on two Principal Passes at Advanced,or Form VI level. It is a two-year program offering

- 184 -

subject specialization and general education courses.Diploma holders teach in the lower Forms of secondaryschool. The top five in the class may be allowed tocontinue for a B.A. degree in Education at the Universitybut receive no advanced standing for the diploma work.


I. Technical Training

Technical training is provided by threesecondary technical schools and the Dar-es-SalaamTechnical Institute. The secondary technical schoolsoffer training from Form I-IV. The curriculum includesgeneral academic subjects in the humanities but isprimarily technical, offering courses such as drafting,drawing, and carpentry. Students sit for the City andGuilds examinations of London Institute, or may sit forthe Tanzanian Form IV Examination.

The Dar-es-Salaam Technical Institute has three-year diploma courses in civil, electrical, andmechanical engineering. Entry is following completion ofForm IV. A second Institute will be created in Arusha.

Commercial Training

The Commercial secondary school in Shinyangaoffers general business and commercial subjects fromForm I to Form IV. A diploma is issued at the end ofthe course.

The Dar-es-Salaam Business Education Collegegives two ..year diploma courses in commercial andbusiness subjects. Entry is after Form IV, or forgraduates of the Commercial secondary school. Coursessuch as Business Law and Accounting are available. Admis-sion with lower qualifications is sometimes possibleif the applicant has considerable professional experienceand the recommendation of his employers.

Nursing Education

Two nursing programs are available: a) a PostPrimary program open to those completing Standard VII, leadingto the diploma "Trained Nurse" which is three years; andb) a post-Form IV, four-year program, leading to the"Staff Nurse" Certificate.

- 185 -

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courses in steno, etc.

CHAPTER IV : UGANDA


A country of 91,000 square miles, Ugandasits on a plateau varying in altitude above sea levelbetween 3-6,000 feet. Within its borders are threemajor national game parks and the famous Mountainsof the Moon ( the Ruwenzoris ). In terms of rainfall,the northeast is the most arid with less than 20inches a year while the west and southwest have 50inches or more a year. The two dry seasons arebetween December and February, and between Juneand July. The two largest cities are Kampala, thecapital, and Jinja.

There are 44 individual ethnic groupswithin Uganda. Ethnic differences, especiallythose between the larger kingdoms within Uganda,have played a major role in Uganda's history. TheBaganda, the largest in number - 1 million - areof Bantu origin and have been the most highlyeducated, and thus most highly placed economicallyand professionally. The Iteso are the secondlargest group followed by the Banyankore and the

Basoga, with 500,000. The groups of the northare primarily Nilotic, while those of the southare primarily Bantu, and those of the northwestSudanic.

Uganda has a current population of 10 millionwith an annual birthrate of 3.1-3.3%. The estimatedyearly income, average, is $70. Coffee accounts for55% of its exports while 45% includes cotton, tea,tobacco, sugar, hides and copper.

Uganda's school enrollment figures are 660,000at the primary level (a doubling since 1962), 44,000at the secondary level, and 2,600 at Makerere University.The literacy rate is about 30-35%.

-187-


Primary Education

Primary Education is of seven years'duration-Standard The language of instruction isEnglish. At the end of Standard VII students sit forthe National Primary Leaving Certificate Examination.

Secondary Education

On the basis of the Primary Leaving CertificateExamination' students are streamed into a) Government-aided academic secondary schools, b) Teacher TrainingGrade II programs, c) technical and Farm schools, or,d) correspondence courses.

The academic secondary school program issub-divided into two cycles: a) a four-year program -Form I-IV; and b) a two-year cycle - Form V & VI,corresponding to upper or Higher secondary school.The language of instruction is English. Students arestreamed into science or arts after Form II. Thecurriculum consists of academic courses andagricultural, home economics, commercial, industrial,and technical subjects. At the end of Form IVstudents sit for the EACE. Prior to 1970 pupilsnormally sat for the Cambridge School Certificate.Forn V places are assigned on the basis of theseexaminations results. Students continuing for uppersecondary school sit, after Form VI, for the EAACEexaminations. Prior to 1970 the Cambridge HigherSchool Certificate was administered.


There is one university in Uganda - MakerereUniversity. It was founde:.' as Makerere College in 1949,then became a constituent part of the Universiry ofEast Africa in 1963. It became independent in 1970.


Entry is, as with the universities in Kenya andTanzania, based on five subject passes on the EACE andone of the following on the EAACE: a) two passes atPrincipal level at the same sitting; or b) two Principalpasses, at different sittings, if both earned with C or above.

- 188 -

Mature candidates ( over age 25), havingcompleted formal education ac least five yearspreviously, may be admitted based upon a universityexamination.

II. Faculties and Degrees

Seven Faculties exist at Makerere University:

AgricultureArtsSocial ScienceScienceEducationMedicineLaw

First-degree programs are generally of three years'dura-tion. Medicine is a five-year program. The normaldistribution of subjects is three subjects the first

year, and two to three in the second and third years. In

some cases only one course will be continued during thelast two years.

III. Classification System

DegreeJs are classified according to the followingscale:

Class I (Honours)Class II(Upper Division)Class II(Lower Division)PassFail

Teacher Training

70-100%60- 69%50- 59Z40- 49%0- 39%

There are three levels of teacher trainingqualifications for primary and secondary school

teachers:

I. Grade II Teacher's Certificate

This is a four-year program for those havingcompleted Standard VII of primary school. It preparesteachers for lower primary grade teaching.

Grade III Teacher's Certificate

Admission to this two-year program isbased on the FACE or the Cambridge School Certificate.It prepares teachers for upper primary grades.

III. Grade V Teacher's Certificate

A three-year program at the NationalTeachers College in Kampala is offered for holdersof a good EACE or School Certificate. Trainingprepares teachers for secondary school teaching.Eventually only EAACE holders will be admissible.The program will then be streamlined into twoyears.

IV. Undergraduate Programs

Makerere University, Faculty of Education,offers a three-year undergraduate degree program.Admission is based on the EAACE. B.Ed.holders teachat higher secondary school. A one-year post-graduateprogram is also offered.

Technical Education

Technical training programs are offered atseveral educational levels;

Standard VII primary school leavers ateeligible to enter rural trade schools offering three -year crafts programs, farm schools and/or technicalsecondary schools, giving four-year programs leading tothe First Craft Certificate of the City and Guilds.

The Uganda Technical College offers post-secondaryprograms leading to the Technician Diploma in Mechanicalor Civil Engineering of the City and Guilds. Admission isbased on the FACE.

The Uganda College of Commerce gives post-secondary programs to holders of the EACE. Two-yearcourses are available in business studies, and a one-year program is given for stenographers, accountants,and secretarial assistants.

CHAPTER V PLACEMENT RECOMMENDATIONS


1. Applicants who hold the East African Certificateof Education (FACE), the East African School Certificate,the Cambridge School Certificate, or the NationalTanzanian Form IV Certificate, showing five resultswith grades 1 through 6 in academic subjects, includingEnglish, may be considered for freshman level admission.Alternatively, six subject results, including Englishpass at grade 7 or 8, with the other five academic subjectpasses at grades 1 through 6, may be considered.

II. Holders of a University of Cambridge GeneralCertificate of Education (U.C.E.) or equivalent Certificateof Education with five Ordinary level passes in academicsubjects, including English, should be considered forfreshman level admissions.


1. Applicants with an East African Advanced Certificateof Education (EAACE), a National Tanzanian Form V1Certificate, or equivalent certificate, with Principalpasses(Advanced level), may be granted advanced standingof six to twelve semester hours of credit for eachsubject earned with a Principal pass with a Grade A to D.

Although a Subsidiary level pass is superior toan "0" level pass, it is not equivalent to a Principalpass at "A" level and should not be given advancedstanding.

Applicants who have studied at one of the EastAfrican Universities ( Nairobi, Makerere, or Dar-es-Salaam) may be given additional transfer credit of sixto twelve semester hours for each course successfullycompleted.

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Technical Training Admissions

I. Secondary trade or commercial schoolgraduates may be considered for admission if theymeet the qualifications for freshman level admissions.

Trade school graduates may be considered foradvanced standing if they meet the qualificationsfor transfer level admissions.

Applicants presenting other technical andvocational diplomas and certificates such as theOrdinary Technical Diploma, the Ordinary NationalCertificate, the Ordinary National Diploma, RoyalSociety cf Arts Certificates, and Certificates ofthe City and Guilds of 1.nndon Institute,shouldbe evaluated with great caution. (For furtherinformation consult Chapter I, pp. 20-24, sectionanglophone West Africa.)

IV. Graduates of Egerton College, in Kenya,with a three-year Diploma in Agriculture or relatedfields may be admitted with up to thirty semesterhours of credit.

V. Those holding the EACE and the Diploma inAdvanced Nursing of the University of Nairobi maybe considered for admission. Advanced standingmay be granted by examination only.


I. Only applicants with a Kenyan SecondaryTeachers Certificate (S-1), Tanzanian Grade ATeacher's Certificate, or a Ugandan Grade VTeacher's Certificate may be admitted to freshmanlevel. Advanced standing may be granted for educationcourses, if applicable.

II. Kenyatta College, which formerly provided athree-year course following the East African Certificateof Education, has now become part of the University ofNairobi and will give Bachelor's degree work whichmight be considered for graduate admission.


I. Holders of First and Second Class (Upper and LowerDivision) Bachelor's degrees may he considered forgraduate admission.

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18

17

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Teacher

Training

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sea 11 10 9 8 7 6 5 3 2 1

SENIOR SECONDARY - Academic

Amharic

History

English

French

Mathematics

Science

Biology, Chemistry, Physics

Geography

Com

mer

cial

Prog

ram

sAddis Ababa

Technical

Schools

Asmara

Technical

Schools

Poi technic

Institute

JUNIOR SUNMAN

Instruction in English

Academic

Amharic

Sciences

English

History

Mat

hem

atic

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Moral and .'ulteral

Health

Physical Educative

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General Guidance

Agricultural and Technical

PRIM

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NAttendance is compulsory

Language of Instruction - Amharic

School Year - September to July

Academic subjects: Amharic, Arithmetic, Social Studies, natural sciences, English, music, morals

Ion Academic subjects: Health education, agriculture, arts and crafts, homemaking, physical

training and games

Nat

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CHAPTER VI : ETHIOPIA

GENERAL BACKGROUND

Ethiopia is located in the Central North-eastof the African continent. It is bordered by Sudanto the West, Kenya to the South, the Somali Republicto, the South-east, and the Red Sea to tLe North-east. The country covers an area of over 475,000square miles with a population of approximately25 million, 902 of whom still depend upon anagrarian existence.

Ethiopia can claim approximately 2,000years of independence. The only period during'which the Kingdom was not independent was between1935-1940 during the Italian occupation.

Over 70 languages are spoken with Amharicas the official national language, spoken byapproximately 50% of the population. English isthe official second language. Italian is the mostcommon European tongue in the province of Eritrea,which until 1963 was a federated territory.


From its earliest beginnings until themiddle of the 19th Century, education was one ofthe functions of the Orthodox Ethiopian Church.During the 19th Century, a wide range of missionarygroups began setting up schools. In 1905Emperor Menelik II established the first governmentschool in Addis Ababa. This school, which led toothers, was established along Western lines withlittle or no adaptations to local needs and conditions.The non-Ethiopian school system continued to growuntil the Italian invasion when all schools wereclosed to Ethiopians.

