Engineering Education in Lebanon

Transcription

1 Engineering Education in Lebanon

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3 The first Conference On Engineering Education in Lebanon Sponsored by The Federation of Lebanese Engineers In collaboration with The Engineering Scientific Committee In the Order of Engineers and Architects Beirut Tuesday February 28, 2012

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5 Table of Contents Opening Speech on Engineering Education In Lebanon... 8 Hassan Diab, PhD Minister of Education and Higher Education Engineering Education In Lebanon Elie Bsaybes, President, Federation of Lebanese Engineers Study Modes and Methods Rana Dubeissy, PhD, Lebanese University-Institute of Fine Arts Internationalization of Engineering Curriculum Walid Ibrahim Moubayed, PhD, University of Balamand Ingénierie de formation et formation d ingénieurs Adaptation aux demande s et vision stratégique Paul GHOBRIL, PhD, Antonine University Accreditation and Quality Assurance Elie Karam, Ph.D, University of Balamand. Lebanese Accreditation Board for Engineering Program Lebanese Engineering Programs Accreditation Commission (LEPAC) Ahmad Smaili, PhD, Soubhi Abou Chahine, PhD Beirut Arab University. Ahmad Jammal, PhD Director General, Ministry of Education and Higher Education. Addressing Diversity and Multiculturalism George Hassoun, Ph.D, Semaan Georges, Ph.D,Notre Dame University Louaize, Lebanon. Page 5

6 Interdisciplinary Engineering Education Charles Yaacoub, Ph.D, Holy-Spirit University of Kaslik. Opportunities and Challenges Imad El Hajj, Ph.D, Daniel Asmar, Ph.D, American University of Beirut University-Industry Partnership Rafic Yonnes, Ph.D, Lebanese University For an Authentic Lebanese Strategic Plan for Engineering Education in Lebanon Ahmad Smaili, Ph.D,Soubhi Abou Chahine, Ph.D,Beirut Arab University. Ahmad Jammal, Ph.D,Director General Ministry of Education and Higher Education. The order of Engineering and Architects and Continuing Education Antoine Abche, Ph.D, University of Balamand. Values and Engineering Ethics Bachir Zaouk, Ph.D, President, Order of Engineers and Architects Tripoli. Recommendations of the conference The Organizing Committee Paul Hage, Chairman. Scientific Committee, Order of Engineers and Architects Beirut. The Program Page 6

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8 كلمة وزير التربية والتعليم العالي البروفس ور حس ان دياب ا ن التطور الس ريع الذي طرا على قطاع التعليم العالي على مدى العقود الماض ية والذي ا دى ا لى هذا النمو الذي نش هده في العديد من الدول المتقدمة قد انعكس بش كل طبيعي على تطور التعليم الهندس ي بما يتلاءم والتغييرات التي فرض تها الهداثة وا ذا كان التعليم هو من ا هم العوامل التي تس هم في تطوير المجتمعات فلا ش ك با ن المهندس ين والعلماء والباحشين يش كلون القاعدة الا س اس ية للتقدم والتطور التكنولوجي. ولعل ا هم التهديات التي تواجه التعليم الهندس ي في هذا القرن هي التي تتمش ل في وجوب تطوير منظومة تعليمية متكاملة تحقق للمهندس ميزة نس بية وتنافس ية في ظل مفاهيم العولمة والخص خص ة علما با ن ا نماط التفكير والتعليم والا نس اق المعرفية التي كانت تحكم فلس فة التعليم في الس ابق قد تعرض ت لتغيرات عديدة وبخاص ة فيما يتعل ق بنظرية التعل م والا بداع ومناهج وتكنولوجيا التعليم. وعلى ص عيد ا خر فا ن نا نرى با ن النمو الس ريع للتقنية قد س اعد في نش ر المعرفة بس رعة فاءقة كما ا تاه الفرص والا مكانات ا مام تناول المعلومات والبيانات وقد نجم عن ذلك تا ثير كبير على التقدم الملهوظ في مهنة الهندس ة في الوقت الهاض ر. ومن الملاحظ ا يض ا هذه الزيادة العالمية في القوه العاملة في المجال الهندس ي تزداد رغم تناقص ها في ا مريكا وا وروبا. ا لا ا ن هذه الزيادة تكاد ا ن تنهص ر في دول جنوب ش رق ا س يا. ومما يتبين بوض وه ا يض ا ا ن التغيير في التعليم الهندس ي في الس نوات الا خيرة الماض ية قد رافقه اتفاق عام وعالمي لا عادة هيكلة المنهج الهندس ي ليتمكن من تلبية متطلبات المجتمع. وبالنس بة لنا في لبنان فشم ة تطور ملهوظ في ميدان التعليم العالي مع التركيز على علوم الهندس ة والتكنولوجيا ا ذ ازداد عدد الموءس س ات التي تدرس برامج الهندس ة من ٧ قبل العام ١٩٩٥ ا لى ١٥ حاليا. وبلغ عدد الطلاب في الاختص اص ات الهندس ية المختلفة في العام ٢٠١٠ ما يناهز ١٥٥٠٠ طالب وطالبة. كما ا ن عدد طالبي ا ذن مزاولة مهنة الهندس ة قد ارتفع من ١٥٢٤ في العام ٢٠٠٥ ا لى ٢٥٥٠ في العام ٢٠١١ منهم ٢١٤٣ من الجامعات داخل لبنان. وعلى الرغم من ا ن التعليم الهندس ي يرتكز على منهجيات وض وابط ومعايير ترتبط بالمهيط المهلي والا قليمي والدولي ا لا ا ن هذا التعليم في لبنان وبعض الدول العربية وا ن كان قد قارب مس توى المعايير العالمية ا لا ا ن ه ما يزال بعيد ا عن بلوغ الكشير من هذه المعايير. لذلك فا ن ه لا بد لنا من ا دخال ا ص لاحات جذرية في هذا المجال. ا ولها العمل على تطوير معايير وموءش رات وا ليات لض مان الجودة وتطبيق نظم الجودة في الموءس س ات والبرامج عامة. وا ود في هذه المناس بة ا ن ا حيي تلك الجامعات في لبنان التي ا نخرطت في مس يرة ض مان الجودة والاعتماد لبرامجها عبر هيي ة الاعتماد الاميركية ABET كما ا ن هناك العديد من الجامعات اللبنانية الا خرى تس عى حاليا للهص ول على الاعتماد من.ABET Page 8

9 ويس رني في هذه المناس بة ا يض ا ا ن ا ش ير ا لى ا ن نا في وزارة التربية والتعليم العالي ما نزال نعمل جاهدين س واء في مجلس الوزراء ا و في مجلس النواب لا قرار قانونين على تماس مباش ر مع موض وع تطوير التعليم العالي وض مان وض بط الجودة فيه وهما قانون التعليم العالي الجديد الذي تقدمنا كشيرا في مناقش ته في مجلس النواب وكذلك قانون ا نش اء الهيي ة اللبنانية لض مان الجودة في التعليم العالي. ا يها الزملاء الا عزاء ا ن هذا الموءتمر الذي يش ارك فيه ويس اهم في ا عماله العديد من الخبراء في موءس س ات التعليم العالي في لبنان والذي تحتض نه نقابة المهندس ين في لبنان مش كورة هو من الا همية بمكان كونه يتطرق ا لى العديد من القض ايا المتعلقة بالتعليم الهندس ي من ا جل مواكبة الهداثة بدءا من تطوير البرامج ومواءمتها لمواجهة تحديات العص ر ا لى ض مان الجودة والاعتماد ا لى المقترحات المطروحة لانش اء هيي ة لبنانية لاعتماد البرامج الهندس ية ا لى معالجة مختلف التهديات التي تواجه المهندس ا لى الدور المنوط بالنقابة على ص عيد التعليم المس تمر ا لى القيم وا خلاقيات المهنة وما ا لى ذلك من الش وءون والش جون المتعلقة بالتعليم الهندس ي وبالمهندس. ختاما ا ود ا ن ا وجه التهية ا لى نقابة المهندس ين في لبنان والى العاملين على تنظيم هذا الموءتمر متمنيا لكم جميعا النجاه في مناقش ات بناءة تفض ي ا لى توص يات تس هم في رفع مس توى المهنة وتعزيز مكانتها. عش تم عاش ت التربية وعاش لبنان Page 9

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11 كلمة رءيس اتحاد المهندس ين اللبنانيين النقيب ايلي بص يبص يش كل العلم ركيزة ا س اس ية في ثقافة الا س رة اللبنانية وفي مفهومها للتطور الاجتماعي والمادي بهيش ا نه يوءمن القيمة المض افة للفرد لتا كيد حض وره الفاعل في المجتمع ا و يكون وديعة موءتمنة يعود ا ليها في ا يام الش دة. وهذا ليس غريبا على المجتمع في لبنان فان لنخبه اليد الطولى في ا حياء النهض تين العلمية والا دبية في الدول العربية وكان لمدارس هم التي هي من ا قدم الموءس س ات التعليمية الا ثر البالغ في المهيط مما رس خ هذه النزعة ا لى العلم في ض مير الفرد. يهتل التعليم الهندس ي حيزا كبيرا في هذا المجال نظرا ا لى عراقة كلياته ومعاهده فكلية الهندس ة في الجامعة اليس وعية س وف تحتفل في العام المقبل باليوبيل المي وي على تا س يس ها وبعد ا ن كانت الوحيدة ا ص بهت اليوم بالا ض افة ا لى ثمانية عش رة من الكليات مس وءولة عن تخريج طلاب الهندس ة. مع تزايد ا عداد الخريجين وفي غياب ا ي توجيه هادف ومرتبط بخطة اقتص ادية واض هة لتا مين فرص العمل وجدت نقابة المهندس ين ا ن من واجبها التهرك في هذا المجال عن طريق تنظيم هذا الموءتمر للوص ول ا لى توص يات في المهاور التالية: ١) تطوير البرامج التعليمية لتكون ا كثر ملاءمة لمتطلبات الس وق والتهولات الاقتص ادية في المجتمع اللبناني. ٢) ا قرار معايير جديدة للترخيص لكليات الهندس ة وض رورة متابعة تطبيقها والالتزام بها. ٣) ض رورة اعتماد توجيه مهني من قبل وزارة التربية وتطوير التعليم المهني. ٤) ض رورة الالتزام بمعايير علمية يفرض توفرها في طلاب الهندس ة واعتماد امتهان جدارة يلزم الطلاب. ا ننا وا ذ نتفهم مبدا ديمقراطية التعليم وبا ن تزايد ا عداد الجامعات الهندس ية في لبنان هو لتلبية الطلب خاص ة وا ن لبنان هو مقص د ا ن في قطاعه الطبي ا و التعليمي لرعايا الدول العربية ولكن ا عداد الخريجين اللبنانيين من هذه المعاهد ا ص بهت تش كل مش كلة ظاهرة ولا طاقة للبنان ببنيته الاقتص ادية ا ن يتهملها. ا ن س وق العمل في دول الخليج العربي بما تمشله من حل في المدى المنظور هي س وق متقلبة وما الركود الاقتص ادي في بعض دولها والبطالة التي نتجت عن تباطي النمو س وى ا ش ارات تنبا بالا س وا. ا ما الهجرة ا لى البلدان الا وروبية ا و ا ميركا س عيا ا لى العمل فما هي س وى نزف اقتص ادي ومالي نظرا ا لى ا ن هذه الكفاءات اللبنانية قل ما تعود ا لى لبنان حتى وا ن كانت تقوم بتهويلات مالية ا لى عاءلاتها المقيمة فا ن كلفة تعليم هذه النخب هي باهظة ونهتاج ا لى عش رات الس نين لتغطيتها. ا ن التخمة في ا عداد الخريجين وهي س وف تقارب ال ٣٠٠٠ خريج س نويا من المعاهد اللبنانية يقابلها نقص فاض ه في المهن المس اعدة للهندس ة وخاص ة في مجال البناء من مهنيين وحرفيين وعمالة ماهرة مما يجعل اقتص ادنا ا س يرا وعاجزا ا مام عمالة ا جنبية هي في ا غلبها لا تتمتع بالخبرة والمهارة الكافيتين. الم يهين الوقت لاتخاذ ا جراءات وتدارك ا لازمات قبل وقوعها ا م نترك كمس وءولين الش اب اللبناني في س عيه وراء ش هادات مكلفة يخف بريقها لا نها لا تجد نج ار يض عها في ا طار خش بي ا و تمهى حروفها لكثرة بهش ص احبها عن عمل فيض طر مرغما» لتغذية الص فوف المنتظرة ا مام الس فارات. Page 11

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13 ACKNOWLEDGMENT I like to thank all those who contributed to the success of this First Conference on Engineering Education. It is impossible to mention the names of all colleagues in and out of the Scientific Committee and the staff in the Order of Engineers and Architects in Beirut because everyone did contribute to this success. Many thanks go to the Federation of Lebanese Engineers who put their confidence in the Organizing Committee and supported us to fulfill the mission. Paul Hage Page 13

