Pharmacy Program Standards

Higher Education Relevance and Quality Agency

National Accreditation and Quality Improvement Standards for

Pharmacy Degree Program
First Edition
July 2014

HERQA Publication Series - 080

Higher Education Relevance and Quality Agency
National Accreditation and Quality Improvement Standards for
Pharmacy Degree Program
First Edition
July 2014
PREPARED BY
Kidu Hailu, Ethiopian Pharmaceutical Association
Tesfa Marew, Addis Ababa University, School of Pharmacy
Belete Ayalneh, Addis Ababa University, School of Pharmacy
Tesfaye Tsigu, Federal Ministry of Health
Teferi Guji, Strengthening Human Resources for Health Project, Jhpiego
Tesfaye Teshome, HERQA
Kassahun Kebede, HERQA
Yeromnesh Ayele, HERQA
Mulugeta Mekonnen, HERQA
Yemisrach Adamu, HERQA
Mihereteab Teshome, Strengthening Human Resources for Health Project, Jhpiego
Daniel Dejene, Strengthening Human Resources for Health Project, Jhpiego
Zerihun Wolde, Strengthening Human Resources for Health Project, Jhpiego
Tegbar Yigzaw, Strengthening Human Resources for Health Project, Jhpiego
Equlinet Misganaw, Strengthening Human Resources for Health Project, Jhpiego
Samuel Mengistu, Strengthening Human Resources for Health Project, Jhpiego
Hone Belete, Strengthening Human Resources for Health Project, Jhpiego
Sharon Kibwana, Strengthening Human Resources for Health Project, Jhpiego
Bekalu Asaminew, Strengthening Human Resources for Health Project, Jhpiego
Yodit Kidanemariam, Strengthening Human Resources for Health Project, Jhpiego
Assefa Bulcha, Strengthening Human Resources for Health Project, Jhpiego
Mintwab Gelagay, Strengthening Human Resources for Health Project, Jhpiego
Yohannes Molla, Strengthening Human Resources for Health Project, Jhpiego
Catherine Carr, Jhpiego
Julia Bluestone, Jhpiego
ii National Accreditation and Quality Improvement Standards for Pharmacy Degree Program
ACKNOWLEDGMENT
This National Accreditation and Quality Improvement Standard for the Ethiopian Pharmacy
Degree Program was developed by The Higher Education Relevance and Quality Agency
(HERQA) in collaboration with the Federal Ministry of Health, and the Strengthening Human
Resources for Health Project. This document is made possible by the generous support of the
American people through the United States Agency for International Development (USAID)
under the Cooperative Agreement AID-663-A-12-00008. The contents are the responsibility
of HERQA and do not necessarily reflect the views of USAID or the United States
Government.
National Accreditation and Quality Improvement Standards for Pharmacy Degree Program iii
ABBREVIATIONS
CEU Continuing Education Unit
CPD Continuing Professional Development
DVD Digital Video Disk
FMOH Federal Ministry of Health
HEI Higher Education Institution
HERQA Higher Education Relevance and Quality Agency
HIV Human Immunodeficiency Virus
IQA Internal Quality Assurance
IT Information Technology
SOP Standard Operating Procedure
TB Tuberculosis
USAID United States Agency for International Development
VHS Virtual Host Storage
iv National Accreditation and Quality Improvement Standards for Pharmacy Degree Program
TABLE OF CONTENTS
Introduction ........................................................................................................................................ 1
1. Program Goals and Learning Outcomes ..................................................................................... 4
1.1 Program goals/aims ............................................................................................................................................................... 4
1.2 Participation in the formulation of the program goals and outcomes .................................................................... 5
1.3 Institutional autonomy and academic freedom.............................................................................................................. 5
1.4 Educational outcomes/graduate profiles/core competencies of the program ...................................................... 6
2. Governance, Leadership, and Administration............................................................................. 7
2.1 Governance of the program ............................................................................................................................................... 7
2.2 Academic Leadership of the Program .............................................................................................................................. 7
2.3 Administrative staff and management .............................................................................................................................. 8
2.4 Educational budget and resource allocation ................................................................................................................. 8
2.5 Interaction with the health sector ................................................................................................................................... 9
3. Educational Resources ................................................................................................................. 10
3.1 Lecture halls/classrooms.................................................................................................................................................... 10
3.2 Office for staff ....................................................................................................................................................................... 11
3.3 Skills development center/laboratory ............................................................................................................................ 11
3.4 Practical training facilities/clinical practice sites ........................................................................................................... 12
3.5 IT facilities .............................................................................................................................................................................. 13
3.6 Library ..................................................................................................................................................................................... 14
3.7 Student amenities................................................................................................................................................................. 15
3.8 Financial resources .............................................................................................................................................................. 15
4. Academic Staff, Support Staff, and Preceptors ........................................................................ 17
4.1 Staff recruitment, and development and retention policy/guideline ...................................................................... 17
4.2 Teaching staff ........................................................................................................................................................................ 18
4.3 Preceptors ............................................................................................................................................................................. 19
5. Student Admission and Support services .................................................................................. 20
5.1 Student admission and selection...................................................................................................................................... 20
5.2 Student support systems ................................................................................................................................................... 21
5.3 Student representation ...................................................................................................................................................... 22
6. Program Relevance and Curriculum.......................................................................................... 23
6.1 Program relevance .............................................................................................................................................................. 23
6.2. Curriculum model and instructional methods .......................................................................................................... 23
6.3. Scientific methods .............................................................................................................................................................. 24
6.4. Basic biomedical sciences................................................................................................................................................. 24
6.5. Behavioral and social sciences ...................................................................................................................................... 25
6.6. Pharmaceutical sciences and skills................................................................................................................................. 25
National Accreditation and Quality Improvement Standards for Pharmacy Degree Program v
6.7. Curriculum structure, composition, and duration .................................................................................................. 26
6.8 Program management........................................................................................................................................................ 27
6.9 Linkage with pharmaceutical practice and the health sector ................................................................................... 28
7. Teaching-Learning and Assessment ........................................................................................... 29
7.1 Teaching-learning ................................................................................................................................................................. 29
7.2 Assessment ............................................................................................................................................................................ 30
8. Student Progression and Graduate Outcomes ......................................................................... 33
9. Continual Quality Assurance ...................................................................................................... 34
10. Research and Development, and Educational Exchanges ...................................................... 35
Annex 1: List and Number of Laboratory Equipment/Apparatus ............................................... 36
Annex II: List of Laboratory Manuals for Bachelor of Pharmacy Program ................................ 38
Annex III: List of Textbooks and Reference Books for Bachelor of Pharmacy Program ......... 39
Annex IV. Dictionaries and Encyclopedias .................................................................................... 43
Annex V: List of National Service Delivery Guidelines for Pharmacy Practice
(latest editions)................................................................................................................................. 44
Annex VI. Indicative Sources of Evidence for Verification of Standards .................................... 45
References......................................................................................................................................... 49
vi National Accreditation and Quality Improvement Standards for Pharmacy Degree Program
INTRODUCTION
Assuring the quality and relevance of higher education is recognized as a priority agenda both
in the Education Sector Development Program IV and the Growth and Transformation Plan
of Ethiopia. The Higher Education Proclamation 650/2009 mandated the Higher Education
Relevance and Quality Agency (HERQA) to ensure that higher education institutions (HEIs)
provide high-quality and relevant education. Moreover, in Article 22, the proclamation
instructs all HEIs of Ethiopia to establish a reliable internal quality assurance (IQA) system.
The ultimate goal of IQA is to have a culture of quality care that ensures that quality is a
focus of all the activities of an institution at all levels and is incorporated into the everyday
work of the whole institutional community. A robust and transparent quality assurance
system conveys confidence in the quality of the provision of a HEI to its staff, students,
employers, and other stakeholders.
Increased public expectation for quality and ethical health care is necessitating changes in
what health professionals are taught and how they are taught. On the other hand, the
increasing need to train more health workers coupled with rapid expansion in medical
knowledge presents a serious challenge to the quality of education of health professionals
including pharmacists. Despite these challenges, many HEIs training health care providers do
not have well-functioning quality systems that have been cascaded to the department level.
In response, HERQA, in collaboration with the Federal Ministry of Health (FMOH) and
Jhpiego (under the Strengthening Human Resources for Health Project funded by the U.S.
Agency for International Development [USAID]) has developed these accreditation and
quality improvement standards for the pharmacy degree program. The standards will serve
the following purposes:
 Provide a framework against which pharmacy schools can measure themselves, identify
the gaps, and implement quality enhancement programs.
 Guide regulatory authorities like HERQA to accredit pharmacy degree programs.
 Provide a framework for HERQA to conduct program level quality audits and develop
tailored feedback.
 Inform higher education institutions about the quality improvement standards in specific
areas and encourage them to achieve the standards.
USE OF STANDARDS
It is the opinion of HERQA that the set of standards presented can be used nationally as a tool
for quality assurance and improvement of undergraduate pharmacy education. This could be
done in different ways, such as:
1. Pharmacy School Self-Evaluation of the Institution and Its Program

The primary intention of HERQA in introducing the standards as an instrument for quality
improvement is to provide a framework against which pharmacy schools can measure
themselves in a voluntary self-evaluation and self-improvement of the program.
2. External Evaluation or Peer Review

The process described can be further developed by inclusion of evaluation and counseling
from external peer-review groups.
National Accreditation and Quality Improvement Standards for Pharmacy Degree Program 1
3. Combination of Self-Evaluation of Institution and Program and External Peer
Review.
HERQA considers such a combination to be the most valuable method.
4. Recognition and Accreditation

Depending on local needs and traditions, this guideline can also be used by national or
regional authorities/agencies dealing with recognition and accreditation of pharmacy schools.
DEFINITIONS
The following terms are used frequently in this guideline. Hence it is important to define
them to enhance understanding of the document.
Areas are defined as broad components in the structure, process, and outcome of pharmacy
education.
Sub-areas are defined as specific aspects of an area, corresponding to performance

indicators.
Standards (one or more) are specified for each sub-area using two levels of attainment, and
each standard is given a specific number. The standards are structured in 10 areas and 37 sub-
areas.
Basic standard means that the standard must be met by every pharmacy school and
fulfilment demonstrated during evaluation of the school. Basic standards are expressed by a
“must.”
Standard for quality improvement means that the standard is in accordance with
international consensus about best practice for pharmacy schools and basic pharmacy
education. Fulfilment of or initiatives to meet some or all of such standards should be
documented by pharmacy schools. Fulfilment of these standards will vary with the stage of
development of the pharmacy schools, their resources, and educational policy. Even the most
advanced schools might not comply with all standards. Standards for quality improvement
are expressed by a “should.”
Altogether the document includes 211 Basic Standards and 118 Quality Improvement
Standards.
Annotations are used to clarify, amplify, or exemplify expressions in the standards. It should
be strongly emphasized that the content of the annotations should not be seen as prescriptive
for institutions. The annotations do not add new criteria or requirements. The listing of
examples in annotations are in some cases exhaustive, in others not.
AREAS OF ACCREDITATION AND QUALITY IMPROVEMENT STANDARDS

