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This qualitative study collected data from 24 Rwandan classes using a focus group interview to 24 teachers, an interview to 24 students and an observation checklist based on both a template of seven epistemological ways of knowing suggested by Van de Lagemaat Richard and Kohlberg stages of moral autonomy. The aim consisted of analyzing the effectiveness of the implementation of Competence Based Curriculum specifically in its component of developing in learners the epistemological and moral autonomy. Although the Competence Based Curriculum (CBC) used in Rwandan secondary schools aims at epistemological and moral autonomy of learners, findings of this study revealed that CBC purpose of developing cognitive and moral autonomy is rooted in the Kantian rationalistic and individualistic philosophy while being implemented on students and tutors who live and believe in a different context experience a cultural paradigm of developing moral and intellectual autonomy. This challenge implies a strong predominance of the community agenda over the individual initiatives, where a cultural filter contributes to a great extent for both tutors’ and learners’ cognitive processing and moral decisions. In this context, heteronomy tends to prevail where the individual reasoning and decision making are dependent to a certain extent on the social, cultural, religious and political orientations.

Purpose and Methodology: using a phenomenological perspective as both the theoretical and methodological framework, this study investigates how TTC (Teacher Training College) Tutors with a community mode of thinking from a Rwandan context, facilitate and experience learners’ individual thinking autonomy where this autonomy is understood as thinking and deciding with self-governed principles for learning. 24 TTC tutors from 4 provinces were observed and given an interview to share their experience on how they facilitate thinking autonomy for their learners. Findings: Tutors’ implementation of the currentcompetence-basedcurriculum,which embraces Learner Centered Pedagogy (LCP),revealed that learner centered pedagogy isnot properly adapted to the Rwandan situation which is an African context, because LCP is rooted in Western culture influenced by the Cartesian philosophy, characterized by an individual personal reasoning. . Thinking autonomy understood in the Kantian connotation was not found in Rwandan classesbecause individual learners seemed to use a community thinking schema which originates from their social context. Findings wereinterpreted by the researcher with phenomenology that describes first-hand tutors’ and researcher’s narratives of how they experience theparadox and dichotomy of facilitatingthinking autonomy for learners who have evolved within a community paradigm of thought. Within the Rwandan context, community thinking paradigms seem to take precedence over the individual thinking autonomy, which opposess the implementation of curriculum intending the facilitation of individual thinking autonomy according to western Cartesian philosophical culture. Unique contribution to theory, practice and policy: This research intends to benefit both the Ministry and its stakeholders in education and schools in a special way as a platform for reflecting on how to implement CBC, taking into account the cultural context of Rwanda which in one way or another should determine the mode of thinking that is locally effective. This ideal fits into the mission statement and the general goal of the Rwandan Government which seeks to create a knowledge based economy, to reduce poverty and improve the well-being of its people. By that the Government intends to fight ignorance and illiteracy and to avail human resources capable of carrying out the socio-economic development of Rwanda in a knowledge based economy(Aubert, 2018).

Domnic Mijele, Michael Njoroge, Titus Kaitho Veterinary Services Department, Species Conservation and Management Division, Kenya Wildlife Service, Nairobi, Kenya Abstract: A 10-year-old male African elephant (Loxodonta africana) at Samburu National Reserve in Northern Kenya, weighing approximately 1,600 kg, presented with an umbilical hernia in October 2013. Umbilical herniorrhaphy was carried out under field conditions. Anesthesia was induced and maintained using etorphine hydrochloride for 3 hours during the surgery. This case report details both the surgical and anesthetic procedure carried out to correct the hernia, and the eventual successful recovery of the elephant from anesthesia. However, the elephant died weeks after the surgery and a postmortem could not reveal the cause of death because predators had scavenged the carcass. The challenges of the surgical procedure and outcome including possible causes of death are highlighted in this report. Keywords: African elephant, general anesthesia, etorphine hydrochloride, local anesthesia Lignocaine + adrenaline, umbilical herniorrhaphy