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15 من التعليم اإىل املمار شة وامل شاركة الهند سة املعمارية يف زمن التحوالت د. رنا الدبي سي - اجلامعة اللبنانية - معهد الفنون اجلميلة توص يف المهندس المعمار المهندس المعمار هذا الا نس ان الطامه ا لى الكمال والجمال الذي يريد با فكاره المبدعة الخلاقة تص هيه مس ار المجتمعات والمهافظة على قيمها وتراثها وتاريخها. المهندس المعمار هو المس وءول عن تش كيل البيي ة المبنية بتراثها وجديدها والمس وءول عن مقاربتها الا ش كاليات الس اءدة وعن تقديم بداءل واقتراه حلول. المهندس المعمار هو القادر على اس تنباط الفكر والا فكار من الجدليات والهركيات الاجتماعية والس ياس ية والاقتص ادية وتحويلها ا لى فراغات معمارية تنبض بالهياة تس تكمل فيها هذه الجدليات حراكها وبهشها عن الا جابات وتش كل معها عمارة حقيقية ص لبة قادرة على مواجهة الهداثة والمعاص رة وا يجاد بداءل ا ص يلة نابعة من ذاتها وقادرة على الاس تقرار والاس تدامة. المهندس المعمار هذا الجريء المعتز بقدراته الفكرية والتقنية الدافي بنور الش مس والمطمي ن بظلها يهيا ويبدع في كل الا منكة: على الجبال كما في الوديان وعلى الس واحل ومن المفروض ا نه قادر على التعامل مع ا ي بيي ة طبيعية وجدت من دون ارتكاب الجراءم. ا ن هذا هو المعمار بذاته الذي ص مم ونفذ المباني التي تحاص رنا من كل جنب وص وب وهو المس وءول عن ا ش كالها وا لوانها التي تلوش الا بص ار قد نكون عمينا ولا نعرف. وهذا المعمار ا تقن فن المس اومة والمقايض ة و حتى المكابش ة وقبل بتقييم انتاجه المعماري على ا س اس كم المس احة المربعة المقتنص ة من نوعية الهياة ذات الا فق المفتوه ومدى انص ياعه لقوانين التنظيم Page 15

16 المدني الغريبة المنطق والا طوار. هذا المهندس المعمار المكبل والمهبط الذي بات ينتج الا حجام الص ماء البكماء الجاثمة على جوانب الا رص فة تتربص للا نس ان المقاوم للتجهيل لتس لب منه حقه في العيش الكريم. ما من ا نس ان يس تطيع ا ن يهيا في هذه الفراغات المعمارية من دون ا ن تس لب منه حرية فكره وحس اس يته بالجمال و حتى ا حس اس ه الغريزي يص به مش وش ا فيقنع نفس ه بهذه الفراغات المعمارية القلقة والفارغة والبلهاء على ا نها الص واب الفكري والجمال الهس ي. الخوف على الجيل الذي يعيش ض من هذه الفراغات ولا يعرف غيرها فهي بالنس بة ا ليه المس احة الهركية المرجع في تش كيل فكره وحركة جس ده وهي المهفز لجدليته الفكرية وعلاقته مع قيمه الاجتماعية وتراثه وكيانه فهل هذا المعمار الناجه في البناء وفي تعبي ة كل الفراغات بالض جيج والتلوش مدرك لبعد فعلته وقادر على تحمل مس وءوليته هذا هو توص يف المهندس المعمار الذي يمارس مهنة بكبيعتها تحمل بعدا وعمقا بنيويا في المجتمع ولدوره ا همية في التش كيل الاجتماعي ووعي المكان. ا ن هذا المهندس اليوم يعاني من س كيزوفرينيا تقس م فكره وا دراكه عاموديا تحت عنوانين رءيس يين متقابلين: ثقافته المعمارية من جهة وواقع ممارس ة المهنة من جهة مقابلة. الدور الا كاديمي في التركيب الفكري ا ننا خلال فترة التعليم الجامعي ننجه في تعريف طالب العمارة على الهموم المعمارية: الا نس انية والاجتماعية والمدينية... كما ندربه على التعبير الش كلي عن روءاه المعمارية وندربه على تقنيات الرس م التقليدية منها والهديشه لتكون هي لغته المعمارية المعتمدة. ورويدا رويدا س اهمنا في فتورة العلاقة مع التقنيات الكلاس يكية وا بعدناه عنها بطريقة مباش رة ا و غير مباش رة ودفعناه باتجاه الهديش والتكنولوجيا بما في ذلك من س لبيات وا يجابيات. ا ن فترة الدراس ة الجامعية هي الفرص ة الوحيدة التي يتم فيها فعل تراكم المعرفة المطلوبة لتش كيل المفهوم المعماري وزرع المكونات المطلوبة لتكوين الش خص ية المعمارية با بعادها الا نس انية والمهنية وتدريب العقل ليص به قادرا على التعامل مع الا ش كالات الس اءدة ومقاربتها با يجابية. Page 16

17 يبدا طالب العمارة حياته في الص روه الجامعية بس نتين من المهبة والا يجابية والدفع ا لى الا مام. ينتقل بعدها ا لى ثلاش س نوات عجاف يتهول خلالها ا لى ثاءر مدافع عن قض ايا الفكر والهريات والجمال. فنتعهد ض بط جموحه وتحديد فكره بهجج العلم والخبرة والتجارب الخاص ة لينتص ر الطالب في النهاية ونهن ننتص ر بالطبع من خلال مش روع تخرج ينال ا ثره الطالب ش هادته في العمارة ويهص ل تلقاءيا بعدها على ا ذن مزاولة المهنة التي هي بمشابة تا ش يرة دخول ا لى عالم البناء الجذاب با بعاده المادية والاجتماعية... هذا هو عالم المهندس المعماري الذي يهرك داخله هذا العالم الهلامي الذي يمس الهياة بكل زواياها. ويمكن لهذا العالم ا ن يتمدد ليغطي مدينة با كملها ا و ا ن ينكمش ليص به بهجم مبنى س كني ا و بيت... ا ن الاختلاف لا س يما التض ارب بين المض مون الا كاديمي لاختص اص الهندس ة المعمارية من جهة وبين ا ش كاليات الممارس ة المعمارية وواقعنا الاجتماعي والس ياس ي والاقتص ادي من جهة ثانية يض ع المعماري ا مام خيارات متض اربة بين طموه جمه ا لى الجمال والص دق ا و الا س تس لام واعتناق الجهل لض مان س ريان العمل وممارس ة المهنة. مدارس العمارة في لبنان ا ن مدارس تعليم العمارة في لبنان ترتكز في مناهجها التعليمية على ا حد الاتجاهين: اتجاه مدرس ة الفنون الجميلة الفرنس ية ) Arts (Baux ا و اتجاه المعهد الا لماني (BauHaus) المعتمد من قبل المدارس الا ميريكية. وبعض الجامعات حاولت دمج الاتجاهين وص ولا ا لى تس وية بين ا وروبا وا ميريكا قطبي العالم المتهض ر. ا ن هذين الاتجاهين المعماريين تكونا في ظل ظروف وتفاعلات س ياس ية واجتماعية واقتص ادية معينة ا دت ا لى تش كيلهما. وا ن اعتماد ا حد هذين الاتجاهين الغربيين في مدارس العمارة في لبنان في البدايات ا ثمر وقاد الانطلاقة المعمارية منذ بداياتها وقد حقق ا نجازات ومكتس بات ا همها تقديم بعض رواد العمارة لمفهوم الهداثة وبناء ا هم المباني على طراز الهداثة في بيروت وغيرها. ا نما مع نمو المجتمعات وتض اعف تعقيداتها وتداخل ظروفها ا ص به هذين الاتجاهين ذوي التركيب الغربي المختلف بطبيعته ا ص بها عاجزين عن اس تيعاب ا و تحليل اش كاليات وهموم مجتمعاتنا وبالتالي Page 17

18 حل عجز كامل عن تص ريف التهقين الاجتماعي الناتج عن المتغيرات الس ياس ية والاقتص ادية والديمغرافية و عدم القدرة على طره بداءل ا و حلول. ولا ن جامعاتنا لا زالت تتبنى هذه الاتجاهات والمناهج المعلبة ا ص بهت مكبلة ولم تس تطع لعب دورها الطبيعي في مقاربة ا ش كاليات مجتمعاتنا العربية بتعقيداتها وخص وص يتها مما خلق فجوة بين الشقافة والمجتمع بين المشقفين والعامة بين المهندس ين ومس تخدمي الفراغات المعمارية بين ا ص هاب القرار وا ص هاب الا راض ي مما حول مجتمعنا ا لى تكتلات تدور في ا فلاك ض يقة جدا تشير الض جة وتمهي فرص ة الهوار وتلغي ا ية فرص ة للتكامل. التعليم الس ليم: المخرج الوحيد ا ن مس توى التا زم على مس تويات مختلفة بلغ من الدرجة مما يهتم علينا التهرك على الا قل لخوض تجربة التغيير ولطره مقاربات ناتجة عن تفاعلات مجتمعاتنا لا اس تيراد مقاربات وبداءل غريبة. ا ن الوقت قد حان لتهمل المس وءولية ومواجهة واقع التغيير الذي يعص ف بالمنطقة كلها. فهو انتفاض ة على الذات ا ولا ومن ثم انتفاض ة على الا نظمة وعلى س ياس اتها وفكرها النابع داءما من ا يديولوجيات غربية تم فرض ها على مجتمعاتنا بقبلية عربية وتحت ش عارات زاءفة وبذلك حكم علينا بالجهل وعدم القدرة على المبادرة. ا ن العالم العربي منذ ا ن كان يرزه تحت الهكم العشماني وخلال فترة الانتداب وخلال عهود الاس تقلالات الواحد تلو الا خر ما فتي يس تورد التجارب الا كاديمية يترجمها ا و لا يترجمها ويتبناها. ا ن ض رورة ا نقاذ ما تبقى تفرض علينا ا خذ المبادرة ووض ع مناهج مس وءولة لمدارس الهندس ة المعمارية تكون ناتجة عن تفاعلات مجتمعاتنا وبيي تنا وتاريخنا وتراثنا القديم والهديش. علينا تحمل مس وءولية معاناة مجتمعاتنا من مرض انفص ام الش خص ية وتض ارب لغاته وا حاس يس ه والاعتراف با ن الهل يبدا في الجامعات التي تكونت ا ص لا لنش ر المعرفة والترقي بالمعرفة الا نس انية ومحاربة الجهل والتكتل. يجب وض ع مناهج ش فافة حقيقية قادرة على تحس س الهراك الا نس اني والس ياس ي في المجتمع وقادرة على مراكمة المعرفة وص ولا ا لى طروحات طبيعية مقبولة للا ش كالات الس اءدة وا ن نعي ا ن لا تكون هذه المناهج تعويض ا زاءفا للا يديولوجيات المهزومة ا و رومنس ية تحيي Page 18

19 نوس تالجيا الا طلال والمعلقات وتعبد الا وثان. ا ن المناهج الهية النابض ة التفاعلية هي القادرة على تجديد نفس ها باس تمرار وعدم الانزلاق ا لى س رطان النمطية في التعليم. وفي هذا الس ياق تجدر الا ش ارة ا لى معهد الفنون الجميلة في الجامعة اللبنانية الذي يتدارس منذ العام ٢٠٠٤ نظام التدريس الفص لي وفقا لنظام ال.L.M.D المعتمد في ا وروبا وقد اعتمد في الجامعة اللبنانية وفق المرس وم. ٢٢٢٥ وقد وض ع معهد الفنون حتى الا ن ص يغتين للمناهج وفق هذا النظام وهو الا ن على مش ارف اعتماد الص يغة الشالشة التي س يعمل بها من العام ٢٠١٢ وحتى ٢٠١٨ علما با ن التوص ل ا لى هذه الص يغة كان من خلال عدد كبير من الاجتماعات وورش العمل والتباحش وحتى التجارب ووض ع روءية هادفة وا ليات تدريس قادرة على تحقيق الا هداف الا كاديمية لكل مادة والا هم ض مان تكامل العملية التعليمية وا ن لا يوءدي نظام التدريس الفص لي المرتكز على الا رص دة ا لى تفكيك الكيان الش مولي للعمارة وتحويلها ا لى رزمة مواد تنمو كل واحدة منها في اتجاه مختلف. عمل معهد الفنون جاهدا لتهديد المعمار الذي نريد لبناء المجتمع وترميم ص دوعه ولتهديد الممارس ة التي نطمه ا ليها للنهوض والمواجهة وبهش عن كيفية تحقيق التركيبة الفكرية المطلوبة لهذا المعمار ا خذا بعين الاعتبار متطلبات س وق العمل المهلي والخارجي والمتغيرات التي حلت على حركة المجتمع الهياتية ومتطلباته الوظيفية والجمالية والتعبيرية... دور النقابة في تعزيز مناهج التعليم ا ن نقابة المهندس ين باس تطاعتها ا ن تلعب دورا ا س اس يا في تفعيل هذه المناهج من خلال ض مان ممارس ة للمهنة تحمل الهموم الهقيقية للبيي ة والمجتمع ممارس ة تفته الهوار مع المدينة والريف على حد س واء تعمل على تحويل علاقتهما من التض اد ا لى التكامل. ممارس ة توءمن ا ن العمارة حق عام ومس وءولية اجتماعية وا نها عملية تش اركية منفتهة قادرة على مراجعة نفس ها في كل ثانية تتنش ق فيها الهياة. ا ن النقابة هي الجس م المعماري الذي هو على تماس مع الهيي ات الهكومية المختص ة وهي القادرة على حماية المهنة من التجاذبات الس ياس ية والاقتص ادية ومنهها الهامش المطلوب للهركة والتفاعل والانتاج نظرا لخص وص ية مجال هندس ة العمارة وبعد تا ثيراته. كما ا ن النقابة قادرة على معالجة الا عداد المتزايدة من الطلاب القادمة على اختص اص هندس ة العمارة من خلال تعديل معايير الانتس اب ا لى النقابة مشلا ا و تعديل عملية منه كل الخريجين Page 19