HERQA has identified the following 10 aspects of operation, which will form the focus
points for a quality audit model at program level in Ethiopian HEIs. They are closely related
to the focus areas the Agency has been using for the past 9 years for institutional quality. The
benefits, we believe, are twofold. One, using this model will help the Agency transfer the
experience, knowledge, and skills acquired during the institutional quality audits undertaken
so far to the program-level audit. Two, it will enable the Agency to conduct program-level
audits in keeping with international norms, as most quality assurance agencies seem to be
2 National Accreditation and Quality Improvement Standards for Pharmacy Degree Program
comfortable with the use of all aspects of operation stated in the following 10 areas when
assessing programs:
Program Goals and Learning Outcomes
Governance, Leadership, and Administration
Educational Resources
Academic and Support Staff
Student Admission and Support Services
Program Relevance and Curriculum
Teaching-Learning and Assessment
Student Progression and Graduate Outcomes
Continual Quality Assurance
Research and Development and Educational Exchanges
1. PROGRAM GOALS AND LEARNING
OUTCOMES
1.1 PROGRAM GOALS/AIMS
Basic Standards
The pharmacy school must:
 Define its program goals and make them known to its constituency (B 1.1.1)
 Ensure that the goal of the program is in line with, and supportive of, the vision and
mission of HEI (B 1.1.2)
 Outline in its statement of program goals that the trained pharmacists are:
♦ Competent at a basic level and capable of undertaking the role of pharmacists as
defined by the health sector (B 1.1.3)
♦ Prepared and ready for postgraduate education (B 1.1.4)
♦ Committed to lifelong learning (B 1.1.5)
 Ensure that the mission encompasses the needs of the community, the health care system,
and other aspects of social accountability (B 1.1.6)
Quality Improvement Standards

The Pharmacy school should ensure that the program goal addresses:
 Aspects of global health (Q 1.1.1)
 Pharmaceutical research (Q 1.1.2)
Annotations
Program goals /outcomes are general statements of what the program intends to accomplish;
they describe learning outcomes and concepts in general terms. They should also be
consistent with the mission of the program and institution.
Constituency would include the leadership, staff, and students of the pharmacy school as well
as other relevant stakeholders.
Lifelong learning is the professional responsibility to keep up to date in knowledge and skills
through appraisal, audit, reflection, or recognized continuing professional development
(CPD). CPD includes all activities that pharmacists undertake, formally and informally, to
maintain, update, develop, and enhance their knowledge, skills, and attitudes in response to
the needs of their patients.
Social accountability would include willingness and ability to respond to the needs of society,
of patients and the health and health-related sectors and to contribute to the national and
international developments in pharmacy by fostering competencies in health care, pharmacy
education, and pharmaceutical research. This would be based on the school’s own principles
and in respect of the autonomy of universities. Social accountability is sometimes used
synonymously with social responsibility and social responsiveness. In matters outside its
control, the pharmacy school would still demonstrate social accountability through advocacy
and by explaining relationships and drawing attention to consequences of the policy.
Aspects of global health would include awareness of major international health problems, and
also of health consequences of inequality and injustice.
1.2 PARTICIPATION IN THE FORMULATION OF THE PROGRAM GOALS

AND OUTCOMES
Basic Standard
 The pharmacy school must ensure that its principal stakeholders participate in
formulating program goals and outcomes (B 1.2.1)
Quality Improvement Standard
 The pharmacy school should ensure that the formulation of program goals and outcomes
is based also on other relevant stakeholders (Q 1.2.1)
Annotations
Principal stakeholders include students, faculty, ministry of education, professional
associations, ministry of health, HERQA, education strategic center, and the public.
Other relevant stakeholders include community representatives, patient associations, and

partners.
1.3 INSTITUTIONAL AUTONOMY AND ACADEMIC FREEDOM

Basic Standards
The pharmacy school must have institutional autonomy to formulate and implement policies
for which its faculty/academic staff and administration are responsible, especially regarding:
 Design of the curriculum (B 1.3.1)
 Use of the allocated resources necessary for implementation of the curriculum (B 1.3.2)

The pharmacy school should ensure academic freedom for its staff and students:
 In addressing the actual curriculum (Q 1.3.1)
 In exploring the use of new research results to illustrate specific subjects without
expanding the curriculum (Q 1.3.2)
Annotations
Institutional autonomy would include appropriate independence from government and other
counterparts (regional and local authorities, religious communities, private cooperations, the
professional unions, and other interest groups) to be able to make decisions about key areas
such as design of curriculum, assessments, student admissions, staff recruitment/selection and
employment conditions, research, and resource allocation.
Academic freedom would include appropriate freedom of expression, and freedom of inquiry
and publication for staff and students.
1.4 EDUCATIONAL OUTCOMES/GRADUATE PROFILES/CORE
COMPETENCIES OF THE PROGRAM
Basic Standards
 Have clearly defined educational outcomes that are in line with and supportive of the
program goals (B 1.4.1)
 Define the intended educational outcomes that students should exhibit upon graduation in
relation to:
♦ Their achievements at a basic level regarding knowledge, skills, and attitudes
(B 1.4.2)
♦ Their commitment to and skills in lifelong learning (B 1.4.3)
♦ The health needs of the community, the needs of the health care system, and other
aspects of social accountability (B 1.4.4)
 Ensure appropriate student conduct with respect to fellow students, faculty members,
other health care personnel, and patients and their relatives (B 1.4.5)
 Make the educational outcomes known to the student and faculty (B 1.4.6)

The pharmacy school should:
 Review the outcomes periodically in consultation with principal stakeholders to ensure
that the educational outcomes are in line with the needs of the health sector and the
society (Q 1.4.1)
 Specify outcomes related to engagement of the students in pharmaceutical research
(Q 1.4.2)
 Ensure that educational outcomes address aspects of global health (Q 1.4.3)
Annotation
Educational outcomes refer to statements of knowledge, skills, and attitude that students are
expected to demonstrate at the end of a period of learning.
Refer to annotations in 1.1 for lifelong learning and aspects of global health.
Refer to annotations in 1.2 for principal stakeholders.
2. GOVERNANCE, LEADERSHIP, AND
ADMINISTRATION
2.1 GOVERNANCE OF THE PROGRAM
Basic Standard
 Define its governance structure and functions including its relationships within the HEI
(B 2.1.1)

 In its governance structures, set out the committee structure, and reflect representation
from:
♦ Academic staff (Q 2.1.1)
♦ Students (Q 2.1.2)
♦ Principal stakeholders (Q 2.1.3)
 Ensure transparency of the work of governance and its decisions (through newsletters,
web information, disclosure of minutes, etc.) (Q 2.1.4)
Annotation
Governance means the act and/or the structure of governing the school. Governance is
primarily concerned with policymaking, the processes of establishing general institutional
and program policies, and also with control of the implementation of the policies. The
institutional and program policies would normally encompass decisions on the mission of the
pharmacy school, curriculum, admission policy, staff recruitment and selection policy, and
decisions on interaction and linkage with pharmaceutical practice and the health sector as
well as other external relations.
Refer to annotation in 1.2 for principal stakeholders.
2.2 ACADEMIC LEADERSHIP OF THE PROGRAM

Basic Standards
 Describe the responsibilities of its academic leadership for definition and management of
the pharmacy educational program (B 2.2.1)
 Have a designated leader (a pharmacist who has a Master's or Doctoral Degree and 2
years of experience in the academic area) (B 2.2.2)

 Periodically evaluate its academic leadership in relation to achievement of its program
goals and intended educational outcomes (Q.2.2.1)
Annotation
Academic leadership refers to the positions and persons within the governance and
management structures being responsible for decisions on academic matters in teaching,
research, and service and would include school leader, vice school leader, heads of
departments/units, and chairs of standing committees.
2.3 ADMINISTRATIVE STAFF AND MANAGEMENT

Basic Standard
 Have adequate administrative and professional staff that are appropriate to:
♦ Support implementation of its educational program and related activities (B 2.3.1)
♦ Ensure good management and resource deployment (B 2.3.2)

The pharmacy school should
 Formulate and implement an internal program for quality assurance of the management
including regular review (Q 2.3.1)
Annotations
Administrative staff in this document refers to the positions and persons within the
governance and management structures being responsible for the administrative support to
policymaking and implementation of policies and plans and would depending on the
organizational structure of the administration include head and staff in the dean’s office or
secretariat, heads of financial administration, staff of the budget and accounting offices,
officers and staff in the admissions office, and heads and staff of the departments for
planning, personnel, and information technology (IT).
Management means the act and/or the structure concerned primarily with the implementation
of the institutional and program policies including the economic and organizational
implications i.e., the actual allocation and use of resources within the pharmacy school.
2.4 EDUCATIONAL BUDGET AND RESOURCE ALLOCATION

Basic Standards
 Have a clear line of responsibility and authority for resourcing the program, including a
dedicated educational budget (B 2.4.1)
 Allocate the resources necessary for the implementation of the curriculum and distribute
the educational resources in relation to educational needs (B 2.4.2)
 Ensure that the budget allocation matches with student enrollment (B 2.4.3)
The program should:
 Have autonomy to direct/control the budget and resources in order to achieve its program
goals and the intended educational outcomes of the curriculum (Q 2.4.1)
 Have a transparent system of responsibility and accountability in the allocation,
distribution and use of the budget and other resources (Q 2.4.2)
 In distribution of the resources, take in to account development in pharmaceutical
sciences and health needs of the society (Q 2.4.3)
2.5 INTERACTION WITH THE HEALTH SECTOR

Basic Standards
 Have constructive interaction with the health and health-related sectors of society and
government (B 2.5.1)
 Formalize its collaboration (entering into formal agreements, stating content and forms of
collaboration, and/or establishing joint contact and coordination committees as well as joint
projects), including engagement of staff and students, with partners in the health sector
(B 2.5.2)

 Periodically review its interaction with the health and health-related sectors (Q 2.5.1)
 Interact with health and health-related sectors based on principles of mutual benefit and
shared governance (Q 2.5.2)
Annotations
Constructive interaction would imply exchange of information, collaboration, and
organizational initiatives that would facilitate education of pharmacists so as to equip them
with the qualifications needed by society.
The health sector would include the health care delivery system, whether public or private,
research institutions, and other pharmaceutical sectors.
The health-related sector would—depending on issues and local organization—include

institutions and regulating bodies with implications for health promotion and disease
prevention (e.g., with environmental, nutritional, and social responsibilities).
Mutual benefit would mean both parties in agreement gain value out of the interaction. For
example, a pharmacy school sends students to a certain pharmaceutical company for practice;
in exchange, staff at the pharmaceutical company are given educational opportunities at the
same school.
Shared governance would mean working together to make decisions for the good of both
parties involved.
3. EDUCATIONAL RESOURCES
3.1 LECTURE HALLS/CLASSROOMS
Basic Standards
 Have lecture halls/classrooms for group, tutorial, and seminar activities with adequate
space (1.4 m2/student for group/tutorial and 1.6 m2/student for seminar) (B 3.1.1)
 Ensure that the rooms are equipped with:
♦ Sufficient and comfortable chairs and tables (movable armchairs and/or chairs with
tables (B 3.1.2)
♦ Clean projection wall/screen (B 3.1.3)
♦ Writing board with different colors of markers and board cleaner (B 3.1.4)
 Ensure that the rooms are well-illuminated (words written in pencil can be read from any
corner of the room and screen-projected words, pictures, and videos can be seen clearly
without reflection from every corner) (B 3.1.5)
 Ensure that the rooms have adequate ventilation (open windows, and /or AC, fans)
(B 3.1.6)
 Have functional toilets separate for males and females near the classroom (B 3.1.7)
 Have a regular cleaning schedule and follow-up for the facility (B 3.1.8)
 Have a built-in overhead projector and/or LCD (liquid crystal display) with computer
(B 3.1.9)
 Have a water source around/near the classroom (B 3.1.10)