A new educational system was establishedin 1941 representing the beginnings of Ethiopia's

- 194 -

current educational structure. The Ministry ofEducation was created, several older governmentschools were re-opened, and technical and commercialschools were Initiated. Haile Selassie I SecondarySchool was formed in 1943. During the 1950'd astandard curriculum, at elementary and secondary schoollevels, was developed for the entire country.

In 1950-1951 the total st4dent enrollmentin the Government schools was 56,000. In 1971-1972the enrolled had increased to 649,700 . TheMinistry of Education reports that the non-govenmentschools are also growing at a similar rate. Theseschools are predominantly at the elementary level,and represent about 25% of total enrollment.

Haile Sellassie I University was foundedin 1961. It incorporated several already existingsmaller colleges and universities. The Universityof Asmara was formally recognized by the EthiopianGovernment in 1967. It will be granting bachelor'sdegrees to its first graduates shortly.

Amharic is the medium of instruction throughthe first six years of school with English becomingthe medium thereafter. However it has been recommendedthat Amharic serve as the language of instruction atall levels.

The Ethiopian calendar differs from theGregorian calendar in that seven to eight yearsmust be added to any given year on the Ethiopiancalendar (E.C.). For example,

E.C. G.C.

1937 1944-19451955 1962-19631964 1971-1972

Beginning on September 11 of each year, throughthe month of De:ember, there is an eight -year differencebetween the two calendars.


Elementary Education

Priority has been given to the improvement ofthe quality of elementary education since thereturn to self-rule under Haile Selassie I in 1941.Nevertheless only 20% of school age children areactually enrolled.

The Ethiopian educational system has sixyears of elementary education grades 1 through 6 -for children between the ages _ seven to twelve.Although children are theoretically expected toenroll at age six, many uo not begin their educationuntil eight or nine.

While the language of instruction is Amharic,English is taught as an academic subject. Thecurriculum consists of both academic and non-academic subjects. A National Examination isadministered to all pupils at the end of grade 6.Five subjects including English, Amharic, socialstudies, science, and mathematics form thisexamination. Each subject examination is givenfor a period of forty minutes. The pupil's academicwork counts for 30%, and the examination results,707, in the final determination of success. In1972, 52.2% passed the examination and wereawarded the Elementary School Certificate.

Junior Secondary School

Junior secondary school is of two years'duration- grades 7 & 8. There are two objectivesat this level: a) to provide intensive Englishtraining, and b) to expose pupils to vocationalprograms to determine interests and capabilities.

At the end of these two years of generalizedand semi-vocational education, all students sit forthe National Examination, administered by the Ministryof Education. Those successful receive the EighthGrade Certificate. There are six subject examinationsand Academic Aptitude Tests. The six subjects includeAmharic, English, mathematics, science, geography,and history. SClool achie/ement is not weighted in

- 196 -

the grading of the results. This examinationdetermines eligibility for grade 9 places. In1971, 52.45% passed this examination. Thosefailing can retake the examination one year later.

Senior Secondary School

Senior secondary education in Ethiopiaconsists of a four.year general program.Specializations are offered in academic and vocationalstreams, both college preparatory. English andAmharic are compulsory subjects. Priority isgiven to mathematics, physical and biologicalsciences.

Students are graded on a scale of A-F.The score conversions are as follows:

A 75-100 Excellenta 60- 74 Very GoodC 50- 59 GoodD 40- 49 SatisfactoryF 0- 39 Failure

Secondary school transcripts, if requested, willindicate performance on a course-by-course basis.

Ethiopian School Leaving Certificate Examination

The Ethiopian School Leaving CertificateExamination (ESLCE) is a national examinationcompulsory for all studentp, pursuing academic andcollege preparatory work, upon completion of grade 12.It is designed by the School Leaving CertificateOffice located at the University, in cooperationwith the Ministry of Education. The subjectexaminations are made up on a yearly basis by theappropriate university departments. The subjectsavailable are listed on each Certificate. Candidatesmust sit for at least five subjects includingEn : ;lish, Amharic, and mathematics. A pass requiresa minimum of 50%. The certificate will record thesubject passes with the letter grade earned. Studentsmay receive the following mentions:

Distinction 2 A's on individual subject papersGreat Distinction 4 A's " " "

i. of of

Very Great nDistinction 5 A's or more

of

197 -

The veryindicated by the

competitive nature offollowing statistics:

the ESLCE is

1970 1971 1972

No. who sat 4751 5263 7283No. who passed 827 994 1504

passed 17 19 20

The General Wingate, Menelik II, and HaileSelassie I secondary schools generally produce ahigh rate of student successes on the ESLCE.


Aside from the technical streams offered atsenior secondary schools, there are a number ofvocational. and technical schools, or institutes,offering programs up to four years'duration designedto produce skilled manpower for the labor market.The primary institutions operated by the Ministryof Education include: a) the Addis Ababa CommercialSchool, b) the Baiter Dar Polytechnic Institute, c)the Addis Ababa Technical School, and d) theAsmara Technical School.

T. The Addis Ababa and Asmara Technical Schools

The Addis Ababa Technical Schol, similarto the one in Asmara, offers courses in welding,blacksmithing and sheet metal, machine shop,automobile mechanics, carpentry and cabinet makig,bricklaying and masonry, plumbing and sanitary work,painting, and radio. At both schools both Amharicand English are used for instruction. Entrancerequirements have been upgraded since the formalestablishment of these schools in 1941. Since1949, completion of grade 8 has been required.

A four-year program is offered at bothTechnical schools, sub-divided into two cycles:a) the first year offers exploratory coursework inthe fields of general electricity, woodwork, andmetals, b) the last three years are devoted tothe technical specialization. Concentration isavailable in a number of technical fields. Inaddition, students pursue a basic program ingeneral education consisting of courses in Amharic,

- 198 -

mathematics, English, science, mechanical draping,practical mechanics, and shop management. Thesecore courses are taught throughout the four years.

Graduates of this program have an opportunityto continue for advanced technical training, avai-lable through various faculties of Haile Sellassie IUniversity, provided the basic university entryrequirements. are met. The majority of graduates enterthe labor market.

II. The Commercial School of Addis Ababa

One-to four..year programs are offered insecretarial, commercial, and other semi-professionalfields. Three separate courses are given - Course I,Course II, and Course TI/.

A) Course I

This is a technical and professional course offour years'duration for graduates of junior secondaryschool. Entrance is based on the results of theNational Examination, grade 8.

The first 1 1/2 years are devoted tointroductory subjects in most technical fields.Specialization occurs thereafter. This program, howe-ver, is now being phased out.

B) Course II

This program gives courses in secretarialstudies and accounting for a two-year period.Entry is based upon completion of grade 12. TheEthiopian School Leaving Certificate is not required.

C) Course III

A threeyear program is provided in accountingand secretarial studies. Entry is based on completionof grade 10 o above. General subjects are offeredth,t first semester, orientation into various streamsis done thereafter.

As in the case of Course II students, coreeducation subjects must be taken along with thecommercial course. These subjects include Amharic,English, economics, and civics. Accounting students

- 199 -

are expected, in addition, to take subjects suchas bookkeeping, commercial mathematics, and businesstraining. In the final year, commercial law iscompulsory for both streams.

It is eventually planned to make this coursethe equivalent of junior college level training.

The Polytechnic Institute - Bahar Dar

The Polytechnic Institute was created withfunds and resources made available to the Governmentfrom the USSR. Four year programs in technicaleducation are provided. Entry is currently basedon completion of grade 10, for the four -year program,and on completion cf grade 12, for a recentlyinstituted two-year post-secondary program. Anentrance examination is also given by the school.Increasingly most candidates enroll after seniorsecondary school, and the four-year program willeventually be phased out. The post-secondarycurriculum allows for specializations in the areasof a) electrical technology, b) industrialchemistry, c) metal technology, d) textiletechnology, and e) wood technology.


Teacher training institutes, as is thecase with technical and commercial schools, havebeen in a process of upgrading instruction andentrance requirements. Since 1972 entrance tothe teacher training institutes has been basedupon completion of grade ll. A one -year professi-onal course is provided during grade 12. Thecurriculum provides 50% academic and 502 professionalwork. It includes fields such as rural science,arts and crafts, physical education, and homeeconomics. Women are also given instruction innutrition, child care, dressmaking, and cooking.Emphasis is placed on giving future teachersadequate background in non-formal subjects forrural Frimary schools. TEe general philosophyof teacher training is that the secondary schoolsgive future teachers the necessary academiceducation, with the teacher training institutesconcentrating on the professional training.

- 200 -

Higher Education

Post-secondary education in Ethiopia isprovided by several institutions. Aside fromGovernment-operated technical and teacher trainingcolleges which, as indicated, are increasinglyoffering post-grade 12 training, four otherinstitutions give higher education programs: a)Hal le Sellassie I University, b) The Universityof Asmara, c) the Ecole Normale Superieure, d)the College of Teacher Education, and e) thePolytechnic Institute.

I. Faculties and Programs of Study

A) Haile Sellassie I University

The University offers four -year degreeprograms, and shorter-duration diploma and certificatecourses, in eleven faculties including:

The College of AgricultureThe Faculty of ArtsThe College of Business AdministrationThe Faculty of EducationThe Faculty of LawThe Faculty of MedicineThe Public Health CollegeThe Faculty of ScienceThe School of Social WorkThe College of TechnologyThe Theological College

B) The University of Asmara

Three faculties constitute the University,offering four-year degree programs, and the UniversityCollege providing associate degree courses:

The Faculty of ArtsThe Faculty of Law and EconomicsThe Faculty of ScienceThe University College

C) The Polytechnic Institute

As noted previously the Polytechnicoffers a two -year post-secondary program lending to

an intermediate diploma.

- 201 -

D) The College of Teacher Education

Advanced teacher training programs, of twoyears' duration, are offered, with an additionalrequired year of national service. This trainingprepares teachers for junior secondary sr.tool teaching.

E) Ecole Normale Superieure

Four -year advanced teacher training programsare available to prepare secondary school teachersin the French language. The structure closely followsthe French model of an advanced teacher trainingprogram. The medium of instruction is French.

Entrance Requirements

A) Haile Sellassie I University

Admission to the freshman program isdetermined by two criteria: a) successful resultson the ESLCE, and b) good results on the UniversityEntrance Aptitude Test, administered by the Universityat the same time as the ESLCE.

The minimum pass requirements on the ESLCEinclude: a) passes in five subjects, includingAmharic, English, and mathematics, with a gradepoint average of 2.00, or b) passes in five subjects,including two of the following: Amharic, English,mathematics, with a minimum grade point average of 2.40.

Candidates presenting the G.C.E. "0" levelsmust have five passes including English Language andmathematics. Three of the other subjects must beappropriate to the field of specialization. SchoolCertificate holders, whether the WAEC or the Cambridge,must present five passes at Credit level, includingEnglish and mathematics.

Slightly different entry requirements apply tothe Public Health College, the Extension Department,and other diploma programs. The Public HealthCollege, for example, will admit applicants havingcompleted grade 12, and with some professionalexperience, following results on a special entranceexamination. The Diploma course offered in TechnicalTeacher Education will admit applicants with threeESLCE passes at C level, including English.

-202-

B) The University of Asmara

The University of Asmara, a private university,admits students with the ESLCE, or applicants havinga three-year pre-university school certificate.These requirements apply for admission to theUniversity College which provides the associatedegree in arts, commerce, and science, uponcompletion of a two-year program. Entry to theFaculties requires the associate degree.

C) The Polytechnic Institute

Admission is based upon completion of grade12, and an entrance examination.