20 ا جازات عمل تس مه لهم ممارس ة المهنة بش كل تلقاءي ا خذة في الهس بان حاجات س وق العمل والمس توى التعليمي وعلاقته بمتطلبات البيي ة. ومن ا هم الا دوار التي باس تطتعة النقابة لعبها هو التعاون مع الجامعات ومع كليات تعليم الهندس ة المعمارية لجهة لتفادي بعض ا ش كاليات الممارس ة النابعة من طراءق التعليم ا و من المض امين التعليمية للمناهج ومن خلال تعزيز الا يجابيات في العملية الا كاديمية التي من ش ا نها ا ن تشمر عمارة هادفة متص الهة مع نفس ها ومع محيطها. Page 20

21 «Internationalization of Engineering Curriculum» Walid Ibrahim Moubayed, PhD Professor of Civil Engineering Dean of Admissions and Registration University of Balamand Since globalization affected the engineering practice all over the world, our engineers became in need of a global experience along with a traditional curriculum since the new world market place relies heavily on the brain of engineers graduating from countries everywhere. Team work became a crucial factor for the success of engineering firms which had to move to global enterprising leading to hiring engineers from different cultures. Therefore, our graduates must have in addition to a well designed engineering curriculum, an international exposure and a better knowledge and understanding of multicultural issues. Introduction It is of great importance for our engineering students and engineering educators to be given the opportunity of developing their engineering skills in order to better interact and lead on a global scale. Globalization has cancelled the distance between countries and lifted many barriers leading to the necessity for better engagement with international engineers (students and educators) from different parts of the world. The Faculty of Engineering at the University of Balamand has identified 3 axes of engagement to enhance the international exposure for its students and Faculty alike: 1 - Curriculum a. Foreign languages b. General knowledge c. Engineering degrees Page 21

22 2 - Mobility agreements a. Students exchange programs b. Educators exchange programs c. Accreditation 3 - Internship/training agreements a. Internship agreements b. Training agreements c. CO-OP programs 1- Curriculum Engineering graduates must not only be technically literate; they must be equipped with excellent communication skills (importance of foreign languages). In addition they must be well cultured (important of cultural studies courses and general knowledge) to be able to face the impact of globalization on their work entourage. For our graduates to have a long term engineering career, we should modify our curriculum to take into account the need to offer talents that differ from graduates of other parts of the world. The all-agreed technical skills will no longer be sufficient to maintain an engineering future. We should focus on technical skills and general knowledge (entrepreneurial, innovation, and leadership skills) that are a necessity to compete in a global engineering profession. Therefore, we need to provide our engineering students with the best undergraduate programs to prepare them for a competitive world. However this competitiveness may be hindered by the issue of compatibility of engineering degrees offered by universities worldwide. To facilitate the mobility of students between European countries, a standardized schedule of higher education diplomas, also known as the Bologna process, was proposed: an undergraduate diploma of at least three years called License or Bachelor s degree followed by a one-year or twoyear diploma called Master. Implementing this model on our engineering degrees is extremely beneficial to our engineering graduates. BS (3 years after the Lebanese Baccalaureate) graduates can join the work force like any BS graduates from the States or any international university that follows the Page 22

23 American system of education and offering BS degrees. They can seek the MS degree (2 years following the BS degree) and join the Lebanese Order of engineers as per its internal bylaws. The University of Balamand pioneered this model of BS/MS since the founding of its engineering faculty. This model proved to be a very successful one since it facilitated the mobility of our graduates and enhanced their competitiveness with their peers. 2 - Mobility agreements Inclusion of international dimension in our engineering programs and curriculum may be implemented by establishing mobility agreements for students and faculty/staff members. Students exchange programs will broaden the international exposure for our engineering students and will allow for integration of international experience into the curriculum. Students should be encouraged to spend one semester to one year at an international recognized university via agreements which guarantee the transfer of the credits (Study Abroad credits) completed at the host university to the home university. Scholarships should be made available to those students in order to cover, partially or fully, travel and living expenses. Availability of such scholarships will definitely encourage internationalization. Students are very much influenced by the academic activities of their faculty members; therefore universities should increase the awareness to the importance of global engineering practice along the faculty, staff and administration. Faculty members should be encouraged to participate in international conferences and to benefit from their sabbaticals internationally. International scholars should be invited as well for some academic activities. As for the staff, seminars should be organized for professional development. Universities should have a firm commitment towards internationalization of curriculum and mobility of students / faculty / staff by signing /renewing agreements with international universities. However mobility will be easily promoted and encouraged if our engineering programs are accredited internationally by well known and reputable accreditation agencies. Once a student is interested in joining an engineering program at an international university, he is faced with the difficult task of Page 23

24 choosing a university. His choices will be narrowed to engineering programs that are accredited for example by ABET (US engineering accreditation agency) or by IEP (European University Association) or similar agencies. The issue of international accreditation will encourage international students from different cultures and backgrounds to register at our university since the completed credits may then be easily transferred to their university. The University of Balamand has started the institutional accreditation process with an accreditation agency in the US and another one in Europe. It will soon be followed by the programmatic accreditation. 3 - Internship/training agreements Nowadays, engineering firms are in need of graduates that understand World market, other societies, and other cultures. Therefore some of these firms do support financially international study by offering CO-OP programs; others provide internship/training opportunities to students. Those types of programs will help our engineering students in having a smooth transition from the educational world to the work world. Engineering graduates with international experience/exposure are easily recruited by global engineering firms for the bonds developed by those specific graduates and their ability to work more effectively as a member of an international team. Universities are encouraged to secure internship/training agreements with global engineering firms in order to provide our engineering students with the necessary technical, international, and cultural skills prior to their graduation. The University of Balamand signed many agreements with local and international engineering firms in order to facilitate internship/training opportunities for its graduates and is in the process of securing as well CO- OP opportunities. Page 24

25 Conclusion Globalization has extended the competition among engineering schools from national to international levels. Therefore, we should prepare our engineering students to compete internationally. As engineering educators, we must stress on the importance of the international dimension in our engineering curriculum by engaging in international research and activities. As administrators, we should encourage students mobility by securing scholarships for those wanting to study abroad and seeking international accreditation for our engineering programs. We may face many obstacles..but at least we are trying and we know that we are in the right direction. Page 25

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27 Ingénierie de formation et formation d ingénieurs Adaptation aux demandes et vision stratégique Dr Paul GHOBRIL Doyen de la Faculté d Ingénieurs à l Université Antonine Introduction La réussite des projets de partenariat avec les entreprises dépend essentiellement du programme de formation apporté à l étudiant et des mécanismes prévus à son application afin de répondre aux attentes des entreprises. En ce qui concerne la Faculté d Ingénieurs, ceci est particulièrement lié au profil d ingénieur qui consiste à former une personne polyvalente à qui on va confier une tâche qu elle ne sait pas faire a priori, elle doit elle-même élaborer la méthode à suivre. Donc il s agit d une formation qui ne se contente pas de l analyse et de la reproduction mais aussi et surtout de l extrapolation. Le développement des compétences doit être forgé suivant plusieurs dimensions allant de l axe de talents techniques jusqu au développement personnel. L approche par compétence doit être considérée en insistant sur les approches basées sur le développement de l innovation. Le développement du cursus de l ingénierie doit tenir compte des approches pédagogiques, de l adaptabilité aux besoins du marché ainsi que des contraintes de l accréditation. Sur le plan technique ce développement doit prendre en considération deux aspects complémentaires : - l acquisition des abords applicatifs permettant de former un ingénieur d emblée pouvant commencer immédiatement à être productif. - le talent d adaptabilité nécessaire d une part pour répondre aux exigences du profil et d une autre part pour suivre l évolution du domaine technologique concerné surtout quand il s agit des domaines où les systèmes, les outils et les services développés sont à court cycle de vie. Page 27

28 La formation d ingénieur Pour une formation d ingénieur la notion de compétence ne doit pas se limiter à l aptitude de reproduire et d appliquer les notions acquises. Une définition adéquate est donnée dans le contexte du Système Européen de Classification et des Qualifications (European Qualification Framework ou EQF) où la compétence est définie en termes de responsabilité et d autonomie. En effet, la responsabilité découle du fait que l ingénieur, créateur de solutions et décideur, pose lui-même les jalons de son travail. Des soucis d ordre éthique, sociétal, légal et économique s imposent. L ingénieur doit alors être formé à répondre aux exigences non technologiques sur le même pied que les exigences technologiques. Pour représenter les critères nécessaires à la formation d ingénieur nous considérons les trois dimensions suivantes : 1. La dimension principale est la responsabilité qui se développe en parallèle avec le volet technologique. Cette dimension passe par les différentes phases d acquisition, d application, de reproduction et d extrapolation. On peut de même caractériser cette dimension en termes de précision, performance et autonomie pour atteindre l ultime responsabilité. Les soucis d ordre éthique, sociétal, légal et économique sont aussi inhérents à cette dimension. 2. La taille du projet et les acteurs nécessaires à sa réalisation. Cette dimension caractérise la part et la nature du travail d équipe ainsi que les exigences de la gestion du projet. 3. La communication et l envergure. Cette dimension caractérise les échanges, la découverte et l aspect multiculturel. A titre d exemple, nous représentons dans la figure 1 les critères définis par l EAC (Engineering Accreditation Commission) de l ABET (American Board for Engineering and Technology) et qui sont les suivants: a. Une capacité d appliquer ses connaissances en mathématiques, sciences et ingénierie. b. Une capacité de concevoir et à réaliser des expériences, ainsi que d analyser et interpréter les données. c. Une capacité à concevoir un système, un composant ou un processus pour répondre aux besoins souhaités. Page 28

29 d. Une capacité de travailler en équipe multidisciplinaire. e. Une capacité à identifier, formuler et résoudre des problèmes d ingénierie. f. Une compréhension des responsabilités professionnelles et éthiques. g. Une capacité à communiquer efficacement. h. Une éducation générale nécessaire pour comprendre l impact des solutions de l ingénierie dans un contexte global et sociétal. i. Une reconnaissance de la nécessité et une capacité à s engager dans la formation continue. j. Une connaissance des enjeux contemporains. k. Une capacité à utiliser les techniques, les compétences et les outils modernes de l ingénierie nécessaires à la pratique du métier. Figure 1 : Notre représentation des critères de l ABET. Page 29

30 Les atouts du programme de formation Le programme de formation de la Faculté d Ingénieurs de l Université Antonine avec ses quatre options (télécommunications et réseaux, systèmes et réseaux, systèmes multimédias et génie logiciel) couvre, outre les matières techniques directement liées à la spécialisation, des groupes de matières répondant aux exigences des compétences requises pour une bonne insertion professionnelle: - La culture de l entreprise développant chez l étudiant les compétences managériales et la culture aux aspects législatifs. Ces acquis permettront aussi aux étudiants de prendre plus tard des initiatives d entreprenariat. - La communication et l expression permettent de développer les compétences communicatives. - Les actions citoyennes et l éthique permettent de garder l étudiant à jour quant à la vie institutionnelle et faire naitre en lui la responsabilité civile et morale. - Les programmes de formation professionnelle : La participation active assistée par les grands acteurs de l industrie a donné aux universités les moyens, financiers mais aussi académiques pour former un ingénieur expérimenté d emblée. La méthode consiste à inonder l étudiant de concepts en un temps court suivant une approche structurelle. L approche des boites noires. L étudiant profite aussi d un certificat apprécié par les recruteurs. L enseignant profite d un curriculum prêt à être enseigné. Les professeurs travaillent moins, par contre ils doivent être bien formés. D où l importance croissante de la formation continue. Dans ce cadre nous avons réussi, par exemple, en analysant la méthode pédagogique du curriculum de la formation CCNA de CISCO (figure 2) de l intégrer dans notre cursus dans un cadre complémentaire à l enseignement des matières réseaux (figure 3). Page 30

31 Figure 2 : Analyse de la méthode pédagogique de la formation CCNA. Figure 3 : Intégration de la formation CCNA dans le module d enseignement des réseaux de télécommunication. Page 31

32 Les approches pédagogiques et le développement des compétences Le programme de formation a été confectionné dans une approche programme où les matières sont l une au service de l autre afin que la granularité du système crédit ne soit pas un handicap vis-à-vis de l investissement des heures d enseignement et de l optimisation du partage des informations ce qui nous a permis d intégrer des cours avancés et d utilité professionnelle directe dans notre cursus. Nous avons par exemple relevé le défi d intégrer les systèmes embarqués, les formations professionnelles et autres. Autrement dit, d une part, nous avons optimisé les cours comme la quantité d information que l étudiant doit acquérir a connu une énorme expansion dans les dernières décennies et, d une autre part, les matières ont servi, en plus de l enseignement de leurs notions de base, à enseigner leur interdépendance l une de l autre. L approche programme qui, en plus d assurer une cohérence globale et de permettre de mieux insérer l étudiant dans le contexte des cours de spécialisation, résout le problème de granularité imposé par la quantification du nombre de crédit par matière. Du point de vu didactique, nous avons filtré les notions en les projetant sur le nouveau état des lieux des technologies par exemple, en ce qui concerne l enseignement de l électronique, nous avons optimisé les cours pour permettre aux étudiants d explorer le compromis entre les différentes modalités : matériel versus logiciel, numérique versus analogique et matériel à usage particulier versus matériel reconfigurable. Une des méthodes didactiques que nous avons adoptée, quand il y a lieu, se base sur l approche de haut en bas (top-down) pour assurer une vision globale des systèmes et un raisonnement structurel avant de rentrer dans les détails du raisonnement fonctionnel. La contextualisation est de même considérée pour franchir la barrière qui sépare la théorie de la pratique. Une intégration de l approche par projets apporte au programme de formation un développement de compétences adapté à la pratique d ingénieur. Dans ce cadre, l étudiant va passer par plusieurs étapes successives et de difficultés progressives pour analyser et puis concevoir de différentes manières un système allant du noyau de microprocesseur jusqu à l ordinateur embarqué: La programmation bas niveau ou langage machine est enseigné, comme en [4], non pas comme un langage de programmation mais comme un Page 32

