TY - JOUR
T1 - Mapping the landscape of optometric education in Sub-Saharan Africa
AU - Osuagwu, Uchechukwu Levi
AU - Rasengane, Tuwani
AU - Ovenseri-Ogbomo, Godwin O
AU - Nsubuga, Naomi
AU - Govender, Pirindhavellie
AU - Metsing, Thokozile I
AU - Kyeremeh, Sylvester
AU - Mashige, Khathutshelo Percy
AU - Daoudu, DIakité
AU - Ekpenyong, Bernadine
AU - Ocansey, Stephen
AU - Ogiemudia, Osamudiamen McHillary
AU - Osigwe, Obialo Iwunze
AU - Afonne, Joseph
AU - Wekesa, Andrew
AU - Ike, Oforbuike Onyebuchi
AU - Odoemena, Cynthia
AU - Uwagboe, Precious Ngozi
AU - Daniel-Nwosu, Edith
AU - Brito Dos Santos, Isaura Ilorena d'Alva
AU - Omaka, Andrew Uma
AU - Naidoo, Kovin Shunmugan
N1 - © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2025/2/2
Y1 - 2025/2/2
N2 - CLINICAL RELEVANCE: Advancements in optometric education are essential for addressing the global burden of visual impairment by ensuring a well-trained workforce capable of delivering quality eye care services.BACKGROUND: The number of optometry schools in Sub-Saharan Africa has significantly increased since 2000, reflecting a growing awareness of the role of optometry in addressing the burden of vision impairment. This report provides a comprehensive overview of the current status, challenges, and opportunities within optometry education in the region.METHODS: A cross-sectional survey was conducted from April 28 to 31 May 2024. Data were collected from 32 out of 39 optometry schools across 12 Sub-Saharan African countries, yielding a response rate of 82.1%. Heads of optometry schools provided information on student enrolment, graduates, academic staffing, curriculum, and technological resources through a standardised Excel spreadsheet.RESULTS: Over 75% of the schools were established post-2000, with Nigeria accounting for over 40% of them. Student enrolment numbers ranged from 50 students in Zimbabwe to 3,945 in Nigeria. The curricula varied significantly from 3-year Bachelor degrees (BSc) to 6-year Doctor of Optometry (OD) degrees, with five countries offering postgraduate training. Key challenges included inadequately qualified academic staff, low staff-to-students ratio, and a lack of government recognition and regulation. The use of Learning Management Systems (LMS) was inconsistent, with Moodle being the most commonly used platform.CONCLUSION: The expansion of optometry education in Sub-Saharan Africa represents a positive development, enhancing the eye health workforce. However, to fully realise the potential of these developments, the implementation of standardised educational frameworks, enhanced regulatory support, and increased investment in developing faculty and technological resources are essential. Collaboration and knowledge-sharing across countries can further strengthen optometric education and practice, thereby reducing the burden of visual impairment in the region.
AB - CLINICAL RELEVANCE: Advancements in optometric education are essential for addressing the global burden of visual impairment by ensuring a well-trained workforce capable of delivering quality eye care services.BACKGROUND: The number of optometry schools in Sub-Saharan Africa has significantly increased since 2000, reflecting a growing awareness of the role of optometry in addressing the burden of vision impairment. This report provides a comprehensive overview of the current status, challenges, and opportunities within optometry education in the region.METHODS: A cross-sectional survey was conducted from April 28 to 31 May 2024. Data were collected from 32 out of 39 optometry schools across 12 Sub-Saharan African countries, yielding a response rate of 82.1%. Heads of optometry schools provided information on student enrolment, graduates, academic staffing, curriculum, and technological resources through a standardised Excel spreadsheet.RESULTS: Over 75% of the schools were established post-2000, with Nigeria accounting for over 40% of them. Student enrolment numbers ranged from 50 students in Zimbabwe to 3,945 in Nigeria. The curricula varied significantly from 3-year Bachelor degrees (BSc) to 6-year Doctor of Optometry (OD) degrees, with five countries offering postgraduate training. Key challenges included inadequately qualified academic staff, low staff-to-students ratio, and a lack of government recognition and regulation. The use of Learning Management Systems (LMS) was inconsistent, with Moodle being the most commonly used platform.CONCLUSION: The expansion of optometry education in Sub-Saharan Africa represents a positive development, enhancing the eye health workforce. However, to fully realise the potential of these developments, the implementation of standardised educational frameworks, enhanced regulatory support, and increased investment in developing faculty and technological resources are essential. Collaboration and knowledge-sharing across countries can further strengthen optometric education and practice, thereby reducing the burden of visual impairment in the region.
U2 - 10.1080/08164622.2024.2446473
DO - 10.1080/08164622.2024.2446473
M3 - Article
C2 - 39894667
SN - 0816-4622
SP - 1
EP - 11
JO - Clinical and Experimental Optometry
JF - Clinical and Experimental Optometry
ER -