11-102 UNAM Pharmacy Degree FINAL-cover

UNIVERSITY OF NAMIBIA’

REPUBLIC OF NAMIBIA

MINISTRY OF HEALTH

AND SOCIAL SERVICES

Development of a Pharmacy Degree Course for the University of Namibia: Process Document

Evans Sagwa Lewis Durango Lischen Gorases-Haoses David Mabirizi Tina Brock Jude Nwokike November 2010

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Haoses-Gorases


Evans Sagwa Lewis Durango Lischen Gorases-Haoses David Mabirizi Tina Brock Jude Nwokike

November 2010

UNIVERSITY OF NAMIBIA’

REPUBLIC OF NAMIBIA

MINISTRY OF HEALTH

AND SOCIAL SERVICES

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Haoses-Gorases

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This report is made possible by the generous support of the American people through the US

Agency for International Development (USAID), under the terms of Cooperative Agreement

#GHN-A-00-07-00002-00. The contents are the responsibility of Management Sciences for

Health and do not necessarily reflect the views of USAID or the United States Government.

About SPS

The Strengthening Pharmaceutical Systems (SPS) Program strives to build capacity within

developing countries to effectively manage all aspects of pharmaceutical systems and services.

SPS focuses on improving governance in the pharmaceutical sector, strengthening

pharmaceutical management systems and financing mechanisms, containing antimicrobial

resistance, and enhancing access to and appropriate use of medicines.

Recommended Citation

This report may be reproduced if credit is given to SPS. Please use the following citation.

Sagwa, E., Durango, L., Gorases-Haoses, L., Mabirizi, D., Brock, T. and Nwokike, J. 2010.

Development of a Pharmacy Degree Course for the University of Namibia: Process Document.

Submitted to the US Agency for International Development by the Strengthening Pharmaceutical

Systems (SPS) Program. Arlington, VA: Management Sciences for Health.

Strengthening Pharmaceutical Systems

Center for Pharmaceutical Management

Management Sciences for Health

4301 North Fairfax Drive, Suite 400

Arlington, VA 22203 USA

Telephone: 703.524.6575

Fax: 703.524.7898

E-mail: [email protected]

Web: www.msh.org/sps.org

mailto:[email protected]

http://www.msh.org/sps.org

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TABLE OF CONTENTS

Abbreviations and Acronyms ......................................................................................................... v

Acknowledgments......................................................................................................................... vii

Introduction, Background, and Aim of the Project ......................................................................... 1

Major Concepts, Methods, and Principles Underlying the Development Process ......................... 3

Project Stages and Steps ................................................................................................................. 5

Stage 1. Feasibility Study ........................................................................................................... 5 Stage 2. Project Inception ........................................................................................................... 5

Stage 3. Development of the Competency Framework of a Pharmacist in Namibia ................. 6 Stage 4. Development of the Curriculum on the Basis of the Competency Framework ............ 8 Stage 5. Meeting of the National Consultative Forum ............................................................... 9 Stage 6. External Review of the Curriculum ............................................................................ 10

Stage 7. Submission of Qualification and Curriculum to UNAM ............................................ 10

Lessons Learned............................................................................................................................ 11


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v

ABBREVIATIONS AND ACRONYMS

MoHSS Ministry of Health and Social Services

MSH Management Sciences for Health

NCF National Consultative Forum

NGO Nongovernmental organization

NQA Namibia Qualifications Authority

NQF National Qualifications Framework

NTA Namibia Training Authority

SPS Strengthening Pharmaceutical Systems

TWG Technical Working Group

UNAM University of Namibia

USAID United States Agency for International Development


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ACKNOWLEDGMENTS

Dr. Lischen Haoses-Gorases, Dean, School of Nursing and Public Health, University of Namibia

Ms. Jennie Lates, Deputy Director, Division: Pharmaceutical Services, Ministry of Health and

Social Services, Namibia

Ms. Celine Usiku, Director, Policy Planning and Human Resources Development, Ministry of

Health and Social Services, Namibia

Mr. Greatjoy Mazibuko, Senior Pharmacist, National Medicines Policy Coordination, Ministry

of Health and Social Services, Namibia


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1

INTRODUCTION, BACKGROUND, AND AIM OF THE PROJECT

This document outlines the process used to develop the new University of Namibia (UNAM)

pharmacy degree curriculum and the lessons learned during the implementation of the project.

The curriculum is based on the needs of Namibia and is harmonized to pharmacy education, both

in the region and internationally.