33 outil permettant d explorer l architecture du processeur ainsi que le fonctionnement d un compilateur. On n utilise pas un assembleur mais par contre on utilise un langage haut niveau avec des instructions assembleur insérées en ligne. Le projet assembleur est donc remplacé par un atelier d analyse comme il n est plus utile de développer en assembleur en partant de zéro. Par contre, l enseignement des microcontrôleurs envisage à la fois une programmation en assembleur et en langage haut niveau. Le cours de la théorie des systèmes d exploitation intègre le travail sur la base des noyaux Linux afin de préparer l étudiant au développement de Linux embarqué [6] et cette formation continue avec des cours sur le développement du kernel de Linux ainsi que sur le développement des pilotes afin d assurer une bonne intégration entre le logiciel et le matériel. A l aide de simples circuits intégrés l étudiant va concevoir un noyau simplifié de microprocesseur RISC. Ces réalisations de processeurs simplifiés à l aide des éléments de base confirment l acquis de l étudiant en termes d aspect matériel au niveau des composants électroniques. Ces projets sont suivis par un cours de langage de description du matériel permettant d exprimer les mêmes réalisations sous forme de codes programmés. On passe des composants aux opérations. Ces acquis sont suivis par un cours avancé des architectures de microprocesseurs aboutissant à une conception et réalisation matérielle à l aide des composants à grille de portes programmables (FPGA). Le développement d un jeu à l aide d une description matérielle pure (hardware) sans codage d un programme permet à l étudiant de comprendre comment, avec le langage de description du matériel, la frontière entre matériel et logiciel est devenue floue (figure 4). Page 33

34 Figure 4 : Le jeu réalisé par description matérielle sans codage d un programme. La conception d un projet d ordinateur embarqué sur FPGA en reproduisant par une description du matériel un ordinateur complet avec tous les détails du processeur, de l interface graphique, des mémoires et des unités d entrées sorties. Un programme qui est sensé fonctionner sur l ordinateur reproduit est expérimenté sur le matériel FPGA. La figure 5 montre les deux versions initiale et reproduite de l ordinateur en question avec le même jeu vidéo qui tourne sur les deux. Figure 5 : Conception et réalisation d un ordinateur embarqué sur FPGA. Page 34

35 Adaptation aux demandes et vision stratégique Déployer une technologie ne dépend pas uniquement de sa maturité. Le modèle économique joue un rôle primordial dans la décision de sa mise en œuvre suivant la conjoncture des intérêts des acteurs principaux. Néanmoins, être prêt pour une échéance-clé est l enjeu principal. La Radio Logicielle (Software Radio), par exemple, vise beaucoup loin que les implémentations actuelles de la SDR (Software Defined Radio) qui se limitent à reconfigurer l interface radio pour passer d un standard à l autre ou d un débit à l autre, pour assurer la compatibilité requise. Par contre, la Radio Logicielle ambitionne à dicter le comportement du matériel jusqu à l amplificateur de l antenne, de manière à télécharger la description de ce matériel et créer sa nouvelle identité. Bien que désormais cela commence à être technologiquement faisable, il est toujours condamné à la stagnation en quête d un modèle économique qui justifie la liberté d utiliser l interface radio ce qui va restreindre le rôle de l opérateur, rompre le lien d intérêt mutuels entre fabricant et opérateur et faire émerger des micro-acteurs fournisseurs de services de description logicielle du matériel. Le programme de formation de la Faculté d Ingénieurs de l Université Antonine prépare l étudiant ingénieur à relever, parmi autres, le défi d intégrer ces futurs nouveaux acteurs par la formation à double volets. D abord, le volet d hyperfréquence et de traitement du signal et puis le volet de systèmes embarqués. Ces deux volets qui se croisent pour élaborer une technologie telle que la radio logicielle. Dans la même démarche de vision stratégique, notre Faculté d Ingénieurs a misé sur les réseaux et les applications mobiles. En effet, la migration vers les réseaux mobiles et la convergence fixe mobile va jusqu à la mise en doute de la pérennité de l Internet pour laisser libre cours à la téléphonie mobile. Les acteurs de l informatique et de l Internet font une reconversion ; Apple sortira bientôt des cartes SIM contournant les opérateurs, Google a déjà lancé son système de téléphonie mobile, Facebook vise aussi la téléphonie mobile, etc. A noter aussi que le marché de la téléphonie mobile est en accroissement et que son champ d application s enrichit de plus en plus. On cite comme exemple le paiement sur téléphone portable avec la technologie du NFC (Near Field Communication) qui va embarquer la carte de crédit, ce qui crée un nouvel aspect de reconversion. On voit par exemple La Poste (qui est aussi une banque) qui s est lancé déjà dans la téléphonie mobile. Page 35

36 Les projets et les stages en guise d une bonne insertion professionnelle Pour obtenir le diplôme d ingénieur un étudiant doit passer par les étapes qui le préparent à l insertion professionnelle en développant chez lui les compétences facilitant son intégration à la vie professionnelle et au travail d équipe, incitant ses facultés de communication et d expression, créant son profil d innovateur et de trouveur de méthodes et confirmant ses acquis. Ces étapes se concrétisent par les préparations suivantes : - Un stage ouvrier qui vient à la fin de la troisième année de formation pour compléter la matière «méthodologie et rapport de stage» qui forme l étudiant à la rédaction du rapport de stage. Ce stage constitue un premier contact de l étudiant avec l entreprise et lui donne la chance de découvrir la vie professionnelle. L étudiant a une certaine marge de choix et de l entreprise et de la tâche comme le but c est d une part l intégration et d une autre part la rédaction du rapport de stage. - Un projet de fin d études où l étudiant doit prouver ses talents d innovateur et doit prouver la valeur ajoutée de son idée et de la façon avec laquelle il la met en pratique. Une approche innovante de suivi des projets de fin d études est adoptée, cette approche basée sur les systèmes ouverts (logiciel libre et noyau de matériel libre) permettant aux étudiants d intégrer une communauté de développement sur Internet lui ouvrant la voie de travailler sur des projets communs avec des étudiants du monde entier. L étudiant s inscrit en ligne et, après avoir reçu le feu vert du comité de suivi des projets, soit il adhère à un projet en cours, soit il propose une idée et invite les autres à participer à son projet. On a choisi cette solution pour les raisons suivantes : Surmonter la difficulté de trouver des projets de développement de bonne qualité avec les entreprises en remplaçant ainsi ces derniers par des entreprises virtuelles. Faciliter le suivi et l évaluation des projets en analysant les échanges entre les membres de la communauté de développement et surtout la pertinence des solutions proposées par nos étudiants et les réactions des autres membres vis-à-vis de ces propositions ainsi que la contribution réelle de nos étudiants à l évolution du projet. La tâche est facilitée en analysant les statistiques proposées par les forums virtuels de développement. Assurer l originalité ainsi que l attention qu on porte au sujet du projet suite à la motivation des membres à contribuer au travail. Page 36

37 Harmoniser le niveau de développement de nos étudiants avec celui des étudiants des grandes universités dans le monde entier. Cette démarche s applique aux projets de développement des systèmes embarqués à travers des sites tel que «opencores.org» ainsi qu aux projets de développement logiciel tel que «sourceforge.net». Ces sites présentent en plus des échanges de codes et de techniques, des statistiques permettant l évaluation des projets et leur évolution, l état des projets pour indiquer si le projet est en cours, achevé ou nouveau ainsi qu un forum pour communiquer le savoir faire. - Une formation à la méthodologie de recherche et à la démarche scientifique qui forme l étudiant à l analyse et à l extrapolation. L objectif est l éveil à la démarche scientifique et l instruction à la résolution des problèmes au delà de la reproduction. Cette formation est suivie de plusieurs épreuves évaluatives et d un projet de développement mettant en relief le respect des dates d échéance et l assimilation dans une courte durée d une problématique ainsi que la recherche de l état de l art. L aptitude à résoudre les problèmes est un des acquis attendus de cette matière. - Un stage en entreprise qui couronne les cinq années de la formation d ingénieur et qui a pour objectif de prouver les compétences acquises. Le choix de l entreprise ainsi que les tâches affectées est contraint à la concordance avec l esprit de la spécialisation optée par l étudiant. Un comité d évaluation et de suivi assure le contact avec les entreprises, l évaluation du stage proposé et son accord avec le profil requis ainsi que le suivi de l évolution et de l avancement du travail. Un grand nombre de stages en entreprise débouche sur une embauche immédiate. Conclusion Le programme de formation d ingénieurs doit être élaboré en synergie avec les approches pédagogiques universitaires adaptées au profil souhaité qui se démarque des profils requis par les autres métiers. Toutes les démarches décrites dans cet article découlent d une analyse approfondie des critères d accréditation prévus pour la formation d ingénieurs et les acquis d apprentissage visés répondent aux exigences de former un ingénieur prêt à relever le défi du Time To Market tout en ayant le bagage cognitif nécessaire à remodeler ses talents. Page 37

38 Références [1] M. Borrego, et J. Bernhard, The Emergence of Engineering Education Research as an Internationally Connected Field of Inquiry, Journal of Engineering Education, January 2011, Vol. 100 No 1, pp [2] T. Tierens, P. Pelgrims, W. Dams, et P. Van Pelt Inter, Interdisciplinary Embedded System Design in Education, IEEE International Conference on Microelectronic Systems Education, [3] T. S. Hall, J. Bruckner, et R. L. Halterman, A Novel Approach to an Embedded Systems Curriculum, 36th ASEE/IEEE Frontiers in Education Conference, October 2006, San Diego, CA. [4] T. Tempelmeier, Embedded Practical Real-Time Education in a Computer Science Curriculum, IEEE [5] S.M. Low, Developing Undergraduate Students Multi-Engineering Skills through Projects on Embedded Systems, IEEE [6] Qingsong Shi, Lingxiang Xiang, Tianzhou Chen, et Wei Hu, FPGAbased Embedded System Education, IEEE First International Workshop on Education Technology and Computer Science, 2009 Page 38

39 Accreditation and Quality Assurance Elie Karam, Ph.D. Assistant to the Dean, Faculty of Engineering Chairman, Department of Electrical Engineering University of Balamand Introduction The past few decades have witnessed an increased attention to educational processes in higher education generally, and for engineering in particular. In some cases, national accreditation standards have been revised to reflect an outcomes-based approach to programs. Examples include ABET EC2000 in the United States [1] and UK-SPEC in the United Kingdom [2]. In other cases, reform of higher education is the result of large-scale regional reform, for example, the Bologna Declaration [3], or the project for the Accreditation of Engineering Programs and Graduates (EUR-ACE) [4]. During this period also, many in industry, government, and university programs have addressed the need for reform of engineering education, often by stating the desired outcomes in terms of attributes of engineering graduates. The meaning of the term quality is somewhat argumentative, but a commonly used definition gives a real sense of the scope of the concept. The British Standards Institute (BS 4778) defines quality as: The totality of features of a product or service that bear on its ability to satisfy a given need. Quality defined in this sense suggests that the quality of teaching and learning intersects with most practices of the University. The University formulates its purposes in attempt to address certain needs of the community. For that purpose, educational programs are devised and implemented. One aspect of their quality may be described as their fitness for purpose. In other words, the University must be clear about its purposes and have a teaching and learning plan to provide the points of reference by which the quality of its activities can be judged [5]. Page 39

40 Accreditation Accreditation is becoming an essential challenging issue facing academic institutions worldwide. Accreditation generally refers to the external audit aimed at examining the processes established in the higher education institutions and the success of their implementation. As if ignited by the globalization phenomenon, the accreditation process has engaged universities in the USA, Canada, England and many European countries, Australia, Africa, Far East, and Middle East. It has become clear also that no accreditation process can be undertaken without going through a complete quality assurance process. Voluntary accreditation in higher education originated almost a century ago as a uniquely American process [6]. Accreditation has typically the following attributes: provision through private agencies; significant exercise of selfevaluation by an institution or program with results summarized in a report given to the agency; team visit conducted by the agency; judgments about accreditation made by expert and trained peers; and opportunity provided to institutions under review to respond to most steps in the process. There are generally two types of accreditation for higher education: institutional accreditation and specialized accreditation. An institutional accrediting body evaluates an entire organization and accredits it as a whole. It assesses formal educational activities and also evaluates governance and administration, financial stability, admissions and student personnel services, resources, student academic achievement, organizational effectiveness, and relationships with outside constituencies. On the other hand, specialized (or program) accreditation agencies evaluate particular units, schools, or programs within an organization. Some are discipline-based (business, computer science, and library science, for example), and many are also associated with national professional associations and state licensing (engineering, medicine, health professions, and law are good examples). Institutional accreditation is separate from the accreditation given or withheld by specialized agencies, although the institution accreditation bodies usually take cognizance of the standards set by professional bodies. Page 40

