This power point is prepared by Kedir Endris and Haftay Berhane after a visit and learning Jimma University Experience in Community Based Education fin health science disciplines.

1. Mekelle University
College of Health Science
Community Based Education
Office
Back to office Report from Jimma University Visit – Jimma
University 30 years CBE experience
By : Kedir Endris Mohammed (MSc)
Haftay Berhane (MSc)
Date 12/01/2014

2. PRESENTATION OUTLINE
• About CBE office
• CBE programs & implementation
– CBTP
– TTP
– SRP
– DTTP
• Community involvement
• Lesson learned
• Challenges
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3. ACTIVITIES
• 24/12/2014
– Communicated with higher officials ( Prof. Abraha
Dean of College of Health Science, Mr. Mezemer-
Communication Director)
– Decided to participate on the workshop
– Finalized the check list
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4. ACTIVITIES …
• 25/04/2014- meeting & discussion with
department heads
– Morning
• Environmental health department
• Pharmacy
• Laboratory
– Afternoon
• Dentistry
• Anestesia
• Health officer & medicine
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5. ACTIVITIES ….
• 26-27/12/2014
– Attended the workshop
• 29-31/12/2014
– Meeting & discussion with CBE officers & Student
Services Center
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6. CBE OFFICE
• History
– JIHS was established in 1983
– But, with traditional curriculum for the different
categories
– The question was how to produce new breed with
the old tool
– The novice founders became aware of the above
global movement after series of correspondence
and overseas visits
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7. • In those days it was difficult to introduce such a
strategy in JIHS setting
• Introduce community-based education
• The approach was enhancing problem solving
competency through:
– Student centered and people centered
– Strategies developed were:
1. CBTP
2. TTP
3. SRP
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8. • Introducing CBE university wide faculties
(JIHS upgraded to university)
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9. Current prevailing issue of
education in Ethiopia is Quality
CBE has as well been
contributing to improved
quality of education

10. Theorize Hypothesize
Generalize Synthesis

11. CBE Office
• The university has CBE directors
• Each colleges has CBE coordinators
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13. THE ROLE OF CBE DIRECTOR
• Coordinate CBE related activities at university level.
• Assist the senior director for research, CBE and
graduate studies in developing policies and
guidelines related to CBE.
• Prepare annual and quarterly plan related to CBE
• Ensure the implementation of CBE related activities
• Ensure the linkage between CBE and development
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14. COLLEGE CBE COORDINATORS
• Each colleges has its own CBE coordinator
• It has the following duties & Responsibilities
– Prepares both strategic & annual Plan regarding CBE and
Partnership Management Unit of the College
– Coordinates all the CBE activities at College Level in collaboration
with other Colleges
– Manage CBTP,TTP/DTTP and SRP endeavors at College level
– Coordinates proper assessment of students in CBE
– Revises the curriculum of CBE at College level
– Revise and update guidelines and manuals for CBE with CBE
director
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15. COLLEGE CBE COORDINATORS …
• Facilitates all CBE related activities at college
• Responsible to seek partners and establish linkage and
collaboration in areas of academic, research and
community services
• Coordinate various offices of the college in developing
projects, identifying areas of partnership and searching for
collaborators
• Submit quarterly and annual plan to the dean and director
CBE
• Prepare/ coordinate seminars/ workshops regarding CBE
annually04/14/17 15
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16. COMPONENTS OF THE STRATEGIES OF
CBE
• Community Based Education Program (CBTP)
• Team Training Program (TTP)
• Development Team Training Program (DTTP)
and
• Student Research Program (SRP)
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17. 1. CBTP
• Starts from first year and extended to
graduation.
• The number of phases = N-1
• Duration is for four weeks every academic
year
• The same group of students will be assigned
to the same locality in the subsequent years
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18. • In College of Public Health & medical Science
– Each undergraduate & graduates programs have
adopted CBE strategies – integrated in their curriculum .
– N-1
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19. 2. TTP
• solely devoted to the students in college of public
health and medical sciences
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20. 3. SRP
• A requirement for students graduating from JU.
• The research problems are picked from CBTP
exercise and the problems picked are converted
into research projects to generate information and
knowledge.
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21. 4. DTTP
• Implemented in post graduate programs
• Simulated Woreda development models.
• The Woreda development plan is initiated and
organized at sector level.
• The plan and the budget are tabled to Woreda
council that constitutes multidisciplinary team and
representatives of the community to ensure synergy
of the sectors and ownership of the plan
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22. DTTP …..
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24. • The PG students are exposed for two months in
a community.
• The students of different discipline in a college
which formed a team review the
Woreda/Kebele plan and take activities from
the Kebele and plan for data analyses and
intervention.
• The team also mobilize the community, solicits
funds from the community, government and
non-government sources.04/14/17 24
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25. IMPLEMENTATION OF THE CBE
ACTIVITIES
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26. IMPLEMENTATION OF THE CBE
ACTIVITIES
• all staff members are serving either as supervisory
team leaders or primary advisors
• The college research, CBE and PG coordinator will
have a tradition of having regular meetings.