The project was implemented by UNAM and the Ministry of Health and Social Services

(MoHSS) in collaboration with the Management Sciences for Health (MSH) Strengthening

Pharmaceutical Systems (SPS) Program and the University of Washington; the project was

funded by the President’s Emergency Plan for AIDS Relief/US Agency for International

Development Namibia.

Namibia is a sparsely populated country in sub-Saharan Africa with a population of

approximately 2 million. Namibia has faced a chronic shortage of pharmaceutical personnel

since its independence in 1990. The increased burden of HIV/AIDS has made the demand for

pharmaceutical services and pharmaceutical personnel severe. More pharmacists are required for

the ongoing decentralization of antiretroviral treatment services and making those services

available to patients in remote and rural settings, among many other pharmaceutical needs and

services.

There is a mal-distribution of pharmacists between the public and private sectors and urban and

rural areas. The current pharmacist workforce consists of a small number of Namibians trained in

South Africa and other countries and a large number of foreign pharmacists on short-term

contracts. There is currently no pharmacist degree training course in Namibia.

The over-dependency on foreign pharmaceutical staff is a threat to pharmacist workforce

sustainability. Assuming donor-funded posts will continue to exist, the workforce required in

2020 is approximately 260, a 50 percent increase in the current workforce level.

This document represents an attempt to document the processes, steps, and lessons learned in the

development of the competency framework, qualification, and needs-based curriculum for the

new UNAM pharmacy degree course.

The project hopes that this simple and pragmatic documentation of the process and lessons

learned will provide a useful reference and framework for the—

Implementation of similar projects in Namibia and other countries

Training and orientation of coordinators and facilitators of similar projects in Namibia

and other countries

Continuous evaluation and improvement of the processes and procedures used


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MAJOR CONCEPTS, METHODS, AND PRINCIPLES UNDERLYING THE DEVELOPMENT PROCESS

The project used a participatory approach to engage with local stakeholders, including

pharmacists employed in the public and private sectors and nongovernmental organizations

(NGOs) working in a variety of roles; nominated representatives of the Ministry of Health and

Social Services (MoHSS), the Pharmacy Council of Namibia, the Pharmaceutical Society of

Namibia, the Health Professions Council of Namibia, UNAM, the Namibia Qualifications

Authority (NQA), the Namibia Training Authority (NTA), the Namibia Medicines Regulatory

Council, the National Institute of Pathology, the National Health Training Center, and other

health professionals. The project purposely involved a wide range of participants to yield the

broadest perspective of the roles and competencies required by pharmacists in Namibia and to

develop a qualification and curriculum for the pharmacy degree at UNAM.

The project involved soliciting the direct inputs of key experts and stakeholders in undertaking

the—

Identification of current and future roles and functions of pharmacists in Namibia’s health

care system

Identification of competencies (knowledge, skills, and attitudes) required by pharmacists

to adequately perform these roles and functions

Development of the competency framework

Development of the qualification and curriculum on the basis of the competency

framework

The approach to the development of the curriculum and qualification was ―needs based,‖ that is,

the overall objective was to produce pharmacists at UNAM that have competencies to meet the

pharmaceutical care needs of Namibia, while ensuring that the qualification is comparable with

regional and global qualifications.

The project concepts and procedures were based on the concepts and principles of competency-

based education and training and the regulations, rules, and requirements of UNAM, the

Pharmacy Council of Namibia, the NQA, and the National Qualifications Framework (NQF).

One of the major objectives was to facilitate the approval and national accreditation of the

qualification and curriculum. The basis of the concept was the outcomes of learning, which are

the basis for the development and implementation of the qualification and curriculum. The

outcomes of learning were derived from the roles and functions identified by practicing

pharmacists in Namibia. This established a link between the work world and the qualification

and curriculum.


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PROJECT STAGES AND STEPS

Stage 1. Feasibility Study

This project is based on the SPS field assessment conducted March 12–27, 2009. The major

purpose of the assessment was to evaluate and make recommendations for establishing a

pharmacy degree curriculum at UNAM.

One of the major findings of the review was that, unlike the medical profession, pharmacy has

not been well publicized and promoted as a career option in Namibia. The number and quality of

students studying pharmacy must be increased with the focus on the geographical areas and

populations with the greatest need. Key stakeholders have expressed the need for quality

assurance of pharmacy education in view of the planned expansion of training.

The second major finding is that the career ladder for pharmacists is short. There is a pharmacy

assistant certificate course run by the National Health Training Centre (a MoHSS training

institution), but there are no technician (diploma) and pharmacist (degree) courses. Stakeholders

emphasized the need to develop technician and pharmacist programs to facilitate articulation

from certificate to degree levels. They suggest that, as a first step, the roles of pharmacy

assistants, pharmacy technicians, and pharmacists should be clearly defined and demarcated.