41 Quality Assurance Quality Assurance is a term that has caused confusion for some time in comparison with accreditation. In order to resolve this confusion, two terms have been lately used: internal and external. The internal quality assurance pertains to a higher education institution seeking to set, manage, and improve the quality of its education system and associated operations. On the other hand, external quality assurance (equivalent to accreditation) refers to the planned and systematic review process of an institution or program to determine whether or not acceptable standards of education, scholarship and infrastructure are being met, maintained and enhanced [8]. It is an instrument designed to add value to higher education by encouraging high quality. An efficient and effective high quality higher education system which is internationally recognized and a well-established national Quality Culture are vital for economic growth in developing countries. A sustainable quality assurance program enhances international as well as national employment opportunities, improves the education and training of future employees, facilitates an enabling learning environment, and enriches the academic and intellectual landscape. Thus it can provide substantial support for economic and social development at the national, regional and international levels. The process of quality assurance is embedded on certain principles implicitly agreed upon implementation in many countries. The principles of quality assurance process refer to good practices currently carried out around the world to assure and improve quality standards in higher education. These principles include: Focus on the customer (students, society and the labor market) needs; Accountability; Leadership; Stakeholders engagement; Focus on tools (processes, means, and learning outcomes); Adopting decisions on the basis of fact (evidence based); Continuous improvement; Autonomy and accountability; Shared benefit; Concern for Economic and Environmental issues; and Forecasting future needs and changes [9]. The development of Quality Assurance is a continuous process and therefore, continuity of strategies, actions and efforts is a prerequisite for quality in higher education. Quality Assurance including its processes, procedures and outcomes of assessment is a challenge and its management is even a greater challenge to practitioners seeking workable guidelines, evidences of good practices and tools that will facilitate the process. This process is becoming more and more an academic necessity in Lebanon against the rather erratic Page 41

42 mushrooming of higher education institutions, with weak enforcement of guidelines and standards. This is all happening while the growing constraints and competition in the market place may force more prominent employers to look for graduates from accredited universities and programs. Quality Assurance (Accreditation) Agencies Over the past two decades, many nations have established new quality assurance (accreditation) agencies. In some cases, the agencies are often funded by or are somehow affiliated with government ministries. In the United States, accreditation agencies are mostly private self-funded organizations. As such, we have what is so-called the American model of accreditation versus offer different types of quality assurance programs that are available in Europe, Canada, and Australia. In some of these countries, the maintenance of educational standards is a governmental function and compliance with government standards is mandatory. It is interesting to notice though that no institution in the United States is required to seek accreditation. However, because accreditation brings a variety of widely recognized benefits, most of the eligible institutions in the United States have sought to become accredited by regional accrediting commissions [7]. The literature shows that third world countries are attempting to develop various quality assurance systems that borrow ideas from here and there. The Lebanese attempts described below fall in this category. Now, whether the established quality assurance agency follows an accreditation or another quality assurance form, it will eventually have to seek evidence and verify whether a given higher education institution can be accredited or not, or whether the institution receives or not a favorable decision concerning its academic quality processes. The Lebanese Phenomena The presence of different educational systems and teaching approaches and philosophies has somewhat complicated the issue of objective assessment and evaluation of the educational programs, in particular engineering. In fact, our generation has grown up hearing the famous slogan: French system versus American system, semester versus annual programs, course-base versus credit-base curricula, and even American credit system versus European credit system (ECTS). Such diversity could be turned into a blessing or into a curse. At some point, the Lebanese higher education system was strongly Page 42

43 influenced by the French system, without ignoring the impact of the American University of Beirut. Until the middle of last century, two universities served the higher education needs of Lebanon USJ and AUB. Some universities have been established between 1950 and 1980, mainly LAU (BUC), LU, BAU, USEK. Other universities evolved during and shortly after the war in Lebanon (1980s), mainly NDU and UOB. Then, after the 1990s more than 20 HE institutions have joined the academic arena. Though it is not the context here to dwell into the subject, a critical question may be asked here: how can we manage the academic quality process with a relatively large number of universities in a small country riddled by a long history of social, political, economic, and religious complexities. In attempt to find remedy to the current academic situation and to be in line with international trends, a few initiatives have been undertaken in Lebanon over the past ten years. Some of these initiatives are hereby listed: 1. Lebanese Engineering Programs Accreditation Commission LEPAC (Tempus project, 2006) 2. Quality Assurance for Higher Education in Lebanon QAHEL (Tempus project, 2007) 3. Draft law for establishing a national quality assurance (QA) body for higher education in Lebanon (Ministry of HE in collaboration with LAES funded by AMIDEST-Lebanon, USAIDS, 2011) 4. Workshops and Conference organized by the Association of Universities in Lebanon titled Towards a Comprehensive System of Quality Assurance of Higher Education in Lebanon, Toward the Lebanese Quality Assurance Agency TLQAA (Tempus project, 2012) In order to see the global picture and examine the quality assurance process dynamics in Lebanon, excerpts from these initiatives are hereby presented. 1. Lebanese Engineering Programs Accreditation Commission LEPAC (Tempus project, 2006) Mission: LABE s (Lebanese Accreditation Board for Engineering) mission is to periodically assess engineering programs offered at universities operating in Lebanon and accredit those programs that meet established Page 43

44 standards to ensure highest quality of engineering education, relevancy to the job market, and employability of graduates. Vision: LABE s vision is to see that every engineering program offered at any University in Lebanon is able to provide, maintain and sustain quality engineering education that is congruent with community interests and societal needs, integrate and harness the use of modern technologies, have strategies in place to face the continuously evolving challenges of engineering education, harness cooperation with outside engineering accreditation boards, and being able to disseminate the culture of quality assurance and accreditation in the Lebanese engineering profession. 2. Quality Assurance for Higher Education in Lebanon QAHEL (Tempus project, 2007) in%20lebanon.pdf The idea of QAHEL TEMPUS project is to benefit from the European experience in the field of quality assurance and to illustrate to the Lebanese higher education institutions the advantages and challenges linked to the development of quality management in higher education. The general objective of this project is to make the Lebanese higher education institutions aware of the European higher education quality models and to allow them to benefit from the European experiences in the field of quality assurance. The specific objectives were set to assist Lebanese HEI meet the quality challenges discussed above. These objectives include: Design and Develop three guides in quality assurance for higher education. Train Lebanese academics in the field. Encourage and help higher education institutions to establish their own institutional quality centers. Benefit from this program as a base for institutional self-improvement in the field. 3. Draft law for establishing a national quality assurance (QA) body for higher education in Lebanon (Ministry of HE in collaboration with LAES funded by AMIDEST-Lebanon, USAIDS, 2011) Page 44

45 The aim of the project is to develop a draft law that regulates the establishment of a quality assurance body for higher education in Lebanon, including its functions, structure and relationship with Ministry of Higher Education and higher education institutions. The project was agreed upon with the minister of higher education. The study was conducted through core and large committees as well as seminars, so as to involve several stakeholders in the discussion, in addition to commissioned consultation and reviewing Arab and non- Arab experiences in the field. It started by setting a list of questions then trying to answer them throughout discussions and consultations. Based on this, drafts were amended gradually. Participants in the discussion and consultation include experts in quality assurance, representatives of higher education institutions, both private and governmental, and representatives of quality assurance and accreditation bodies in Arab countries, Europe and the USA. Once the final draft is finished it is to be submitted to the minister of higher education as a step toward the approval by the government of the project law (current stage). 4. Workshops and Conference organized by the Association of Universities in Lebanon (in cooperation with The National Office of TEMPUS) titled Towards a Comprehensive System of Quality Assurance of Higher Education in Lebanon, The workshops and the conference aimed at: Adopting a common language on the key elements of quality assurance of higher education in Lebanon; Achieving common convictions about the basic components of a comprehensive national system for quality assurance of higher education in Lebanon; Proposing coordinated positions among the institutions of higher education and all other stakeholders pertaining to the establishment of national agency for quality assurance of higher education in Lebanon 5. Toward the Lebanese Quality Assurance Agency TLQAA (Tempus project, 2012) Page 45

46 The main objective of this project is to establish the Lebanese Agency for Quality Assurance. This agency would satisfy the expectations in terms of accountability and continuous improvement of the HE system. Against this backdrop, the project aims to experiment some tools that may be used by this agency. Based on an analysis of the Lebanese context done by the Lebanese partners a model for QA will be established with the support of the European partners and discussed with the Lebanese Higher Education (LHE) stakeholders at large. Based on the established quality assurance model a set of standards and procedures will be drafted for the evaluation of the institutions. Evaluations will be carried out by experts from Lebanon and from abroad. Training materials provided by the European partners will be customized to the Lebanese context and will serve to train the selected experts. A pilot evaluation of few Lebanese institutions will be performed. By the end of the project, well accepted and tested standards and procedures will be available and could be directly used by the Lebanese agency. Finally, the project, targeting and involving the whole LHE system, will strongly enhance the quality culture with a good understanding of accountability and continuous improvement concepts. Discussion and Conclusion Accreditation and Quality Assurance of higher education institutions are primarily concerned with the institution statement and implementation of the following elements: Mission; Vision; Goals; Objectives; Outcomes; Rules and Regulations; Facilities; Assessment tools; and Engagement of Stakeholders. Yet at the end it all boils down to one issue: reliable evidence. No matter how much is being written, transparency, honesty, and trust at all levels are the only guarantees of the process. This statement will hold whether a fully independent or ministry-affiliated national quality assurance agency has been established. No one can deny that a good amount of work and initiatives have been invested on the issue of accreditation and quality assurance in Lebanon. The amounts of awareness and concern have increased over the past few years. Many meetings and workshops have been held at many universities; and Page 46

47 quite a few projects have been submitted. A good amount of documents and literature have been published and shared. And, in spite concerns about some of its content, a draft law has been submitted via the Ministry of Higher Education to the Lebanese Council of Ministers. Yet, given the Lebanese conditions and history, one cannot be sure about what has been or what will be actually accomplished. So, while drafting a law is good, not implementing it means the waste of effort, time, and money. So the more we try to keep the cost low, the better we hope to be in terms of affordable tuition cost and taxes to cover the inflicted expenses whether in the private or public sectors. Not to mention that at a later time come back searching for a new law, thus falling into a negative vicious circle leading to more losses, lack of trust, and frustration. After a thorough inspection of the initiatives mentioned above, one can easily see the emphasis put on borrowing ideas from outside, probably in attempt of avoiding re-inventing the wheels or simply to make use of others experiences. This may not totally incorrect. However, one has to be aware and take into consideration that we do not have the same start levels that the American and the European have already established. They simply have a culture that is more compatible with what we are trying to borrow from them. So while the ideas we are trying to borrow from them may be good ones, they may not easily implementable in Lebanon unless we work first on creating the proper national culture that enables the development and the growth of Quality Assurance standards and processes. Some initiatives seem to have simply underestimated this issue. This point is illustrated by the following quote from one of the Lebanese initiatives: Main Goal: The Main goal (of the project) is to put in place an accreditation board for engineering education in Lebanon, namely the. This board is based on International Standards and Procedures such as EUR ACE. This goal can be achieved by understanding the World s status quo systems of licensing and accreditation of EPs and producing an appropriate legislating accreditation system to be adopted by the Lebanese Ministry of Higher Education. Now while the project main goal is quite good, the means for its achievement sound a bit shallow. However, it can be considered as a step in the right direction. Page 47

48 A caution needs to be raised here. We claim to be aware that the devil hides in the details. Yet many times, and getting carried away with our genuine enthusiasm, and acting in a hurry, we may rely simply on taking from outside, ignoring the lack of proper culture and the internal fragility; as if a small baby can be meat-fed! Most of the projects have good objectives and substantial work plans, yet they may be doomed to fail unless they get equipped with proper vision and measures to work on developing the proper culture suitable for the launching and growth quality assurance processes at a widespread national level. Enforcement of the law is good in a place where the law makes sense and is well understood. Using the threat of punishment and measures taken against the non-complying institutions seems to be neither effective nor productive in the current Lebanese conditions. Now in attempt to look at the issue from an educator perspective, the following observation can be brought up. Over the past ten years, and the last five in particular, I have witnessed a growing lack of motivated learners, and quite a few of them lacking the proper formation in terms of analytical and critical reasoning. Many university students are also getting just eager to finish as speedy as possible. Studying this phenomenon is beyond the scope of this paper, yet one cannot simply ignore it since it may have impact on any quality assurance plan. On one hand most students are bearing the symptoms of the political and social problems riddling the country. Other aspects of the problems can be traced back to the high school education which needs itself its share of quality assurance attention. In fact a student spends 13 years at school and only 5 years in an engineering program. This means that quality assurance must start at the school level. Quality assurance needs to be homogenized between the various stages of education. The heterogeneity issue becomes more complex when we consider the students transferring from one institution to another, after completing a three year degree for example. While engineering education programs will be addressed in other papers in this conference, an issue related to quality assurance needs to be raised here. Although some engineering programs, or courses, look to be fundamentally similar, we have witnessed in the past few year the different types of formation, both at the conceptual and applied levels, some with narrow and limited skills. This picture may be hidden inside the various evaluation and grading systems. All this highlights the need for a National Strategy concerning the educational process and its quality assurance starting from elementary school. One has to be careful however about the danger of getting carried away putting more Page 48

