A multi-driven stakeholder survey will be aplied that “gives voice” to those usually excluded from curriculum development, such as students, alumni, representatives from the industry involving about 100 key experts from the academia and the community/industry, 2000 prospective students (final year of study) and 500 alumni drawn from relevant professional associations in the target countries. P9 (SDF) will play a key role in mobilising agro-food industies.  A key outcome will be an inventory of the needed student competences and a set of guidelines for strengthening stakeholders’ inputs.

In terms of staff readiness, first we will select (about 50) the most motivated teaching staff to be trained through interviewing according to predefined criteria (e.g. level of English language, knowledge of the course to be taught, etc). The teaching staff will undergo training in each PC at the design, development and implementation phases. At the design phase, they will be trained for four days coninued  online on the content set at the Objective 1.

At the design phase, we are also going to decide on the specifications of the LMS (Learning Management System) and supplemented by laboratories as well as the Centers of Excellence in CCSAFS (Objective 2).  Based on our previous experiences and resources, we are going to modify and adapt to the CCSAFS a LMS that combines Moodle and Mahara being used in P1. This system will also serve as a means for continuous training support, beyond the three face-to-face national training workshops.

To cope with the demands in developing MOOCs and assist in the data collection and monitoring, 1-2 qualified persons with technical expertise in ICTs and e-learning from each partner university. Since these assistants have to be qualified in the relevant research and ICT in the context of Education for Sustainable Development, they will follow a special training course provided by Frederick University.