The detailed findings and recommendations of this assessment are outlined in the SPS report

Exploring the Establishment of a Pharmacy Course at the University of Namibia (March 12–27,

2009). The feasibility study confirmed the need for the pharmacy degree curriculum.

Stage 2. Project Inception The first step was to develop a detailed project implementation plan specifying project activities,

deliverables, timelines, and the responsibilities of project team members and other key

stakeholders. The implementation plan was directly related to the project’s terms of reference.

The plan was developed through e-mail communication and teleconferences between the SPS

project coordinator, management of SPS Namibia, and MSH headquarters. The plan was

finalized by a project team meeting attended by members of SPS Namibia management, the

project coordinator, and the team leader and local members of the project consultancy team.

Two further meetings were conducted by the SPS project coordinator, the UNAM project

coordinator, and consultants to prepare to make the project implementation plan operational; the

project implementation plan was circulated to the UNAM coordinator, MoHSS, and other key

stakeholders for their information and for any feedback. Relevant documents were reviewed, and

a short report on the findings and conclusions of the review and their implications on the

development process was prepared and circulated.


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The next step was to create publicity and awareness of the project through the national press and

distribute information to all key stakeholders. This information placed in national newspapers

and distributed to key stakeholders via email included the goals and objectives of the project,

background, the project partners and sponsors, and the implementation structure, particularly the

roles and functions of the Technical Working Group (TWG) and the National Consultative

Forum (NCF). The publicity and awareness campaign further requested the active participation

of key stakeholders in all project activities and provided all project contact details.

At this point, UNAM and MoHSS developed and approved the composition and terms of

reference of the TWG and the procedure for nomination and appointment of members.

Nomination and appointment letters were prepared for TWG members and were approved and

signed by UNAM and distributed. After their nomination, all members were provided with

relevant information on the project including their roles, functions, and planned project activities.

All documentation and logistics were prepared for the first major project activities and the

invitations dispatched. The invitation for each activity included the objectives and a detailed

program of the activity as well as relevant background and reference materials. Regular e-mail

communication was maintained between all those involved to continue making progress and stay

on top of emerging issues.

Stage 3. Development of the Competency Framework of a Pharmacist in Namibia The appropriate method for competency profiling was identified, namely the functional analysis

method. This method was chosen because, rather than look at the roles and functions of

pharmacists in isolation, it looks at pharmacists’ duties in relation to other health care

professionals. This allows the consideration of similarities and differences between the various

related professions. Such information is critical for the identification of core, generic, and

specific curriculum modules in line with the NQF definitions.

Presentations and handouts on the concepts and procedures of competency profiling were

developed for the orientation of TWG and all workshops and meetings. For other smaller

meetings and presentations, the materials and handouts were adapted to suit the context. All

participants of the different activities were provided with handouts.

The development of the competency framework proceeded as follows—

1. The format and contents of the competency framework were agreed upon.

2. A National Stakeholder Workshop was conducted in January 2010 (3 days) to identify

the roles and functions of a pharmacist in Namibia. Participants were oriented on the

concept, procedure, and products of competency profiling and functional analysis. The

roles and functions of a pharmacist in Namibia were identified through facilitated and

visualized group and plenary sessions. For all workshops, group rapporteurs presented

results for discussion and adoption. The workshop conducted the preliminary

identification of roles and functions for submission to the TWG for more detailed review

and finalization.

Project Stages and Steps

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a. The participants included practicing pharmacists in the public, private, and NGO

sectors; representatives of UNAM, MoHSS, and the Namibia Medicines Regulatory

Council; representatives of national authorities regulating the approval and

accreditation of education and training qualifications (NQA and NTA) and the

registration of pharmacists in Namibia (Health Professions Council of Namibia and

the Pharmacy Council); representatives of professional associations including the

Pharmaceutical Society of Namibia; other health professionals; senior management of

SPS Namibia; and other key stakeholders. Presentations were made by UNAM,

MoHSS, SPS, the leader of the consultancy team, the Health Professions Council, and

NQA.

3. A TWG workshop was conducted in February 2010 to review and refine the roles and

functions identified by the stakeholder workshop in January and to determine the major

outcomes and sub-outcomes of learning a student should achieve to perform the roles and

functions of a pharmacist.

a. The facilitators presented and discussed criteria for the final quality and consistency

check of the competency framework. The check focused on the quality of the

outcomes and their alignment with the roles and functions.

b. The review and refining of the roles and functions, the identification of outcomes of

learning, and the quality and consistency check were all conducted through facilitated

and visualized group and plenary discussions. Toward the end of the workshop,

groups compared the competency profiles of different countries to adopt and adapt

any useful information from other frameworks.