– Information sharing
– Discussing on best implementation lessons learned
– Each staff member involved in CBE reports on activities
he/she was involved
– Department CBE performance based on the planned phase
activities by stressing both the strengths and weaknesses.
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27. • CBE induction training for new recruits
• Orientation of supervisors and students in CBTP,
TTP and DTTP.
– A one day orientation
• Philosophy of CBE in general
• CBTP phase objective and activity in particular.
• students and supervisors roles and responsibilities
• the time required to complete the phase
• cultural norms and rights of the society
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28. • Detailed CBTP activities in different Phases
–implemented in different phases depends on the
number of years in a program.
–The CBTP activity at each phase is organized in
a complementary bases, where the second
CBTP is designed based on the first CBTP.
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29. • The CBTP program in each year is designed based
on the courses offered on that year.
• This makes CBTP activities different at each phase.
• The depth of study and tools used in CBTP
activities becomes more detailed as CBTP phase
advances.
• For the description of the CBTP activities at each
phase .see Annex 1 a – c
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30. TEAM TRAINING PROGRAM (TTP)
• TTP is devoted to health disciplines.
• It simulates the discipline mix recommended in the
health centers and hospitals.
• The M.sc student who completed two semester
course work will be assigned in health centers to
use the center as learning environment and provide
services to the community.
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31. TTP…
• Multi-disciplinary health professional team formation
• Team shall be divided into manageable and
multidisciplinary sub team and based on the capacity of
training health centers and hospitals
• Orientation will be given at the respective assigned place
with the resident and senior supervisors
• Students will elect their overall team leader, reporter and
logistic committee
• Senior and resident supervisors are assigned by the
respective departments and research CBE and PG
coordinator of the college.04/14/17 31
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32. TTP..
• Activities at training health center
– Situation analyses of the catchment of the respective
health institution
– Develop plan of action for the period of attachment
– Implementation of the action plan
– Health services packages
– Morning meetings
– Two week case presentation
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33. TTP….
– Weekly activity meeting with health center staff
– Fortnight report meeting with supervisors, HC
staff
– Evaluation of implementation at 2nd and 8th
weeks
– Program by student
– Final report of the students¡¦ health center staff
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34. SRP
• All graduating students undertake a research
activity as requirement course for graduation.
• Research advisors are assigned for each student
researcher.
• At the end abstracts of all students research work
shall be compiled and distributed through LAN of
the university
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35. • At the end of each year, the college prepares a
symposium where the three researches selected by
the relevant departments to present their work.
• From this symposium three best researches will be
selected at college level.
• Three best researches of the colleges will present
their work for award at the university level.
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36. SRP…
• Procedures
– First student will be asked to present three topics with
justification
– Using the set criteria, one topic will be selected from the
three and the student shall be notified
– A team assigned by research, CBE and PG coordinator
of college approves the topic and assign respective
advisors (discipline based)
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37. – Coordinator to be assigned from the team of supervisors
to manage research undertakings
– The research, CBE and PG coordinator at each college
will be coordinating the logistic, finance, prepares
platform, etc.
– The students should submit their final report both in
hard and soft copy to their advisors and college
coordinators for Research, CBE and PG
– The student research abstract should be displayed in
the SRP webs cite of JU.
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38. DEVELOPMENT TEAM TRAINING PROGRAM
(DTTP)
• The PG students shall register for DTTP after
completion of the two semester course works.
• Conducted twice per Year (January and
September).
• The PG students in the respective colleges shall
form a team to run DTTP.
• DTTP shall be done in the vicinity of Jimma.
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39. • The teaming is limited to colleges due to higher
number of programs that will be difficult to manage
the program by mixing more than 60 PG programs.
• There will be a feed back on the work of each team
drawn from colleges in a form of presentation.
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40. DTTP…
• Procedures
– Formation of team (15-20 PG students) and naming of
the team leaders and reporter
– Assignment of supervisors, this could be done by the
respective departments and CBE coordinators of
colleges
– Provide orientation which could be organized by
coordinators of CBE and supervisors
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41. DTTP…
– Site selection for DTTP which could be done by
research, CBE and PG coordination offices of colleges
and JU
– Identify the study community
– Develop investigation tools
– Gather data
– Process and analyses of data
– Problem identification and priority setting
– Draw intervention action plan
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42. DTTP…
– Carry out intervention
– Monitoring and evaluation
– Reporting and presentation
– Create a plat form that could include all colleges to
address DTTP by involving Woreda officers in the
respective field, the community leaders and appropriate
JU offices
– The university CBE office syntheses the report and
disseminate to the stake holders, community and
appropriate offices of JU.
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43. THE ROLE OF DEPARTMENTS
• Sending lists of available Instructors for CBTP &
TTP on request from CBE office
• SRP almost run by Departments
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44. STUDENT SERVICE CENTER
• Plan, prepare and provide all necessary
services it provide based on the University
academic calendar & updated schedules from
CBE office .
• Food
• CBTP
– Budget – treasury food budget
– Lunch will be served for Non café students
– Student representatives are supposed to monitor
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45. • TTP
– Treasury budget
– Non perishable & non perishable
– served but their payment will not include the TTP
time.