49 emphasis on the form and quality of education at the expense of the substance of education and the reasoning patterns. In addition, many universities are concerned about the burden on the institution, while faculty members are facing the pressure of the additional work that needs to be done, with the Lebanese University itself having to face most likely the highest challenge. Another concern may be raised at the point. In fact, what good is it to have academic quality assurance, in engineering in particular, if we do not have it anywhere outside the academic campus? Just consider what will happen if the municipalities, for example, do not implement proper standards, or what will happen if a little bribe alter any professional design, wouldn t this eradicate the rather costly academic quality assurance process? So the National Strategy has to address the full scope and whole spectrum of the Quality Assurance process. In addition, the National Strategy has to totally independent from and not victimized by the current political situation in Lebanon. This is not very difficult to accomplish once we put the national best interest above all other considerations. A good National Strategy on Quality Assurance that takes into account the integrated perspectives of the various concerned sectors, mainly government, universities, professional bodies, and employers will bring stability, growth, and prosperity to Lebanon. After some much said, some fundamental questions can be raised here: What are the skills that need to be acquired in any engineering discipline? And are our programs structured to ensure the acquisition of the stated skills? What role can the Order of Engineers play in the curriculum planning and the assessment of the graduates? Most of these questions will be addressed in other papers of this conference. However, I take the opportunity here to make the following recommendation concerning the role of Order of Engineers. I believe that it does not help to have engineering academic quality assurance without having profession practice quality assurance standards. In this regards, one can benefit from the experience of other countries where the practice of engineering profession requires particular licensing. The licensing process can be established by the Order of Engineers where general and specialty standardized tests can be devised and administered to ensure that practicing engineers in Lebanon meet the required standards. The renewal of these licenses could be conducted on cyclic basis, where any changes in the adopted engineering standards or new developments could be examined and verified. Page 49

50 Références [1] Accreditation Board of Engineering and Technology, Criteria for Accrediting Engineering Programs: Effective for Evaluations during the Accreditation Cycle, Available at [2] Engineering Council, UK Standards for Professional Engineering Competence: the Accreditation of Higher Education Programs, Available at [3] The Bologna Declaration. Available at bolognaexplanation.htm [4] The EUR-ACE Project. Available at [5] The JCU Quality Assurance System: Principles. See: au/policy/allitoz/jcudev_ html [6] The Higher Learning Commission a commission of the North Central Association, Handbook of Accreditation, 3rd Edition, Chicago, Illinois, [7] The Western Association of Schools and Colleges (WASC), Handbook of Accreditation, Alameda, California, [8] Fred M. Hayward, Glossary: Quality Assurance and Accreditation, prepared by the Council for Higher Education Accreditation (CHEA) in February See: [9] The Quality Assurance and Accreditation Handbook for Higher Education in Egypt, NQAAC, 2004 Page 50

51 Lebanese Accreditation Board for Engineering Program Lebanese Engineering Programs Accreditation Commission (LEPAC) Soubhi Abou Chahine, Professor Ahmad Smaili, Professor Beirut Arab University Ahmad Jammal, Director General Ministry of Education and Higher Education (MEHE) Abstract Presented in this article is a proposal to establish an accreditation board for engineering in Lebanon, dubbed Lebanon Accreditation Board for Lebanon (LABE). LABE was the culmination of the TEMPUS Project Lebanese Engineering Programs Accreditation Commission (LEPAC) in which academics from engineering colleges and the Orders of Engineers in Lebanon and academics from Europe as well as representatives from three European Engineering Accreditation Agencies contributed through various project s committees. A case for LABE shall first be made then detailed descriptions of LABE s framework and procedures are discussed. Introduction The engineering students in Lebanon are earning their degrees through different engineering programs in an increasing number of Lebanese universities. Consequently, it is important that these programs as well as the way they are delivered are monitored as to their intrinsic quality, their compatibility with international standards and their response to national needs. Quality higher education in Lebanon has always been an attraction for neighboring countries and it is in the national best interest to cement this Page 51

52 position by graduating engineers with abilities congruent with national, regional, and international development requirements. A step forward is the establishment of the LABE. LABE s framework and related policies and procedures were the results of the LEPAC project that was funded by the EU Commission under TEMPUS program. The main aim of LEPAC was to put in place an accreditation system for engineering education in Lebanon that conforms to International Standards and Procedures such as ABET and EUR-ACE while addressing the needs of Lebanon. Many higher education institutions from Lebanon and Europe, in addition to the Orders of Engineers and three European engineering accreditation agencies participated in the project s consortium. Many workshops were held within the timeframe of LEPAC. Two technical committees, including members from all engineering faculties operating in Lebanon, participated in preparing the proposed LABE s accreditation framework and related policies and procedures. LABE s goal is to periodically assess engineering programs offered at universities operating in Lebanon and accredit those programs that meet the established standards to ensure highest quality of engineering education. Section II in this article describes proposed LABE s bylaws. Accreditation Policy and Procedures are explained in section III. Finally, Accreditation Criteria are presented in section IV. II. Lebanese Accreditation Board for Engineering (LABE) II-1 Mission LABE s mission is to periodically assess engineering programs offered at universities operating in Lebanon and accredit those programs that meet established standards to ensure quality of engineering education, relevancy to the job market, and employability of graduates. II-2 Vision LABE s envisages that engineering programs offered in Lebanese universities provide, maintain and sustain quality engineering education that is congruent Page 52

53 with community interests and societal needs, integrate and harness modern technologies, and have strategies to face continually evolving challenges. II-3 Responsibilities LABE s major responsibilities include: Define accreditation goals and objectives and processes for assessing them. Assess engineering programs in the context of the specific program objectives and outcomes. Provide feedback to institutions for improvement. Renders accreditation decisions. Identify to all stakeholders the programs that meet the set of standards and criteria. Publish accreditation decision to constituencies. Set, assess, and maintain policies and procedures. Develop, assess, and maintain programs criteria. Form standing committees to manage details of all aspects of accreditation process. Maintain the integrity of the accreditation process (team formation, timelines, etc.). Act as liaison between institutions, government, and public. Advise the Ministry of Higher Education on licensing new programs. II-4 Composition and Nomination The accreditation board is a composite of the major stakeholders of engineering education. It is composed of members that represent the following entities: Ministry of Higher Education (1), other concerned Ministries (2), Order of Engineers (2), Lebanese University (2), Private Institutions (assuming rotation in membership) (3), industry representative (3), consultants from international agencies without voting right (2). Members of LABE s stakeholders submit nominations of potential board members who are deemed to best fit the selection standards. The selection from the nominees list conforms to the following criteria: Have ample experience in engineering education and/or professional practice; have commitment to enhancing engineering education standards; and have participated in activities related to accreditation of engineering programs. Page 53

54 II-5 Mandate 1. LABE is mandated by the Council of Ministers. 2. LABE operates with complete autonomy within the context of its rules and regulations. 3. The board has the sole responsibility to render the accreditation decisions. 4. The decisions of the DGHE Equivalence Committee, Engineering Committee, and Technical Committee conform to LABE s recommendations. 5. The Ministry of Public Works, the Ministry of Agriculture and the Orders of Engineers accept LABE s recommendations and conform to it when attaining permission of practicing the engineering profession. II-6 Funding LABE operating funds come from several sources. The Ministry of Higher Education covers roughly 50 % of LABEs operating budget. The balance of the required budget shall come from the following sources: (1) Accreditation fees of $ 3000 for each program, (2) institutions annual maintenance fee of $ 500, (3) annual support from the Orders of Engineers, (4) annual support from the Lebanese Industrial Association, and (5) other sources that LABE seeks. III. Accreditation Policy and Procedures III-1 Licensing Policy The program must meet the criteria set by LABE (criteria issued by the Ministry of Higher Education s decision conforms to LABE s recommendation). III-2 Operation Eligibility Policy A program is deemed eligible if it satisfies the following conditions: (1) provide evidence that the initiation of the program s requirements is met during a visit by LABE s expert, and (2) enact continuous assessment and audit procedures for all years of study in the program. III-3 Accreditation Policy III-3-1 Institutional Eligibility for Accreditation A necessary condition to pursue accreditation of a program is that the institution in which the program is offered meets the following criteria: (1) Page 54

55 Have an operating license from the MEHE, (2) meets all standards and criteria established by the MEHE (decree 9274 and Higher Education Law [1]), and (3) has been operating for at least three years. III-3-2 Program Eligibility for Accreditation A program is eligible for accreditation if it satisfies the following minimum requirements: (1) Licensed by the MEHE, (2) meets equivalency standards as required by the MEHE, (3) has been in operation at least for at least 3 years after graduating the first class (exception to this applies to a new program in which case probationary accreditation for three years may be granted after graduating the first class), (4) meets the program criteria set by the LABE, and (5) offers a curriculum that satisfies by experience the stated outcomes. III-4 Accreditation Procedures Once accreditation eligibility is met the accreditation process is as follows: (1) Form a team (board members serve on accreditation teams), (2) Eligibility Assessment, (3) evaluate the Self Study Report, (4) conduct on-site visit, (5) draft visit report, (6) take accreditation action, (7) manage appeals, (8) release accreditation information to public. IV. Accreditation Criteria IV-1- General Criteria These criteria are drafted on the basis of internationally acceptable criteria which includes ABET [2], EURACE [3], CTI [4], and ASIIN [5]. IV-1-1 Program Mission Statement The program must articulate a mission statement that is in tune with the mission of the institution and form the basis for its objectives and educational outcomes. Educational Objectives The program must articulate and publish the educational objectives that relate to the career and professional accomplishments to be achieved by Page 55

56 the graduates. The objectives must conform to the current criteria and be congruent with the mission of the institution. Program Outcomes The program must articulate a set of program outcomes that foster attainment of the program objectives. The outcomes define a set of knowledge, skills, and attitudes expected of the graduates at the time of graduation. The program must enact a process that culminates in the formulation of the outcomes and an assessment process to measure the outcomes and the level they are attained. The program must publish the assessment results and enact a process to integrate them in improving the outcomes and objectives. The program must demonstrate that their graduates possess the skills that enable them to: 1. Embark on successful careers and internalize the spirit of life-long learning; 2. Integrate engineering fundamentals principles and concepts with contemporary technologies; 3. Apply modern experimental and computational tools; 4. Think critically and creatively, identify problems, evaluate new ideas, and advance innovative solutions; 5. Design and realize a system; 6. Harness strong professional and ethical standards. Professional Component 1. The curriculum must be designed to include the necessary professional components that results in graduates attaining the program stated outcomes and objectives. 2. The curriculum must prepare students to perform in the practical world by requiring students to conduct research to heighten their level of understanding of technical issues that are not formally covered in the curriculum using scientifically based methods. 3. The faculty members must assure that the curriculum devotes adequate attention and time to each component. 4. The program must have a practical training period spent outside the university with specific outcomes. The program that fulfills the Professional Component tracks one of the following educational platforms: 1. Programs offering Bachelor of Engineering (BEng) degree (5 years) 2. Programs offering Diplome D ingenieur degree (5 years) Page 56

57 3. Program with a three-year Bachelor of Science (BS) followed by a two-year 4. Master of Science (MS) degree The Professional Component must conform to: 1. At least 15 % as University required general education or liberal arts courses which include humanities, social sciences, languages, business, law, economics, etc.. 2. At least 25 % as College required basic sciences and mathematics. 3. At least 50 % of Program required related engineering courses, etc.. Assessment Process Assessment is the key component of the accreditation process. The program must establish assessment processes and use the results for improvement. Specifically the program must have in place: 1. A process by which the stated objectives are continually assessed to ascertain the level to which they are attained and updated to ensure conformity with the needs of the program s various constituencies. 2. A process to assess the level of attaining the learning outcomes and to show how the assessment results are used to improve the program so that the outcomes are better attained. IV-1-2 Students The quality of a program is ultimately measured by the quality of its graduates. To ensure quality graduates, the following students criteria must be satisfied. Quality of Admission and Transfer Policies The program must demonstrate that proper admission policies are in place and that clear acceptance guidelines are implemented and posted to applicants. Performance Monitoring and Evaluation The program must have in place clear, fair, and continuous assessment criteria for students performance (grading policies, probation and suspension rules, etc.). Mentoring, Advising, and Counseling The program should promote communication between students and faculty/ administration. Page 57

58 Student Life The program must promote and sponsor the formation of professional, cultural, social, and athletic student organizations. IV-1-3 Faculty Members The faculty members must satisfy the rules and the regulations sanctioned by the Ministry of Higher Education in Lebanon. The faculty must be of sufficient number and appropriate qualifications to accommodate the student population (Student-to-Faculty ratio as a rule is less than 20), course load, services to the department and institution and research. IV-1-4 Facilities The program must: 1. Demonstrate the availability and adequacy of equipment, laboratories, and classrooms and show their contribution to the achievement of program objectives and outcomes. 2. Provide and continuously upgrade the IT infrastructure to support the learning experiences of students. 3. Provide a dedicated physical library resources as well as on-line databases to support the scholarly activities of students and faculty and continuously improve achievement of program outcomes. IV- 1-5 Institutional Support The program must provide evidence that the institution has strong commitment to the quality, success, and sustainability of the program. The evidence must show that the institution is: 1. Providing adequate and continuous financial resources to: a) Support the recruitment and retention of quality b) Support professional and academic development of faculty c) Acquire and maintain adequate learning facilities: IT infrastructure, multimedia support, adequate classroom environment, library, etc. d) Allocate adequate budget for research activities. 2. Helping students in career planning and placement by creating an efficient contact link with local and regional industries to identify possible job opportunities and communicate them to students. Page 58

