Mwenge Catholic Univesity | Sustainable Business and Employability through HEIs’ Innovative Pedagogy (SUSIE)

Sustainable Business and Employability through HEIs’ Innovative Pedagogy (SUSIE)

Project Overview
Project summary
Project Outcomes
Project Participants
Project Funders

SUSIE Project
SUSIE expands the results of IRIS in building HEIs capacity in Tanzania, increasing accessibility to studies and information, promoting innovation capabilities and creating concrete job opportunities for sustainable employment. Moreover, SUSIE improves circular economy thinking among both students and local communities. SUSIE is executed by TUAS and three partner Universities in Tanzania, together HEIs with partners, NGO’s, authorities and private companies reach the objectives through 3 result areas.
- Strengthened capacity building improved by sustainable leadership and strategy work
- Enhanced relevance and pedagogical capacity by increasing active (e-)pedagogy competence of teachers
- Improved accessible and interactive learning environments by establishing interactive Campus HUBs and e-learning facilities to public libraries.
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Project Objectives
- *Strengthened capacity*
- *Enhanced relevance and pedagogical capacity*
- *Improved accessible and interactive learning environments*
SUSIE Summary
The global challenges SUSIE targets are Sustainable Development Goals 4, 5, 8, 9, 10, 12 and 17. SUSIE also addresses HBRA, cross-cutting issues and contributes towards European Unions’ Africa-strategy(https://www.africa-eu-partnership.org). SUSIE has been planned in tight cooperation with all partners, in an open and equal manner. Two face-to-face planning sessions and continuous active communication to contribute to the proposal.
Expected total results for the whole project period:
The impact of IRIS can be seen and heard in TUDARCo. The motivation of teachers increased, students indicate inspiration towards studies and especially, to work along with private, public and third sector. TUDARCO’s new active role in the community has been noticed and HEI has been invited to events, sessions and round table discussions to present their new inclusive and responsible pedagogy approach. IRIS relied on the concept of reverse innovation thinking that refers to local initiatives that are developed among community members thus innovations resonate with local needs and the ownership remains in the community enabling further processing locally.
FinTan Innovation Pedagogy Model is a medley of elements adopted from Finland and co-developed further to meet Tanzanian approaches. FinTan advocates active teaching and learning methods which maintain that working life competencies are not achieved in theory-based lectures but enriching theory with practical working life assignments. According to Association of African Universities (2012) HEIs in Africa do not carry out their crucial role of community outreach effectively. TUDARCo was not an exception, but IRIS succeeded to fill the gap and linked the HEI with local communities successfully. FinTan development proceeded through 3 main actions:

Training and testing active teaching and learning methods (HEI’s teachers 35; students 150).

Mapping and encaging micro-entrepreneurs (micro Es) with the HEI (121 micro-E’s).

Service design workshops with library professionals to improve access to information (18 librarians; 32 library students; Designed Entrepreneur’s information help desk established to libraries).
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1-Rev. Dr. Victorini Salema

MWECAU SUSIE Team Coordinator

My role in SUSIE is to coordinate SUSIE project at Mwenge Catholic University and to lead in building online learning Environment team. In Collaboration with other, I develop online course.

2-Athanas Sing’ambi

MWECAU SUSIE Communication Coordinator

My role in the SUSIE project is to coordinate all project communication activities at Mwenge Catholic University. I will also expertise in sustainable leadership and establishing sustainable Business HUBs in the universities

3-Dr. Bahia Abdi

SUSIE Pedagogical Expert

My role in the SUSIE project is to participate in the designing and facilitation of active pedagogy training

4-Ms. Lidya Mushi

SUSIE Pedagogical Expert

My role in SUSIE is to participate in designing active pedagogical methods and train teachers

5-MR. Emmauel Kileo

SUSIE Pedagogical Expert

My role in the project is encompassed in improving accessible and interactive learning environments by being involved in building online environment and business HUBS at Universities

6-Sr. Tumaini Bakalemwa

MWECAU SUSIE Financial Controller

My Role in the project is ensure all funds budget for the SUSIE project at Mwenge Catholic University are in accordance to SUSIE project financial regulations.
FinTan Innovation Pedagogy Model is a medley of elements adopted from Finland and co-developed further to meet Tanzanian approaches. FinTan advocates active teaching and learning methods which maintain that working life competencies are not achieved in theory-based lectures but enriching theory with practical working life assignments. According to Association of African Universities (2012) HEIs in Africa do not carry out their crucial role of community outreach effectively. TUDARCo was not an exception, but IRIS succeeded to fill the gap and linked the HEI with local communities successfully. FinTan development proceeded through 3 main actions:

Training and testing active teaching and learning methods (HEI’s teachers 35; students 150).

Mapping and encaging micro-entrepreneurs (micro Es) with the HEI (121 micro-E’s).

Service design workshops with library professionals to improve access to information (18 librarians; 32 library students; Designed Entrepreneur’s information help desk established to libraries).
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Project Funder(s)
Funding: A Project Document for HEI-ICI (Higher Education Institutions –Institutional Cooperation Instrument) project supported by the Ministry for Foreign Affairs of Finland and The Finish National Agency for Education.

More Details
visit https://susie.turkuamk.fi/
FinTan Innovation Pedagogy Model is a medley of elements adopted from Finland and co-developed further to meet Tanzanian approaches. FinTan advocates active teaching and learning methods which maintain that working life competencies are not achieved in theory-based lectures but enriching theory with practical working life assignments. According to Association of African Universities (2012) HEIs in Africa do not carry out their crucial role of community outreach effectively. TUDARCo was not an exception, but IRIS succeeded to fill the gap and linked the HEI with local communities successfully. FinTan development proceeded through 3 main actions:

Training and testing active teaching and learning methods (HEI’s teachers 35; students 150).

Mapping and encaging micro-entrepreneurs (micro Es) with the HEI (121 micro-E’s).

Service design workshops with library professionals to improve access to information (18 librarians; 32 library students; Designed Entrepreneur’s information help desk established to libraries).
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