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46. FINANCIAL SOURCES TO IMPLEMENT CBE
• Resources and funding
– 3 main sources : government , Donors & community
• Small amount - Internal sources – fees & services
• Donors
– at earlier stage but gradual tapering & vanished
– 1997-2001- Ireland Aid – Fiscal support
– Others – material & non material form – have not been
quantified
• Other sources – USAID-TTP
• Community contribution – material & labor support
– Currently – treasury budget & contribution from
stakeholders
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47. COMMUNITY INVOLVEMENT
• The central principle
• The community is responsible for their own
development
• Creating strong partnership & collaboration with the
community
• Various strategies are employed to involve the
community in each activities of CBE programs
• Contribution : labor, finance , local materials,ideas,
and etc
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48. CHALLENGES
• Researches on CBE has been more descriptive
than predictive
• To what extent does CBE to life long learning?
• Difficulty to measure the outcome and impact ..
Students & community
• Sustaining CBE program in resource poor setting
• Maintaining community positive receptive over the
years with or without social responsibilities
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49. • Held for two days, December 26-27
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50. WORKSHOP
• Presentations on
– Genesis of community based education
– History of CBE in JU
– Scale up & out
• Preliminary paper presentation
– Implementation of CBE program in JU
– CBE of JU & Community development
– Pedagogical implementation of CBE
– Awareness and perception of community
members towards CBE04/14/17
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51. WORKSHOP ….
– JU graduate
tracer studies
– Sustainability of
CBE
• Discussions
• Field visits
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52. LESSONS LEARNED
1. Contribution of CBE on solving community
problems
– CBE is effective community development and public health
problem-solving mechanism (Trostle and WHO, 1940)
– A study done by a team of researchers entitled “The role
of CBE of JU in community development in Jimma zone”
was presented in the workshop.
– Conclusion :- There were consistent positive results in the CBE
operating districts, could be taken as a basis for making cautious
conclusions implying that the CBE program of Jimma University is
making a difference in community development
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53. • More specifically, it was observed that in the non-CBE districts:
– There was more illiteracy,
– higher prevalence of polygamous marriage,
– lesser health seeking behaviors,
– lesser access to health and health related information,
– less availability of safe water,
– lesser use of bed net to prevent mosquito bite,
– less frequent practice of hand washing before meal,
– less use of organic fertilizer/compost for soil productivity,
– high rating of positive attitude towards importance of animal vaccination to
prevent and control animal disease, and
– greater use of wood as the source of fuel
– Lesser enrolment of children to school
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54. • With regard to maternal and child health more
women from CBE operating districts:
– utilized ANC during their last pregnancy,
– avoided supplementary feeding immediately after birth,
– initiated breast feeding immediately for newborns,
– got their children vaccinated
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55. 2. Role of CBE on graduate competence
– A study entitled “Jimma University Graduates Tracer Study”
was presented in the workshop and concluded that most of
the employers are satisfied with competences of the
graduates and most of the peers positively evaluated the
graduates’ competences.
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56. 3. Community involvement
– The central principle of CBE approach is creating strong
partnership and collaboration with the community with the
view to make the community responsible for their own
development issues.
4. Resources to implement CBE
– JU has been received its resources to run CBE from principal
sources including treasury budget from the government,
donors and the community contributions.
– Budget issues have been raised many times in the discussion
on sustainability of CBE as a program.
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57. 5. Challenges in the exercising CBE
• The challenges forwarded by the university in the workshop
was
– To what extent does CBE contribute to lifelong learning?
– What should be done to sustain the program and its out
comes in resource poor settings?
– What should be done to maintain community positive
receptiveness?
– How institutions can train professionals that have community
oriented internally?
– How to evaluate the outcome and impact of CBE programs in
communities?04/14/17
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58. 6. Means to talking existing challenges
• CBE must be highly popularized by all means
through:
• Regular awareness creation among instructors and
students of the respective university
• During recruitment, both staffs and students should be
oriented about CBE
• Sensitization of university staffs, the community, and
the people at large through different means to own the
program
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59. • The university should have a close ties with the community
and political leaders around and should sign memorandum of
understanding (MOU) with the region, Zone, Woreda, and
kebele solicit cooperation for the successful implementation
of the CBE
• The university should undertake regular curriculum reviews to
involve CBE programs in all departments by involving
stakeholders
• The knowledge, skill and attitude of attitude of students,
instructors, administrative regions, zone and woreda about
should be geared towards a common target to alleviate the
common problems of the society.
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60. • Visits to higher institution locally or abroad that have
experience in community oriented education are
essential. To this effect, concerned authorities in the
curriculum design and practice could be given the
opportunity for experience sharing visit.
• Model sites of CBE must be selected so that the
inputs of the program can be appreciated by making
tangible differences.
• Make an advocacy for allocation of minimum seed
money by the government for running CBE at the
college level.04/14/17
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61. ACKNOWLEDGEMENT
• MU- CHS
• JU-CPHMS
• CBE Officers
• Workshop coordinators & presenters
• For you …
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62. I have finished …..
Questions ??
And ….we thank you
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