The pharmacy school should have:
 A “smart classroom” (Q 3.1.1)
 Regular/scheduled facility inspection and maintenance services (Q 3.1.2)
Annotation
Smart classroom: A smart classroom is a traditional, lecture-style teaching space that has
available technological equipment that can be used to aid and enhance instruction of a course.
The traditional smart Classroom is equipped with the basic technology that will enable
students and/or teachers to connect their laptops to the video projector or to play a VHS
(virtual host storage) /DVD (digital video disk) movie. The new standard TEC (technology-
enhanced classroom) model includes:
 DVD/VHS combo
 RCA video and audio input
 Laptop VGA (video graphics array) and audio input
 Network connectivity
 Amplifier and speakers
 High-powered projector (3,000 lumens)
 Permanent projector screen (powered or pull-down)
3.2 OFFICE FOR STAFF
Basic Standards
The pharmacy school must have:
 A school dean/head office equipped with:
♦ Printer, scanner, photocopy machine, and duplicating machine (B 3.2.1)
♦ Fax and telephone (B 3.2.2)
♦ Conference (meeting) table with chairs (B 3.2.3)
 An office for teaching and administration staffs with adequate space (2.0 m2/person)
(B 3.2.4)
 The office for staff must be equipped with:
♦ Computers with Internet access for each teaching staff (B 3.2.5)
♦ Chairs and tables with drawers (B 3.2.6)
♦ File cabinet and bookshelf (B 3.2.7)
♦ Nearby toilets separate for males and females (1toilet for 20 instructors) (B 3.2.8)

 A regular maintenance schedule for office equipment (Q 3.2.1)
3.3 SKILLS DEVELOPMENT CENTER/LABORATORY

Basic Standards
 Have a laboratory to practice industrial pharmacy, pharmaceutical analysis and quality
control, dispensing/compounding, pharmacognosy, pharmacology and toxicology, and
clinical pharmacy practice (B 3.3.1)
 Ensure a learning environment that is safe for staff, students, patients, and is relevant to
their future careers (B 3.3.2)
 Ensue that each laboratory room has:
 Adequate space for skill demonstration, practice, and discussion (2.2 m2/student)
(B 3.3.3)
 An adequate supply of functional laboratory equipment to learn essential competencies
(with the ratio of one piece of equipment for six students in each lab session) (B 3.3.4)
(see Annex I)
 Adequate supplies and chemicals as listed in the respective lab manuals (B 3.3.5)
 A dedicated office (B 3.3.6)
 Safety manuals, posted safety precautions, a fire extinguisher and an emergency shower,
and infection prevention equipment (B 3.3.7)
 Uninterrupted water and power supply for each bench (B 3.3.8)
 An adequate number of movable chairs, tables for each station, a labeled shelf with locks,
dust bins in all the stations, and storage (B 3.3.9)
 Audiovisual aids including video sets (B 3.3.10)
 Adequate illumination and ventilation (B 3.3.11)
 Adequate and up-to-date learning materials (reference books, checklists for all skills,
standard operating procedures [SOPs], wall charts, posters, flow charts, electronic
learning resources) (see Annex II for a list of lab manuals) (B 3.3.12)
 A regular cleaning schedule and follow-up for the facility (B 3.3.13)

 Ensure that the skills lab is properly organized, and managed by a dedicated skills lab
manager (Q 3.3.1)
 Be accessible for students’ independent practice (Q 3.3.2)
 Have a system for tracking all materials and equipment after each practice (Q 3.3.3)
 Have a central research lab (core lab) where the staff and students undertake
pharmaceutical research activities (Q 3.3.4)
 Have a facility to house animals for the courses offered by the program and for research
(Q 3.3.5)
 Have a regular maintenance schedule for the laboratory facility and equipment (Q 3.3.6)
Annotation
A safe learning environment would include provision of necessary information; protection
from harmful substances, specimens and organisms; laboratory safety regulations; and safety
equipment.
3.4 PRACTICAL TRAINING FACILITIES/CLINICAL PRACTICE SITES

Basic Standards
 Define appropriate clinical/practicum site selection criteria that encompass but are not
limited to:
♦ Having an adequate client caseload and case mix as per the core competencies
(B 3.4.1)
♦ Having sufficient staff who are willing to be preceptors (B 3.4.2)
♦ A range of clinical practice sites (primary, secondary, tertiary levels) and specialized
research centers (B 3.4.3)
♦ A practice standard of practical training facilities that matches what is taught (B 3.4.4)
 Have a sufficient number and variety of practicum sites for mandatory and elective
pharmacy practice experiences, including sites for practice on:
♦ Pharmaceutical manufacturing and compounding (B 3.4.5)
♦ Regulatory affairs (B 3.4.6)
♦ Pharmacy administration and supply chain management (B 3.4.7)
♦ Clinical pharmacy services (B 3.4.8)
♦ Community pharmacy services (B 3.4.9)
♦ Hospital pharmacy services (B 3.4.10)
♦ Drug information services (B 3.4.11)
♦ Pharmaceutical marketing services (B 3.4.12)
♦ Pharmaceutical quality control services (B 3.4.13)
 Ensure the availability of necessary resources for giving the students adequate clinical
experience, including national service delivery guidelines, personal protective equipment,
learning tools (checklists, log books, SOPs), and other essential equipment (B 3.4.14)
 Ensure easy accessibility of clinical practice sites including transport facilities to distant
sites (B 3.4.15)

 Periodically assess the quality of sites and preceptors in light of achieving curricular
needs and identify potential additional sites when needed (Q 3.4.1)
 Discontinue relationships with the sites that do not maintain the preset quality criteria and
are unable to do so after implementation of a remediation plan (Q 3.4.2)
 Ensure that the clinical practice sites have discussion rooms (Q 3.4.3)
 Ensure that the clinical practice sites have a mini-library with essential reference books
and guidelines (Q 3.4.4)
 Use accredited clinical practice sites (Q 3.4.5)
3.5 IT FACILITIES
Basic Standards
 Ensure students have access to computer with Internet connectivity (one computer for
three students (B 3.5.1)
 Have electronic educational resources available (B 3.5.2)
 Formulate and implement a policy that addresses effective use and evaluation of
appropriate information and communication technology (ICT) for education (B 3.5.3)

 Have subscriptions to educational websites/resources for staff and students’ use (Q 3.5.1)
 Ensure that the IT center is accessible for student independent learning (outside of
working hours) (Q 3.5.2)
 Have regular/scheduled IT facility inspection and maintenance services (Q 3.5.3)
3.6 LIBRARY
Basic Standards
The pharmacy school must have access to a library with:
 A qualified librarian, an assistant, catalogue clerks, and other subordinates (B 3.6.1)
 A seating capacity to accommodate 25% of the total number of students at a time
(B 3.6.2)
 A separate reading room for instructors (B 3.6.3)
 A catalogue system (B 3.6.4)
 Adequate illumination and ventilation, and be free from sound pollution (B 3.6.5)
 A nearby functional toilet with a water supply (B 3.6.6)
 Signs posted for appropriate behaviors (silence, no food and drinks, no smoking)
(B 3.6.7)
 A schedule showing library working hours posted at the entry point (B 3.6.8)
 An adequate supply of recent textbooks (in a ratio of 1:5 students) and reference materials
(a ratio of 1:15 students) relevant to the courses taught (B 3.6.9) (see annex III)
 Access to up-to-date and peer-reviewed journals relevant to pharmacy practice (local and
international) (B 3.6.10)
 Copies of relevant and updated national service delivery guidelines and protocols on
priority health issues in the country (B 3.6.11) (see Annex V)

 Automated library system (system for recording and cataloging material and for ensuring
the security of materials) (Q 3.6.1)
 A system to take feedback from users and update its services on a regular basis (Q 3.6.2)
 24/7 access to services (Q 3.6.3)
Annotations
Catalogue system is a search and discovery tool that provides results from the library's online
and print collections in a single search. It includes titles of printed books, journals,
manuscripts, letters, and other material available at the library as well as links to the full text
of millions of journal articles, digital images of graphics/illustrations, and manuscripts.
Automated library system: Library automation is the application of ICTs to library operations
and services. The functions that may be automated are any or all of the following:
acquisition, cataloging, public access, indexing and abstracting, circulation, serials
management, and reference.
3.7 STUDENT AMENITIES
Basic Standards
The school/department must:
 Have an entity/unit responsible for student support, addressing academic, social,
financial, and personal needs (B 3.7.1)
 Ensure safe and adequate student facilities including lounges, catering, student housing (if
possible), and sports and recreational facilities (B 3.7.2)
 Allocate resources (budget, facilities, and qualified personnel) for student support
programs (B 3.7.3)
 Ensure the availability of a student clinic, counseling, and social support units at
institution level (B 3.7.4)
 Ensure that the different facilities on campus are accessible to students with disabilities
(B 3.7.5)

The school/department should have:
 Regular/scheduled facility inspection and maintenance services (Q 3.7.1)
 A student complex providing a variety of services (Q 3.7.2)
Annotation
Addressing social, financial, and personal needs would mean support in relation to social and
personal problems and events, health problems, and financial matters, and would include
access to health clinics, immunization programs, and health/disability insurance as well as
financial aid services in the form of bursaries, scholarships, and loans.
3.8 FINANCIAL RESOURCES

Basic Standard
The pharmacy school must
 Deploy financial resources to:
♦ Support all aspects of the goals, and strategic plan and ensure stability in the delivery
of the program (B 3.8.1)
♦ Allow effective faculty and support staff recruitment, retention, and development
(B 3.8.2)
♦ Maintain and improve physical facilities, equipment, and other educational and
research resources (B 3.8.3)
♦ Measure, record, analyze, document, and distribute assessment and evaluation
activities (B 3.8.4)
♦ Ensure experiential learning and preceptor support for smooth curriculum
implementation (B 3.8.5)
 Develop and maintain a broad base of financial support, including a program to acquire
extracurricular funds through endowment income, consultancy services, grants, provision
of continuing education, and other fundraising mechanisms (Q 3.8.1)
 Secure a budget for innovation in education, research, and other scholarly activities
(Q 3.8.2)
 Allocate an uncommitted reserve of finance/budget to address unexpected issues
(Q 3.8.3)
4. ACADEMIC STAFF, SUPPORT STAFF, AND
PRECEPTORS
4.1 STAFF RECRUITMENT, AND DEVELOPMENT AND RETENTION
POLICY/GUIDELINE
Basic Standards
 Ensure the existence of a clearly stated, appropriate, and effectively implemented policy
and procedure for recruitment and promotion of staff that outlines:
♦ The type, responsibilities, and balance of the academic staff of the basic biomedical
sciences, professional courses, and the behavioral and social sciences required to
deliver the curriculum adequately (B 4.1.1)
♦ The balance between staff teaching major and supportive courses, full-time and part-
time staff, and academic and non-academic staff (B 4.1.2)
♦ Equitable distribution of duties and responsibilities among the academic staff
(B 4.1.3)
♦ Promotion of staff to offices and academic ranks (B 4.1.4)
♦ Criteria for scientific, educational, and clinical merit, including the balance between
teaching, research, and service qualifications (B 4.1.5)
♦ The specific responsibilities its academic staff and mechanisms for monitoring them
(B 4.1.6)
 Ensure the existence of mechanisms and procedures for professional development and
career advancement of the academic staff such as advanced training, specialized courses,
pedagogical training, etc. (B 4.1.7)
 Have mechanisms to identify the human resource needs of the program and training needs
of the staff (B 4.1.8)
 Have a system for orienting and mentoring of new academic staff (B 4.1.9)
 Ensure that each instructor has a technical update in the field of instruction in the past 2
years with a minimum of 30 continuing education units (CEUs)/year (B 4.1.10)
 Have an evaluation system for academic staff performance that:
♦ Is carried out regularly using standardized formats that are regularly updated
(B 4.1.11)
♦ Is performed by academic staff themselves, students, peers, and the department head
(B 4.1.12)
♦ Is specific and enables timely provision of constructive feedback to instructors
(B 4.1.13)
♦ Has documented results to be used for decision-making and staff development
(B 4.1.14)
♦ Encompasses technical knowledge, communication skills, teamwork, and
attitudes/behavior (B 4.1.15)
 Formulate and implement a performance-based incentive system (based on performance
evaluation results) for the academic staff (Q 4.1.1)
 Develop and implement a staff retention policy (Q 4.1.2)
 In its policy for staff recruitment and selection, take into account criteria such as
relationship to its mission, including significant local issues (Q 4.1.3)
Annotation
Significant local issues would include gender, ethnicity, religion, language, and other items of
relevance to the school and the curriculum.
4.2 TEACHING STAFF

