This power point was prepared for an induction training for academic staffs and students training on for Team Training Program of Community Based Education Office of Mekelle University College of Health Science held in March 2017

2. Mekelle University
College of Health Science
Community Based Education Office
Training for Students
Introduction to CBE
By : Kedir E.
March,2017

3. Presentation outline
 Introduction
 Historical perspective
– Global
– Africa
– Ethiopia
 The role of CBE
 Components of CBE
 CBE experience ,success, challenges and the
way forward

4. Introduction
 CBE is an educational philosophy recognized as a
means to achieve educational relevance to
community needs.
 CBE is about the facilitation of learning in, with,
for, and from the community, rendering
relevant, meaningful and mutually agreed upon
learning outcomes for health professionals and
services to the populations in a community
setting.

5. Introduction cont’d
 Community based education consists of
learning activities that used the community
extensively as a learning environment by
involving students ,teachers, the community,
different governmental & non‐governmental
sectors.
 It aims at developing future professionals with
problem identification and solving skills and
positive attitudes to serve the society

6. Introduction cont’d…
 CBE can be conducted wherever people live:
rural, suburban or urban area and wherever it
can be organized.
 Can be applied in all ages and for all kinds
professionals’ training
 CBE is a development approach, helps to
improve the lives of the people.
Mekonnen Asefa, 2000

7. Introduction cont’d…
 Innovative and problem solving education is
the government strategy
 CBE is a paradigm shift to address quality of
education – student centered, problem
solving, community based and innovative
 Quality of education is this time agenda

8. Theorize Hypothesize
Generalize Synthesis

9. It should follow the problem solving steps:
– identify community
– develop investigation tools
– gather data
– process and analyze data
– prioritize problems
– draw action plan
– carry out intervention
– evaluation and monitoring

11.  The gap between the society and universities
become continuously wider.
 The social movements in the 1960s and 1970s
pressed universities to change their system to
solve societal problems
 CBE was born as an innovative approach by
Some Universities worldwide

12. Assumptions of the linear model
Role of HLI
•Academic Excellence
•Attracting crèmes of the
society to maintain image
•Excellence in theoretical
knowledge
•Creation of knowledge,
protecting independent
intellect and its systematic
diffusion
Wider community
• Passive recipients
•Does not know
about its
development needs

13. Global perspective…
Universities are expected to
bring a significant
impact on the development of
the society.
However, for several years
they were in isolation from
society living in Ivory
Towers
An ivory tower

14. Global perspective…
 It was realized since long ago that the linear approach to
development was a failure.
 The universities were provoked to appreciate that the
society knows more about itself and has also the capacity
to tackle its own problems.
 The social movements in the 1960s and 1970s inspired a
reform in the traditional education system so that the
universities can redirect their education to serve the
society and respond to the real needs on the ground.

15. Global perspective…
 Some developing countries also realized that the
educational model of the developed (industrialized)
world could not serve their purpose and ,
 Instructed their universities to develop educational
strategies that can allow them to render educational
service in a more realistic way in order to affect the long
awaited dream of social development in their countries.
 Some intuitive minded scholars also started to question
why these institutions have stopped to exist up to the
demand of the community-the tax payers and come up
with new approach.

16. Global perspective…
 International dialogues on the need to shift
from isolated status of pure academics to active
participation in social development through
their teaching, research and service.
 In view of the above, some universities started
experiments to make their training more
relevant to the needs of the people.

17.  Therefore, an academic revolutionhas taken place
in higher education in the past half century marked by
transformations unprecedented in scope and diversity.
 First in Germany and then elsewhere and fundamentally
redesigned the nature of the university worldwide.
 The academic changes of the late 20th
and early 21st
centuries are
more extensive due to their global nature and the number of
institutions and people they affect (Philip et al., 2009).
 Today there are two types of Schools:
(Innovative VS Traditional schools)

18. African Context
 Africa is one of the regions that has experienced colonialism.

Importation of western off context
curricula====colonial heritage.
 In many African countries, the process of restructuring higher
education systems was being informed by what was coined as
"international best practices", which have become a common
practice amongst policy makers in the region.
 For many experts in domestic and school reform studies, an
international perspective used to be considered
indispensable(Steiner-Khamsi 2004) .
 Their particular interest lies in borrowing or learning from
"elsewhere" (Phillips, 2000, Sehoole, 2006).

19.  Following the global revolution on education
system, Africa countries also had adopted CBE
in their educational curriculum.
 Today, it has been implemented in many
Africa Countries (South Africa, Sudan,
Algeria, Nigeria and so many)

20. Higher education In Ethiopia and CBE
 Although Ethiopia has not been colonized, the
evolution of educational system followed a similar
pattern with that of the universities in the region
partly due to:
–Lack of experience within the country
–Reliance on foreign instructors in the outset
–Trend in importing (emulating) international
best practices.

21. Higher Education system In Ethiopia
 The concept of modern education
started in Ethiopia during the turn of the
20th century with the establishment of
the University College of Addis
Ababa (UCAA) in 1950 (Amare, 2007;
Damtew, 2003; Teshome, 1990).