D) The College of Teacher Education

Entrance is based on possession of ateacher training diploma or three ESLCE passes at C level.

E) Ecole Normale Superieure

This school admits holders of the ESLCEwith five passes at C level, or the equivalent.

III. Degree Structures

Besides the B.A. and B.Sc. programs,whichare generally four-year courses, Certificate andDiploma courses of varying periods of study are .

offered at these post-secondary institutions.At Haile Sellassie I University courses are offeredin education, law, Public Health, science, technology,theology, and teacher education. As noted previously,the University College of the University of Asmarahas two...year programs leading to the associate degree.The Polytechnic Institute, and the College of TeacherEducation also provide diploma level courses. Mostof these programs, open to applicants presentingslightly lower entrance qualifications than thoseenrolled in the academic first-degree courses, are of

two to three years' duration. In some areas,diplcina holders are eligible to enter the first.degree program if a grade point average of 2.50has been maintained during the diploma course.

The Law and Medicine programs at HaileSellassie I University differ from the above.

- 203 -

Studies towards the LLD,offered by the Faculty ofLaw, are of four years'duration, in addition toa preparatory university year. The MD degree isa five-year program, after the freshman program,and one additional year of pre-medicine in theFaculty of Sciences. Total training is thusseven years. The Pharmacy program is a five-yearprogram, including the freshman year.

IV. The Freshman Year- Haile Sellassie I University

Candidates are initially admitted to theFreshman year if seeking enrollment to B.A. andB.Sc. degree programs and professional fieldssuch as medicine, pharmacy, and engineering.Introduced in 1969-1970, the freshman yearprogram serves to a) strengthen the standards ofentering students and b) provide a core curriculumbefore students enter various faculties. Entranceis based on the general university requirementsenumerated in II,A. The one-year program issub-divided into three streams: a) arts, b) lifesciences, and c) physical science. Seven subjectsare given in each stream, some of which may beoptional. The curriculum is the following:

Arts Life Sciences Physical Sciences

English EnglishAmharic AmharicHistory/sociology/ Basic mathematicseconomics or science

Math and Statistics/ General BiologyPsychologyPhilosophy and Math/ General ChemistryPsychologyHistory,Geography/ sameSociology of Ethiopia

Two optional subjects same

EnglishAmharicBasic mathematics

General Physics

General Chemistry

same

same

Admission to the first-degree programs isbased upon the particular stream pursued duringthe freshman year program. According to presentuniversity regulations students having satisfactorilycompleted the freshman year program with a cumulativegrade point average of 2.00 or C can continue to thesecond year. The minimum acceptable semester gradepoint average is 1.75. Diploma candidates need tomaintain a cumulative average of 1.50, and a semesteraverage of 1.25 to continue tr± the second year.

- 204 -

/It should be noted that all graduates

of Haile Sellassie I University, the Collegeof Teacher Education, and the Ecole NormaleSupC.rieure are required to fulfill the EthiopianUniversity Service (EUS). This is met by teachingor relevant employment generally between thethird an..' fourth year.

V. Grading System and Degree Requirements

The system of grading at all institutionsis the use of the letter system based on a 100

point scale. Haile Sellassie I Universityfollows the classification below:

A ExcellentB GoodC SatisfactoryD UnsatisfactoryF Fail

Grade averages are calculated on the U.S. 4-point system.

Aside from a general cumulative 2.00 gradepoint average required, students must have a minimumof 130 credit hours to meet the bachelor's degreerequirements. The minimum credit hours persemester is 15, the maximum is 18. In addition,

most faculties have additional subject requirements.

Students earning degrees with a grade pointaverage of 3.75 or better, receive, upon graduation,high distinction, those with an average of 3.74,

distinction.

It should be noted that performance atthe University of Asmara may be recorded in pointson a scale of 100. Present regulations require studentsto have a 70 average, and grades of 70 minimum inmajor subjects, to pass from the associate degree level

to first degree candidacy. It is probable that thisaverage will be raised shortly to 75 minimum.


Three different post-secondary levels ofteacher training are available in Ethiopia, atHaile Sellassie I University and the College ofTeacher Education in Addis Ababa.

- 205 -

The Faculty of Education, affiliatedwith Haile Sellassie 1 University, offers sixdifferent diploma courses, of two years' duration, ina) industrial education, bYbusiness education, c)home economics, d) junior secondary school, e)elementary school administration and supervision, andf) elementary school teaching. Three ESLCE passesare required for admission.

A Bachelor's degree program is offered bythe Faculty of Education in the fields of a) secondaryeducation, b) elementary education, c) administration,and d) secondary education. Entry is based on fiveESLCE passes. Students enter the arts stream of theFreshman year program.

The College of Teacher Education in AddisAbaba offers the diploma of teacher education forjunior school teachers. This is a two-year programfor holders of three ESLCE passes, or for thosehaving diplomas from secondary teacher traininginstitutions described on page 200.

Technical and Vocational Programs

As enumerated above, there are a number ofdiploma and certificate courses at the post-secondary school level.

The Faculty of Science at the Haile SellassieI University offers a diploma and certificate programin statistics. The diploma course is three years, thecertificate course is generally one year of post-secondary work. Entrance to both programs is basedupon experience in the civil service and completion ofgrade 12.

The College of Technology offers a specialdiploma course in building engineering, quantitysurveying, construction management, architecturalplans and design, and building materials. This isa two-year course for holders of three ESLCE passes.

There are two post-secondary agriculturalinstitutes - the Ambo Agricultural Institute, and theJimma Agricultural Institute, both supervised by theMinistry of Agriculture. Two-year programs are givenleading to the diploma in general agriculture. Entryis based on completion of grade 12.

- 206 -

CHAPTER VII : PLACEMENT RECOMMENDATIONS

Freshma-, Level Admissions

I. Students who have completed grade 12 andwho have received five passes at C or better onthe Ethiopian School Leaving Certificate (ESLC),including English, should be admitted at the freshmanlevel provided the cumulative average on theCertificate, or secondary school record, is atleast 2.40.


T. Students who receive the four.year diplomafrom the Polytechnic Institute, and applicants whohold diplomas based on two or more years of post-secondary training at Haile Sellassie I University,should be accepted as transfer students withadvanced standing in related disciplines, providedthey have a cumulative average of at least 2.50.

II. Applicants holding the two-year post-secondary diploma from the Ambo Agricultural Instituteand the Jimma Agricultural Institute may beaccepted as transfer students, if maintaining a2.50 cumulative average.


T. Applicants holding B.A. or B.S. degrees fromHaile Sellassie I University should be considered forgraduate programs.

Special Comments

I. No recommendations are made concerning theUniversity of Asmara because of its newness and developmental

status. Haile Sellassie I University will accept its

students only at the freshman level.

II. No recommendations are made for the Ecole NormaleSuperieure because of insufficient information.

- 207 -

BIBLIOGRAPHY

Creating the African University, Published for the Associationof African Universities, T. M. Yesufu, Editor, Oxford Univers-ity Press, lhadan, 1973. (Sections on the University of Dar -es- Salaam. )

University of Nairobi, Calendar 1973-1974, English Press, Nairobi.

Educational Structure in Kenya, Jomo Kenyatta Foundation, P.O.Box 30533, Nairobi (Ministry of Education publication 1972).

Re.pprt on the Supply of Secondary_Level Teachers in Enalish-S_peakil__Africa: Secondary Level Teachers: Supply_andDemand in Uganda, Overseas Liaison Committee of the AmericanCouncil on Education, published by the Institute of Inter-national Studies in Education and the African Studies Center,Michigan State University, 1969.

Educational Systems of Africa, Sasnett and Sepmeyer, Universityof California Press, 1966.

In-Service Teacher Education1_1957-1963 E.C., Ministry of Educa-tion and Fine Arts, Teacher Education Division, Departmentof Instruction 1964 E.C.

University of Asmara - University College, Faculty of Arts,Faculty of Law and Economics, Faculty of Science, AcademicYear 1971-1972.

University of Asmara - Staff General Information and StatisticalData, Academic Year 1971-1972.

University of Asmara - Plan of Studies, Programmes and Lecturers,Faculty of Law and Economics, 1971-1972.

Imperia: Ethiopian Government, Ministry of Education and FineArts, Department of Secondary, Technical and VocationalEducation, Technical and Vocational Handbook, Addis Ababa,1965 E.C.

Haile Sellassic I University - General Catalogue, 1973-1975.

UNIVERSITY OF CAMBRIDGELOCAL EXAMINATIONS SYNDICATE

in collaboration with the ev314.MITEAST AFRICAN EXAMINATIONS COUNCIL

This is to certify that the candidate named below sat for a joint Examination

for the East African Certificate of Education and General Certificate of

Education and qualified for the award of an

EAST AFRICAN CERTIFICATE OF EDUCATIONTNrri*Vm"TT9 1 nrMFPAL CFRTIFICATF Pr 17111101TM

TN!: CANnT rA1r. 1.'f"V:114,P THE f:PAPC! SHC.144 TPJ THE SIISJPCTS tIAMrrANTI VITA lw.rn Tftrl ST ArOAR qF IMF G.c.r. nantrlAny 1.r1/Ft. PASSvaffor *NTS TS INviTrATF%

H4nt 165

H H THE ACAKHAN PnYS' sFcrwlany scHnnt. DAP FS SALAAM

T-.rmADF StANDAPT)

OM.01110.....1111.110

rita s,' I folnliAnF 4 FIRDINARYI trr: A TH:4 P I? re161. I SH R

r,rnr.4:14y A rPlITNARYCWAislt I C)

MATHruAT I r S r r.RINADYBI111.01-.Y 3 r1PnI,!AnYPHY S If i 4 riirMte TRY 4 mini; ARVHr AL tH cc I c'ir.F 1 f'RrVIAPY

SUBJFI7 TS tVilkirr FIGHT stISJFC TS PASSED SFVFN PASSES SIX

THE CA'4,11NATit AL Sr! PrACI4PD THE PASS STANDARDIN To" rk AL r:Nr:I I SI, TF 3T

FlutmINATVIN "!7VI.MRER/1`FCFuRFP

CIA 44,0* Ulfep00.'°.Chairman

96P

EPTC: /VZSN.,Vice-Chancellor

East Africon.Examinations Council University of Can.bricke

(see overleaf)

- 209 -

r%!

UNIVERSITY OF CAMBRIDGE

LOCAL EXAMINATIONS SYNDICATE

in collaboration with the

EAST AFRICAN EXAMINATIONS COUNCIL

This is to certify that the candidate named below sat for the Examination

for the East African Advanced Certificate of Education and qualified for :he

award of an

EAST AFRICAN

ADVANCED CERTIFICATE OF EDUCATION

The candidate passed at the level shown (Principal or Svbsidiary) :n the

subject(s) named and attained the standard of the G.C.E. Advanced nr

Ordinary Level pass as indicated.