Basic Standards
 Implement a ratio of academic staff to students of 1:20 for classroom teaching (B 4.2.1)
 Ensure that the number of students assigned to skills labs and practical attachments is in
line with the specific profession requirements and local context (B 4.2.2)
 Require the following qualifications of the academic staff:
♦ Master’s Degree or above to teach major professional courses; in addition, he/she
must also have at least 2 years’ experience in the related field (B 4.2.3)
♦ Master’s Degree. or Bachelor’s Degree with at least 2 years’ working experience in a
related field for supportive and common courses (B 4.2.4)
♦ First degree and above for all instructors in the following distribution (Doctor of
Philosophy [PhD] 30%, Master’s 50%, and first degree 20% or less) (B 4.2.5)
 Implement a ratio of full-time and part-time teaching faculty of 3:2 (60% and 40%
respectively) (B 4.2.6)
 Assign one academic staff member designated to coordinate practical/clinical programs
that facilitate practical learning (B 4.2.7)
 Assign a skills lab coordinator with a Bachelor Degree in the specific profession (B 4.2.8)
 Ensure that each instructor has taken a course on teaching methodology that enables
him/her to teach and assess pharmacy students effectively (B 4.2.9)

 Implement a ratio of academic staff to students of 1:5 for practical teaching (Q 4.2.1)
 Require that all instructors (classroom, practical, and skill lab) should have masters and
above qualification (Q 4.2.2)
 Ensure that instructors are involved in providing community services, preferably related
to their specialty (Q 4.2.3)
Annotation
Qualifications of academic staff would mean appropriateness of the high-level trainings
relevant to the course being taught. A school of pharmacy should have academic staff
members with the following qualifications to teach major/professional courses:
pharmaceutics/pharmacy technology, pharmacology, clinical pharmacy/pharmacy practice,
medicinal chemistry, pharmaceutical analysis, social pharmacy and
pharmacoepidemiology/pharmacy administration, and complementary medicine.
4.3 PRECEPTORS
Basic Standards
 Have a written guideline/criteria for selection of preceptors who are working at pharmacy
practice sites and providing service (B 4.3.1)
 Ensure that the preceptors:
♦ Are at least Bachelor of Pharmacy graduates with a minimum of 2 years of service in
the specific area; in clinical pharmacy practice sites, a specialist/medical practitioner
in the respective ward can be assigned as preceptor (B 4.3.2)
♦ Have a current license to practice pharmacy (B 4.3.3)
♦ Maintain competency by completing relevant CPD courses (30 CEUs per year)
(B 4.3.4)
♦ Have formal training for clinical teaching (B 4.3.5)
 Ensure that the preceptor-to-student ratio for the practice experience is sufficient to
provide individualized instruction, guidance, and supervision (B 4.3.6)

 Establish a mechanism to support preceptors’ continuing professional development as
educators and practitioners in line with their responsibilities in the program (Q 4.3.1)
 Implement incentive and recognition mechanisms for the preceptors (Q 4.3.2)
Annotations
Preceptors refers to qualified pharmacists and/or clinicians who are working on a full-time
basis in the respective experiential practice sites and have signed a formal agreement with the
higher education institutions to coach the students.
Guideline for selection of preceptors should include criteria such as desire to teach; having
adequate time, teaching skills and excellent communication skills; and having a clearly
documented role and responsibilities.
5. STUDENT ADMISSION AND SUPPORT
SERVICES
5.1 STUDENT ADMISSION AND SELECTION
Basic Standards
 Have a written policy/guideline/document for student admission and selection that
specifies:
♦ Rationale, process of student selection, and minimum acceptance criteria/admission
requirement according to the curriculum (B 5.1.1)
♦ Course/credit exemption, course waiver (credits transfer), and substitution for non-
generic students (B 5.1.2)
♦ Existence of an entity responsible for student selection and admission that ensures
transparency and fairness (B 5.1.3)
♦ The process for transfer of students from other programs and institutions (B 5.1.4)
♦ The process and criteria of selection of students with specials needs and from
underserved populations (B 5.1.5)
♦ The size of student intake in relation to its capacity and resource at all stages of the
program (B 5.1.6)
♦ A system for appeal for admission decisions (B 5.1.7)
 Ensure that the admission policy/guideline is in line with the institutional and national
requirements (B 5.1.8)
 Ensure that student selection and admission process is transparent, free from
discrimination, and in accordance with institutional polices and all applicable codes of
laws (B 5.1.9)
 Be represented on the screening and selection committee/entity of the institution
(B 5.1.10)
 Publish and disseminate to its constituency the admission policy and mechanism
(B 5.1.11)

 State the relationship between selection, the mission of the school, the educational
program, and desired qualities of graduates (Q 5.1.1)
 Have a mechanism to assess the pre-entry knowledge, skill, and motivation of the
applicants to be pharmacists, and use the result for selection of students (such as entrance
exams and interviews, pre-exposure of the applicants to the actual professional practice,
etc.) (Q 5.1.2)
 Have a system for student mobility, exchanges, and transfers, internationally (Q 5.1.3)
 Periodically review the admission policy/guideline and student intake in line with
academic success of the students and the needs of the society in consultation with other
relevant stakeholders and regulate it to the health needs of the community and society
(Q 5.1.4)
Annotations
Admission policy would imply adherence to possible national regulation as well as
adjustments to local circumstances. If the pharmacy school does not control the admission
policy, it would demonstrate responsibility by explaining relationships and drawing attention
to consequences, e.g., imbalance between intake and teaching capacity.
Admission criteria should include interest, pre-requisite knowledge and skills, background
education, physical fitness, national exam grade requirements, and criteria for upgrading
student selection.
The health needs of the society would include consideration of intake according to gender,
ethnicity, and other social requirements (socio-cultural and linguistic characteristics of the
population), including the potential need for a special recruitment, admission, and induction
policy for underprivileged students and minorities.
5.2 STUDENT SUPPORT SYSTEMS

Basic Standards
 Ensure that pharmacy students have access to the following services:
♦ Counseling on academic, health, and social issues that could otherwise affect their
success in the program (B 5.2.1)
♦ Student support addressing academic (e.g., remedial support, peer-assisted learning),
social, and financial needs (B 5.2.2)
♦ Access to basic 24/7 clinic services (B 5.2.3)
 Have a mechanism for students to appeal on matters related to student support services
(B 5.2.4)
 Ensure that new students are effectively oriented about the program, academic rules and
regulations, and the student support systems (B 5.2.5)
 Ensure support to extracurricular activities like student associations for sport, gender, and
HIV (B 5.2.6)

 Provide career guidance and advice on progression after completing the program
(Q 5.2.1)
 Have a system/mechanism to evaluate and ensure the adequacy, effectiveness, and safety
of the available student support services (Q 5.2.2)
 Ensure that pharmacy students have a student handbook that clearly indicates:
♦ Student support systems and how to access them (Q 5.2.3)
♦ Rights, responsibilities, and obligations of students in the school (Q 5.2.4)
♦ School profile: brief history, organizational structure, etc. (Q 5.2.5)
 Support establishment of charity clubs (Q 5.2.6)
Annotations
Academic counseling would include questions related to choice of electives, clerkship
trainings, postgraduate specializations, and career guidance. Organization of the counseling
would include appointing academic mentors for individual students or small groups of
students.
Addressing social, financial, and personal needs would mean support in relation to social and
personal problems and events, health problems, and financial matters, and would include
access to health clinics, immunization programs, and health/disability insurance as well as
financial aid services in forms of bursaries, scholarships, and loans.
5.3 STUDENT REPRESENTATION

Basic Standard
 Formulate and implement a policy that ensures participation of student representatives
and appropriate participation in the design, management, and evaluation of the
curriculum, and in other matters relevant to students (B 5.3.1)

 Encourage and facilitate student activities and student organizations (Q 5.3.1)
Annotations
Participation of student representatives would include student self-governance and
representation on the curriculum committee, other educational committees’ scientific and
other relevant bodies, as well as social activities and local health care projects.
To facilitate student activities would include consideration of providing technical and

financial support to student organizations.
6. PROGRAM RELEVANCE AND CURRICULUM
6.1 PROGRAM RELEVANCE
Basic Standards
The program must:
 Identify and address national health priorities, the needs of the society, the present and
emerging role of the practitioner, and professional and legal requirements for practice
(B 6.1.1)
 Be consistent with a basic scientific foundation (B 6.2.2)

 Conduct a need/market assessment, in consultation with key stakeholders and
international trends, to ensure that it addresses the priority health care needs of the society
(Q 6.1.1)
 Ensure that the program is consistent with international standards of the profession
(Q 6.1.2)
6.2. CURRICULUM MODEL AND INSTRUCTIONAL METHODS

Basic Standards
 Clearly define the curriculum model that enables the students to achieve the graduate
competencies (B 6.2.1)
 Clearly state the instructional and learning methods employed in the curriculum based on
contemporary education principles (B 6.2.2)

 Organize the curriculum around sets of functions/competencies (competency-based) and
oriented to professional practice, based on the future occupational practice of graduates
(Q 6.2.1)
 Periodically review the curriculum to address societal needs and international
developments in pharmaceutical practice (Q 6.2.2)
 Ensure that the curriculum has instructional methods that foster the ability of students to
participate in scientific development and innovations (Q 6.2.3)
Annotations
Curriculum refers to the educational program and includes a statement of the intended
educational outcomes, the content/syllabus, and experiences and processes of the program,
including a description of the structure of the planned instructional and learning methods and
assessment methods. The curriculum should set out what knowledge, skills, and attitudes the
student will achieve.
Curriculum models would include models based on disciplines, organ systems, clinical
problems/tasks, or disease patterns as well as models based on modular or spiral design.
Instructional methods encompass lectures, small-group teaching, problem-based or case-

based learning, peer-assisted learning, practical, laboratory exercises, bedside teaching,
demonstrations, skills training in the laboratory, field exercises in the community, and web-
based instruction.
Contemporary educational principles would mean principles that:

 Stimulate, prepare, and support students to take responsibility for their learning
 Are student-centered and promote self-learning
 Prepare students to be professionals as well as lifelong learners
6.3. SCIENTIFIC METHODS

Basic Standards
The pharmacy school must, throughout the curriculum, teach:
 The principles of scientific method, including analytical and critical thinking (B 6.3.1)
 Pharmaceutical research methods (B 6.3.2)
 Evidence-based medicine (B 6.3.3)

 The pharmacy school should include in the curriculum elements of original or advanced
research and ensure students engage in research activities (Q 6.3.1)
Annotations
To teach the principles of scientific method, medical research methods, and evidence-based
medicine requires scientific competencies of teachers. This training would be a compulsory
part of the curriculum and would include that pharmacy students conduct or participate in
minor research projects.
Elements of original or advanced research would include obligatory or elective analytic and
experimental studies, thereby fostering the ability to participate in the scientific development
of pharmacy as professionals and colleagues.
6.4. BASIC BIOMEDICAL SCIENCES

Basic Standard
 The pharmacy school must identify and incorporate in the curriculum:
♦ The contributions of the biomedical sciences to create understanding of the scientific
knowledge (B 6.4.1)
♦ Concepts and methods fundamental to application in pharmaceutical practice
(B 6.4.2)
 The pharmacy school should adjust and modify in the curriculum the contributions of the
biomedical sciences to the:
♦ Scientific, technological, and clinical developments (Q 6.4.1)
♦ Current and anticipated needs of the society and the health care system (Q 6.4.2)
Annotation
The basic biomedical sciences would include anatomy, biochemistry, physiology,
immunology, microbiology (including bacteriology, parasitology and virology), pathology or
pathophysiology and pharmacology.
6.5. BEHAVIORAL AND SOCIAL SCIENCES

Basic Standard
 Identify and incorporate in the curriculum the contributions of the behavioral sciences and
social sciences, and professional ethics that enable effective communication, program-
specific decision-making, and ethical practices (B 6.5.1)

 In the curriculum, the pharmacy school should adjust and modify the contributions of the
behavioral and social sciences as well as medical ethics to:
♦ The current and anticipated needs of the society and the health care system (Q 6.5.2)
♦ The changing demographic and cultural contexts (Q 6.5.3)
Annotations
Behavioral and social sciences would—depending on local needs, interests, and traditions—
include biostatistics, community medicine, epidemiology, global health, anthropology,
psychology, sociology, public health, and social medicine.
Professional ethics deals with moral issues in pharmaceutical practice such as values, rights,
and responsibilities related to pharmacist behavior and decision-making.
6.6. PHARMACEUTICAL SCIENCES AND SKILLS

Basic Standards
 Identify and incorporate professional pharmaceutical courses in the curriculum to ensure
that students acquire sufficient knowledge and professional skills to assume responsibility
after graduation (B 6.6.1)
 Ensure that a reasonable part of the program is spent in practicing the essential skills for
pharmacy practice in relevant settings (B 6.6.2)
 Specify the amount of time spent in training in major professional courses (B 6.6.3)
 Adjust and modify In the curriculum the contributions of the professional pharmaceutical
courses to:
♦ The current and anticipated needs of the society and the health care system (Q 6.6.2)
 Structure the different components of the professional skills training according to stages
of the study program and in a manner that ensures early exposure of students to practice
(Q 6.6.3)
Annotations
Professional pharmaceutical courses include pharmaceutical or medicinal chemistry, basic
pharmaceutics, biopharmaceutics, pharmacokinetics, pharmacognosy or natural products,
pharmacology, clinical pharmacology, therapeutics, and pharmacy administration (i.e., health
care economics, practice management, communications, laws and ethical principles
pertaining to practice, and the social and behavioral sciences in pharmacy).
A reasonable part would mean about one-third of the program.
Essential skills for pharmacy practice: Graduates from the pharmacy program must have an
interest in health and a desire to assist individuals, groups, and populations in improving and
enhancing health status, through the effective management of drug and other therapies. In
addition, they need information-gathering skills, critical thinking, cognitive skills, and
psychomotor skills. They must also demonstrate emotional health required for full use of
their intellectual abilities, in the context of the physical, emotional, and mental demands of
the program.
6.7. CURRICULUM STRUCTURE, COMPOSITION, AND DURATION

Basic Standards
 Describe the content, extent, and sequencing of courses and other curricular elements to
ensure appropriate coordination between biomedical, behavioral, social, and professional
subjects (B 6.7.1)
 Clearly define the balance between theory and practice (at least one-third of the training
time is dedicated to practical teaching) (B 6.7.2)
 Ensure that the total duration of training, credit hours per semester, and durations of
practical attachments are clearly defined and consistent with the national standards
(B 6.7.3)

The pharmacy school should, in the curriculum:
 Ensure horizontal integration of associated sciences, disciplines, and subjects (Q 6.7.1)
 Ensure vertical integration of the professional sciences with the biomedical and the
behavioral and social sciences (Q 6.7.2)
 Allow optional (elective) content and define the balance between the core and optional
content as part of the educational program (Q 6.7.3)
 Define inter-professional educational opportunities (Q 6.7.4)
 Ensure early and longitudinal exposure of students to a variety of practice sites and
community-based practices (Q 6.7.5)
 Describe the interface with complementary pharmacy practice (Q 6.7.6)
Annotations
Horizontal integration outlines the relationship between subjects taught at the same level of
the program. This is demonstrated by parallel delivery of fundamental chemistry and quality
by design, which then supports understanding of pharmaceutics. The student is learning about
the structure of materials and thus the specific chemical characteristics, which ultimately lend
the desirable physical characteristics needed to design quality in to pharmaceutical products.
Vertical integration describes the process of taking information used at any one level and
extending that through other levels of the program. It can also be used to articulate the
relationship between fundamental, discipline-specific knowledge and professional practice.
Core and optional (elective) content refers to a curriculum model with a combination of
compulsory elements and electives or special options.
Inter-professional educational opportunities refers to occasions when students from two or

more health professions learn together during all or part of their professional training, with
the object of cultivating collaborative practice for providing client- or patient-centered health
care.
Complementary pharmacy would include unorthodox, traditional, or alternative pharmacy

practices.
6.8 PROGRAM MANAGEMENT

Basic Standards
 Have a functional curriculum committee under the education development center, which
has the responsibility and authority for designing, implementing, and reviewing the
curriculum to achieve its intended educational outcomes (B 6.8.1)
 In its curriculum committee, ensure representation of students and staff from all
units/course teams of the school/department (B 6.8.2)
 Periodically review and update the curriculum at appropriate intervals and based on
emerging evidence and the needs of the society, students’ performance assessment
results, and feedback from students and other stakeholders (B 6.8.3)
 Communicate and ensure that the curriculum is available to staff, students, and other
stakeholders (B 6.8.4)
 Prepare and implement an academic calendar that indicates dates of registration, course
adds/drops, practical attachments, final exams, class ends, vacation, graduation, and other
major events (B 6.8.5)
 Ensure that the average time for graduation is in line with the program standard (5 years
for regular and at least 6 years for evening programs, with the final year totally dedicated
to clerkship) (B 6.8.6)

 Plan and implement innovations in the curriculum by its curriculum committee (Q 6.8.1)
 Ensure representation of other stakeholders on the curriculum committee (Q 6.8.2)
6.9 LINKAGE WITH PHARMACEUTICAL PRACTICE AND THE HEALTH

SECTOR
Basic Standard
 Ensure operational linkage between the educational program and the subsequent stages of
training or practice after graduation (B 6.9.1)

 Ensure that the curriculum committee seeks input from the environment in which
graduates will be expected to work, and modify the program accordingly (Q 6.9.1)
 Considers program modification in response to opinions in the community and society
(Q 6.9.2)
Annotations
The operational linkage implies identifying health problems and defining required
educational outcomes. This requires clear definition and description of the elements of the
educational programs and their interrelations in the various stages of training and practice,
paying attention to the local, national, regional, and global context. It would include mutual
feedback to and from the health sector and participation of teachers and students in activities
of the health team. Operational linkage also implies constructive dialogue with potential
employers of the graduates as a basis for career guidance.
Subsequent stages of training would include postgraduate training and continuing

professional development (CPD).
7. TEACHING-LEARNING AND ASSESSMENT
7.1 TEACHING-LEARNING
Basic Standards
 Use contemporary teaching principles that stimulate, prepare, and support students to take
responsibility for their learning including active learning methods, a student-centered
approach, demonstration and facilitative practice in the classroom, skills lab, clinical, and
community practice setting (B 7.1.1)
 Ensure that instructors devote much of the time to work with students individually or in
small groups to guide learners, facilitate learning, and evaluate each student’s
performance and provide timely feedback (B 7.1.2)
 Ensure that instructors effectively plan and prepare for teaching (B 7.1.3)
 Ensure that instructors use appropriate and relevant educational materials including
national service delivery guidelines (B 7.1.4)
 Ensure the acquisition of knowledge, skills, and attitudes (KSA) for core competencies
(B 7.1.5)
 Ensure that each course/module instructor provides a standardized syllabus for the course
on the first day class and thoroughly discusses it with the students (B 7.1.6)
 Ensure that instructors use a session plan that contains session objectives, an outline of
key points, questions, and other group activities, with needed materials for the students
(B 7.1.7)
 Ensure that instructors identify and inform students about resources for in-depth reading
on the session (B 7.1.8)
 Ensure that educational materials used during classroom and practical teaching are/have:
♦ A content that agrees with the learning outcomes (content must be mapped with the
learning outcomes) (B 7.1.9)
♦ Up-to-date, factual, and technically correct (B 7.1.10)
♦ Regularly revised (B 7.1.11)
 Ensure that instructors announce and use consultation hours to work with students
individually or in small groups and support student learning (B 7.1.12)
 Prepare and implement a schedule for clinical practice/practical attachments (B 7.1.13)
 Have a mechanism to monitor and evaluate the teaching-learning process by instructors,
preceptors, and students and use the results/feedback to improve learning (B 7.1.14)

