ZIMBABWE COUNCIL FOR HIGHER EDUCATION

ZIMBABWE CREDIT ACCUMULATION AND TRANSFER SYSTEM

(ZIMCATS)

GUIDANCE ON PROGRAMME DESIGN AND CREDIT WEIGHTING IN

HIGHER EDUCATION

MAY 2017

DRAFT COPY
 TABLE OF CONTENTS
PAGE
1. INTRODUCTION ………………………………………………………………. 1
1.1 Background 1
……………………………………………………………………….
1.2 National Qualifications Framework 1
…………………………………………….
1.2.1 Regional Qualifications Framework 2
……………………………………………
1.2.2 Qualification Types 3
……………………………………………………………….
1.2.3 Linking the SADC-QF and ZIMCATS 3
………………………………………...
1.2.4 Qualification Standards 4
…………………………………………………………...
1.3 Programme Design under ZIMCATS 5
…………………………………………...
2. PROGRAMME DESIGN 6
………………………………………………………..
2.1 General Principle 6
…………………………………………………………………
2.2 Fundamental Aspects of Programme Design under ZIMCATS 6
………………...
2.3 The Process of Programme Design 6
……………………………………………...
2.3.1 Understanding the ZIMCATS Principle 6
………………………………………...
2.3.2 Qualification Type 7
………………………………………………………………..
2.3.3 Qualification Pathway 7
…………………………………………………………….
2.3.4 Programme Profile 8
………………………………………………………………..
2.3.5 Programme Learning Outcomes 8
…………………………………………………
2.3.6 Programme Structure 10
 …………………………………………………………….
2.3.7 Allocation of Credits 10
……………………………………………………………...
2.3.8 Learning and Teaching 11
…………………………………………………………...
2.3.9 Assessment 12
………………………………………………………………………..
3. CREDIT WEIGHTING ………………………………………………………… 13
3.1 Defining Credit Weighting 13
………………………………………………………
3.2 Understanding Credit Level 13
……………………………………………………...
3.3 Guiding Principles in Allocating Credits 14
………………………………………...
3.4 Generic Framework for Credit Allocation 14
……………………………………….
3.5 Methods of Credit Allocation 15
…………………………………………………….
3.6 Parameters for Credit Allocation 16
………………………………………………...
3.7 Allocating Credits 17
………………………………………………………………...
3.7.1 Time as an Essential Prerequisite for Learning 17
…………………………………
3.7.2 Defining Module Components 17
…………………………………………………...
3.7.3 Explaining Student Workload 18
…………………………………………………...
3.7.4 Explaining Contact Time 18
………………………………………………………...
3.7.5 Explaining Independent Study Time 19
…………………………………………….
3.7.6 Determining Total Study Time and Credits 20
……………………………………..
3.8 Setting Credit Tariffs 23
……………………………………………………………..
4. CONCLUSION 25
…………………………………………………………………...
REFERENCES 26
…………………………………………………………………...
ANNEXURE A ………………………………………………………………….. 28
ANNEXURE B 30
…………………………………………………………………...
 1. INTRODUCTION

1.1 Background

The Zimbabwe Credit Accumulation and Transfer System (ZIMCATS) is a national

framework for academic credit arrangements in higher education in Zimbabwe.
ZIMCATS is based on the Notional Study Hours (NSH) approach to credit rating. It
provides a common credit system for all higher education institutions (HEIs) in the
country. Its main objective is to ensure comparability of qualifications offered by
HEIs in Zimbabwe and facilitate student mobility between institutions.

The Zimbabwe Council for Higher Education (ZIMCHE) published in 2016 a

document titled ‘A Guide to the Notional Study Hours Credit System’. That
document provides basic information on the mechanisms of the NSH credit system.
It contains information on the principles of the NSH system and the metrics for
calculating credits. Key concepts used in ZIMCATS are also defined in that
document. That document needs to be used in conjunction with this document.

This document builds on the first document. It provides more information which can
be used by HEIs to implement ZIMCATS. It is designed as a general guide with full
realization that programme design and credit weighting is the responsibility of HEIs.
Thus, flexibility and innovation are encouraged within bounds set by ZIMCATS. The
audience of this document is HEIs in Zimbabwe. Academics, administrators and
students will find this document useful in programme design, formulation of
academic regulations and establishment of an institutional credit framework based
on the NSH system.

It is important to point out from the onset that ZIMCATS is a framework made up of
several complementary parts. These parts are integrated and need to be
understood with reference to each other. This document describes four key issues
which underpin ZIMCATS. These are:
 National Qualifications Framework (NQF);
 Qualification Standards;
 Programme Design; and
 Credit Weighting.

The emphasis in this document is on programme design and credit weighting

under ZIMCATS. The other two issues are described briefly and their details are the
subject of separate documents which will be produced by ZIMCHE.

1.2 National Qualifications Framework

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A National Qualifications Framework (NQF) is a tool that is used to map different
national qualification types. In fact, a NQF can be taken as a National Qualifications
and Credit Framework. An (NQF) is based on a system of credits for learning
outcomes achieved. A definition of NQF is provided in Box 1.

BOX 1

A National Qualifications Framework is defined by the International

Labour Organisation (ILO) as “an instrument for the development,
classification and recognition of skills, knowledge and competencies
along a continuum of agreed levels” (Tuck, 2007)

The relevance and utility of the NQF in programme design and credit weighting
under ZIMCATS is explained throughout the document.

1.2.1 Regional Qualifications Framework

Zimbabwe is in the process of mapping out its own NQF. The Southern African
Development Community (SADC) has developed a draft Regional Qualifications
Framework known as the SADC Qualifications Framework (SADC-QF). This SADC-QF
serves as the reference point for tuning educational systems in the SADC region.
The main purpose of the SADC-QF is to promote student mobility within the region.
The Zimbabwe NQF will be aligned to the SADC-QF. For the purposes of this
document, the SADC-QF will be used as a ‘reference’ point for ZIMCATS.

The SADC-QF and its descriptors are given in Annexure A. It has ten Levels shown in
Annexure A. For the higher education sub-sector the relevant levels are, level 10
(Doctoral degree), level 9 (Master’s degree) and level 8 (Bachelor’s degree). These
represent the exit levels for each of the three qualification types. Each level has
descriptors based on three domains. These are knowledge, skills and competences
(KSCs) associated with exit learning outcomes of each qualification type.

It is important to differentiate between the terms ‘comparability’ and ‘equivalence’

which are widely used in credit accumulation and transfer systems (CATS) and NQF
parlance. Descriptions of these terms are given in Box 2.

BOX 2

Equivalency
- When a qualification is recognised towards another qualification
as being substantially similar in terms of key elements of the
programmes leading to the award of the qualifications. This is
within a country or between2countries. This is normally done by
competent authorities.
Comparability
1.2.2 Qualification Types
Programmes offered by HEIs in Zimbabwe lead to different qualification types. The
qualification types range from certificates to doctoral degrees. These qualification
types are well established in the higher education sector. The gamut of qualification
types offered by HEIs in Zimbabwe is shown in Table 1. These qualifications are at
different levels.