F-C°1"4'..Y ir-WILIL LA4 rS i1LA4M

PAP02CWIMISTnV

.t.ur

Sileij CC T S rCilitr'

E.A.A.C.E.Standard Standard

cvliterir/ rUAkY (1: UNARY

SWIS 1 Tij ; !NARY

rX4A! A ThIM fir rmRriatrtJmnrK 1q70

141. 'i15

(eds.aeceskAt

Coalman ViceChancellor

Lest African Examinations Council (See overleaf) Universiti of Cambridge

210

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Or EDUCATION AND PINE ARTS

gex 10.- ETHIOPIAN SCHOOL LEANN CERTIFICATE.F0A4.t.% ...milli: 1 we++

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AmharicEnglish LanguageMaths "A"General Science :-Maths. '13" --

History .-.it. Geography --.--

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THIS IS TO CERTIFY THAT

has taken . subject(s) In 1970

Examination Session and has earned the

following grode(s) . subject(3)

4414.65OrA44ltr044MINImot ao11711°Mil'Int .11.411h.11141.11A

By virtue of which.awarded, with the

French ---BiologyChemistry --PhysicsBook-keepingGeez -- - --Comm. Maths.Economicsthis certificate isfollowing mention:

A's% :1111X11: / r.ui 1970

AA It4prue 9 el 1`11 vt.%4*C%%tinter of Education and Fins Arta

Au rg" altrom444. P1.:"1 1.1414: tag:ayi l'h.4**)1 UV R44 0Aeriktel. nit,.tiA:0141111* 0461: gel: ragmenTh.. Cf`rtlf 'Cato 1% nv.aloti unle..4 it .nrs t, vite..t.sph ,1 the candidate. with the E S L.0 E. Seal.

- 211 -

eAekat# g44 Arlitit !MCI's"- AviAlpftSee reverse aide for grade In: atats..

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.61 Zra Clayier.

UNIVERSITY OF NAIROBI

e! Ay JO f.tr

arelia; Arivar404~ J4144x',. 7:4010 acitoel*

22nd February, 1974

TO TAM IT HAY CCNCIMN

This is to certify that is currentlyregistered as a full tine student of this University.

He is now in his final year klea course leading to the degreeof Bachelor of Science in Mechanical Engineering.

His overall grades are as follows:.

FIRST

SLCOND YEA:

ME 11 St . and Properties of MaterialsME 12 Mechanics of Machines 8ME 13 Thermodynamics 8.CE 14 Mechanics of FluidsMB .17 engineering Drawing A+EE 11 Electricsi Engineering 8MATH 10 Mathematics 8ME 15 Production Technology

mr 21 Strength of MaterialsME 22 Mechanics of Machines A+ME 23 Thermodynamics AME 24 Fluid Mechanics 8+ME 25 Production TechnologyME 26 Materials Science A.NE 27 Engineering Design A

20 Electrical Engineering 8+VAN 20 Mangement for Lngineers 8MATH 20 Mathematics A+COMP 20 Computing Programming

?\?t(P. E. KAMWORI

ALSISTANrn MEGISTRAR

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MAKERERE UNIVERSITY. KAMPALA

Academie Registrar's Office,P.O. BON 7062,

Dopertont of Cceseres. KAMPALA.MaOn)* UM/IPOTRItYs

NAME (In full)

ACADEMIC RECORD

(For B.A. and B.Sc. Degree Courses)

DATE: nth °°11. I 1971.

REG FACULTY 800101 13010326411 NewHALL

YEAR OF REGISTRATION: Mb, :966.

FIRST YEAR EXAMINATION: D.A. I DATE: March, 1968. GRADES'

SUBJECTS: PAPERS:

1. Ilathssaties 1. Algebra Calculus Fortran and the Use ofof Desk Calculators.

2. APProllnabione Eatrix Calculus rsourrenoe Relations.

2. Prone& 1. French language.

2. The use of Preach.

3. Esenenies 1. Xlemente at isomemios.2. East African Paonosios.

FINAL EXAMINATION: S.A. Iii DATE: llarchp 1970. GRADES

SUBJECTS:

Aseountaney

foonealosi

PAPERS:

I. Accounting I 32. Acoounting II 33. Business Administration. A4. Company Law. a

I. Economic Theory.. C2. Economia Developsent and Planning. D3. Quantitative Xethod. C4. Money and Public Finance. 0

AWARD: Dacholor of Arts Second Class Nomura (Lover Division) Downsof the University ofEast..-Atm Gag March. 1970.

REMARKS:

'KEY TO GRADES: ":. "

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a) Primary School Leaving Certificate Exam.

(2)

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(3)

Leads to Malawi Certificate of Education which replaced the Cambridge School Certificate in 1971.

(4)

Leads to Cambridge Higher School Certificate, and holders can enter university with 1 year

advanced standing.

CENTRALAND SOUTHERN AFRICA

CHAPTER I : MALAWI

GENERAL BACKGROUND

Malawi, formerly Nyasaland, has 49,177square miles with a population of 4,330,000.The annual growth rate is estimated at 2.4%.The capital is presently located at Zomba but willbe transferred to Lilongwe, in the renter of thecountry, over the next few years. Blantyre isthe largest town with 110,000 inhabitants. Thecountry is composed of various Bantu tribes havingoccupied the country in the 16th and 17th centuries.English is the official language. The main ethnicgroups include the Tonga tribe to the North, theYan to the South, and the Chewa in the center of

the country. Other important groups are theTumbuka, Ngoni, and Nyanja. Nyanja is the mostcommon indigenous language spoken in Malawi.

The country is mainly agricultural, withclose to 50% of the Gross Domestic Product. Heavypriority, since independence, has been placed uponincreasing the productivity of the land. Tea,tobacco, and groundnuts form the major exports.However, recently discovered bauxite in the south,and development of tourism are expected to yieldadditional national income.


Malawi shared a similar pre - independenceeducational structure and philosophy with Zambia.Both were closely modeled on the British patternwith segregated facilities for Europeans and Africans.At the time of independence there were only 34secondary schools and no university. Those wishingto do university studies had to go to Fort Hare inSouth Africa, or to the University of Rhodesia andNyasaland.

-217-


Primary Education

Primary education in Malawi is sevenyears, Standards Education at thislevel is not compulsory. Upon completion ofStandard VII students sit for a national examinationleading to the Primary School Leaving Certificate.

Secondary Education

Secondary education is of four years'duration Form I - IV - sub-divided .into juniorsecondary school -- Forms I & II -- and seniorsecondary school -- FormsITI -IV --. A NationalJunior Secondary School Certificate Examinationis given at the end of Form IT. Holders of thisCertificate may gain entrance to senior secondaryacademic streams or to teacher training, agriculture,technical, and/or commercial schools.

Those enrolled in the senior secondaryschool academic streams sit, upon completion ofForm IV, for the Malawi Certificate of Education.This examination, introduced in 1971, is similarin structure and grading to the former Cambridgeexaminations. Results determine entry to theeiniversity of Malawi and to other post-secondaryprograms such as those offered at the MplawiPolytechnic.

A typical course of study during secondaryschool is English Language, English Literature,General Science, arithmetic, algebra, geometry,trigonometry, science, scripture (Bible orReligious Knowledge), Nyanja ( the nationallanguage), history and geography.

Two additional years - Forms V and VI -are offered at one secondary school in Blantyre,for those having the Malawi Certificate of Educationwith good results. Upon completion of Form VIstudents sit for the Cambridge Higher SchoolCertificate. Holders of this Certificate are admittedto the University of Malawi with one year advanced standing.

- 218 -

Teacher Training

Since 1965 there have been 11 teachertraining Colleges, of wIliCh nine are operated byvoluntary agencies, and two by the Governmentincluding the Domasi Training College forprimary school teachers, and the Soche HillCollege for secondary school teachers, which laterbecame a constituent part of the University ofMalawi, and is described under university education.

Technical Education

Various centers exist for craft andtechnician training. At the lowest level, tradetraining centers, for primary and junior secondaryschool graduates, provide training leading tovarious trade certificates, City and Guilds ofLondon Institute examinations, and internaldiplomas. Some of these training centers include:

Livingstonia InstituteNamitete Training CenterMzuzu Training CenterSoche Technical SchoolLilongwe Technical School.

At the higher level of technician training,thP Malawi Polytechnic, of the University ofMalawi, offers a number of programs to those holdingthe Junior Secondary School Certificate. Secretarialprograms are offered through the Department ofBusiness Studies; Apprentice Training, throughblock-release and day-release courses, are given bythe Department of Engineering in fields such asMachineshop- Work, Electrical Fitting, MotorVehicle-Work, Welding, and Telecommunications.Evening classes allow for employed individuals tou;:grade their skills in professional and commercial

areas. While somc of these courses are offeredat the "0" level standard, most would be lower levelprograms.

Other in-service training programs are runby various Government Ministries including theMinistry of Works and Housing, the Ministry ofRailways, and the Ministry of Agriculture. These

ptugLisms are generally post-primary or post- Form II

levels.

219 -


The University of Malawi was founded in1965. Its enrollment. in 1971, was 930 students.It is composed of five constituent collegesthroughout Malawi:

Ruuda College of Agriculture, LilongweChancellor College, Blantyre (to move

to Zomba)Institute of Public Administration,

Blantyre ( to move to Zomba)Malawi Polytechnic, BlantyreSoche Hill College of Education,

Blantyre.


Admission to the University of Malawi isbased on the Malawi Certificate of Education(Ordinary level) with five passes, or the equivalent.A mature entrance plan admits older candidatesby means of a special entrance examination.

II. Diplomas and Degrees Offered

A) Sunda College of Agriculture

3-year diploma in agriculture2-year degree program in agriculture

( admission after two years atChancellor College)

B) Chancellor College

4-year degree courses in arts,sciences, or social sciences

5th Honors year projected

C) Institute of Public Administration

3-year diploma course in PublicAdministration

3-year degree course in Law( admission after two years atChancellor College)

1 year post-graduate course inPublic Administration

- 220 -

D) Malawi Polytechnic

3-year diploma courses in BusinessStudies; civil, mechanical,electricalengineering; laboratory science;technical teaching

E) Soche Hill College of Education

3 -year diploma course for secondaryschool teaching

5-year degree course in EducationPrograms of professional training

for graduate teachers.

Course Structure

Bunda College of Agriculture, ChancellorCollege, and the Institute of Public Administration, .offer three terms a year - September/January/April.At these three Colleges the course structure isfour courses each year, At Chancellor College,the unit system is utilized for the last two years.Each major subject represents two units. Allstudents must take at least two units of one subjectand one unit in another subject during the finaltwo years of the undergraduate program. Englishand mathematics must be taken the first year.

The Polytechnic has four terms a year.Courses have a direct vocational content andpractical basis, One term a year is spent ason-the-job training in commerce or industry.

Soche Hill College of Education has threeterms. The number of courses vary according tothe area of interest for teaching. All studentstake education and English throughout the program.Two additional subjects, at minimum, are takenin the teaching subjects of home economics,sciences, or arts. Five weeks a year are devoted

to practice teaching.

IV. Grading System

Students are assessed continuously during

the academic year by essays, tests, examinationsat the end of the term, and by final examinationsat the end of each year. The relative weight ofeach varies by College, but the coutsework maycount as much as 50% in the final result. Studentsare generally required to pass in all subjects.However there are two options for those who fail,either in their general perfuLoanre, or on thefinal, or "sessional" , examinations: a) Ifthe student fails in more than one subject, buthas maintained a low average mark, he may beallowed to repeat the academic year, or, b) Ifthe student has been borderline, he may beallowed to take a supplementary examination inone, and sometimes, two subjects, given InSeptember.

The grading system utilized by theUniversity is the following:

Grade Description

0 Fail1 Fail (marginal)2 Pass (marginal)3 Pass4 Pass with credit5 Pass with marginal

distinction6 Pass with distinction

Transcripts will generally show thenumerical grades on a course-by course basisfor each academic year, and the final degreeresults.

_25

211

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other exams.

(3)

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(is)

Varied programs including a 2 yr. program leading to G28

(Associate Examining Board).