59 IV - 2 Program Specific Criteria The program must support the realization of a well-rounded engineer who is characterized by the three enabling pillars: 1. Core knowledge and technical skills; 2. Context and setting understanding in which engineering knowledge and skills are applied and practiced; 3. Attitudes and abilities (soft skills) to practice engineering effectively. Core knowledge and technical skills include mathematics, basic sciences, relevant engineering topics, modern hands-on skills, and integration of various skills in a major design experience to realize a system. Understanding the context include coverage of social sciences, humanities, and ramifications of engineering on culture and the environment. In this regard the program is strongly encouraged to establish a strong link with local and regional industries to get their input on program objectives and outcomes, collaborate on projects of mutual interest, and invite practicing engineers to give seminars on contemporary engineering areas, and teach practical courses. Attitudes and abilities (soft skills) relate to communication skills, professional responsibilities that allow engineers to put their knowledge and skills for the betterment of community. Conclusion In this paper, the main outcomes of the tempus project Lebanese Engineering Programs Accreditation Commission (LEPAC) have been described. The bylaws, accreditation policy and procedures as well as accreditation criteria are presented. Additional efforts must be done by the official authorities towards the adoption of this project recommendations and the establishment of such body to achieve the desired results. Page 59

60 Acknowledgments The authors commend the team spirit and acknowledge the major effort made by the following contributors to the LEPAC Project: Steering Committee members: Haissam Ziade, Nahed Ghazal, Charbel El Kfouri, Amer Helwani, Mohamad Khaldi, Ahmad Jammal, Sobhi Abu Chahine, Ahmad Smaili, Guiliano Augusti, Philippe Wauters, Dieter Weichert, Jean-Francois Combe, Bernard Remaud, Claudio Borri, Iring Wasser. Technical Subcommitte I members: Ahmad Smaili (HCU), Antoine Hreiche, Chadi Hosari Chaiban Nasr (LU), Chawki Diab (CNAM), Fadel Moukaled (AUB), Iyad Ouaiss (LAU), Karim Nasr (UOB), Mohamad Khaldi (UOB), Mohamad Khalil (IUL), Mohammad Nasri (MUT), Moustafa Hamad (NDU), Pierre Geoden (UPA), Sawsan Saridar (BAU), Sylvie Devigne (CNAM). Technical Subcommittee II members: Abdul Hassan Husseini (LU), Abdul Menhem Koubaissi (IUL), Abdul-Majid Abdul Ghani (LIU), Ahmad Jammal (DGHE), Ahmad Smaili (HCU), Amer Helwani (MEHE, LU), Charbel El Kfouri (Order of Engineers Beirut), Dani Mezher (USG), Elias Nassar (NDU), Mazen Tabbarah (LAU), Mohamad Taha (HCU), Nahed Ghazal (Order of Engineers Tripoli), Nuhad Dagher (AUB), Pierre Gedeon (UPA), Sobhi Abou Chahine (BAU), Walid Kamali (MUT). References [1] Lebanese Decree 9274, Ministry of education and higher education, Directorate General of Higher Education. [2] Accreditation Board for Engineering and Technology, Accreditation Criteria, Policies & Procedures: [3] EUR-ACE : the European quality label for engineering degree programmes at Bachelor and Master level: [4] La CTI (Commission des Titres d Ingénieur) : fr/le-guide- dauto- evaluation [5] ASIIN - Accreditation Agency Specialised in Accrediting Degree Programmes in Engineering, Informatics, the Natural Sciences and Mathematics: Page 60

61 Engineering Education at Notre Dame University: Addressing Diversity and Multiculturalism Dr. George Hassoun, Dr. Semaan Georges, Notre Dame University Louaize, Lebanon Abstract This article describes a number of curricular, structural, and pedagogical initiatives undertaken recently by the Faculty of Engineering at Notre Dame University Louaize, Lebanon, to better serve its increasingly diverse and multicultural student community, and to respond to recent market demands for a multi-disciplinary, multi-skilled engineering force. One of these initiatives is the extension of the so-called General Education Requirement pool to include a wider variety of management, communication, and culturally oriented courses; another initiative is the establishment of an Undergraduate Minor in Engineering Management, and a third initiative is the improvement of classroom learning techniques through the implementation of an Integrated Engineering Education Efficiency approach, specifically targeting a large cross section of students coming from low-to-middle income families. Introduction The fast paced advances in high technology, particularly in the fields of digital computers and communication, have inevitably put stronger pressures on modern engineers, engineering employers, and engineering educators. Today s highly connected global village is witnessing the merging of many technical areas of expertise, calling for engineers to acquire various multidisciplinary technical skills. In addition, non-technical skills, such as communication, management, and interpersonal skills are being eagerly sought by engineering employers to cater for the needs of an increasingly diverse and multi-national customer base. Page 61

62 Driven by its continuous push for excellence, and by the need to better serve the engineering profession and its increasingly diverse, and multicultural community, the Faculty of Engineering at Notre Dame University Louaize (NDU) introduced, starting from Summer 2007, a number of curricular, structural, and pedagogical initiatives, as part of a university-wide improvement effort. In the following, these initiatives are described, after a brief presentation of some of the features characterizing the engineering student body at NDU. II - The Engineering Student Body: Economic Background, Diversity, and Multiculturalism Based on student data provided by the Student Affairs Office Office of Financial Aid [1], 30 percent of Engineering students received various forms of financial aid in Fall 2008, compared to a University-wide figure of 21 percent (see Figure 1). Also, the average family income for a large cross section of financial aid applicants was found to be less than 20 thousand $US. Figure 1 - Student Financial Aid Distribution at NDU - Fall 2008 This aid amounted to about 17% of the operational budget [2], and is distributed into four major categories, namely, Work-study Grants, Undergraduate Scholarships, Sibling Grants, and Grants for Excellence [3]. During the same period of time, another set of data [4] revealed other characterizing features of the Engineering student body at NDU. Based on Page 62

63 this data 12% of the engineering students are female, compared to 42% University-wide, 11% are non-christian, and 2% are international. Although relatively disproportionate at times, these indicators point to a low-to-middle income family background for a large number of engineering students. They also show a significant amount of diversity and multiculturalism that calls for a greater level of diversification in the programs and curricula being offered, in addition to a close attention to the classroom instruction methods. III General Education Requirements: A Broader Perspective In Fall 2007, in order to satisfy the growing market demand for a multi-skilled, multi-cultured engineering student, the Faculty of Engineering significantly expanded its so called General Education Requirements (GER) course pool [5], as part of a University-wide GER expansion drive that had started a year earlier for the purpose of [improving] the students critical and analytical thinking, [evaluating] the attainments of science, technology, humanities, arts, social sciences, behavioral sciences and all other domains of culture in the perspective of the totality of the human person, and [educating] their sense of sound citizenship as well as their belonging to a universal human family[ ] [6] In the newly adopted Engineering GER pool, each student selects 9 courses out of the 56 optional courses now available, instead of the previously available 24 courses. The new pool includes a broader scope of topics ranging from Arabic to Sociology. They are distributed over five categories, namely Communication Skills, Philosophy and Religion, Cultural Studies and Social Sciences, Citizenship, and Science and Technology. The Dialogue among Civilizations course (POS 337), for example, emphasizes the importance of cultural diversity and tolerance in supporting the stability and continuity of today s globalized and increasingly interconnected world. The course stresses that cultures are dynamic entities continuously evolving. It points to the dialogue among various civilizations as an effective means of conflict resolution and to the need for core values within national and international boundaries. Page 63

64 Table 1 includes the titles of a selected number of GER courses. ENL 230: English in the Workplace REG 212: Religion and Social Issues BAD 201: Fundamentals of Management ENG 210: Intro. to Engineering Economy ENG 310: Ethics in Engineering PHS 207: Develop. of Science & Technology POS 240: Law & Society SOL 201: Introduction to Anthropology Table 1 - Selected Course Titles from the New GER Course Pool Two years after the implementation of the GER initiative, a small study conducted on a 99-student sample extracted from the Faculty of Engineering (57% majoring in Electrical engineering, and only 20% enrolled after 2007) revealed that communication and business and management courses are starting to gain popularity after 2007 at the expense of social, cultural, and natural sciences courses, thus leading to a more balanced GER course distribution compared to the pre-2007 era (see Figure 2). Figure 2 Completed GER Courses before and after the GER Pool Expansion Page 64

65 IV Undergraduate Minor in Engineering Management (UMEM) In Spring 2008, the Faculty of Engineering established its Undergraduate Minor in Engineering Management (UMEM), effectively highlighting the increasing significance of management and economics for engineering professionals. Supplementing engineering studies with a Management background has been sought by engineering students for some time as a direct response to engineering employers demand for multi-skilled, multidisciplinary engineers. UMEM was seen as a direct response to that demand [7]. UMEM was also part of a University-wide drive to establish minors across the University. About a year earlier, the NDU Board of Deans had published general guidelines for Undergraduate Academic Minors at NDU, stating that their objective is to offer a wide, versatile, and creative spectrum of basic knowledge for students in areas other than their major programs of study [8]. In 2009, 27 minors had been established across the academic programs at NDU [3]. UMEM was only opened to engineering students. It requires the completion of four management and economics courses, in addition to two elective courses to be selected from a course pool covering a variety of courses ranging from organizational behavior to marketing. The four required courses are: Principles of Accounting I, Engineering Economy, Project Management, and Fundamentals of Management. Figure 3 - UMEM Student Enrollment and Graduation since Fall 2008 Page 65

66 V Classroom Instruction: Towards an Integrated Engineering Education Efficiency (IEEE) Approach Given the large amount of engineering students receiving financial aid (see Figure 1), and noting the sizable proportion (about 28% [1]) of them that are WSG recipients, i.e. they need to work at the University to earn their financial aid, one could easily conclude that the scholarly performance of engineering students may suffer, especially since a large proportion of them also work outside the University. To support these working students, in particular, and the engineering student body, in general, the Faculty of Engineering has started to test a number of classroom learning techniques, as part of a so-called Integrated Engineering Education Efficiency (IEEE) approach [9], which consists, in addition to the above mentioned classroom learning techniques, of a teaching strategy and a conduct policy. The IEEE teaching strategy, dubbed the 4CE (pronounced Foresee) Strategy, is built upon five tenets, each of which having its specific goal(s), namely: Continuity, Creative Thinking, Coordination, Cumulativeness, and Ethics. One of the primary goals of the continuity tenet is to transform the Traditional Reviewing Learning Pattern (TRAP), strongly popular among engineering students at NDU (see Figure 4) into the more efficient Continuous Learning Activity Pattern (CLAP), (see Figure 5). Figure 4 - The Traditional Reviewing Activity Pattern (TRAP) Page 66

67 To reach that goal, the following three classroom techniques have been applied and tested since 2007: 1. Paced Active Learning (PAL): consists of using classroom collaborative exercises and regular individual quizzes, to increase the rate of learning events (quizzes) and increase the time constant of each one of them, in order to decrease the time constant of (speed up) the steady-state learning curve. 2. Regularly Assessed Performance (RAP): consists of adequately and promptly assessing the student s performance in his/her learning events, and communicating to him/her the assessment results (preferably using an e-learning tool such as Blackboard) via a dedicated and private record that is readily and continuously available to the student for self appraisal. 3. Computer Assisted Presentation (CAP): consists of using technology (computers, LCDs, etc.) to present the theoretical components of the course material, for the purpose of saving the time necessary for the classroom exercises used in the first technique (PAL). In this fashion, it is realistically possible to transform the lecture from a dull dictation session, into a lively discussion and interaction forum. Figure 5 -The Continuous Learning Activity Pattern (CLAP) Page 67

68 As mentioned above, the classroom learning techniques need to be supplemented by a conduct policy regulating the various modes of operation between student and instructor (ranging from attendance to disciplinary violations), with its major assessment components regularly communicated via the soft record used in the RAP technique. We note that an adequate evaluation of the IEEE approach is not an easy task because many factors are involved in the evaluation process. However, based on student feedback, it is possible to state that this approach motivates the working student to work more regularly, optimizes the amount and quality of classroom learning, and provides early warning signs in case of inadequate performance. VI Concluding Remarks : An Eye on the Future In this article, three engineering education initiatives undertaken at the Faculty of Engineering of Notre Dame University Louaize, Lebanon, were briefly described. Other initiatives have been implemented at the Faculty, and others are being planned but were not described for brevity. One such initiative is the establishment for a Learning Center that will provide learning support for engineering students and allows the instructor to devote more time to complete the curriculum and conduct research. Needless to say, the common objective of these initiatives is to optimize the learning experience of engineering students despite the difficulties posed by their cultural diversity, and economic background. Page 68

69 Bibliography [1] Notre Dame University, Student Affairs Office - Office of Financial Aid, Financial Aid Data for Engineering and Other Students - Fall 2008 to Spring 2010, Zouk Mosbeh, [2] Notre Dame University - Louaize, Office of the President, «Annual Report 07-08,» Louaize, Lebanon, [3] Notre Dame University - Louaize, NDU Catalog , Louaize, [4] Notre Dame University, «Fall / Statistics,» The NDU Gazette, no. 1, pp. 1-15, April [5] Notre Dame University - Louaize, «Appendix IV - Faculty of Engineering - General Education Requirements (27 credits),» The NDU Gazette, no. 4, pp , June - July - August [6] Notre Dame University - Louaize, «Appendix I - General Education Requirements for Bachelor Degrees at NDU,» The NDU Gazette, no. 5, pp. 8-12, July [7] Notre Dame University - Louaize, «Appendix IX - Minor in Engineering Management,» The NDU Gazette, no. 3, pp , April - May [8] Notre Dame University - Louaize, «Appendix II - Undergraduate Academic Minors at NDU,» The NDU Gazette, no. 5, pp , July [9] G. Hassoun, «Towards Improving the Engineering Education Continuum,» in the Proceedings of the International Conference on Technology, Communication and Education, Mishref, Kuwait, Page 69