4. The draft competency framework was refined by two members of the consultancy team

through further desk review and more intensive regional and international benchmarking;

the final proposal was circulated to project team members for feedback.

5. A small part of the TWG workshop in March 2010 conducted a final review of the

competency framework and provided inputs.

6. After the March workshop, two members of the consultancy team incorporated the inputs

and circulated the draft to all team members for feedback.

7. The evolving draft competency framework was circulated to all key stakeholders for

feedback through email and consultative meetings.

8. At the end of April, a project team workshop reviewed the format and content of the

framework, incorporated all stakeholder inputs, and produced the final draft competency

framework.


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Stage 4. Development of the Curriculum on the Basis of the Competency Framework

A review of existing documents included, but was not limited to—

UNAM documents on the degree system, format and contents of curriculum documents,

the curriculum approval process, and the schedule of 2010 curriculum approval meetings

including final approval by the UNAM Senate

Copies of approved UNAM curriculum documents

Samples of the UNAM prospectus for different faculties

NQA regulations setting up Namibia’s NQF

MOHSS and SPS documents relevant to the project

Regional and international literature

The qualification and curriculum were developed as follows—

Two members of the consultancy team were assigned the final responsibility to compile

the qualification and curriculum, with the inputs and assistance of other team members.

The two members were the content experts in the team.

Discussions on critical curriculum issues were held during the January and February

workshops on the definition of roles, functions, and learning outcomes.

After the January and February workshops, the two curriculum content experts had a

solid framework to begin the desk work of identifying curriculum content.

Presentations and handouts on the NQF Classification System; NQA Qualification

System; NQF description of the general content and size of the general and honors

degrees; the concept, criteria, and procedure for breaking down the major learning

outcomes into more specific learning outcomes; identification of curriculum content on

the basis of specific learning outcomes; and criteria for final quality and consistency

check were prepared. These materials were used during all TWG workshops.

Development of the curriculum on the basis of the competency framework began at the

TWG workshop in March 2010. The project consultancy team facilitated presentations

and discussions on the items described in the previous bullet. Group and plenary

sessions’ participants broke down the major learning outcomes into specific outcomes

and conducted the preliminary identification of curriculum content.

Project Stages and Steps

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After the workshop, the two content experts incorporated and refined the results of the

workshop, conducted further identification of specific learning outcomes and curriculum

content, and produced a preliminary draft curriculum document for submission to the

project team and the next TWG workshop.

In April 2010, the project team workshop reviewed the preliminary draft curriculum

produced by the two content experts. The two experts incorporated all the discussions and

recommendations of the workshop and produced the first draft curriculum document for

submission to the May TWG workshop.

The May 2010 TWG workshop reviewed the first draft curriculum. The two content

experts incorporated the results of the workshop and prepare the second draft. The TWG

established a small committee to edit the second draft as soon as it was ready.

After the second draft was edited and quality checked by the TWG and the project team,

the facilitator reviewed the criteria and the requirements of the NQF, NQA, UNAM, and

Pharmacy Council. The draft was edited and reviewed again to ensure the adequacy and

alignment of learning outcomes and content and for adherence to the rules, regulations,

and other requirements of UNAM, NQA, and the Pharmacy Council. The workshop

produced the third draft curriculum document for regional and international review.

The project team commenced the planning for the implementation of the curriculum,

including the identification of departments, faculty, reference books, materials, and

equipment required for the first two years of the course. The team also planned for the

effective implementation of the curriculum through an interdisciplinary approach and the

sharing of resources with other faculties.

Stage 5. Meeting of the National Consultative Forum

The May 2010 meeting of the NCF was conducted to inform policy and decision makers on the

progress of the project and planned activities and for seeking their support and guidance. The

guest of honor was the Minister of Health and Social Services. The other key speakers included

the UNAM vice chancellor, the pro-vice chancellor of academic research, and other members of

UNAM senior management; the representative of the USAID/Namibia Mission Director; a

representative of the Health Professions Council of Namibia; the Senior technical advisor and

deputy senior technical advisor and project coordinator for SPS Namibia; members of the

consultancy team; and a representative of the TWG. The meeting developed concrete

recommendations for the development and implementation of the pharmacy degree curriculum.