Table 1. Qualification types offered by higher education institutions in

Zimbabwe

Pre-degree* Undergraduate Postgraduate

- Certificate - Bachelor’s Degree - Postgraduate

Honours Certificate
- Diploma
- Bachelor’s Degree - Postgraduate Diploma
General
- Master’s Degree

- Doctoral Degree

*Some HEIs may offer these qualifications

HEIs are expected to have clear descriptors for general and honours Bachelor’s
degrees. The clarity is required in terms of the levels of these qualification types.

1.2.3 Linking the SADC-QF and ZIMCATS

Among other things, the SADC-QF:

 Specifies the level for each qualification type, e.g. Bachelor’s, Master’s and
Doctoral degree at levels 8, 9 and 10, respectively. A level denotes the
appropriate depth, complexity and context of learning expected at that
particular level.
 Determines the level of KSCs required for each qualification at every level
from the lowest level (Level 1) to the highest level (Level 10).

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  Specifies the minimum number of total credits required for the award of each
qualification.
 Facilitates articulation between qualification pathways and promotes
programme comparability.
 Facilitates credit accumulation and transfer between and within institutions.

There are challenges in defining levels of learning. The level of learning is a very
important issue. This concept needs to be fully understood for the implementation
of ZIMCATS. It will be explained later. The SADC-QF level descriptors provide
indicators for different levels of learning. Levels, as depicted in the SADC-QF, are
not necessarily related directly to years of study.

The SADC-QF provides the ‘backbone’ on which programme design and credit
weighting of educational components should be anchored. Box 3 shows the credit
load of different qualification types at different SADC-QF levels. The following are
the critical parameters that regulate the credit load of a programme that leads to a
qualification:
 Exit level of the programme
 Minimum credit load per year
 Duration of the programme

BOX 3

Qualification type RQF Minimum credits

level
Three-year Bachelor’s 8 360
Degree
Four-year Bachelor’s 8 480
Degree
Two-year Master’s 9 360
Degree
 For a Bachelor’s degree minimum credits per year are 120
multiplied by duration
 For a Master’ degree minimum credits per year are 180
multiplied by duration, but this is highly variable

1.2.4 Qualification Standards

There are many types of standards used in higher education. These include
qualification standards. Standards in higher education are normally based on the
student life cycle approach which covers inputs, processes, outputs and outcomes

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of higher education. Qualification standards provide benchmarks to guide the
development, implementation and quality assurance of programmes leading to
qualifications (Council on Higher Education (CHE), 2013). ZIMCATS is designed to
enhance standards of qualifications offered by HEIs in Zimbabwe. Use of
qualification standards in programme design is good practice. According to CHE
(2013), qualification standards serve two main purposes:
 They define the purpose of a qualification.
 They state graduate attributes that are evidence of the purpose of the
qualification being attained.

Stating the purpose of a qualification requires awareness of the needs of the world
of work. This guarantees a programme’s fitness of purpose. Ensuring that graduate
attributes match the purpose of the programme guarantees fitness for purpose of
graduates. There is need for clarity on the purpose of each qualification. This is
linked to formulation of intended learning outcomes (ILOs) which in turn determine
the programme content, delivery and assessment methods.

Student achievements must match the purpose of the qualification. Thus, threshold
graduate attributes for the award of a qualification must be clearly identified and
stated. Qualification standards set these attributes. Under ZIMCATS, a student is
awarded a qualification when he/she has completed the programme and met or
surpassed the minimum requirements of the qualification. Credits are only awarded
after a student has met threshold standards set for the programme and its
educational components and determined through sound assessment methods and
criteria.

1.3 Programme Design under ZIMCATS

The following issues are important when allocating credits to academic programmes
(Ngara et al., 2017):
 A credit accumulation and transfer system must be underpinned by the need
to enhance and promote quality of academic programmes
 There is no point in agreeing on a system (ZIMCATS in this case) that does
not enhance the quality of academic programmes and their graduates
 In this regard, a high quality programme is not just a haphazard
accumulation of the appropriate number of credits, but should be
characterised by coherence, depth and a logical structure

It is ZIMCHE’s view that ZIMCATS is an enabler of programme design. ZIMCATS must

be understood in the context of ‘programme quality’ and not as a ‘number
crunching exercise’. The notion of Minimum Bodies of Knowledge (MBK) underpins
programme design. The MBK of any discipline is what is agreed by specialists
(expert peer groups) in the field to be the minimum body of knowledge that a

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programme should cover in order for that programme to be accepted as one that is
equivalent to similar programmes in reputable institutions (Ngara et al., 2017).
ZIMCHE has developed MBK for some programmes.

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 2. PROGRAMME DESIGN

2.1 General Principle

ZIMCATS is a package of complementary parts. Programme design under ZIMCATS

is guided by a series of complementary parts. ZIMCATS provides an architecture for
programme design. As stated earlier, information presented in the first document (A
Guide to the Notional Study Hours Credit System) will not be repeated in this
document. Several documents will be developed under ZIMCATS. This will form an
‘ecosystem of documents’ that present the ZIMCATS narrative.

The flow of the parts of programme design presented in this document does not
necessarily represent a linear process. It only provides the main parameters that
should guide programme design and credit weighting under ZIMCATS. An attempt is
made, on a best effort basis, to provide a narrative for each part of programme
design without being overly prescriptive.

2.2 Fundamental Aspects of Programme Design under ZIMCATS

ZIMCATS is a tool that must be used for programme design, delivery and quality
assurance by HEIs in Zimbabwe. It supports programme design by providing a
framework that enhances programme comparability. It allows use of a common
‘knowledge currency’ – the notional study hours-based credit- as the basis for
measuring learning. The NSH credit indicates how much learning is expected to be
undertaken in any given programme. This should be comparable for similar
programmes in different institutions.

In CATS programme design is basically mapping a curriculum and its components in

the form of credits (European Credit Transfer and Accumulation System (ECTS),
2015). The credit structure of a programme will be described later. Key components
of a curriculum under ZIMCATS are:
 Learning outcomes and associated workload
 Learning activities and teaching methods
 Assessment methods and criteria

ZIMCATS requires an HEI to have a sound institutional credit framework that is

supported by relevant academic regulations. The institutional credit framework
must indicate how ZIMCATS credits will be used in programme design. It is therefore
important that members of academic staff need to be well grounded in ZIMCATS
principles and practices. It is the responsibility of each HEI to foster understanding
of ZIMCATS by training of its staff members. Students need to be well informed
about ZIMCATS as well.

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2.3 The Process of Programme Design

2.3.1 Understanding the ZIMCATS Principle

ZIMCATS is based on the principle that one credit is equal to 10 notional study
hours. For Bachelor’s degree programmes, 120 credits (1 200 NSH) are equivalent
to the learning outcomes and associated student workload of a full-time academic
year of formal learning. The length of each academic year is 30 weeks, normally
divided into semesters.