(5)

Leads to Enrolled Nurse Certificate.

(6)

Leads to Registered Nurse Certificate.

CHAPTER II : ZAMBIA

GENERAL BACKGROUND

Zambia, a land of wide expanses, contains290,586 square miles, with one of the world'slargest copper deposits. The population is 4million. Until 1964 known as Northern Rhodesia,Zambia is located geographically along the ZambeziRiver and shares common borders with Angola,Mozambique, South West Africa, and Zaire. Thecountry thus occupies a strategic locationbetween the majority -ruled African states and theminority -ruled states of Southern Africa.

There are more than 70 ethnic groups inZambia, including the eight major groupings ofBemba, Lozi, Toga-Lenje-Ila, Lunde, Lovale, Ngoni,Chewa, and Nsenga. The latter three, from theEastern Province speak Cinyanja - one of themajor languages spoken in Malawi.

Zambia has one of the highest populationgrowth races of 3.1%. Lusaka, the capital, hasgrown by three-quarters, and is believed to beone of the fastest..growing cities in Africa.The economy has been based almost entirely on thedevelopment of the copper industry providing closeto 952 of export earnings.


During the pre-independence period twoeducational systems co-existed - European andAfrican. The philosophy governing the Britishcolonial African educational system was to producea relatively efficient African clerical staff toserve colonial administration and local industry.Upon independence there were few university

- 224 -

graduates and only several hundred secondaryschool graduates. The policy since independencehas been "Self Reliance and Nationalization".75% of primary-age school children are nowenrolled although only 25-30% are able to findsecondary school places. Commercial and technicalsubjects are increasingly being introduced inthe primary school curriculum to provide functionalskills for primary school leavers. In addition,other educational programs are being revised tomeet manpower requirements. By 1973, the civilservice in Zambia was completely staffed bynationals. However many of the teacher andtechnical training Colleges, in addition tothe University of Zambia, remained dependent uponexpatriate staffing.


Primary Education

Primary education is still in a state oftransition from the colonial era of a dividedsystem for Europeans and Africans, to a post-independence unified system. All schools are nowfree. The former colonial schools, now nationalized,are called "scheduled" schools and use Englishas the language of instruction. Former Africanschools are now entitled "non scheduled" schoolsand use local languages for instruction purposes.Nevertheless there are attempts to change theteaching language to English on a consistent basis.

In both types of schools, primary educationis seven years,sub-divided into Lower Primary -Grades I through IV - and Upper Primary - GradesV through VII -. In 1969, there were 2,550primary schools with an enrollment of 661,281pupils. Students completing Grade VII sit for twoexaminations, if aspiring for secondary schoolplaces. The Primary School Leaving CertificateExamination, often referred to as the Grade VIILeaving Certificate Examination (LCE), is givento all students. This, as the second examination,the Secondary School Selection Examination (SSSE)

is developed by the Psychological Service of theMinistry of Education.

The LCE consists of four "attainment"papers in arithmetic, English, geography, andhistory. The range of subjects will graduallybe expanded. The SSSE, determining selectionfor 1:2c^ndaty school, is also four examinationpapers, generally two papers in arithmeticand English, and two other "reasoning" subjectpapers. In 1969, 63,932 pupils sat for theSSSE for the 15,578 places available in Form I.Some 72,528 pupils sat for the Primary SchoolLeaving Certificate Examination. Thus at themost, one-fourth of those completing primaryschool find opportunities to enroll in secondaryacademic programs.

Secondary School

Secondary school is a five-year programdivided into Junior Secondary School - Forms Ithrough III- and Senior Secondary School -Forms IV and V. Previously the Junior Secondaryprogram was of two years' duration, with SeniorSecondary school consisting of Forms III-V.This was changed, in 1969, for several reasons:a) to give school leavers one additional yearof general education, and h) to introduce morepractical courses related to manpower needs.

previously 75% of those completing JuniorSecondary school were expected to continuethrough Form V, the current philosophy is for 50%of those finishing Form IT to have senior schooleducation. Form III gives pre-vocationaltraining useful to those who will seek immediateemployment.

The new syllabus developed by the Ministryof Education puts emphasis , for junior secondaryschool, on sciences, mathematics, English Language,Civics,and practical subjects. These courses arecompulsory. In addition, pupils must taketwo courses in agriculture, art and crafts,woodwork, metalwork, technical drawing, typewriting,book - keeping, or office practice and humecraft.

The Junior Secondary School LeavingExamination is given at the end of Form III. In1969, of 24,160 students sitting for the examination,4,294 were deferred ( or had to retake the examination),and 9,382 received certificates. Those continuingfor the Form IV and V sit, upon completion ofsenior secondary school, for the Cambridge OverseasSchool Certificate,although increasingly manysubjects offered through the East AfricanAdvanced Certificate of Education (EAACE) arebeing taken.

Teacher Training

Teacher training programs are offeredat several educational levels: Primary TeacherTraining Colleges, Secondary Teachers Colleges,and the University of Zambia.

Primary school teachers are trained atthirteen Teacher Training Colleges including:David Livingston, Chalimbana , Robert Moffat,Charles Lunaga, Kitwe, Mufulira, and FortJameson. Two-year courses are offered toprepare teachers for lower and upper primaryschool teaching. Entrance is generally basedon the Junior Secondary School LeavingCertificate.

Junior secondary school teachers aretrained at two Higher Teacher TrainingColleges (HTTC), the Kwame Nkrumah HigherTeacher Training College, Kabwe, and theHigher Teacher Training College, Kitwe.Admission is based on the Cambridge OverseasSchool Certificate or "0" level equivalent .

A Diploma course in Education is offeredat the University of Zambia for preparation ofsecondary school teachers. It is a two-year programwith admission based on some "0" level passes,and three to five years of teaching experience.

A B.A. or B.Sc. program with educationis also available through the University. Thefour-year degree program, open to holders of aFirst or Second Division School Certificate,

consists of specialization in an academic subjectand additional education courses taken in thelast three years.


Technical and vocational training hasbeen expanding rapidly to meet the demands ofindustry, mining, commerce, and Government.There are numerous programs available throughtrade training institutes, for Grade VII schoolleavers, industry on-the-job programs, andcommercial schools. Only training for JuniorSecondary school graduates and SchoolCertificate holders are described below.

I. Zambia Institute of Technology

Formerly known as the Northern Technicalcollege, the Zambia Institute of Technologyoffers training at the craft and technicianlevel. Three different types of programsare available: a) technician courses leading tothe Ordinary National Diploma level in fields suchas telecommunications, fabrication engineering ,mechanical engineering; b) commercial courses leadingto various professional examinations such asthe Chartered Institute of Secretaries; and c)a senior secondary program in technical fields -Forms IV and V; and d) a post-secondary twoyear program leading to the G.C.E. "A" levelexaminations. The senior secondary technicalprogram leads to the G.C.E. "0" level examinationsand consists of the following curriculum: geography,mathematics, English, general science, technicaldrawing, principles of Accounts, physics, additionalbiology, and French. Entrance is based on theJunior Sicondary School Leaving Certificate.

II. The Ndola Center

The Ndola Center is a satellite centerof the Zambian Institute of Technology and offerscourses in mechanical trades, automobile engineering,steelwork, electrinal trades, and technician courses.All follow the syllabus of the City & Guilds of London

Institute. Commercial courses are also given,leading to various Royal Society of Artsexaminations, and G.C.E. "0" and "A" levelexaminations. Professional courses lead to theIntermediate and Final Certificates of variousexternal examining bodies. Gradually the ZambianGovernment will design its own examinations forcommercial and professional fields. (For furtherinformation concerning the British examinations,see Chapter 1, anglophone West Africa, pp. 20-24.)

III. The Evelyn Hone College of Further Education

This institution is the main:center forcommercial and vocational training. There aresix departments - business studies, commerce,general and social studies, home economics, hotel &catering, and technology, which lead to variouscertificates and diplomas. Entry requirements varyby course of study but generally include Form IIIcompletion, and a Junior Secondary School LeavingCertificate. Programs in home economics, commercialstudies, and professional programs, often lead tothe G.C.E. "0" levels in the relevant field. Theprograms vary from one to three years.

IV. The Zambia College of Agriculture, Monze

A twoyear program for technical assistantsis available to those completing Form III. Thecurriculum emphasizes English, mathematics, animalhusbandry, crop husbandry, agricultural economicsand marketing, and soil conservation. Students sitfor internal college examinations and for G.C.E. "0"levels in relevant subjects.

V. The Veterinary Training School, Mazabuka

A post-Form III program, of one year'sduration, is offered for the training of veterinaryassistants.

VI. Nursin_g_ Training Schools

There are two nursing training programsin Zambia. The Nurses Training School at Kitweoffers a Registered Nursing course of three years'

duration to those completing Form V. Upon completionof the program students earn the diploma of RegisteredNurse. A lower level nursing program is givenat the Zambian Enrolled Nurses Training School,Mongu providing a two year course after Form III.The Enrolled Nursing Certificate is given followingsuccessful completion of the program.

VII. The Natural Resources Development College

The College provides training in agricultureand related subjects primarily for Governmentemployees or teachers. Courses in fields suchas agriculture, animal management, waterdevelo,lent, draughtmanship/planning, and fisheries,are available. Entry is based upon successfulcompletion of Form V. Most courses are threeyears'duration.


The University of Zambia, located inthe capital of Lusaka, was founded in 1965.Enrollment has sharply increased since the firstacademic year with over 300 students. In 1973,2,424 students were in attendance. In addition,the University has correspondence courses. Over 422students in 1973 were meeting degree requirementsby this method. The manpower priorities ofthe Zambian Government play an important role inthe orientation of students at the undergraduatelevel. Priority has been given to education,science, agricultural sciences, engineering, andmedicine. Quotas for enrollment are set inaccordance with these manpower needs.

I. Admissions Requirements'

The University of Zambia requires, asminimum conditions of admissions, five Creditpasses on the Cambridge School Certificate, orfive good passes on an equivalent examination.The science and engineering programs willgenerally require a Credit pass in mathematicsand a general science subject. In addition, allapplicants must provide proof of English languageproficiency either through an interview or through

- 230 -

a Special University-English Language Examination.Students presenting the School Certificate areusually required to have Division T or II.Entry after Form VI, or at Advanced level, wasdeemed a luxury which the country could not afford.The University also has a mature entry schemewhereby individuals over the age of 25, whoconvince the university of their efforts to improvetheir education, and who pass a Special EntranceExamination, may be enrolled.

II. University Structure

The academic year is divided into threeterms: May-August; September - November; andDecember-March. Eight Schools offer a diversityof undergraduate and graduate degrees:

Humanities and Social SciencesNatural SciencesEducationMedicineEngineeringAgricultural SciencesMiningLaw.

Most programs leading to the B.A. orB.Sc. are four years' duration, with the exceptionof the Schools of Engineering, Mining, andAgricultural Sciences, that offer five.year first..degree programs. Medicine is a seven -year program.After the first four years medical students receivethe B.S. in Human Biology, three years afterfurther specialization. they receive the Bachelorof Medicine or Surgery degree.

All students, upon admission, initiallyenroll in either the School of Humanities andSocial Sciences, or the School of Natural Sciences.The choice of courses during the first yeardetermines the future program in which they canspecialize. Pre-requisites for the professionalprograms are met during this first year. Followingcompletion of the first academic year studentscan apply to other faculties, or continue inthe same School, Four courses are taken each

each academic year, sixteen being required forgraduation.