22. Higher Education system In Ethiopia
• However, the orientation of educational system drew
a lot from the models of European and North
American prototypes with few adaptations to the
local contexts
• UCAA was somewhat more American and
less British than higher education systems in
the former British colonies of East Africa
(Saint, 2004).

23. Additional colleges were established in different parts
of the country in between 1950 and 1960.
These include the College of Engineering (1952) and the
Institute of Building Technology (1954) in Addis Ababa; Alemaya
College of Agriculture (1952) and Gondar Public Health College
(1954) (2005, Teshome, 2007).
In 1961, the UCAA became Haileselassie I University (HSIU)
through the consolidation of the existing colleges.
In the late 1960s, Bahir Dar College
of Teacher Education and Awassa College of Agriculture were
established under the Auspices of HSIU (Teshome, 2007).
Today we have >32 governmental Universities and many private

24. Higher Education system In Ethiopia
 UOG Pioneer in TTP (team approach)
 JU has a well documented and >30 year
experience in CBE in more organized way
(well know for its CBTP, TTP , SRP, DTTP)
 AAU- claims to be the first … now it’s is
still in traditional schooling
 Haromiya and Hawassa University has
also experience

25. CBE – in Mekelle University
 MU founded in 1991 and MU-CHS in recent
years
 College of health Science is the pioneer
 CBE programs were conducted at department
level since the establishment.
 CBE office has established in Sept 2013
 The office has tried its best in centrally
coordinating CBE programs .
 MU has showed an interest to scale up to other
colleges in the university

26. Why CBE?
 There is a high demand to change theoretical
knowledge to practice.
 Expose students to the real world under experienced
guidance.
 Gives students a sense of social responsibility and
accountability (Brain antidote)
 Makes students active learner than passive knowledge
receiver.
 It equips students with practical skill to solve problems
 To bring quality in education
 A means to achieve equity in education and service

27. CBE Strategic programs
 Since 2013- in undergraduate programs
– Community Based Training Program (CBTP)
– Team Training Program (TTP)
– Student Research Program (SRP)
• since 2016
 To implement in in-service and postgraduate
programs
 To establish a central data base

28. MU CHS CBE a four years experiences …
evidences
 CBTP
– implemented in 5 programs
– 3 more programs will join

29. MU CHS CBE a four years experiences …
evidences
 TTP –in Undergraduate programs
– 2013-2015
• 4 programs (Medicine C II, 4th
yr Public Health, Comp.
Nursing, and Midwifery)
– 2015 -2017 – 5 programs
• 5 programs - Psychiatry Nursing is added
– In 2017 – 7 programs
• 7- programs -Pharmacy & Dentistry has been added
– After 2017
• 2 more programs (Anesthesia -2018, Laboratory -2019 and
more )

30. Success stories
 Major success
– CBE guidelines are developed and approved
– Established a functional system
– Innovative approaches – Mini project
– Collaborative working environment
– Our students are doing an amazing job
– Supportive management –CHS & MU
– Have collaborative partnership with local
communities- Semi-urban and rural

31. The challenges
 Major challenges
– Residential house
• Increasing price
• Quality ,facility and admin challenges
• Attitude and behavior of house owners
– Students meal issue and misbehavior
– Supervision (Evaluation –subjectivity, lack of
uniformity , missing supervision)
– Curriculum –unstandardized CBE courses
– Shortage of cars

32. The way forward
 Residential house construction in health centers
– Costs - House rent – 200,0000/year , ⁓ 2.5 million for perdium and so
many …
– Any department/school can use it for clinical and community
practices- high student to patient ratio in Ayder and Mekelle
Hospitals.
 Continuous training & update for instructors
– Missing a supervision is an academic crime
– Strong follow up and monitoring by CBE
– Accidental supervision
 Curriculum standardization and amendments
 Creating a sense of ownership by college community
 Strong collaboration with Department/schools - Link our office with
local and international partners you have
 Scale out to other colleges in MU

33. Figure 3: Adult OPD service provision in Alamata Health
Center April, 2015

34. Figure 3: HE session for Secondary school students
( Tadagiwa & Zikire Meles) in Alamata, April, 2015

35. Figure 3: HE session for Secondary school students
( Tadagiwa & Zikire Meles) in Alamata, April, 2015

36. BLOOD DONATION PROGRAM, MEHONI -2007

37. HEALTH EDUCATION AT PRISON- Maichewu, 2007

38. HEALTH EDUCATION IN PRISON- Maichewu

39. Family planning campaign in Maichewu-
2007

40. Adigrat Site TTP team – 2007 E.C

41. Diabetic Screening Campaign in Adigrat ,TTP Team
2015
Friday, April 14, 2017 42

43. Demonstrating hand washing

44. Demonstrating hand washing

45. Mini Project : Hand washing basin in Prisons, by Adigrat
TTP team- 2015

46. Contacting stakeholders

47. I never teach my pupils; I only attempt to
provide the conditions in which they can
learn.
–Albert Einstein

48. There are two types of education: One
should teach us how to make a living and
the other should teach us how to live.
–John Adams

49. Health care is a team work ; together we
can make a difference !!
50

50. አአአአአአአ !
አአአአ አአአአአአ!
አአ አአ አአአአ !
አአአአአአ !