The 120 credits per academic year are the minimum required under ZIMCATS. HEIs
can set their own minimum and maximum number of credits within parameters
agreed between each HEI and ZIMCHE. However, the minimum cannot be less than
120 credits in a year for a Bachelor’s degree. There is need for clear institutional
guidelines on the maximum threshold of credits per programme. HEIs have leverage
over these issues.

2.3.2Qualification Type

The first decision to be made in programme design concerns the type of

qualification to be awarded. This is defined on the basis of the possible qualification
types as shown in Table 1. For example, the qualification type may be a Bachelor’s
or Master’s programme. The SADC-QF is used to set the level of the qualification
type and the associated level descriptors. A Bachelor’s degree is Level 8 and a
doctoral degree is Level 10. These are exit levels.

Level descriptors facilitate formulation of ILOs of the programme which must be

aligned to the corresponding level descriptors on the SADC-QF. The alignment is in
terms of the three domains of KSCs. The minimum total credits on completion are
guided by the specification on the SADC-QF for each qualification type. See Box 3.

It is assumed that HEIs have naming conventions used to formulate programme

names. It is good practice for HEIs to define naming conventions for their degree
programmes. This will ensure consistent use of appropriate designators and
qualifiers in programmes names.

2.3.3Qualification Pathway

It is important to be clear on the type of qualification pathway for the programme.

This is very important for both on-stream and prospective students. At times
students are not very clear on the implications of different qualification pathways.

Qualifications offered by HEIs differ in terms of their focus and emphasis on KSCs.
This is sometimes referred to as difference in the ‘orientation of the programme’.
The main distinguishing factor is the balance between conceptual and contextual
knowledge (CHE, 2013). The former deals with concepts and principles

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underpinning the programme. The latter deals with application of knowledge and
ability to function as an expert in a particular field.

There are basically two qualification pathways in higher education in Zimbabwe.

These are the professional and academic (general) pathways. A professional
programme is one that usually has to meet the licensure and other professional and
work-based requirements of statutory councils and bodies. This is common in
disciplines such as medicine, law, accountancy, engineering and others. Some
degree designators, such as Bachelor of Technology, Doctor of Business
Administration or Doctor of Education are normally associated with professional
programmes. Statutory councils and other professional bodies need to be consulted
when designing professional programmes.

The academic pathway normally leads to qualifications that do not necessarily

require licensing or accreditation by professional bodies in order to obtain
professional designation. The balance of conceptual-contextual knowledge is more
on the conceptual side.

It is good practice before designing a programme in detail to decide on the

appropriate qualification pathway. It is recommended that programme design must
be informed by need analyses in collaboration with stakeholders to ascertain the
needs of the economy in order to set programmes within the relevant context. This
will ensure fitness of purpose for programmes.

2.3.4Programme Profile

ZIMCATS recommends use of programme profiles as good practice for conveying

information about programmes to disparate stakeholders. Like an ‘abstract’ of a
research paper, this can be the last task to do but the first section to appear in the
programme catalogue. This is generally a summary of the salient features of the
programme. Lokhoff et al. (2010) defined a degree programme profile as:

‘A very brief document, of around two pages, designed to convey the

essential information about a specific degree programme. It locates the
programme in the academic map of disciplines or thematic studies’

According to Lokhoff et al. (2010) and ECTS (2015), the programme profile contains
the following information:
 Indicates the key field(s) of study. For ZIMCATS, these maybe expressed in
terms of first, second or third order according to classification of educational
subject matter in the discipline.
 Level of the programme (based on the SADC-QF)
 The main focus of the programme (aim)
 Key learning outcomes expected on completion

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  The learning environment and the main teaching and assessment activities

In addition to the above, the programme profile must provide information on

expected student workload in terms of credits. The programme profile provides an
abridged version of the programme and is an important information tool. It is
something readable within five minutes (Lokhoff et al., 2010) and helps
stakeholders understand a programme. ZIMCHE supports provision of information
about academic programmes to various stakeholders in a manner that is easily
understood. An example of a programme profile is given in Annexure B.

2.3.5Programme Learning Outcomes

The next step is to formulate ILOs of a programme. These must be aligned to, and
informed by the appropriate level descriptors on the SADC-QF. In other words,
programme ILOs are nested within the corresponding SADC-QF level descriptors.
Not all learning outcomes of a programme are at the same level.

The level descriptors of the SADC-QF provide a reference point for programme ILOs.
HEIs need to note that not all credits accumulated towards a qualification are at the
same level. Credit values vary from one educational component to another. For
example, it is expected that learning outcomes achieved in the fifth year of a
Bachelor of Engineering programme will tend to be more complex than those
achieved in the first year. Thus, these will be at different levels.

In the higher education sector, the terms ‘learning outcomes’ and ‘competence’ are
used with various shades of meaning and different frames of reference (ECTS,
2015). It is good practice for HEIs to have a well-defined approach to understanding
of these two concepts. In addition, use of institutional guidelines for formulation of
ILOs is good practice.

Box 4 provides some definitions for the terms ‘learning outcome’ and ‘competence’.
It is the responsibility of each HEI to regulate how these terms are treated at
institutional level. The terms ‘knowledge’ and ‘skill’ are fairly used in a consistent
manner. HEIs are advised to familiarize themselves with the generic competences
for Africa articulated in the Tuning Africa project (see Beneitone, 2014). The project
has defined generic competences for various fields of study.

BOX 4

Competence - the proven ability to use knowledge, skills and

personal, social and/or methodological abilities, in work or study
situations and in professional and personal development.

Learning outcomes - express the level of competence attained

by the student and verified by assessment. They are ‘statements
of what a learner knows, understands and is able to do on
completion of a learning process
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There are different taxonomies or classification systems that can be used to
formulate ILOs. Notable ones include the revised Bloom’s Taxonomy, Structure of
the Observed Learning Outcomes (SOLO) by Biggs and Collins (1982), and the
Dreyfus model of skills acquisition (Dreyfus, 2004). Each taxonomy has specific
verbs and expressions associated with it. While these taxonomies can be helpful in
writing ILOs, each has its own strengths and shortcomings (Lokhoff et al., 2010). It
is the responsibility of HEIs to use these taxonomies as they see fit.

The Tuning Structures in Higher Education project in Europe (Lokhoff, 2010) has
provided some characteristics of good, verifiable, comprehensible and observable
programme ILOs. These are shown in Box 5. There are no absolute rules on the
ideal number of ILOs at programme level. As a general guide, a number between 10
and 12 is recommended as optimum (ECTS, 2015). The main issues is that ILOs of a
programme must be consistent with the student workload as measured by the
credit load required for each qualification. The limits are set, for example, as shown
in Table 1. These limits include the minimum and maximum total credits.