Certificate and Diploma courses are offeredby the School of Education, and the School of Huma-nities and Social Sciences. In education a certificatecourse in adult education is aimed at giving adulteducators in-service training. This is a one yearcourse. The Diploma in Teacher Education, firstoffered in 1973, is designed to train primary tea-chers. Entry is based on a minimum of four "0"level passes and five years of teaching experience.The School of Humanities and Social Sciences offersa Diploma in Social Work. This is a three-yearprogram with admission based on five Ordinary levelpasses.

III. Grading and Classification System

The University of Zambia utilizes thefollowing system for coursework assessment:

A+ DistinctionA DistinctionIt+ MeritoriousB Very SatisfactoryC+ Clear PassC Bare PassD + Bare FallD Clear FailE WorthlessP Passed Supplementary ExamF Failed Supplementary Exam

Transcripts will generally indicate letter grades foreach subject taken. Sometimes approximate numericalequivalences wil: be given as follows:

A+ 90-100% A 80-90% B+ 70-79%B 60-69% C+ 50-59% C 45-49%D + 40-442 D 20-39%

While these percentages do not correspond exactlyto U.S. grading standards, admissions officers shouldplace more weight on the letter grades.

Degrees are ranked in the following order:

A+ and A DistinctionB+ MeritB CreditC Pass

Sixteen courses, all of equal weight, must be passedover the four.-year undergraduate program.

- 232 -

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20 19 10

49 18 4.7

4.6

45 411

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42

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16

1 1312

EDUCATION SYSTIN IN

BOTSWANA

LESOTHO

SWAZILAND

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rsity

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IV Form

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II Fora

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SECONDARY EDUCATION

(Senior secondary school)

(Junior secondary school)

Technical

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Teacher

Training

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VI

Standard

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Standard

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Standard

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PR DIARY EDUCATION

3Compulsory Education: None

School year: January - December

First School Leaving Certificate

(varying in title by country)

Junior Secondary School Certificate (UBLS)

Cambridge Overseas School Certificate

Adapted from

CHAPTER III : BOTSWANA, LESOTHO, SWAZILAND

GENERAL BACKGROUND

Botswana is a landlocked, semi-desert countryabout twice the size of Britain which is surroundedby the southern African minority-ruled states.With only 600,000 people the country suffersfrom under-population although its 3% growth rateseems encouraging, particularly since the discoveryof exploitable mineral deposits which foreshadowindustrial development. At present Botswana isalmost entirely without industry, depending onlivestock and animal products to help alleviateits foreign trade deficit. Among the eight majorethnic groups are the famous Kalahari Bushmen.80% of the population lives in the eastern portionof the country with a population density of 2.5persons per square mile. Consequently, most ofthe secondary schools are in the eastern area.An inadequate supply of secondary schools andteachers appear to be major problems in the pathof educational development at present.

Lesotho, completely surrounded by SouthAfrica, covers nearly 12,000 square miles of landranging in altitude from 5000 to 11,000 feet.This small country, composed of Sotho and Zuluethnic groups is almost totally dependent onSouth Africa for imports and access to exportfacilities. Approximately 1 million people workpermanently in South Africa, and there are littleover 2,000 wage earners within the country itself.In spite of its disadvantageous economic situation,poor soil, and lack of industry, Lesotho has afairly well-developed educational system. Whilelivestock will remain its principal product,diamonds are mined, and Lesotho's abundant sourcesof water and hydroelectric power are beingdeveloped for sale to South Africa.

- 234 -

The kingdom of Swaziland is the smallestof the three majority-ruled states in SouthernAfrica. Except for some 12,000 foreigners, allof its nearly 400,000 inhabitants are Swaziswho speak Siswati along with the officiallanguage, English. Like its sister nations,Lesotho and Botswana, Swaziland remains.dependent on South Africa. The country is placedsomewhat on a tilt from the cool highlands in thewest, to the citrus.growing lowlands to the east,giving it a pleasing range of clima.te throughoutthe year. Major crops are maize, millet, andcitrus fruits, but it also exports substantialquantities of sugar and timber.


Primary Education

There is no compulsory school age inBotswana, Lesotho, or Swaziland but students generallyenter school at age 6. Boys in Botswana normallystart later than girls because they may tend toherd cattle.

Previously primary school was an eight-year cycle sub-divided into a) Lower Primary -6 years, and b) Upper or Higher Primary - 2

years The first two years were entitledSub-Standard A & B, the following six yearswere called Standards. Presently all countrieshave an integrated seven-year primary schoolcycle -Standard I-VII, initiated by Botswana.Local languages often serve as the medium ofinstruction during the first few years, withEnglish being introduced no later than StandardIII or IV.

At the end of Standard VII students sitfor a Primary School Certificate. The certificateis usually designed and administered by the Ministryof Education within each state. In Lesotho thecertificate is known as the Lesotho EducatiorDepartment Standard VII Certificate. In Botswanait is called the Ministry of Education StandardVII Primary Certificate.

Secondary Education

Pupils enter secondary school at about

-235-

age 14 to 15. The maximum entry age of 18 prevails.Selection from primary to secondary school is bycompetitive examination. The examination committeeis composed of all secondary school heads and seniorofficials from the Education department.

Secondary school is sub-divided into twocycles: a) Junior secondary school - Form I-III;and b) Senior secondary school - Form IV and V.The first cycle leads to the Junior SecondarySchool Certificate. This examination used to beadministered by the High Commission TerritoriesEducation Authority but is now designed andgiven by the University of Botswana, Lesotho,and Swaziland (UBLS) Examinations Council.

The results on this examination determinethe assignment of secondary school places. Studentscontinuing for the academic stream, Forms IV and V,sit, upon completion, for the Cambridge OverseasSchool Certificate. In the near future thisexamination will be designed and administeredby the UBLS Examinations Council. There is noForm VI in the educational structure of Botswana,Lesotho, and Swaziland. University entrance isbased on completion of Form V and School Certificateresults.

Teacher Training

There are three main teacher trainingColleges in Botswana: a) the Lobatse TeacherTraining College; b) the Serowe Teacher TrainingCollege; and c) the Francistown Teacher TrainingCollege. These institutions, as those in Swaziland,are operated in affiliation with UBLS. Those inSwaziland include: a) the Nazarene Training College;and b) the William Pitcher College. All havetwo -year programs leading to the Primary Teachers'Certificate. Admission is based upon completionof Form III and results on the Junior SecondarySchool Certificate examination. The programconsists of basic academic subierts such asEnglish, Mathematics, Science, and Education,in addition to other teaching subjects.

A Teacher's Certificate is offeredthrough the College of Education, UELS forthose presenting a School Certificate, in anyclass. This is a two-year program of study.

- 236 -

In addition the University offers a Diploma in Educa-tion program and a Certificate in Primary Education.The two-year Diploma program is open to those present-ing a Teacher's Certificate or the Certificate inPrimary Education, and having two years of professionalexperience. Admission to the CPE course is based onthe Primary Teacher's Certificate.

In Lesotho there are leacher certificates atseveral levels: a) the Primary Teacher's Certificate;b) the Junior Secondary Teacher's Certificate; c) thePost-Graduate Certificate in Education; and d) theDiploma in Education offered by the University of Bot-swana, Lesotho, and Swaziland.


Vocational and technical education has beenprovided in Botswana by three institutions:

I. Botswana Training Center,

The Center offers post-primary technical andcraft programs in areas such as carpentry, building,motor mechanics, and in-service training for civilservants.

II. The Home Craft Center

This is operated by the Dutch Reformed Church

at Mochudi and offers: a) a two-year course for adoles-cents; b) a one-year course for qualified teachers tospecialize in home craft subjects; and c) a two-yearpost-primary course in home economics and management.Two certificates are awarded: a) the Home Craft Certif-icate; and b) the Home Craft Teacher's Certificate.

St. Joseph College

The College provides programs in commercialsubjects - bookkeeping, commercial arithmetic, type-writing, business methods and English.

Entry to these technical and vocational programsis based upon completion of Form II.

In Lesotho there are three institutions provid-ing technical and agricultural training:

-237-

I. Lerotholi Artisan Training Centre

This Centre is located at Maseru andoffers courses in building, mechanical engineering,at the elementary level, cabinet making, andcarpentry.

The Leloaleng Technical School

This institution is located at Moyeniand offers a curriculum similar to the above.

III. The Agricultural Training School

Located at Maseru, the School providestraining to Junior Secondary School Certificateholders. Training leads to the Craft Certificates,the City and Guilds of London Institute examinations,and a Diploma in Agriculture.

The major technical training center inSwaziland is the Swaziland Trade School whichoffers a three-year training program for entryafter primary school. The three-year course isfollowed by a two-year apprenticeship inindustry. The courses available include motormechanics, electrical engineering, building,carpentry, fitting, and turning. Studies leadto the Craft Certificate, and City and Guildsexaminations. Similar programs are offered atthe Mbuluzi Clerical Training Centre.

Higher Education

The University of Botswana, Lesotho, andSwaziland, with campuses at Roma, Gaborone,and Kwaluseni, services the three countries.


Entrance is based upon one of the following,for both degree and diploma candidates: a) theCambridge Overseas School Certificate with aFirst or Second Division pass, including a Creditpass in English; or b) G.C.E.,EACE, or WAEC resultsincluding four subject passes. at not more thantwo sittings including English Language,with anaggregate score for the best six subjects notexceeding 33.

- 238 -

II. Faculties and Durees

There are five Faculties, as of 1974,offering seven first degree programs, four diplomacourses, and seven certificate courses. TheFaculties include:

AgricultureEconomics and Social StudiesEducationHumanitiesScience

The diploma and certificate programs include:

Agriculture - DiplomaEducation - Diploma (part-time)Theology - DiplomaEducation - Post-Graduate CertificateEducation - Certificate (concurrently

with undergraduate program)Business - Certificate ( part-time)Statistics - CertificateTeacher's Certificate

Master's degree programs are offered butthere is still limited enrollment.

III. Degree Structure

B.A. or B.Sc. programs are of four years'duration. Students enrolling with Advanced levelqualifications do a three-year first degree program.

The structure of the first degree programis based upon two years of study called Part I,and an additional two years, called Part II. DuringYear I and Year II, of Part I, students generallytake four courses in major and minor subjects.During the last two years, students concentrateon two major courses.

IV. Examinations system and Grading

Examinations are generally given duringthe second, third, and final year of the undergra-duate program. At the end of the first year,students are assessed in their major work on a6-point scale A-F. E denotes unsatisfactory work.

- 239 -

Students are expected to obtain a mean mark of50 to be eligible to continue to the second year.Formal examinations are given at the end of eachseisequent year and may be written, oral, and/orpractical. External examiners are employed inall formal examinations for major subjects, andfor any minor subjects studied during two years.Major subjects are generally tested by four tofive papers. A student's academic results duringthe year is weighed in the final decision.Candidates may be allowed to take on a supplementaryexamination in one major subject. In that case,the examination is recorded with the symbol D inthe subject passed.

scale:All examinations are graded on the following

A OutstandingB SuperiorC GoodD PassE Failure -but Supplementary

Examination possibleF Failure

The overall classification for the degrees are:

First Class A AverageSecond Class B AverageFirst DivisionSecond Class C AverageSecond Division

Pass D AverageFailure E & F average

It should be noted that grading isextremely competitive at UBLS. Since 1964,only five students have ever received a FirstClass degree. Of these, two were in the sciences,two in humanities, and one in economics.Second Class, First Division degrees are givento approximately 52 of all graduating studentsin a given year. The majority of graduates receivea Second Class, Second Division degree.