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Stage 6. External Review of the Curriculum

The third draft curriculum document was reviewed by regional and international experts from

different schools of pharmacy. The major purpose of the review was to solicit feedback from

these experts to enhance regional and international competitiveness. The external review was

conducted by the following specialists in different areas of pharmacy—

Professor Grace Thoithi, University of Nairobi, Kenya

Professor Kadima Ntokamundu, National University of Rwanda

Professor Ilse Truter, Nelson Mandela Metropolitan University, South Africa

Professors Angeni Bheekie and Sarel Malan, University of Western Cape, South Africa

Professor Olipa Ngassapa, Muhimbili University of Health and Allied Sciences, Tanzania

Mr. Luther Gwaza, University of Zimbabwe

Dr. Sonaka Pastakia, Purdue University, USA

Professors Andy Stergachis, Lou Garrison, Don Downing, Nanci Murphy, and Stanley

Weber, University of Washington, USA

Dr. Tina Brock and Mr. Jude Nwokike, SPS head office

Dr. David Mabirizi and Mr. Evans Sagwa, SPS, Namibia

Mr. Benjamin Ongeri, SCMS, Namibia

For logistical reasons, a two-tiered approach of an off-site desk review and an on-site review

workshop was used. After the external review, the project team produced the final draft

curriculum for submission to UNAM for approval.

Stage 7. Submission of Qualification and Curriculum to UNAM

The curriculum was submitted to the UNAM Board of the Faculty of Medicine and Health

Sciences. The Board provided inputs for the preparation of submission documents for the

university’s Academic Planning Committee.

The curriculum was submitted to the Academic Planning Committee on August 10, 2010,

and approved subject to some minor amendments. The project team prepared the final draft

curriculum document for submission to the Senate.

The UNAM Senate approved the curriculum on September 7, 2010.

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LESSONS LEARNED

The composition of the consultancy team was ideal. The team leader and two of the

consultants were process experts and the remaining three team members were content

experts. This diversity of qualifications and experiences made the team effective.

The involvement of all project team members, the UNAM project coordinator, and MoHSS

in all strategic and operational planning created a good, conflict-free working environment.

The project ensured that UNAM and MoHSS agreed and were well informed on all activities

before implementation. Presentations to meetings, workshops, and conferences were shared

between the project coordinator, the team leader of the consultancy team, and MoHSS. This

approach created a strong team to effectively direct the project.

The participation of all project team members in the preparation and approval of the detailed

project implementation plan resulted in ownership and buy-in and made the responsibilities

of the different team members transparent. This resulted in effective team work and avoided

unnecessary conflict and duplication of responsibilities.

The marketing and publicity campaign mobilized stakeholder support and ensured that they

were all informed of the project. The involvement of all key stakeholders was a critical

requirement for the approval of the qualification and curriculum by UNAM, NQA, and the

Pharmacy Council. The meeting of the NCF enhanced the participation and contribution of

policy and decision makers.

The ongoing consultation of key stakeholders and policy and decision makers through short

consultative meetings, circulation of draft products for feedback, and workshops was one of

the major success stories of the project. All key stakeholders were kept informed on project

activities, progress, and results.

The conceptual framework of the technical development process was appealing to

stakeholders. The concepts and procedures of competency-based education and training and

competency profiling and the development of the qualification and curriculum on the basis of

the competency framework were adopted without any counter arguments. Effective

facilitation is important to simplify and make these complex concepts and procedures

operational.

One of the major challenges was to establish a balance between the needs of Namibia and

regional and international trends and the requirements of UNAM, NQA, and the Pharmacy

Council.

The preparation of quality invitations, workshop agendas and programs, presentations,

handouts, and other project documents was critical in influencing stakeholder perception of

the project and the project team. The project team put a lot of effort into the preparation of all

documents. All draft documents were circulated to all project team members for feedback

before distribution.


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The project team had to do a lot of work between workshops, including the refinement and

incorporation of all inputs, further research, and regional and international benchmarking.

However, the project team submitted all these proposed amendments to the next TWG for

adoption. This contributed to the buy-in of TWG members.

In TWG workshops, benchmarking against other countries was conducted after the TWG had

exhausted their brainstorming and discussion sessions and had produced a semi-finished

product.

Facilitators of such a process need some training and orientation; a facilitator’s guide would

be helpful.

Competency profiling should be conducted for health care and related professions to develop

a comprehensive and integrated national competency framework for the health sector. Such a

framework will show similarities and differences and make the development and revision of

qualifications more systematic.

The project team hopes that this process document will provide a solid basis for the improvement

of the process and procedure and the planning and implementation of similar projects.

11-102 UNAM Pharmacy Degree FINAL-cover

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