BOX 5

Characteristics of Programme Learning Outcomes

Specific - Giving sufficient detail, written in clear
language
Objective - Formulated in a neutral way, avoiding opinions
and ambiguities
Achievable - Feasible in the given timeframe and with the
resources
- available
Useful - They should be perceived as relevant for higher
education studies and civil society
Relevant - Should contribute to the aim of the qualification
involved
Standard- - Indicate the standard to be achieved

The principles for formulating ILOs of educational components of a programme such

as modules are the same as those for programme ILOs. The basic requirement is

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that learning outcomes of educational components must be aligned to programme
ILOs. It is good practice to use a matrix to show how the two sets of ILOs are
aligned.

There are no absolute rules on the number of ILOs for each educational component.
Good practice puts the optimum number at between 6 and 8 (ECTS, 2015). It is
important to note that these are general guidelines and will vary from one
educational component to another. The bottom line is that ILOs must be achievable
within the time resource allocated for the programme.

2.3.6Programme Structure

Setting the programme structure is one of the main steps in programme design. A
programme is a structured set of learning experiences designed to enable learners
to achieve the desired qualification and the requisite knowledge, skills and abilities
(Ngara et al., 2017). A programme is structured according to educational
components or units of learning. Each component has clearly stated content. The
educational components of a programme may consist of any of the following:
 Modules
 Work placements
 Research projects
 Laboratory/workshop work
 Exhibitions
 Other learning activities

The educational components of a programme need to be identified and clearly

outlined. The programme structure forms the basis for credit allocation to
educational components. It is good practice that the programme structure and
content be informed by the MBK for the field of study.

2.3.7Allocation of Credits

Credits are allocated to each educational component. It is done on the basis of its
ILOs and associated student workload. The workload associated with each
educational component must be clearly identified and quantified.

The following facts need to be used or borne in mind when allocating credits to
educational components under ZIMCATS:
 120 credits correspond to a full-time-equivalent academic year (30 weeks) for
Bachelor’s degree programmes (two semesters).
 Generally, 180 credits correspond to a full-time-equivalent academic year (45
weeks) for Master’s degree programme. Debate is needed on the total

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 number of credits at this level as Master’s degrees vary greatly in length of
study. This issue needs to be addressed under ZIMCATS.
 Need to ascertain whether it is appropriate to allocate credits to Doctoral
degrees, and if so to set the parameters.
 In cases where educational components, such as work placements, involve
students working over a longer period than the stipulated duration (e.g. 40
weeks per year for undergraduate programmes), the number of credits for
the academic year remains 120.
 It is recommended that one credit should reflect 10 hours of study
undertaken towards achieving a learning outcome.

More details on allocation of credits are given in the next chapter.

2.3.8Learning and Teaching

After the educational components have been identified and the associated content
developed, these must be delivered to students. Teaching and learning activities
present students with a workload that leads to attainment of learning outcomes.

Higher education institutions need to define how their programmes and educational
components are delivered. The modes of delivery of a programme of study vary. It
is good practice for HEIs to define their teaching and learning objectives and layout
their teaching plans. It is a truism that ‘teaching quality’ is a protean concept.
However, quality teaching requires that teaching and learning activities must be
aligned to the learning outcomes. This constructive alignment (Biggs, 2003)
between learning outcomes and learning activities is a good indicator of teaching
quality.

Good teaching leads to student success. Student success is defined as:

 Enhanced student learning with a view to increasing the number of
graduates with attributes that are personally, professionally and
socially valuable (CHE, 2013)

Higher education institutions must take responsibility for the success of their
students. Indicators such as progression and throughput rates are good indicators of
teaching and learning quality.

2.3.9Assessment

Credits are awarded when appropriate assessment shows that the defined ILOs
have been achieved at the relevant level. If a student fails to achieve the ILOs, no
credits will be awarded.

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Learning outcomes at programme and educational component level are intended
learning outcomes for students undertaking the programme. They become the
student’s achieved learning outcomes at the moment the student satisfies the
requirements of assessment to be awarded the qualification concerned.

Higher education institutions need to define how their programmes of study should
be assessed for the award of credits to students. Student achievement can be
demonstrated through formal and informal assessment. Assessment must be based
on set standards (threshold standards) that must be met or exceeded by students.
Performance above minimum standard is recognised not by award of additional
credits but by higher marks awarded on a scale reflecting levels of achievement.
The marks are used to differentiate levels of performance when qualifications are
awarded. For example, by use of the Grade Point Average grading system.

The importance of sound assessment policies and practices is central to ZIMCATS.

HEIs are advised to base their assessment policies and practices on contemporary
notions of assessment. The trend now is that assessment is based on the notion of
assessment of student-centred learning.
There are various assessment methods that can be used. They include written, oral
and practical tests/ examinations, projects and portfolios. Assessment criteria are
different from assessment methods. Assessment criteria describe what the student
is expected to do in order to demonstrate that a learning outcome has been
achieved.
Assessment methods and criteria used for an educational component have to be
aligned to the learning outcomes that have been defined for it and with the learning
activities that have taken place (ECTS, 2015). This is what Biggs (2003) referred to
as constructive alignment. This is illustrated in Box 6.

BOX 6

Learning Teaching/ Assessment

Outcomes Learning Tasks
Activities

Constructive
alignment

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 3. CREDIT WEIGHTING

3.1 Defining Credit Weighting

Credit weighting (rating) is the process of assigning a number of credits to

qualifications, degree programmes or single educational components (ECTS, 2015).

3.2 Understanding Credit Level

The concept of level of learning is very important under ZIMCATS. It is always

important to remember that credits are allocated to programmes and modules at a
specified level. A distinction can be made between levels of qualification types and
levels within a qualification type. Qualification types are at different levels. For
example, Bachelor’s degree is Level 8 and Master’s degree is Level 9 on the SADC-
QF. Within a programme, its educational components such as modules are at
different levels.

A credit level is an indicator of the relative demand, complexity and depth of

learning and of learner autonomy (González and Wagenaar, 2005). Levels, it should
be noted, are not necessarily related directly to years of study. Indicators are used
to define the characteristics of each level. The indicators are called level
descriptors. Level descriptors for qualification types are provided in the SADC-QF.
Box 7 provides characteristics of credit level descriptors.

BOX 7

Credit level descriptors reflect a range of factors including:

 Complexity and depth of knowledge and understanding
 Degree of learner autonomy
 Degree of integration and creativity required
 The range and sophistication of application/practice

A programme can have modules at different credit levels. The highest level of a
programme is the exit level depicted on the SADC-QF. The exit level of a Bachelor’s
degree is Level 8. However, some modules for a Bachelor’s degree programme may
be at Levels 6 and 7. These become the sub-levels of the programme. Thus, a
programme has lowest credit level and exit credit level. In terms of programme
design, the following sub-levels can be distinguished in an undergraduate
programme:

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  Basic level – which is the entry level that provides foundational knowledge,
skills and competences
 Intermediate level – which is intermediary knowledge, skills and
competences that lead to advanced knowledge and practice
 Higher level – which is advanced knowledge, skills and competences

Master’s and Doctoral levels are associated with advanced and specialized
knowledge, skills and competences. Under ZIMCATS, it is good practice for HEIs to
ensure that the credit range within a programme reflects the appropriate credit
structure across the credit continuum from basic to advanced levels. This should
show progression which is associated with credit accumulation.