 Clearly define in the curriculum and demonstrate use of learning methods that may
include:
♦ Peer-assisted learning (Q 7.1.1)
♦ Problem/case-based learning (Q 7.1.2)
♦ Reflective learning using a portfolio (Q 7.1.3)
♦ Web-based instruction (Q 7.1.4)
♦ Field exercises in the community (community-based activities) (Q 7.1.5)
 Offer students the opportunity for an early immersion and longitudinal exposure to
clinical/practical experience and community-based learning under supervision of senior
professionals (Q 7.1.6)
Annotations
Standardized syllabus is a document that contains all the basic information about the course.
It should contain the course name and description, objectives, course logistics, teaching and
assessment methods, course schedule that indicates the learning activities of each week/date,
exam and assignment due dates, reading materials, course policy, grading system, and name
and contact address of the course instructor.
Educational materials include handouts, textbooks, reference books, electronic learning

media, and learning tools (SOPS, checklists, charts).
Schedule for clinical practice would mean a program that clearly indicates duration of
attachment, names of students at each site, names of supervisors and preceptors for each
group, rotation system, case presentation dates, and schedule of major activities. It should be
prepared in consultation with the practice sites and communicated to supervisors, preceptors,
and students before deployment.
Peer-assisted learning can be defined as the acquisition of knowledge and skill through
active help and support among individuals of equal status or matched companions.
Problem/case-based learning is a teaching strategy in which students use “triggers” from the
problem case or scenario to define their own learning objectives. Subsequently, they do
independent, self-directed study before returning to the group to discuss and refine their
acquired knowledge.
Reflective portfolio is defined as the collection of evidence that attests to achievement as well
as personal and professional development through a critical analysis and reflection of its
contents.
Web-based instruction is anywhere, anytime instruction delivered over the Internet or a

corporate intranet to browser-equipped learners.
7.2 ASSESSMENT
Basic Standards
 Have assessment policies/guideline that clearly defines:
♦ A range of assessment methods used for formative and summative evaluation
(B 7.2.1)
♦ The frequency and timing of exams (B 7.2.2)
♦ Criteria for setting pass marks (B 7.2.3)
♦ Grading, promotion, repetition, dismissal and re-admission, and number of allowed
retakes (B 7.2.4)
♦ A system for appeal for assessment results (B 7.2.5)
♦ The quality assurance process for assessment practices (B 7.2.6)
 Use a variety of methods for both knowledge and performance assessment:
♦ At least two of the following methods are used for knowledge assessment: oral exam,
written exams (multiple-choice questions, essay, short answer), assignments, project
works, case presentations, and seminars (B 7.2.7)
♦ At least one of the following methods is used for performance assessment: structured
observation, review of the portfolio, or evaluation of tasks performed by students
(B 7.2.8)
 Administer both formative and summative assessment on a continuous basis and make
sure that:
♦ The final exam of each course is comprehensive and accounts for not more than 40%
of the total mark and the remaining is based on continuous assessment (B 7.2.9)
♦ Each instructor provides timely, specific, constructive, and positive feedback to students
on the basis of assessment results (B 7.2.10)
♦ A mechanism is in place to provide special support to students with poor performance
based on assessment results (B 7.2.11)
 Ensure confidentiality and security of student assessment processes and assessment
results/academic records (B 7.2.12)
 Ensure autonomy of the school and its academic staff in the management of student
assessment (B 7.2.13)

 Have an exam committee that ensures the validity and reliability of student assessment
by:
♦ Ensuring that each method of assessment and exam questions are prepared as per the
standard (Q 7.2.1)
♦ Supporting the staff to prepare a blueprint for each assessment to ensure that
assessment methods match the learning outcomes and cover all portions of the course
(Q 7.2.2)
 Support staff to conduct item analysis and use the result for decision-making (Q 7.2.3)
 Establish and run a functional exam bank (Q 7.2.4)
 Use the following methods for performance assessment:
♦ Objectively structured practical exam (Q 7.2.5)
♦ 360-degree evaluation (Q 7.2.6)
 Ensure that the majority (>50%) of written assessment items/questions test higher-order
cognitive domains (Q 7.2.7)
 Adjust the number and nature of examinations of curricular elements to encourage both
acquisition of the knowledge base and integrated learning (Q 7.2.8)
 Administer a comprehensive qualifying exam before students are deployed for
internship/clerkship to prepare them for the national licensure exam (Q 7.2.9)
Annotations
Formative and summative assessment: formative assessment is assessment used to improve
student learning and performance by giving feedback, while summative assessment is used to
decide if the student has to move to the next stage of learning. Both should be conducted on a
continual basis.
Higher-order cognitive domains include application, synthesis, and evaluation.
Portfolio is a collection of papers and other forms of evidence that learning has taken place. It
provides evidence for learning and progress toward learning objectives. Reflecting upon what
has been learned is an important part of constructing a portfolio.
Validity is the ability of an assessment to measure what it is supposed to measure. Validity is

not about the method but refers to the evidence presented to support or refute the meaning or
interpretation assigned to assessment results.
Reliability is the reproducibility or consistency or generalizability of assessment scores. An

assessment result is said to be reliable if students will get the same score if they re-take the
exam.
Blueprint is a clear, written recipe for an exam that ensures all content (knowledge, skills, and
attitude) is covered fairly and the test is a balanced sample of all the learning objectives that
students have to master.
Item analysis refers to a statistical technique that helps instructors identify the effectiveness
of their test items. In the development of quality assessment and specifically effective
multiple-choice test items, item analysis plays an important role in contributing to the fairness
of the test along with identifying content areas that may be problematic for students.
Objectively structured practical exam is a performance-based exam. During the exam,

students are observed and evaluated as they go through a series of eight or more stations. It
allows assessment of multiple competencies. It is objective, because examiners use a
checklist for evaluating the trainees; structured, because every student sees the same problem
and performs the same tasks in the same time frame; and Practical, because the tasks are
representative of those faced in real, practical situations.
360-degree evaluation consists of measurement tools completed by multiple people in a

student’s sphere of influence. Evaluators usually are faculty, other members of the health care
team, peers, patients, families, and community members. It can be used to assess
interpersonal and communication skills, teamwork ability, management skills, decision-
making professional behaviors, and some aspects of patient care.
Encouragement of integrated learning would include consideration of using integrated

assessment, while ensuring reasonable tests of knowledge of individual disciplines or subject
areas.
8. STUDENT PROGRESSION AND GRADUATE
OUTCOMES
Basic Standards
 Have a mechanism to monitor student performance and progress regularly (B 8.0.1)
 Trace level of and reasons for student attrition and take actions to minimize it (B 8.0.2)
 Ensure that the final qualifications achieved by the graduates are in line with the
formulated and expected learning outcomes of the program (B 8.0.3)

 Have a system to link the program and potential employers and facilitate graduate
employment (Q 8.0.1)
 Have a mechanism to trace employability, performance at the workplace, and satisfaction
of its graduates/employers and use the findings to influence the curriculum (Q 8.0.2)
 Implement strategies and programs to broaden the professional horizons of students and
enhance their performance in areas such as scientific inquiry, scholarly concern for the
profession, and the relevance and value of research through:
♦ Inviting guest lecturers (Q 8.0.3)
♦ Participating in curricular and extracurricular activities (Q 8.0.4)
♦ Arranging panel discussions with senior experts in different areas of pharmacy
practice (Q 8.0.5)
♦ Supporting students and academic staff to participate in national and international
scientific conferences (Q 8.0.6)
♦ Organizing white coat ceremonies that welcome students into the profession of
pharmacy (Q 8.0.7)
9. CONTINUAL QUALITY ASSURANCE
Basic Standards
 Have a functional internal quality assurance unit leading the quality assurance system
with clearly defined duties/responsibilities and lines of communication (B 9.0.1)
 Allocate a budget to the quality assurance unit to carry out responsibilities (B 9.0.2)
 Assign a qualified person to lead the unit (minimum of 2 years of teaching experience,
training in educational quality assurance, and training in teaching and assessment of
health care providers) (B 9.0.3)
 Conduct quality assessment using the internal quality standard tool (at least annually),
and develop and implement clear strategies/work plans to fill the gaps identified (B 9.0.4)
 Have a system for regular curriculum evaluation and review (at least every 5 years)
(B 9.0.5)
 Seek external quality audit and verification by HERQA or peer institutions and work on
the recommendations given to ensure continual quality (B 9.0.6)

 Have a well-organized, functional, and vibrant internal quality assurance unit that is
responsible for monitoring and evaluation of input, process, output, and impact of the
educational program (Q 9.0.1)
 Systematically seek, analyze, and respond to teacher and student feedback (Collect
student and instructor comments using a structured questionnaire or suggestion book, take
corrective action, and document) (Q 9.0.2)
 Conduct external verification by peer institutions/schools every 2 years (Q 9.0.3)
 Conduct review meetings with representatives from practice sites, industries, and
professional bodies annually to evaluate the effectiveness of learning experiences
(Q 9.0.4)
 Develop the structure, governance and management of the organization to cope with
changing circumstances and needs and, over time, accommodate the interests of the
different groups of stakeholders (Q 9.0.5)
10. RESEARCH AND DEVELOPMENT, AND
EDUCATIONAL EXCHANGES
Basic Standards
 Formulate and implement a staff development policy that allows a balance of capacity
between teaching, research, and service functions (B 10.0.1)
 Have a clearly set research agenda for academic staff as well as students in line with the
country’s priority health care and developmental needs (B 10.0.2)
 Allocate a sufficient budget and facility to support research and staff exchange (B 10.0.3)
 Ensure that each academic staff member as a member of research team undertakes
research and publishes one article in national/international journals at least every 2 years
(B 10.0.4)
 Ensure that the research findings of the school are used to improve learning, community
services, and program and professional development (B 10.0.5)
 Allocate a budget for students’ research/directed studies (for transportation, data
collection, chemical/reagent purchase, stationery) (B 10.0.6)