CHAPTER IV : PLACEMENT RECOMMENDATIONS


I. Applicants who hold the Cambridge Overseas SchoolCertificate, or the Malawi Certificate of Education, withfive or more credits (Grades 1 through 6), in academicsubjects including English, may be considered for freshmanadmission. Alternatively, six subject results, includingan English pass at Grade 7 or 8, with the other fiveacademic subject passes at grades 1 through 6, may be

considered.

II. Candidates presenting the General Certificate ofEducation (G.C.E.) with five "0" Level passes in academicsubjects, including English, may also be considered forfreshman level admissions. Note that Oral English shouldnot be considered an academic subject.


I. Holders of the General Certificate of Education (G.C.E.)at Advauced level, "A" Level, may be admitted with advancedstanding of six to twelve semester hours of credit foreach subject with Grades A through D.

II. Applicants holding the Cambridge Higher SchoolCertificate with Principal passes may be admitted withadvanced standing of six to twelve semc3ter hours of creditfor each subject with a Principal pass.

Although a Subsidiary level pass is superior to an"0" Level pass, it is not an "A" Level equivalent and shouldnot be given advanced standing.

III. Applicants for transfer from the University of

Zambia, University of Malawi, or the University

of Botswana, Lesotho and Swaziland, may be admitted withadvanced standing, on a course .by course basis, provideda grade of C+ or better has been earned in the course.

Technical Training Applicants

I. Applicants presenting technical and vocationaldiplomas and certificates such as the Ordinary TechnicalDiploma, the Ordinary National Diploma, Royal Society ofArts Certificates, and Certificates of the City and Guildsof London Institute, should be evaluated with great caution.For further information consult Chapter I. pp. 20-24.

Nursing Applicants

I. Holders of the Registered Nurses Certificate, inZambia, may be admitted to the freshman level.


I. Applicants presenting diplomas from the HigherTeacher Training Colleges, in ZaTltia, the Teacher's Certif-icate , in Botswana and Swaziland, and the Junior SecondaryTeacher's Certificate in Lesotho, should be considered forfreshman level admission, if the courses taken during theteacher training, with results of B or better, supplementdeficiencies in the General Certificate of Education orCambridge School Certificate. Advanced standing may begranted for courses in education, if applicable.

II. The Diploma in Education from the University ofMalawi, the Diploma in Teacher Education from the Universityof Zambia, and the Diploma in Education from the Universityof Botswana, Lesoth and Swaziland may be considered foradmission with advanced standing.


I. Holders of Bachelor's degrees from the Universityof Zambia and the University of Malnvi may be consideredfor graduate admissions.

II. Applicants from the University of Botswana, Lesotho,and Swaziland, presenting Bachelor's degrees with First orSecond Class (First and Second Division), may be consideredfor graduate admissions.

-242-

eiBLIOGRAPHY

Annual Report, 1964, Ministry of Education, Republic of Zambia,Printed by the Government Printer, Lusaka, 1965.

Annual Report, 1969, Ministry of Education, Republic of ZambiaPrinted by the Government Printer, Lusaka, 1971.

Zambian Manpower, Development Division, Office of the Vice-President, the Government Printer, Lusaka, 1970.

The University of Zambia, General Information on Admissions1973/1974.

Handbook, 1970-1971, University of Malawi.

University of Botswana, Lesotho and Swaziland, Calendar 1973-1974.

Educational Systems of Africa, University of California Press,1966, Sasnett and SPpmeyer.

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TO WHOM IT MAY CONCERN

P. 0. Box 2379,LUSAKA,Republic of Zambia.

Computer No. 638

The above student waa registered as a student of the University of

Zambia for the academic vear(s) 196842

and was enrolled in the following courses and obtained the following

grades in the

um BiologyChemistryMathematicsErse or Bagliah

126,2 African StudiosChemistryPhysicsZoology

sad-of-year

BZUOC120 3+R110 B+

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UM BotanyZoologyBoo logy

examinations.

B0510 CP01310 C

SOC3II C

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Anatooy(Suaaa)PharmacologyPathologyFay:hology

Microbiology

Comment:-

AN510 C+PMM410PTB410 DPS451 BPS452 C+MB 410C

Avardo0 B.Sc. Beim, is Biological Ssienceo

Date-- 17th Becoaboro 1575

Explanation:-

A+ 2 Distinction

B = Very Satisfactory

D+ Bare Fail

A

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)4M. S. TAMBIARfrAYEIBMXIMUNDEAN IF NATURAL SCIENCES

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Cl±ar Pass

Clear Fail

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= Meritorious

Bare Pass

= Worthless

P = Passed Supplementary '..upplementary Examination

Examination

PWM/tmtm

- 2 4 5 -

UNIVERSITY

OF

BOTSWANA, LESOTHO AND SWAZILAND

TRANSCRIPT OF ACADEMIC RECORD

STUDENT NO.

DATE YEAR COURSE SUBJECT GRADE

197v/71 I B.A.(Admin) 't;conomiod I Br:nt;liah I BGoverntwnt &

Atiminidtration I Alonnnaation

Stutiied 0) ALaw A(9 ALaw F14 B

CB13

BC

1 71/72 11 B.A.(Aumin) Account n,Adminidtration

III

Fxonomiodiconomio dtata.

IIW

Government II

197,17.$ III B.A.(Admin) Administration IIIEconomics III

1730174 IV B.A.(Admin) Adminiotration IV',economics IV

AB

Setsabi will be writin4, hid final examinationd in Apri1,1974)

Success in the Part One Examination in the Second Cladd., iirdt Division

allowed by Senate on the th A ri1, 1v7e.

Completion of the requirements for the Degree of

confirmed by Senate on the ,the Degree accordingly

being granted in the Division.

DateUniversity of

Botswenev.tiesat4te..Swetilend

-9 NCN 1973

SENIOR ASSISTANT

REGISTRAR

246 -

if7tritiOnr-stREGISTRAR.

(See over for notes.)

ENGLISH LANGUAGEPROFICIENCY REPORT

INTRODUCTION

Workshop participants believe it importantto emphasize that tests of English languageproficiency do not -- and do not claim to --measure language aptitude or academic preparedness.Any practice of giving excessive weight to scoreson standardized tests of language proficiency,when determining academic admissibility , musttherefore be questionned. Admissions decisionsmust be academic decisions; a foreign student'sreadiness to enroll in a full-time course of study,on the other hand, should be based on the levelof English language proficiency. This reflectsthe consensus of the participants - admissionsofficers, counselors, and teachers - who haveworked with large number of foreign studentsadmitted to North American universities. Inaddition, most members of the workshop sub-committee appointed to review this issue havelived and taught in Africa for a number of years,making their personal experiences particularlyrelevant in this context.

A score on an English proficiency testmay lidve little relation to a student's overallacademic ability, which can be ascertained onlyfrom more inclusive academic credentials. Inthe experience of the workshop team, a high scoreon an English proficiency test does not guaranteethat a student will have no language problems,nor does it promise that he will avoid academicdifficulties. Conversely, a medium or lowscore does not foretell scholastic failure, nordoes it indicate that a student's academic perform-mance will differ from that of a high scorer.

In gnm, we recommend that scores onEnglish language proficiency tests play no partin the formal admissions process. Such scores

- 247 -

may be utilized, with the limitations set forth inthe following paragraphs, in determining whetheran applicant should enroll immediately, or aftera period of intensive language training. Thefollowing sections offer suggested guidelinesfor assessment of language proficiency skillsof African applicants.

ANGLOPHONE COUNTRIES

General Recommendation

Students from anglophone African countriespresenting the academic qualifications recommendedin the preceding chapters of this report can beassumed to be proficient in English, and ready toparticipate in full-time academic programs. Thisrecommendation applies to both secondary schooland university graduates from the anglophonecountries considered by the workshop:

BotswanaEthiopiaThe GambiaGhanaKenyaLesothoLiberiaMalawiNigeriaSierra LeoneSwazilandTanzaniaUgandaZambia

General Comments

Examinations leading to the WASC and theEACE include a compulsory examination in the EnglishLanguage. A G.C.E. Ordinary level examination isavailable in English Language. The WASC examination,similar in concept to the others, ennaisLa of foursections. Two parts assess the candidate's abilityto communicate in various types of writing - argument,explanation of ideas, narrative. A third sectiontests the candidate's ability to read and understand

- 248

various types of English prose, requiring him/herto summarize some passages and to answer otherobjective questions. The fourth section is atest of vocabulary including idioms,figurativeusage, and grammatical structure. In addition,all other subject examinations taken by secondaryschool pupils must be written in English. Theperson's ability to express himself effectivelyinfluences the grade received.

Students whose results on the examinationin English Language are lower than those recommended,e.g. a Credit Pass for the WASC, but who haveotherwise demonstrated satisfactory academicpreparedness, can still be assumed to have theminimum English language proficiency necessaryfor enrollment in full-time academic programs.

While students from an anglophone Africancountry may have initial difficulty adjusting toEnglish as spoken in the United States andCanada, varying modes of pronunciation and verbalexpression do not necessarily indicate a lack ofEnglish proficiency, but may be merely theconventions of a different, valid dialect ofEnglish. It is important that a distinctionbe made between stylistic differences and reallack of skill in the use of English.

It may eventually be necessary to revisethe foregcing recommendations for certainccuntriestincluding Ethiopia, Kenya, Tanzania,and Zambia, where it is stated government policyto gradually replace English with an appropriateindigenous language as the medium of instructionat all educational levels.

FRANCOPHONE COUNTRIES

General Recommendation

Although some U.S. experts may disagree,the majority of workshop participants support therecommendation that students from FrancophoneAfrican countries be admitted solely on he basisof academic qualifications. Enrollment should becontingent upon a satisfactory level of Englishproficiency. ( These guidelines apply only to

249 -

francophone students who have not had any formaleducation in an anglophone country). The countriescovered by the workshop include:

Cameroun*DahomeyGabonGuinfieIvory CoastMaliNigerSenegalTchadTogoUpper VoltaZaire

General Comments

Most students completing Classe Terminalehave, as a general rule, taken from three to sixyears of study of English. Most Zairois willhave done the same during secondary school.

Special note should be made of the firstlanguage studied as an academic subject (listedon the transcript as Langue Vivante I ), andof the serie , or academic stream, in which theapplicant has been enrolled during the last threeyears of secondary school. All students arerequired to take a minimum of one foreign language,as an academic subject, offered from three to fivehours per week ( out of a total of 29 hours ofiasswork per tieek) . Thnqn enruiled in serie A,or the humanities and philosophy stream, tend

to study more modern languages ( appearing onthe transcript as Langue Vivante T,II and III),than do those in the mathematics and science sections.

Those who have studied English tend tobe quite knowledgeable about the fundamentals ofEnglish structure, grammar, and syntax, but maylack practice in speaking and writing. Whilethese students are not generally ready for immediatefull-time enrollment, recognized tests of English/anguage proficiency may be useful in determiningreadiness. Many students may need intensive languagetraining for a period ranging from two to six months.

*Cameroun is a bilingual country; thus these recommendationsapply only to those attending French speaking schools.

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Francophone students who have not studied

English during the second cycle of secondary schoolmay require up to two semesters of intensivelanguage training prior to enrollment.