3.3 Guiding Principles in Allocating Credits

ZIMCATS requires allocation of credits to programmes and their educational

components. The following principles guide the allocation of credits:
 Credits should be allocated to educational components that have defined
learning outcomes and assessment methods
 Each educational component should have a description which should include
details of the learning outcomes, content, assessment methods, delivery
methods and specified credit level
 One credit under ZIMCATS reflects 10 hours of work undertaken towards
achieving a learning outcome
 It is recommended that HEIs set the minimum and maximum number of
credits that can be allocated to an educational component
 It is recommended that a module taken in different programmes and bearing
the same workload in each programme, should be allocated similar credits in
all the programmes where it is a component

3.4 Generic Framework for Credit Allocation

Before getting into the methods of credit allocation, it is prudent to present a

generic approach to this subject. The specifics of credit allocation will be dealt with
later. This section expands on information given earlier, but with more emphasis on
mapping a process flow that should guide allocation of credits to educational
components.

Fundamentally, the following issues should be borne in mind in credit allocation:

(a) A profile of the programme on the basis of its learning outcomes must be
fully understood and presented;

16
 (b) The curriculum must be designed to meet the intended learning outcomes;
and
(c) Credits are allocated on the basis of the weight of each component in terms
of workload needed to achieve the learning outcomes.

A generic stepwise process flow for credit allocation is shown in Box 8.

BOX 8

Step Activity

I All programme components are described

II Learning outcomes of each programme component are

defined

III Learning activities are described

IV Workload needed for a learner to complete the learning

activities is estimated

V Proposals are collected, analysed and the estimated workload

is expressed in credits

3.5 Methods of Credit Allocation

Experts in the field of credit systems which equate credits with student workload,
identify three different methods of credit allocation (de Lavigne, 2003). These are:
 Impositional Method (top-down method)
 Compositional Method (bottom-up method)

17
  Credit allocation by reference to Learning Outcomes

It is not the intention of this document to provide detailed descriptions of each

method but to alert HEIs of their existence. Box 9 provides brief descriptors of the
three methods. The term ‘impositional’ refers to allocating credits based on
estimated workload of educational components.

Which of the three methods of credit allocation is best? This is really a conundrum.
Credit allocation is not and never can be an exact science. Credits will always
remain notional. The challenge is to reduce the margin of error in credit allocation.
The general advice one gets in literature is to use the three methods in conjunction
(de Lavigne, 2003). In other words, from an impositional perspective the weight of
each educational component can be ascertained, support this with a compositional
perspective over time and fully determine the learning outcomes of the educational
component. The advice is:

 Use first the impositional method. A team of programme designers can do

this. They estimate the effort students will put into the individual courses or
modules.

BOX 9

Characteristics of Methods of Credit Allocation

Impositiona - Top-down method
l method - The weight of each educational component is
fairly given or known
- Credits are allocated to modules to meet the
standard number of credits set for the
programme
Compositio - Bottom-up method
nal method - Calculates ‘real’ student hours needed to
achieve the learning outcomes of each
module
- Uses student notional study hours to
determine credits for each module
Use of - Identify and enumerate learning outcomes
learning and competences
outcomes - Calculate the number of student hours
involved in successfully completing the

 Then pass on to others to verify if the method fully reflects the student’s
effort expended. The credits allocated must reasonably and fairly
approximate the student workload.

18
  Always pay close attention to learning outcomes and verify that the credits
reflect the number of student study hours required to attain the learning
outcomes.
The bottom line is whatever method is used to allocate credits, it is important to
check the validity of the results. How is this done? By use of periodic student
questionnaires to seek their views on whether the workload was fairly indicated in
the credit weighting of the modules. Properly designed studies can be undertaken
to ascertain student workload for educational components. HEIs are encouraged to
do this. Nevertheless, once credits are determined, are they cast in stone? The
answer is no. It is known that content of programmes and modules will be modified
over time and this would warrant changes to credit weighting.

3.6 Parameters for Credit Allocation

The parameters that guide credit allocation to programmes and their educational
components are given in the document titled ‘A Guide to the Notional Study Hours
Credit System’. These are also stated in sections 2.3.7 and 3.3 of this document. For
example, the general requirement for undergraduate programmes is to design a
programme with a minimum of 120 credits per year.

What follows below is essentially a discussion about allocation of credits to

undergraduate degree programmes. The basic mechanisms for allocating credits
remain the same for Master’s and Doctoral programmes. The mechanisms for
allocating credits proposed below are a hybrid of the methods discussed in section
3.5.

3.7 Allocating Credits

3.7.1Time as an Essential Prerequisite for Learning

The notional study hours system is based on the time it takes a learner to study for
successful attainment of the ILOs of a programme or its educational components.
Under ZIMCATS, credits reflect the total learning time from a student’s perspective.
ZIMCATS recognises that:
 Teaching and learning take place within the framework of time
 Learning is an activity taking place in the student’s time
 The time that the student needs for studies and the time provided for that in
the curriculum, together with the quantity and the level of difficulty of study
material, form the workload of programmes
 Studying is intellectual work that consists of directed and self-directed
activities

19
  Student workload is appropriate when the student is provided enough time to
successfully complete learning activities and assessment tasks
 Curriculum design must avoid both excessive and light student workloads
 The basis for allocating credits is the total notional study hours it takes a
student to attain the learning outcomes

3.7.2Defining Module Components

Programmes are different from one qualification type to another. Similarly, modules
are essentially different in nature. Module typology is diverse and the indicative
types are given below. Some modules are based on the following:
 Lectures
 Lectures with tutorials and/or seminars
 Laboratory/workshop/studio work
 Field work
 Work placement
 Research and dissertation
 Exhibitions
 Design and make
 Online work

On face value, such dissimilarity between modules as shown above might appear as
a source of challenges when it comes to comparisons in credit allocation. This
diversity of module types actually underlines why it is important that credit
allocation be based on student workload. What will differ from module to module
are learning and teaching activities and assessment tasks. The mechanism of credit
allocation remains the same – student workload in notional study hours. Under
ZIMCATS, credits are independent of the mode of teaching and learning.

3.7.3Explaining Student Workload

Student workload is the basis upon which credits are allocated under ZIMCATS.
Understanding this term is the foundation upon which HEIs can build the practice of
credit allocation. There are three components that constitute student workload.
These are teaching, learning and assessment.

There is a wide range of different methods of teaching, learning and assessment.