 Have thematic research areas in line with the country’s priority health care and
developmental needs (Q 10.0.1)
 Ensure that each academic staff member as a part of a research team undertakes research
and publishes at least one article in a reputable journal every year (Q 10.0.2)
 Formulate and implement a policy for national and international collaboration with other
educational institutions, industries, and research centers (Q 10.0.3)
 Facilitate regional and international exchange of staff and students by providing
appropriate resources, and ensure that the exchange is purposefully organized, taking into
account the needs of staff and students (Q 10.0.4)
 Support active participation of staff in relevant professional conferences, seminars,
workshops, and other academic activities at national and international levels so as to
improve education and research (Q 10.0.5)
ANNEX 1: LIST AND NUMBER OF LABORATORY
EQUIPMENT/APPARATUS
Pharmaceutical Analysis and Pharmacognosy
No. Equipment/Apparatus Quantity/Volume Description
1 Analytical balance At least 2 Digital or manual
2 Water bath 1
3 Water distiller 1
4 Titration set-up At least 4
Ultra-violet-visible
5 spectrometry (UV-VIS) 1 Single beam
spectrophotometer
Thin-layer plates and
6 At least 2
chambers
7 Distillation apparatus At least 2
8 Soxhlet apparatus At least 2
9 Conical flasks at least 10 of each 50 ml/100 ml/250 ml/1,000 ml/2,000 ml
10 Beakers of different size At least 10 of each 50 ml/100 ml/250 ml
Measuring cylinder of
11 At least 10 of each 50 ml/100 ml/250 ml/1,000 ml
different size
12 Volumetric flasks At least 2 of each 50 ml/100 ml/250 ml/1,000 ml
13 Thermostatic oven 1
14 Hot plates 2
15 pH meter 2
16 Filter papers Different pore size
17 Funnels 8 Different size
18 Iodine flask 2
19 Thermometer 5
20 Test tube rack 1
21 Refrigerator 1
Pharmacology
No. Equipment/apparatus Quantity/Volume Description
1 Animal glass cages 1
2 Glucometer 1
3 Analgesiometer 1
4 Clinical thermometers 5
5 Refrigerator 1
6 Microscopes 5
7 Spectrophotometer
8 Rota vapor 1
9 Analytical balance 1
Integrated Physical Pharmacy and Pharmaceutics/Industrial Pharmacy
No. Equipment/Apparatus Quantity Description
At least 5 each of porcelain/glass; 125 ml/250 ml
1 Mortar and pestle
different material and size
2 Ointment tile At least 5
3 Funnel At least 5
4 Spatula At least 5 each stainless steel; flexible rigid
5 Evaporating dish At least 5 each porcelain/glass
6 Beakers At least 5 each 50 ml/100 ml/250 ml
7 Measuring cylinder At least 5 each 10 ml/50 ml/100 ml
8 Conical flasks At least 5 each 50 ml/100 ml/250 ml
9 Suppository molds At least 5 each 1 g/2 g/4 g
10 Glass rods 10
11 Thermometers 5
12 Balance 5 triple beam or digital
13 Water bath 2 thermo-stated
14 Hot plate 2
15 Refrigerator 1
16 Hot air oven 1
17 Burettes with stand 5 50 ml
18 Pipettes At least 5 each 1 ml/2 ml/10 ml
19 Volumetric Flasks At least 2 of each 50 ml/ 100 ml/ 250 ml
20 Erlenmeyer flask 5 100 ml
21 Test tubes 50
22 Test tube rack 5
23 pHmeter 2
24 Viscometer 1 of each Ostwald/rotational
1 each for stated Particle size analysis + 180µm/
25 Sieve, different mesh sizes
purposes 250µm for compounding
26 Microscope with stage micrometer 1
27 Dissolution apparatus 1
28 Disintegration apparatus 1
29 Tablet machine 1
30 Hardness tester 1
31 Friability tester 1
32 Granulator 1
33 Capsule filling equipment 1
34 Ointment filling equipment 1
35 Liquid filling equipment 1
36 Water distiller 1
37 Ointment jars 15 Different sizes
38 Bottles 15 each 50 ml/100 ml
ANNEX II: LIST OF LABORATORY MANUALS
FOR BACHELOR OF PHARMACY PROGRAM
No. Manuals
1 Lab manuals for pharmaceutical analysis I and II, each having at least 12 experiments
2 Lab manuals for pharmacognosy having at least 12 experiments
3 Laboratory manuals for integrated physical pharmacy and pharmaceutics I and II, each having at
least 12 experiments
4 Practical manuals for industrial pharmacy, each having at least 6 experiments and at least 3 visits
to pharmaceutical industries manufacturing different types of products
5 Lab manual for pharmacological experiments each having at least 8 experiments
ANNEX III: LIST OF TEXTBOOKS AND
REFERENCE BOOKS FOR BACHELOR OF
PHARMACY PROGRAM
A. REFERENCE BOOKS REQUIRED FOR THE PROGRAM
List of Reference Books Required for the Year of
No. Course List
Course Publication
• United States Pharmacopoeia (USP)
• British Pharmacopoeia (BP)
• Connors (A Textbook of Pharmaceutical Most recent
1 Pharmaceutical Analysis
Analysis) edition
• Scherimer RE. (Modern Methods of
Pharmaceutical Analysis)
• Wilson-Gisvold-Doerge (Textbook of Organic
Medicinal Chemistry and Pharmaceutical
Most recent
2 Medicinal Chemistry Chemistry)
edition
• Abraham DJ. (Burgers’s Medicinal Chemistry
and Drug Discovery)
• Ali M. (Text Book of Pharmacognosy)
Most recent
3 Pharmacognosy • Wallis (Text Book of Pharmacognosy and
edition
Phytochemistry)
• Carter (Biologically Active Natural Products)
Chemistry of Natural Most recent
4 • The Organic Chemistry of Biological Pathways
Products edition
(McMurry)
• Goodman and Gillman Pharmacological Basis of
Most recent
5 Pharmacology Therapeutics
edition l
• Katzung Basic and Clinical Pharmacology
• Koda Applied Therapeutics, and
Most recent
6 Pharmaco-therapeutics • Any therapeutic and clinical pharmacy book and
edition
any pharmacology book
• Casarett and Doull’s Toxicology, and Most recent
7 Applied Toxicology
• Any toxicology book edition
• Ansel’s Pharmaceutical Dosage Forms and Drug
Delivery Systems
Integrated Physical • Physic-Chemical Principles of Pharmacy
Most recent
8 Pharmacy and (Atwood)
edition
Pharmaceutics • Development and Formulation of Veterinary
Dosage Forms (Hardee and Baggot)
• Breuer. Cosmetic Science
• Pharmaceutics: The Science of Dosage Form
Design (Aulton)
Most recent
9 Industrial Pharmacy • Handbook of Pharmaceutical Excipients (Kibbe)
edition
• Merck Index: An Encyclopedia of Chemicals,
Drugs, & Biologicals (O’Neill)
Most recent
10 Pharmaceutical calculation • Pharmaceutical Calculations (Zatz and Teixeira)
edition
• Applied Biopharmaceutics and Pharmacokinetics
Biopharmaceutics and (Shargel) Most recent
11
Clinical Pharmacokinetics • Biopharmaceutics and Clinical Pharmacokinetics edition
(Notari)
Medical Supplies Equipment • Medical Supplies and Laboratory Reagents Most recent
12
and Reagents (Pharmaceuticals Fund and Supply Agency) edition
List of Reference Books Required for the Year of
No. Course List
Course Publication
Immunological and Most recent
13 • Pharmaceutical Microbiology (Hugo Russell)
Biological Products edition
• Pharmaceutical Process Validation (Nash)
Most recent
14 Manufacturing • Good Manufacturing Practices for
edition
Pharmaceuticals (Willig)
• Food, Medicine and Health Care Administration
and Control Authority Legislation and Most recent
15 Pharmacy Law and Ethics
Regulation edition
• EPA Code of Ethics
• Remington Pharmaceutical Sciences Most recent
16 Introduction to Pharmacy
• Developing Pharmacy Practice (WHO/FIP) edition
Communications in Most recent
17 • Communication Skills for Pharmacists (Berger)
Pharmacy Practice edition
• Pharmacy Management – Essentials for All
Practice Settings (Desselle and Zgarrick) Most recent
18 Drug Supply Management
• Principles of Accounting edition
• National Drug and Health Policies of Ethiopia
• Prevention Effectiveness: A Guide to Decision
Analysis and Economic Evaluation (Haddix et
Introduction to Most recent
19 al.)
Pharmacoeconomics edition
• Methods for the Economic Evaluation of Health
Care Programs (Drummond)
• Pharmacoepidemiology: Principles and Practice
Introduction to Most recent
20 (Waning and Montagne)
Pharmacoepidemiology edition
• Pharmacovigilance from A to Z (Cobert)
• Hospital Pharmacy (Stephens)
• Updated standards for different levels of health Most recent
21 Pharmacy Practice
facilities and the different pharmacy practice edition
areas
Biostatistics and Most recent
22 • Epidemiology (Gordis)
Epidemiology edition
Health service management Most recent
23 • Any book on health services management
and policies edition
• Any book on research methods (qualitative and Most recent
24 Research Methods
quantitative aspects) edition
• Chemistry of Organic Natural Products
Fundamentals of Organic Most recent
25 (Agarwal)
Chemistry edition
• Organic Chemistry (Morrison and Boyd)
• Deja Review Microbiology & Immunology
Microbiology, immunology Most recent
26 • Any other relevant on microbiology,
and parasitology edition
immunology, and parasitology
• Human Physiology and Mechanisms of Disease
Most recent
27 Physiology (Guyton)
edition
• Guyton & Hall Physiology Review
Most recent
28 Anatomy & Histology • Any relevant book
edition
• Modern Nutrition in Health & Disease (Shils) Most recent
29 Nutrition
• Krause’s Food, Nutrition and Diet Therapy edition
B. TEXTBOOKS REQUIRED TO RUN THE PROGRAM
Year of
No. Course List List of Textbooks Required for the Course
Publication
• Beckett AH and Stenlake JB. (Practical
Pharmaceutical Chemistry, Parts I & II)
Most recent
1 Pharmaceutical Analysis • Watson DG. (Pharmaceutical Analysis, A Text
edition
Book for Pharmacy Students and
Pharmaceutical Chemists)
• Foye WO, Lemke TL, and Williams DA.
(Principles of Medicinal Chemistry) Most recent
2 Medicinal Chemistry
• Patrick GL. (An Introduction to Medicinal edition
Chemistry)
• Trease GE and Evans WC. (Pharmacognosy) Most recent for
3 Pharmacognosy
• Tyler (Pharmacognosy) all
Most recent
4 Phytochemistry • Tandon VI. (Chemistry of Natural Products)
edition
Complementary and
5 • No specific books
Alternative Medicine
Most recent
6 Pharmacology • Rang and Dale Pharmacology
edition
Most recent
7 Pharmaco-Therapeutics • Dipiro Pharmacotherapy
edition
Most recent
8 Applied Toxicology • Timbrel Introduction to Toxicology
edition
9 Pharmacogenetics • No specific books
• Martin’s Physical Pharmacy and Pharmaceutical
Integrated Physical Pharmacy Sciences Most recent
10
and Pharmaceutics • Pharmaceutical Compounding and Dispensing edition
(Wilson)
• Pharmaceutical Process Engineering Most recent
11 Industrial Pharmacy
• Lachman edition
Most recent
12 Pharmaceutical Calculation • Stoklosa/Ansel
edition
• Biopharmaceutics and Clinical
Biopharmaceutics and Clinical Most recent
13 Pharmacokinetics (Gibaldi)
Pharmacokinetics edition
• Clinical Pharmacokinetics (Rowland/Toser)
Medical Supplies Equipment • A Complete Hospital Manual of Instruments Most recent
14
and Reagents and Procedures (Kapur) edition
• Pharmaceutical Biotechnology: Concepts and
Immunological and Biological Most recent
15 Applications (Walsh)
Products edition
• Immunology (Kuby)
16 Manufacturing • Modern Pharmaceutics (Banker) Most recent
Most recent
17 Introduction to Pharmacy • Foundation in Pharmacy Practice (Whalley)
edition
Communication in Pharmacy • Communication Skills in Pharmacy Practice Most recent
18
Practice (Beardsley) edition
• Pharmacy and the Law (DeMarco CT)
Most recent
19 Pharmacy Law and Ethics • Pharmacoethics: A Problem-Based Approach
edition
(Gettman)
Introduction to Pharmaco-
20 • Principles of Pharmacoeconomics (Bootman) Most recent
Economics
Year of
No. Course List List of Textbooks Required for the Course
Publication
• Managing Drug Supply (Management Sciences Most recent
21 Drug Supply Management
for Health/WHO) edition
• Pharmaceutical Practice (Winfield) Most recent
22 Pharmacy Practice
• Managing Pharmacy Practice (Peterson) edition
Introduction to Pharmaco- Most recent
23 • Pharmacoepidemiology (Strom)
epidemiology edition
• Drug Information: A Guide for Pharmacists
Most recent
24 Drug Informatics (Malone)
edition
• Health Care Informatics (Bill)
Fundamentals of Organic Most recent
25 • Organic Chemistry, Vols. I and II (Final)
Chemistry edition
• Principles of Human Anatomy (Tortora and
Most recent
26 Anatomy and Histology Nielsen)
edition
• Histology: A Text and Atlas (Ross and Pawline)
• Medical Microbiology (Jawetz, Melnick, and
Microbiology, Immunology Most recent
27 Adelberg)
and Parasitology edition
• BRS Microbiology and Immunology
Most recent
28 Physiology • Textbook of Medical Physiology (Guyton)
edition
Most recent
29 Biochemistry • Biochemistry (Stryer)
edition
• Essential Statistics for Pharmaceutical Sciences
Most recent
30 Biostatistics and Epidemiology (Rowe)
edition
• Basic Epidemiology (WHO)
Health Service Management • Health Services Management: Readings, Cases, Most recent
31
and Policies and Commentary (Kovner and Neuhauser) edition
• Health Research Methods (Ethiopian Science
and Technology Commission/Ethiopia Public Most recent
32 Research Methods
Health Association) edition
• A Short Introduction to Epidemiology (Pearce)
• Present Knowledge in Nutrition, Bowman, BA Most recent
33 Nutrition
and Russell edition
Most recent
34 Psychology • Textbook of Psychology (Titchener EB)
edition
ANNEX IV. DICTIONARIES AND
ENCYCLOPEDIAS
A. PROGRAM/SUBJECT-SPECIFIC DICTIONARIES
Year of Number of Copies per
No. List of Dictionaries Remarks
Publication 50 Students or 1 Class
1 Medical dictionary Latest 2
2 Pharmaceutical dictionary Latest 2
B. PROGRAM/SUBJECT-SPECIFIC ENCYCLOPEDIAS
Year of Number of Copies per
No. List of Encyclopedias Remarks
Publication 50 students or 1 Class
Martindale Latest 5
Encyclopedia on general matters Latest 1
ANNEX V: LIST OF NATIONAL SERVICE
DELIVERY GUIDELINES FOR PHARMACY
PRACTICE (LATEST EDITIONS)
 National drug formulary
 National drug policy
 Essential drugs list for Ethiopia
 National drug list for Ethiopia
 Standard treatment guidelines
 Code of ethics for pharmacists
 Good dispensing manual
 National tuberculosis (TB) guideline
 National malaria guideline
 National antiretroviral therapy guideline (adult and pediatric)
 National sexually transmitted infection management guideline
 National family planning guideline
 Ethiopian health facility standard
 National infection prevention guideline
 Guidelines on requirement and registration of drugs and medical devices
 Guidelines for adverse drug reaction monitoring, new psychoactive substances control,
prescription paper control, drug therapeutic center, drug information center,
pharmaceutical compounding, drug retail outlets, and conducting clinical trials
ANNEX VI. INDICATIVE SOURCES OF EVIDENCE
FOR VERIFICATION OF STANDARDS
Indicative sources of evidence for verification of the standards for Area 1: Program
goals and outcomes
 Employer survey
 Curriculum
 Academic brochures and prospectus or bulletin
 Documentation on stakeholders’ input (proceedings)
 Institution’s website
 Matrix of mission and vision of the HEI program goals
 Matrix of programs aims and educational outcomes
 Interviews with stakeholders, senior management, academic staff, and students
 Matrix of educational outcomes with the national scope of practice for pharmacy
professionals
Indicative sources of evidence for verification of the standards for Area 2: Governance,
leadership, and administration
 School/institute legislation and personnel policy
 Staff recruitment, promotion, development and appraisal policies, procedures/criteria
 Staff job description and workload document
 Memorandum of Understanding signed with stakeholders
 Minutes of meetings at school, departmental/unit, and different standing committee levels
 Interviews with management staff, school leader, department/unit heads,
administrative/academic staff, and student representatives
 Staff statistics
Indicative sources of evidence for verification of the standards for Area 3: Educational
resources
 Document on asset inventory
 Interviews with school leader, librarian, department heads, academic staff, coordinator of
experiential program, students, and administration staff
 Observation/survey of offices, classrooms, computer lab, skills lab, library, storage for
skills lab materials, conference rooms, practice site, and other facilities indicated in the
standard
 Document indicating facility cleaning and maintenance schedule
 Memorandum of Understanding signed with practicum sites
 Proceedings of review meetings conducted with clinical practice sites
 Documents indicating strategic plan, operational work plan and budget plan
Indicative sources of evidence for verification of the standards for Area 4: Academic
staff, support staff, and preceptors
 Legislation, policy, and guidelines
 Staff recruitment, promotion, development, and appraisal procedure/criteria
 Documents on staff job descriptions and workload
 Documented evidence on academic staff engagement in teaching, research, and
community services
 Documents on academic staff members’ and preceptors’ evaluation results and feedback
 Minutes of meetings at departmental, school, and standing/ad-hoc committee level
 Interviews with senior management, deans, department heads, coordinator of the
experiential training, academic staff, and student representatives
 Guidelines and tools for experiential training/placement evaluation
 Staff statistics
 Student enrollment data
 Lecture timetable
 Filled-in staff appraisal form
Indicative sources of evidence for verification of the standards for Area 5: Student
admission and support services
 Student handbooks
 Documents on student counseling; career guidance, etc.
 Student enrollment statistics
 Student admission policy/guideline
 Policies on student transfer, credit transfer course exemption and waiver
 Interviews with senior management, dean of students, student council, students, and
academic and administration staff
 School website
 Infrastructure for student support services (clinic, sport, and lounge, etc.)
 Documentation on announcements about admission
 Documentation on appeal mechanism
 Documentation on orientation program
 Documentation on tutorial and supportive courses
Indicative sources of evidence for verification of the standards for Area 6: Program
relevance and curriculum
 Curriculum development guideline/procedures.
 Minutes of meetings of committees dealing with curriculum development, approval,
monitoring, and review at department, school/institute level
 Curriculum review reports
 Course catalogues (showing the structure and aims of each program, course aims,
descriptions, indicative activities, and book lists)
 Interviews with senior management, school leader, department heads, academic staff,
students, graduates, and employers
Indicative sources of evidence for verification of the standards for Area 7: Teaching-
learning and assessment
 Curriculum
 Syllabus for major and supportive courses
 Handouts of major and supportive courses
 Schedule for clinical practice
 Guideline for experiential training
 Consultation hours posted on offices
 Exam papers of major and supportive courses
 Checklist for skill teaching and assessment
 Legislation of the HEI/school
 Examination and assessment guideline
 Report of external examiners
 Academic calendar
 Examination committee reports and minutes
 Reports of reviews of teaching, learning, and assessment
 Observation of classroom sessions, practice sessions, skill lab sessions
 Interviews with school leader, department heads, academic staff, coordinator of
experiential program, students, and preceptors
Indicative sources of evidence for verification of the standards for Area 8: Student
progression and graduate outcomes
 Registrar’s office reports
 Data on student attrition and graduation rates
 Reports on graduate tracer studies
 Reports on employer satisfaction studies
 Employer feedback reports
 Lists of employer contacts
 Records on students’ years of stay in the school (enrollment to graduation)
 Records on engagement of students in scholarly and extracurricular activities
 Formal documents on educational and scholarship linkages, students extracurricular
activities, etc.
 Interviews with senior management, registrar, coordinator of experiential training,
academic staff, students, graduates, employers, etc.
Indicative sources of evidence for verification of the standards for Area 9: Continual
quality assurance
 Internal Quality Audit manual for pharmacy program
 IQA guideline
 Assessment results and intervention strategy documents on IQA
 Minutes of meetings of IQA unit
 Reports on curriculum review/appraisal
 Legislation of the HEI/school
 Interviews with school leader, department heads, coordinator of experiential program,
students, academic staff, and preceptors
Indicative sources of evidence for verification of standards for Area 10: Research,
development, and educational exchanges
 Policy documents on budget and facility allocation for academic staff/student research
 Document on identified priority research areas of the school/institute and the country
 Policy on research and obligatory publication in reputable national/international journals
for each academic staff for existence, appraisal, and promotion
 Research findings reports of academic staff/students and research findings dissemination
documents
REFERENCES
Program Level Quality Audit Manual, HERQA, HERQA Publication Series 05, March
2013, Ethiopia.
Standardized Program Accreditation and Re-Accreditation Checklist Textbooks and
Laboratory Equipment for Bachelor of pharmacy Program, HERQA, August 2012,
Ethiopia.
A Global Framework for Quality Assurance of Pharmacy Education. FIP Pharmacy
Education Taskforce. The International Forum for Quality Assurance of Pharmacy
Education. Version 1.0. 6 August 2008.
Accreditation Standards and Guidelines for the Professional Program in Pharmacy Leading
to the Doctor of Pharmacy Degree. Accreditation Council for Pharmacy Education (ACPE).
Guidelines Version 2.0, February 14, 2011.
Accreditation Standards for Pharmacy Programs in Australia and New Zealand. Australian
Pharmacy Council Ltd, December 2012, Australia.
Generic Performance Standards for Pre-Service Education in Health, February 2012,
Jhpiego-Ethiopia.
Basic Medical Education World Federation of Medical Education (WFME) Global
Standards for Quality Improvement. The 2012 Revision, World Federation of Medical
Education Office. University of Copenhagen, Denmark, 2012.
Husband AK, Todd A, Fulton J. 2014. Integrating science and practice in pharmacy
curricula. Am J Pharm Educ 78(3), Apr 17.

