UNIVERSITY OF NAMIBIA’

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

REPUBLIC OF NAMIBIA

MINISTRY OF HEALTH
AND SOCIAL SERVICES
 UNIVERSITY OF NAMIBIA’

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

REPUBLIC OF NAMIBIA

MINISTRY OF HEALTH
AND SOCIAL SERVICES
 Development of a Pharmacy Degree Course for the University of Namibia: Process Document

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: sps@msh.org
Web: 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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Development of a Pharmacy Degree Course for the University of Namibia: Process Document

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

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

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

2
 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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Development of a Pharmacy Degree Course for the University of Namibia: Process Document

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

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.

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 Project Stages and Steps

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

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.

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 Project Stages and Steps

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

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

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.

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