Assessment has two main components; formative and summative. The most
common teaching and assessment methods used in higher education are shown in
Box 10.

20
 BOX 10

Methods of Teaching and Assessment

Teaching Methods Assessment Methods
- Lecture - Written examination
- Seminar - Written assignment
- Webinar - Report
- Tutorial - Dissertation
- Project supervision - Portfolio
- Demonstration - Project outputs
- Practical class - Oral examination
- Supervised time in - Presentation
studio/workshop - Practical skills
- Field work assessment
- External visit - Set exercises
- Work-based and placement
Source: Quality Assurance Agency for Higher Education (QAA),

The teaching and assessment methods given in Box 10 constitute the workload
borne by the student while studying to obtain a particular qualification. The
teaching and assessment methods vary from module to module. The student
workload can be divided into two related components. These are contact time and
independent study time (IST).

3.7.4Explaining Contact Time

This is the easiest component of student workload to measure, but is an often

misunderstood concept. The tendency is to equate contact time to lecture hours
only. An indicative definition of contact hours is provided by the Quality Assurance
Agency for Higher Education (QAA) (2013) and is shown in Box 11.

BOX 11

Contact hours is a phrase that often gets used to describe the

amount of time when students are in direct contact with members
of academic staff.

(QAA, 2013)

21
There are diverse forms of contact time. Contact time relates to all the teaching
methods shown in Box 10. For example, a workshop session, dance class or
industrial visit may be used to develop practical skills through demonstration and
guided practice by a member of staff. Contact time may also take a virtual form
through use of educational technology. Examples include through the use of email,
online discussion fora, and virtual learning environments. It can also take place in a
work-based setting. Thus, contact time is variable amongst modules.

Contact time does not only vary in terms of its form, but also in terms of staff
involved. This is quite common in higher education. Some learning and teaching
sessions will involve a lecturer, some will involve a teaching assistant, and others a
technician or member of specialist support staff. Others still may involve an
employer in the case of work-based learning (QAA, 2013). ‘Office hours’, where
students meet one-on-one with staff are also a form of contact time. But these are
in most cases not formal scheduled learning time.

Given the diversity of the forms of contact time, it is important that HEIs define the
scope of contact time used in determining scheduled learning time. This should be
based on substantial scheduled activities as shown in Box 10. An example of
contact time components for a module is shown in Box 12.

BOX 12

Beef Cattle Production (CUAP 402) – Contact Time

Structure

Activity Time Commitment

(hours)
Lectures 48
Tutorials 6
Group Seminars 4
Field Trips 4
Demonstrations 6

3.7.5Explaining Independent Study Time

Independent study time is probably the most controversial aspect of the notional
study hours credit system. It is a truism that there is no teaching method that will
not require students to use IST (self-study time). One fundamental feature of higher
education in the 21st century is the focus on student independent learning (QAA,
2011). In higher education, students are expected to study independently. This may
itself be directed by members of staff or is self-directed. Components of
independent study activities are shown in Box 13.

22
 BOX 13

Independent Study Activities

Preparation for contact sessions

Reading or practice

Conducting research

Completion of assessment tasks

Revision work

Completing projects

The volume of independent work varies from module to module. Independent work
can take place before and after a contact session. From a teaching perspective, the
student’s need for IST must always be estimated from the viewpoint of a deep
approach to learning (Karjalainen et al., 2006). The objective of higher education
must always be pursuit of deep learning. As such, curricula and pedagogy must be
designed such that students have meaningful IST.

Students’ use of time is a critical indicator of learning quality (Karjalainen et al.,

2006). HEIs need to be able to monitor and validate students’ use of IST. HEIs can
help their students use IST more effectively and thus improve their learning. This
can be done by:
 Building students’ self-study skills
 Providing learning space
 Widening access to learning resources
 Indicating to students time commitment on learning tasks

Literature abounds with studies on estimating IST under various contexts. HEIs are
advised to benchmark their estimations of IST with their own experience and
cognate practices that apply to their contexts.

3.7.6Determining Total Study Time and Credits

Under ZIMCATS, study time is based on the norm that a student’s annual study time
is 1 200 hours (minimum) for undergraduate programmes. This is divided between
modules offered in each programme in an academic year. The semester system
involves the student studying approximately 600 hours per semester in order to
obtain a degree. The challenge for curriculum designers is to design a programme

23
such that its student workload is a minimum of 1 200 hours per year. This translates
to 120 credits per year.

In allocating credits to modules the critical question is:

How much time should be provided for contact time, independent

study time and assessment tasks?

The allocation of time to teaching, learning and assessment elements of modules

making up an academic programme must be within the time resource of 1 200
hours per year. These are notional hours. The sum total of student workload
includes the following:
a) Number of contact hours
b) Number of independent study hours
c) Number of hours spent on assessment tasks

The types of contact and assessment activities are shown in Box 10 and
independent study activities are shown in Box 13. These are the parameters to
which time is allocated for each module. Thus, determination of study time refers to
the calculation of the time (workload) a student needs to spend on each learning
activity in order to successfully achieve the ILOs of each module and programme.

In order to determine study time, HEIs should be able to define the extent learning
is expected to take place during contact sessions (see Box 12 and how much the
student should work independently (see Box 13). Add to these the time needed for
assessment tasks (see Box 10). How the notional hours are structured depends on
the requirements and nature of the module and programme. There is no ‘one size
fits all’ structure of notional study hours.

Figure 1 shows an indicative structure of notional study hours of a module. This is

just indicative and an attempt to provide a template for allocating study time to
teaching and learning activities.

HEIs need to provide realistic amounts of time for the student to learn the module
material. Estimations for IST (the B component in Figure 1) need to be realistic and
guide students as to how much work they are expected to do outside contact time.
Programme designers can provide guidelines for IST for different modules.

As an example, the module Beef Cattle Production shown in Box 12 can be

expanded to include IST and assessment time. This will give the total time
commitment for the module. This is illustrated in Box 14. The credit weighting for
the module in Box 14 is 12 credits (120/10 = 12). The total credit weighting of a
programme is the sum of the credit weighting of its constituent modules.

24
 [A] Contact Time [B] Independent Study
Time
Time Activity Time
Activity
Commitment Commitment
(hours) (hours)
Lecture Preparation for scheduled

Tutorial Completion of set tasks

Seminar Reading or practice

Webinar Conducting research

Project supervision Completing projects

Demonstration Revision work

Practical work Other work

Field work
External visit

[C] Assessment Time

Activity Time Total Study Time and

Commitment Credits
(hours)
Final written examination
A + B + C = E (notional study
Tests hours)
Written assignments
Presentations

Dissertation
E
= Total credits for
10
Set exercises
Oral examinations

Practical skills assessment

Figure1. Structure of notional study hours and credits

for a module
NB – Activities under contact [A], assessment [C] and independent study time
[B] are only indicative (and not exhaustive)
25 and do not necessarily apply
to all modules
 BOX 14

Beef Cattle Production (CUAP 402) – Total Study Time

Activity Time Commitment

(hours)
Contact time
Lectures 48
Tutorials 6
Group Seminars 4
Field Trips 4
Demonstrations 6
Total 68
Independent study time
(indicative)
Preparation for scheduled 10
sessions
Writing assignments 8
Reading module material 20
Revision 10
Total 48
Scheduled assessment time
Tests 1
Final Examination 3
Total 4
Grand Total 120

3.8 Setting Credit Tariffs

The calculation of credits from notional study hours can lead to awkward results
with all sorts of fractions. This needs to be managed in a systematic manner. In

26
addition, it might not be easy to explain the difference between a 12-credit module
and a 13-credit module with an exact precision of 10 notional study hours. Setting
credit tariffs is one way of smoothening credit weighting of modules.