Admissions officers are urged to assessthe applicant's need for language training prior

to enrollment and to advise the individual prior

to his departure for the United States. In the

event that the admitting institution does not havelanguage training facilities, admissions officersshould make referrals to appropriate institutionsand assist the student in applying to such

programs. Many universities, for example, mayprovide this facilitative service by submittingnames of candidates to a designated language trainingcenter such that registration and other pertinentinformation can then be sent directly to the

individual. English Language and Orientation Programs

.197, published by the Institute of InternationalEducation, may be a useful guide to language programsoffered at American institutions of higher education.

ENGLISH LANGUAGE PROFICIENCY TESTS

The three most widely used tests ofEnglish language proficiency are TOEFL - Test

of English as a Foreign Language - ALIGU -

Ame:ican Language Institute, Georgetown University-and the Michigan Test - University of Michigan.Admissions officers not familiar with their design

and content, the conditions of administration, or

standards fur interpreting results, are urged

to obtain this information by writing to:

TOEFLProgram Director, TOEFLEducational Testing ServicePrinceton, New Jersey 08540

ALIGUThe American Language InstituteGeorgetown University3605 0 Street, N.W.Washington, D.C. 20007

The Michigan TestThe English Language InstituteUniversity of MichiganAnn Arbor, Michigan 48104

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These tests do attempt to measure language skills,such as those noted in the TOEFL Manual , 1973edition:*

1. ability to understand spoken English;

2. mastery of important structural andgrammatical points in spoken English;

3. command of usage and the meaning of words;

4. ability to read and understand Englishprose, including the ability to makeinferences and draw conclusions;

5. ability to recognize effective styleand appropriate usage and diction inwritten English.

Nevertheless other significant factors maynot be measured by these proficiency tests:

1. ability to communicate successfullyin spoken English

2. aptitude for rapidly increasingcommand of a language or dialectwhere this appears to be necessary

3. the fact that a student, obtaininga low score on such a test, may stillhave sufficient proficiency to pursuefull -time study, especially in certaintechnical fields not requiring

'high verbal facility.

In addition to the above, admissions officersshould also be aware of certain limitations toAmerican-designed English proficiency tests as administeredin some African countries, which will affect the actualscores:

1. Student unfamiliarity with timed and multiple-choice testing

* Manual for TOEFL Score Recipients, 1973 Edition.

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2. Possible cultural bias of testitems and phraseology

3. Problems with acoustical equipmentand physical environment

It should also be noted that some applicants mayhave difficulty in registering for some tests dueto factors such as currency exchange restrictions,infrequent administration, or lack of adequatepublic information about the test and its

administrators.

AtJPENDI X A

WORKSHOP PARTICIPANTS

Stephen M. Arum, Director, Office of InternationalEducation, University of Iowa, Iowa City, Iowa

Leroy M. Broussard, Associate Director, Departmentof Foreign Student Services, University ofWisconsin, Milwaukee, Wisconsin

Barry G. Browning, Registrar, The University ofManitoba, Winnipeg, Manitoba, Canada

Mary T. Coleman, Director, Moton Consortium onAdmissions and Financial Aid, Washington D.C.

Doris Conklin, Director of Admission and Coordinatorof Academic Advising, Graceland College, Lamoni, Iowa

Marvin L. Durham, Foreign Student Advisor, OregonState University, Corvallis, Oregon

Edward Ferguson Jr., Registrar, The Graduate School,Vanderbilt University, Nashville, Tennessee

Stephanie Gartner, Foreign Student AdmissionsCounselor and Research Assistant, City Universityof New York, Offiie or Admissions Services, NewYork, N.Y.

Ann G. Hiiferty, Coordinator and Teacher of ESLProgram. (Northeastern University, Boston University,Wellesley College, Children's Hospital)

J. D. Hurd, Registrar, Bishop College, Dallas. Texas

Peter S. Levitov. Foreign Student Counselor, Universityof Nebraska-Lincoln, International Student Office,Lincoln. Nebraska

Gary R. Lowe, Foreign Student Advisor, University ofPittsburgh, Pittsburgh, Pennsylvania

Mary C. Martin, International Advisor, DePaul University,Chicago, Illinois

Helen M. Mayes, Director of Admission and Records,Albany State College, Albany, Georgia

Kris K. McCluskv, Registrar, California StateUniversity, San Francisco, California

Eddie W. Morris, Dean of Admissions and Registrar,Kentucky State University

Elise Schwab, Program Administrator, Institute ofInternational Education, New York, New York

Cammie L. Sleet, Registrar and Director of ForeignStudents Admissions, the Shaw College, Detroit,Michigan

James R. Smothers Jr., Director of EducationalServices, United Negro College Fund, New York,New York

Phyllis A. Steinmetz, Recorder and Transfer Counselor,University of Massachusetts, Boston, Massachusetts

Booker T. Watt, Jr, Registrar and Director of Admissions,Highline Community College, Midway, Washington

Valerie A. Woolston, International Student Advisor andCounselor, Morgan State College, Baltimore, Maryland

A %ee Zeigler, Director, Bechtel InternationalInter, Stanford University, Stanford, California

OBSERVERS

Joseph R. Bookmyer, Fellowship Associate, TheRockefeller Foundation, New York, New York

Hattie Jarmon , Education Specialist, AcademicAdvisory Services, Office of International Training,Agency for International Development, U.S. Departmentof State, Washington D.C.

Edouard Trudeau, Dean of Studies, College Jean-De-Brebeuf, Montreal, Canada

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WORKSHOP STAFF

Stan Berry, Director of Admissions, WashingtonState University, Pullman, Washington; Director

Cynthia Wise, Program Officer in Charge ofUndergraduate and francophone Graduate Programs,African-American Institute, New York, New York;Assistant Director and Report Editor

WORKSHOP GUESTS

Accra, Ghana

Hon. Bertha Baker-Azango, Assistant Minister ofEducation for Planning and Research, Ministryof Education, Monrovia, Liberia

J.B. Jones, Executive Director, Manpower Board,Ministry of Finance and Educational Planning,Accra, Ghana

Herman Zivetz, Cultural Affairs Officer, U.S.Embassy, Accra, Ghana

Mary Ellen Zimmerman, USIS, Accra, Ghana

C.O. Agbenyega, Deputy Director, Test Developmentand Rcsearch Office, West African ExaminationsCouncil, Accra, Ghana

Koff Kwansa, Professor, Department of Education,University of Cape Csst, Cape Coast, Ghana

Vincent Ike, Registrar, West African ExaminationsCouncil, Accra, Ghana

E.A.K. Edzii, Registrar, University of Ghana, Legon

E. Buckley and Adu-Bitherman, Technical EducationDivision, Ministry of Education, Accra, Ghana

S.B. Mfodwo, Assistant Registrar, University ofGhana, Legon

William Hoff Jr., Registrar and Chairman ofAdmissions, University of Liberia, Monrovia,Liberia

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Abdul Turay, Professor, Department of English,Njala University College, Sierra Leone

Samuel Blankson, Registrar, University of CapeCoast, Cape Coast, Ghana

Ruth Phillips, Program Representative, African-American Institute, Monrovia, Liberia

Thomas Sekyi, Assistant Registrar, University ofScience and Technology, Kumasi, Ghana

Lome, Togo

Pierre Manna, Secretaire General, Universite duBenin, Lome, Togo

Jean Koffi Kekeh, Professeur Agrege Directeurde l'Ecole de Medecine, Universite du Benin,

Lome, Togo

V. Rotundo, Cultural Affairs Officer, U.S.Embassy, Lcme, Togo

John Lawson, Lycee Technique, Lome, Togo

Moise Adjamgba, Professeur, Faculte de Lettres,Universite du Benin, Lome, Togo

Seth Wilson, Secretaire General Adjoint, ConseilAfricain et Malgache pour l'Enseignement Superieur(CAMES), Ouagadougou, Haute Volta

Vice Recteur Elungu pane Elungu, UniversiteNationale du Zaire, Campus Universitaire deKisangani, Kisangani, Zaire

Ihadan and Lagos, Nigeria

Chief C.O. Taiwo, Provost, College of Education,University of Lagos, Lagos, Nigeria

Y. Orimalade Department of Economics, Universityof Lagos, Lagos, Nigeria

T.O.A. Sodeinde, Student Counselor, USIS, Lagos,

Nigeria

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Joshua A. Majasan, Assistant Registrar, Universityof Tfe, Ile-Ife, Nigeria

Dr. Tol Asuni, Neuro-Psychiatric Center, AroMental Hospital, Abeokuta, Nigeria

P.E. Kang'ori, Assistant Registrar, Universityof Nairobi, Nairobi, Kenya

Kabwe Kasoma, Dean of Students, University ofZambia, Lusaka, Zambia

Gregory E. Ofili, USIS, Kaduna, Nigeria

Ato Kebede Tamrat, Associate Registrar, HaileSellassie I University, Addis Ababa, Ethiopia

W/o Asenegash G. Selassie, Assistant Registrar,Haile Sellassie I University, Addis Ababa,Ethiopia

Ore Broderick, USIS, Freetown, Sierra Leone

Citoyen Chizungu, Assistant Lecturer, UniversiteNationale du Zaire, Campus de Kisangani, Kisangani,Zaire

Citoyen Lelo Mamosi, Bibii.othque Centrale, UniversiteNationale du Zaire, Campus de Kisangani, Kisangani,Zaire

Citoyen Pay-Pay Wa Syakasighe, Directeur de Cabinet,Rectorat, Universitfi Nationale du Zaire, Kinshasa,Zaire

Citoyen Lokomba-Baruti wa Yakutu, Directeur deCabinet du Vice Recteur, Universite Nationaledu Zaire, Campus de Lubumbashi, Lubumbashi,Zaire

Citoyen Kabalu Kadima, Assistant, UniversitilNationale du Zaire, Campus de Lubumbashi, Lubum-bashi, Zaire

OTHER WORKSHOP REPORTS B °3" 14141811

Copies of previous workshop reports in print areavailable at the NAFSA Central Office, 1860 19thStreet, N.W., Washington D.C. 20009.

1966 The Evaluation of Asian Educational Credentials:A Workshop Report ( India,Japan,Phi)ippinesAaiwan),Editor, Lee Wilcox

1968 Report of the Training Workshop on the Evaluationof Asian Educational Credentials (Vietnam,Laos,Cambodia, Thailand, IndonesiaKorea) Editor,Richard Dremuk

1969 The Admission and Placement of Student from LatinAmerica: A Workshop Report Brazil, Central America,Colombia, Venezuela), Editor, Lee Wilcox

1970 The Admission and Placement of Students from thePacific-- Asia Area (Australia,Ceylon, Hong Kong,India, Malaysia, New Zealand, Pakistan, Singapore,Okinawa, and the Pacific Islands), Editor. SanfordC. Jameson

1971 The Admission and Academic Placement of Studentsfrom Selected Countries of Latin America: AWorkshop Report (Argentina, Chile, Ecuador, Peru),Editor, Joel B. Slocum

1974 The German-American Conference on EducationalExchan e: A Conference Re ort (Germany), Editor,Phil p P. Byers

1974 The Admissions and Academic Placement of Studentsfrom the Carribean: A Workshop Report (British-Patterned-Education, Cuba, the Dominican Republic,Dutch-Patterned Education, the French West Indies,Haiti, Puerto Rico, the U.S. Virgin Islands),Editor, Cynthia Fish

1974 The Admission and Academic Placement of Studentsfrom Nordic Countries: A Workshop Report (DenmarkFinland, Iceland, Norway, Sweden) Editor, CliffSjogren

Documents

RE 005 964 The Admission and Academic Placement of Students