Pharmacy Program Standards

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Higher Education Relevance and Quality Agency

National Accreditation and Quality Improvement Standards for

HERQA Publication Series - 080

1. Pharmacy School Self-Evaluation of the Institution and Its Program

2. External Evaluation or Peer Review

4. Recognition and Accreditation

Sub-areas are defined as specific aspects of an area, corresponding to performance

AREAS OF ACCREDITATION AND QUALITY IMPROVEMENT STANDARDS

Quality Improvement Standards

1.2 PARTICIPATION IN THE FORMULATION OF THE PROGRAM GOALS

Other relevant stakeholders include community representatives, patient associations, and

1.3 INSTITUTIONAL AUTONOMY AND ACADEMIC FREEDOM

Quality Improvement Standards

Quality Improvement Standards

Refer to annotations in 1.2 for principal stakeholders.

Quality Improvement Standards

Refer to annotation in 1.2 for principal stakeholders.

2.2 ACADEMIC LEADERSHIP OF THE PROGRAM

Quality Improvement Standard

2.3 ADMINISTRATIVE STAFF AND MANAGEMENT

Quality Improvement Standard

2.4 EDUCATIONAL BUDGET AND RESOURCE ALLOCATION

2.5 INTERACTION WITH THE HEALTH SECTOR

Quality Improvement Standards

The health-related sector would—depending on issues and local organization—include

Quality Improvement Standards

Quality Improvement Standard

3.3 SKILLS DEVELOPMENT CENTER/LABORATORY

Quality Improvement Standards

3.4 PRACTICAL TRAINING FACILITIES/CLINICAL PRACTICE SITES

Quality Improvement Standards

Quality Improvement Standards

Quality Improvement Standards

Quality Improvement Standards

3.8 FINANCIAL RESOURCES

4.2 TEACHING STAFF

Quality Improvement Standards

Quality Improvement Standards

Quality Improvement Standards

5.2 STUDENT SUPPORT SYSTEMS

Quality Improvement Standards

5.3 STUDENT REPRESENTATION

Quality Improvement Standard

To facilitate student activities would include consideration of providing technical and

Quality Improvement Standards

6.2. CURRICULUM MODEL AND INSTRUCTIONAL METHODS

Quality Improvement Standards

Instructional methods encompass lectures, small-group teaching, problem-based or case-

Contemporary educational principles would mean principles that:

6.3. SCIENTIFIC METHODS

Quality Improvement Standard

6.4. BASIC BIOMEDICAL SCIENCES

6.5. BEHAVIORAL AND SOCIAL SCIENCES