A HEI may set credit tariffs for modules offered in its academic programmes. It is
good practice to set the minimum number of credits that may be allocated to a
module or to define the credit weighting of a standard module in the institution.
Examples will suffice to illustrate this point.

Scenario 1
 A HEI can have credit tariffs benchmarked on the minimum module size in
terms of credits
 For example, minimum module size is 6 credits
 Then all the other modules are multiples of 6 credits; 6, 12, 18, 24
 A HEI can have separate credit tariffs; for example, 6, 12, 18, 24 or 7.5, 15,
30, 45 for different programmes

Scenario 2
 A HEI can set the size of a standard module for its programmes
 For example, 12 credits is the standard module size
 All other modules become multiples of the standard module, for example; 6,
12, 24

The design of the modules becomes more straight forward and easier to interpret
and compare. Using the example of a standard module size of 12 credits, the design
can be as follows:
a) A module weighted at 6 credits will have half the workload of a module
weighted at 12 credits
b) A module weighted at 24 credits will have about double the workload of the
standard module weighted at 12 credits

Another good tip is on how to manage the arithmetics of credit weighting. It is good
practice to use a statistical approach to the calculations. That is, allow for variance
in time commitment. This also makes sense since credit weighting is not really an
exact science. Say a variance of 10% is allowed in time commitment. An example
will be used to explain this point.

Example:

27
 The total time commitment for a 6-credit module is 60 notional study hours
 With 10% variance, time commitment for a 6-credit module is 60 ± 10%
notional study hours
 Such that any module whose estimated time commitment is in the range 56 –
66 notional hours is rated at 6 credits
 This principle then applies to the time commitment for modules rated at 12
and 24 credits as 108 – 122 and 216 – 264 notional study hours, respectively.

28
 4. CONCLUSION

Implementation of ZIMCATS requires HEIs to build institutional capacity for

programme design based on the notional study hours credit system. It is also
imperative to have mechanisms, at institutional level, to continuously check and
validate the system. The bottom line is that ZIMCATS must promote programme
quality and ensure comparability of qualifications offered by HEIs in Zimbabwe. On
a best effort basis, HEIs must ensure that credits approximate student time
commitment in their studies.

This guidance on programme design and credit weighting under ZIMCATS is

presented with full realisation that programme design and credit weighting are the
responsibilities of HEIs. The objective is to build general agreement on the principles
and values espoused under ZIMCATS. It is hoped that HEIs in Zimbabwe will always
remain committed to the principles of quality in academic provision and continuous
improvement of the same.

29
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Oyewole, O. B., Teferra, D., Beneitone, P., González, J. and Wagnaar, R. (eds.), Tuning
and Harmonisation of Higher Education: The African Experience, pp. 63- 93. University of
Deusto.
Biggs, J. (2003), Aligning teaching for constructing learning. Higher Education Academy:
Available from: [Link] -constructing-learning
Biggs, J.B., and Collis, K.F. (1982). Evaluating the Quality of Learning – the SOLO Taxonomy.
New York: Academic Press. XII + 245 pp.
Council on Higher Education (CHE). (2013). Framework for qualification standards in higher
education. CHE (South Africa)
Council on Higher Education. (2014). Framework for Institutional Quality Enhancement in the
Second Period of Quality Assurance. CHE (South Africa)
de Lavigne, R. (2003). ECTS credits and methods of credit allocation. European Commission.
Available from: http//www.
Dreyfus, S.E. (2004). The Five-Stage Model of Adult Skill Acquisition. Bulletin of Science,
Technology & Society, 24(3), 177-181.
European Credit Transfer and Accumulation System (ECTS). (2015). ECTS Users’ Guide 2015.
Available from: [Link]
publications/2015/ects-users-guide_en.pdf
González. J. and Wagenaar, R. (2005). Tuning Educational Structures in Europe II:
Universities contribution to the Bologna Process. Available from:
[Link]
Karjalainen, a., Alha, k. and Jutila, s. (2006). Give me time to think - Determining student
workload in higher education. University of Oulu - Teaching Development Unit. Finland.
Keevy, J. (2006). The SADC Qualifications Framework as a mechanism to improve the
comparability of TVET qualifications in the SADC region. Paper presented at the 4th
Annual Technical and Vocational Education and training (TVET) Conference and
Exhibition in SADC, 7-10 November 2006, Swakopmund, Namibia.

Lokhoff, J., Wegejis, B., Durkin, K., Wagenaar, R., González, J., Dalla Rosa, L., & Gobbi, M.
(2011). A guide to formulating degree programme profiles. Including programme
competences and programme learning outcomes. University of Deusto: Available from:
[Link] Formulating%20Degree%[Link].
Lokhoff, J., Wegewijs, B., Wagenaar, R., González, J., Isaacs, A.K., Donà dalle Rose, L.F. and
Gobbi, M. (2010). A Tuning Guide to Formulating Degree Programme Profiles Including
Programme Competences and Programme Learning Outcomes. Tuning Educational
Structures in Europe
Ngara, E. et al. (2017). Proposed SADC Credit Accumulation and Transfer System (SADC-
CATS): Concept paper prepared for the HAQAA initiative.
Quality Assurance Agency for Higher Education (QAA). (2013). Information on workload - A
student guide. Gloucester, UK. Available from:
[Link]

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QAA. (2011). Explaining contact hours. Gloucester, UK. Available from:
[Link]
Tuck, R. (2007). An Introduction to National Qualifications Frameworks: Conceptual and
Practical Uses for Policy Makers. Geneva: Skills and Employability Department,
International Labour Organisation (ILO). Available from:
[Link]
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Technical Committee on Certification and Accreditation (TCCA). (2016). Southern African
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Level Descriptors.
Technical Committee on Certification and Accreditation (TCCA). (2011). SADC Draft RQF.

31
 ANNEXURE A – DRAFT SADC LEVEL DESCRIPTORS (TCCA, 2011)

Level Knowledge Skills Autonomy and responsibility

Makes a substantial and original Conducts original research which is Demonstrates full responsibility and
contribution to knowledge in the field evaluated by independent experts against accountability for all aspects of advanced
10
of study through research and international standards. Demonstrates research work
scholarship problem solving ability and critical
evaluation of research findings for
Demonstrates mastery of theoretically academic
Conducts discussion
original research deploying Shows independence, initiative and originality
sophisticated subject matter, showing appropriate research methods and and the ability to manage own and group
critical awareness of current problems processes primary and secondary source outcomes in complex and unpredictable
9 and new insights at the forefront of the information using rigorous intellectual situations
discipline area analysis and independent thinking and
applies knowledge in new situations; and
demonstrates independent thinking,
problem solving, critical evaluation of
Demonstrates critical understanding of Demonstrates capacity to use a coherent Operates within the context of a strategic plan
the principles, theories, methodologies, and critical understanding of the with complete accountability for management
8 current research and literature of the principles, theories and methodologies of of resources and supervision of others
discipline a particular discipline. Selects and applies
appropriate research methods and
techniques, and critical analysis and
Demonstrates knowledge of a major independent
Demonstratesevaluation of information
intellectual independence, Designs and manages processes and works with
discipline with possible areas of critical thinking and analytical rigor, and broad accountability for determining, achieving
7 specialisation, including command of the advanced communication and and evaluating personal and group outcomes
ideas, principles, concepts, chief collaborative skills in complex and
research methods and problem-solving variable contexts
techniques of the recognised discipline
Demonstrate specialist knowledge in Demonstrate ability to apply specialist Manages processes and works with complete
6 more than one area and ability to collate, knowledge and skills in highly variable accountability for personal and group outcomes
analyse and synthesise a wide range of contexts and formulate responses to
technical information concrete and abstract problems
Demonstrate a broad knowledge base Applies a wide range of technical and/or Works independently under broad guidance and
5 with substantial depth in some areas, scholastic skills in variable contexts using can take some responsibility for supervising the
ability to analyse information and standard and non-standard procedures, work of others and group outcomes
construct a coherent argument often in combination

32
Level Knowledge Skills Autonomy and responsibility

Demonstrates a broad knowledge base, Applies a moderate range of technical Shows ability for self-direction, requiring little
incorporating some abstract and and/or scholastic skills which are supervision, and complete responsibility for own
4
technical concepts, and ability to analyse transferable in familiar and unfamiliar outcomes and some responsibility for group
information and make informed contexts, using routine and non-routine outcomes
judgements
Demonstrates basic operational and procedures
Demonstrates a range of well-developed Works under general supervision with some
3 theoretical knowledge and ability to skills and ability to apply known solutions responsibility for quality and quantity of output
interpret information to familiar problems
Demonstrates recall and a narrow range Can carry out processes that are limited in Applied in directed activity under close
2 of knowledge and cognitive skills range, repetitive and familiar supervision

Demonstrates basic general knowledge Can follow simple instructions and Works under close supervision in familiar
1 and numeracy and literacy for everyday perform actions required to carry out situations and structured contexts
purposes simple concrete tasks requiring no special
skills

33
ANNEXURE B – EXAMPLE OF A PROGRAMME PROFILE

Degree Profile of
Bachelor of Science Honours in Animal Production and Technology
Institution: Chinhoyi University of Technology
Type of Degree: Honours
Credit Load: 480 credits
Level: SADC-QF - Level 8
Accreditation Zimbabwe Council for Higher Education
Organisation(s):
Period of reference: Accredited by ZIMCHE in 2012

Purpose of the Programme

To develop knowledge, skills and competences in the field of Animal Production and
Technology relevant to various employment capabilities and careers in the world of work
and society. To prepare students for further studies and lifelong learning in Animal
Production and Technology.

Programme Characteristics
Biology; Nutrition; Genetics; Rangeland and Pasture Science;
Areas of Reproductive Physiology
Study:
Monogastrics, Ruminants, and Small Stock Production and Technology
Specialist Production science and technology in the livestock industry with special
Focus: focus on technology application in production systems
Research and innovation oriented. Teaching and learning are
Orientation:
professionally oriented and focused on practical aspects
The programme builds the research-technology-innovation continuum
Distinctive
and focuses on knowledge development and application using a student-
Features:
centred approach

Career Opportunities and Further Education

Careers in the livestock production industry, animal feeds and products
Employabilit
industry, research institutions; positions in academia; starting enterprises
y:
in livestock production and/or product production
Further Master’s and doctoral studies in Animal Production and Technology or in
Studies: interdisciplinary programmes related to agricultural production

Programme Delivery
Teaching and Lectures, tutorials, laboratory classes, seminars, group work, farm-
Learning based activities, industrial visits, industrial attachment, research
Methods: project, individual independent study
Assessment Written and oral examinations, tests, laboratory reports, farm practice

34
 reports, seminar presentations, industrial attachment report, mini-
Methods: research project report, final year research project report, continuous
assessments

Programme Competences
Generic:
 Multidisciplinarity: Ability to draw appropriately from multiple academic disciplines to
define and solve problems based on understanding of complex phenomena
 Quantitative and innovative reasoning: Capability to draw on big data and use
analytics for informed decision making and strive to seek new ways of doing things
 Communication skills: Ability to communicate effectively and to present information
orally and in writing and using ICTs to both expert and non-expert audiences
 Analysis and synthesis: Capacity for analysis and synthesis using logical arguments
and proven facts.
 Ethical commitment: Professional integrity and awareness of impact of science and
technology on society and the environment
 Entrepreneurial skills: Capability to identify and create new business ventures based
on knowledge and new thinking paradigms
Discipline specific:
 Deep knowledge: Ability to analyse animal production phenomena in terms of
underlying principles and knowledge and by means of appropriate production and
technological methods
 Production skills: Ability to design and implement animal production practices for a
competitive and profitable livestock industry
 Technology development skills: Ability to develop new technologies across the
animal production value chain with a view to enhance production efficiencies and
outputs
 Problem-solving skills: Ability to solve a wide range of problems in animal production
by identifying their fundamental aspects and using both theoretical and experimental
methods
 Analytical and computational skills: Ability to use data to analyse animal
production phenomena and technological issues using appropriate IT packages

Intended Learning Outcomes

 Ability to demonstrate knowledge and understanding of animal science fundamentals in
biology, genetics, biochemistry and statistics
 Ability to use principles of animal science to understand animal breeding, nutrition,
reproduction and product development
 Ability to identify and define different animal production systems and practices for
monogastrics, ruminants and small stock
 Understanding of the animal production value chain in terms of the practices,
technology applications and the associated products
 Ability to analyse animal production systems and technological applications in the
livestock industry
 Ability to identify problems in animal production and technology application in the
livestock industry and develop appropriate solutions

35
 Use appropriate research methods to create new insights into animal production
practices and technology applications
 Develop new animal production practices and technologies that enhance efficiencies
and outputs of the livestock industry
 Create new business ventures in the livestock industry
 Communicate effectively and present information using multi-media to both expert and
non-experts in the livestock industry

36