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71 Interdisciplinary Engineering Education Dr Eng. Charles Yaacoub Faculty of Engineering, Holy-Spirit University of Kaslik 1 - Introduction Engineers are formed to design solutions for particular problems. Since new technologies are changing the world to a more complex environment, new problems arise incessantly. Nowadays, engineers are required to be multiskilled to cope with the rapidly changing requirements in different fields of specialization. In addition to technical interdisciplinary education, the modern economy requires engineers to be well trained in appropriate aspects in management, economics and law. The aim of this paper is discussing interdisciplinary engineering education from different aspects, the labor market requirements from graduating engineering students, and the role of the Lebanese universities in this context. This paper is organized as follows. In Section 2, technical interdisciplinary education is discussed. Section 3 discusses other aspects of interdisciplinary engineering education, and particularly the needs of the labor market. In Section 4, engineering curricula at the Holy-Spirit University of Kaslik are briefly presented, and the role of the Order of Engineers along with the Lebanese universities in developing and promoting interdisciplinary education is then discussed in Section 5. Finally, conclusions are drawn in Section Interdisciplinary Education: Technical Aspect Engineers play a major role in all aspects of human life. As technology develops and becomes more and more essential, particularly in modern societies, different fields in engineering have become increasingly overlapping. Therefore, modern engineering education should be able to adapt to the latest Page 71

72 emerging technologies. In current engineering curricula, whether in Lebanon or abroad, technical interdisciplinary education is not an option, but rather a fact. For example, there has always been an overlap between mechanical and civil engineering programs. In addition to traditional engineering areas (civil, mechanical, electrical/electronics), more specialized degrees have emerged during the last decade. Consider for example, the electrical engineering (EG): in lowcurrent EG, we have now two major degrees widely offered, the computer engineering and the communications engineering. On the other hand, due to their significantly overlapping content, some universities have merged both curricula to yield one (interdisciplinary) degree: the Computer and Communications Engineering (CCE). Furthermore, there have been several interdisciplinary degrees offered such as mechatronics (mechanics and electronics), biomedical (biology, electronics, mechanics, ), etc 3 - Other Aspects of Interdisciplinary Education The modern economy requires engineers to be well trained in appropriate aspects in several non-engineering fields, such as management and law. Before discussing interdisciplinary engineering education in this context, let us first take a look at the labor market situation in Lebanon. Based on statistics from the Central Administration of Statistics in Lebanon 1, we observe that: - Among the working people (employed or self-employed), only 25% hold a university degree. - The main reason for out-migration (66% of emigrants) is looking for a job. - 44% of migrants hold university degrees. Based on the above statistics, we notice that the labor market in Lebanon does not offer enough opportunities for our engineers. A significant proportion of graduating engineering students find jobs in other countries. Therefore, our interdisciplinary education should not only target the Lebanese society, but should rather have a global aspect targeting diverse cultures. 1) Najwa Yaacoub and Lara Badre, The Labour Market in Lebanon, Statistics in Focus, Issue 01, October Page 72

73 Communication skills constitute an essential requirement from today s engineers. A project cannot be initiated if the idea behind is not well communicated in a very convincing manner. While the design and implementation of a given project require mainly technical information, good communication skills allow for better coordination and guidance. The delivery also requires good communication skills. Therefore, an engineer is required to communicate his ideas clearly, confidently, and fluently, tailoring his speech to the target audience. Written skills are also very important. An engineer should be able to write clearly, concisely and systematically, covering all the aspects of a given subject, beginning with a clear statement of purpose, and ending with conclusions and a summary for reviewing the content. On the other hand, engineers not only occupy technical positions. They could be trainers, teachers, salesmen, marketers, etc. Let us consider a practical and simple job position example. Some companies include the term engineer in a salesman job position: a Sales Engineer. Such a position requires a deep understanding of the company s solutions and products, and the ability of positioning solutions to best address prospective clients needs. While a real engineer is not necessarily required for such a position, it is sometimes more suitable to employ an engineer with some background knowledge in sales and marketing than to employ a salesman with some technical background, depending on the nature of the company s business and target clients. According to Ted Hissey 2, many managers believe that marketing should be integrated in the basic engineering curriculum, in order for an engineer to be able to incorporate some aspects of the marketing process to secure contracts, grants, or project funding. Engineers are also expected to participate in budgeting and financial analysis tasks related to their projects. According to Hissey too, some managers believe that an engineer that understands business finance becomes more effective and productive. Many engineers try to fill this gap in management-oriented information by continuing their education seeking a Master in Business Administration (MBA) or a Master in Engineering Management (MEM) degree. Engineers are also required to be trained in some aspects in law. In addition 2) Ted Hissey, «Enhanced Skills for Engineers», the Proceedings of the IEEE, Vol. 88, No. 8, August Page 73

74 to their duties and rights, whether as employees, employers, or self-employed, engineers could occupy managerial positions dealing with human resources, intellectual property (copyrights, trademarks, patents, ), etc 4 - Our Experience at the Holy-Spirit University of Kaslik (USEK) At USEK, we started offering a Computer and Communications Engineering (CCE) degree since the academic year /, with three options for specialization offered to fifth year students: Networking, Industrial Computing and Robotics, and Software Engineering. As its name implies, the degree mainly covers topics in computer engineering and telecommunications. With the increasing demand on more specialized technical information in each field, the CCE was split in two separate degrees: Computer Engineering and Telecommunications Engineering. In addition, the Faculty of Engineering at USEK now offers degrees in Mechanical, Electrical (and Electronics), Chemical, and Biomedical engineering. In all six fields of specialization, students graduate with a solid background in physics and mathematics. In addition to major-specific topics, the curricula include courses in engineering ethics, business law, business management, economics, communication skills, religion and history. Some of these courses are mandatory, while others are electives where the students chose the topics that most interest them. This background is advantageous to graduating students since it helps them to better communicate their ideas and views in a more convincing way, and to see more clearly how their engineering expertise meets the societal needs in their environment. 5 - Role of the Order of Engineers and Lebanese Universities Nowadays, an engineering student is expected to understand, in addition to technical information, the socio-technical impact of engineering solutions. In the United States, the Accreditation Board for Engineering and Technology 3 (ABET) requires that engineering curricula provide the students with the broad education necessary to understand the impact of engineering solutions 3) Accreditation Board for Engineering and Technology, Criteria for Accrediting Engineering Programs, Page 74

75 in a global, economic, environmental, and societal context. The Order of Engineers and the Lebanese universities can play a major role in promoting and supporting interdisciplinary engineering education on a sustainable basis. Universities can provide foundations in areas such as communication skills, business management, economics, and law, while the Order of Engineers can help determine the needs of the labor market to such disciplines, periodically, and assist the universities in updating their engineering curricula accordingly. The Order can also represent a link between universities and a broad number of companies, industry professionals and governmental institutions, proposing internship positions and interdisciplinary projects for engineering students as well as research projects for graduate students. 6 - Conclusion In this paper, we discussed engineering education from a socio-technical point of view. In addition to a solid background in technical information, engineers are required to be well trained in appropriate aspects of a multitude of non-engineering areas. We started by exploring the technical aspect of interdisciplinary engineering. The labor market situation in Lebanon was briefly presented next, and interdisciplinary education discussed from a different perspective, where not only technical engineering information is required. We presented afterwards different engineering curricula at the Holy- Spirit University of Kaslik, and then discussed the role the Order of Engineers and the Lebanese universities in promoting and supporting interdisciplinary engineering education. Page 75

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77 Academia/Industry Collaboration : Opportunities and Challenges Imad H. Elhajj (Electrical and Computer Engineering), imad.elhajj@aub. edu.lb and Daniel Asmar (Mechanical Engineering), [email protected] American University of Beirut Abstract In this session we discuss university and industry collaboration with focus on potential opportunities and challenges. The session will include presentations about previous successful projects highlighting the benefits to both parties. In addition, the role of the syndicate and other official entities such as LIRA is discussed. A framework of collaboration between universities and industry is presented with practical steps outlined. Opportunities and Challenges We believe Lebanon is poised to continue its academic and industrial advancement. However, both would be at a disadvantage competing regionally and worldwide if they do not align efforts and resources. Opportunities: - Industry in Lebanon is more advanced than generally is known. - Academia in Lebanon is fully capable, does conduct state-of-the-art research and is capable of contributing to development. - The cost of conducting research in Lebanon is significantly lower than in most other countries. - For most research areas, the infrastructure already exists. - The will to collaborate exists among all parties. - Research is not the only mechanism to collaborate. However, several challenges are impeding this collaboration: - Agreeing on a definition of research. Although this seems a trivial issue; however, we feel that finding value for all parties involved in the research is key to move from will to action. The problem is that Page 77

78 academics are most interested in research that results in publications. This typically includes both theoretical and practical work. However, the efforts put in development and deployment is typically not valued in publications. On the other hand, industry is primarily interested in research that gets eventually developed and deployed for their use. It is this gap that both parties must make an effort to close. - Academics just have to get an idea to work to get recognized. On the other hand, industry wants to get an idea to work AND be reliable, efficient, safe, and affordable. In other words, academics have no incentive to go beyond a preliminary prototype; whereas, industrialists want to get to a product. - The lack of a large number of success stories or the lack of visibility of success stories impedes the buy in required. - Although, several Lebanese institutions are making an effort, the mechanism and link between academia and industry remains limited and is currently done based on individual contacts and effort. Success Stories Several projects have been carried out at the American University of Beirut in collaboration with industrial partners. We list here two of our personal success stories without naming the partners involved upon their request. The first project was the research and prototyping of a pipe inspection robot. This was developed as a final year project. The outcomes from this project are being used by the industrial partner to manufacture these robots, which they have been successful in selling several of them outside Lebanon. The other success story was the full automation of an old foam cutting machine. This system has been deployed for about 9 months and is fully operational. It is worth noting that in both cases no publication resulted. Role of OEA, LIRA and Others Several organizations in Lebanon are playing a role in enhancing collaboration between academia and industry. Of these we mention Order of Engineers and Architects (OEA), Lebanese Industrial Research Achievements (LIRA), Association of Lebanese Industrialists, National Council for Scientific Page 78

79 Research (NCSR), and Industrial Research Institute (IRI). These institutions are carrying out several activities in order to enhance the link between academia and industry. However, we believe that unless the first three challenges mentioned previously are resolved these links will not result in further progress in most cases. In addition to linking, we believe that these institutions must systematically help with funding these collaborative projects under high visibility programs. This funding must be sufficient to subsidize the financial risk an industry takes when involved in research (long-term and unprofitable in many cases). Framework of Collaboration We believe a successful recipe requires action on part of the academia, industry and national institutions triangle. Academia: 1. Put in place a clear reward mechanism (not directly financial) for faculty involved in industry partnerships. Meaning credit such efforts in promotion (in most cases currently this is not the case). 2. Facilitate closing the gap between research, prototyping and development. This necessitates establishing incubators (within academic institutions) to provide a strong boost to technology transfer. This transfer that is much talked about but not acted upon. Note that on the long-term this could potentially be financially rewarding to the academic institutions. Industry: 1. Primarily must recognize and be willing to accept that financial loss in research is a must. However, one success would pay off all previous investments and more. 2. Must be flexible on delivery time, prototype quality and continuity (students eventually graduate). 3. Must not shy away from publications and patents. National Institutions: 1. Must allocate funds primarily for academia and industry collaboration. 2. Must develop sustainable mechanisms and systems to facilitate partnerships. Page 79

80 Conclusion The potential exists for success among academia and industry in Lebanon; however, several challenges must be addressed. All we have to do is follow in the footsteps of the several industrial countries with successful models of collaboration. Page 80

81 Partenariat Université-Industrie : La démarche libanaise Rafic YOUNES Pr., Université Libanaise, Faculté de Génie, Liban. Pr. Associé à l UQAR Canada. Chercheur Associé au LISV, UVSQ France. [email protected] Mots-Clés Industrie, Université, Incubation, Démarches gouvernementales. Abstract Ce papier étudie l association entre les universités et l industrie au Liban. L interaction entre l université et les entreprises est d une importance primordiale dans la production de la connaissance, l évolution de la recherche et les relations avec la société. Les statistiques sur les financements, les publications, les brevets ainsi que divers autres sondages soulignent une faible progression dans les partenariats université-industrie au Liban. À l étranger, on témoigne d une véritable révolution dans les fonctions des universités, de l industrie et du gouvernement. Ce triple serpentin se développe vu que chaque part intègre de mieux en mieux le concept de complémentarité avec l autre. Des arrangements et des réseaux entre ces trois sphères se développent apportant ainsi leurs contributions au processus de l innovation scientifique. Dans cette nouvelle configuration, le monde universitaire peut jouer un rôle comme une source de développement des entreprises, de la formation et de la technologie. Après la présentation du modèle de partenariat universitéindustrie et de la nécessité d une collaboration université-industrie attributive, des expériences historiques sont présentées afin de mieux comprendre la relation université-industrie courante et ses problématiques. Par exemple, le transfert des diplômés vers le marché du travail soulève par les entreprises des besoins et des perspectives à court terme difficiles à respecter par les universités. Ce papier essaye de formuler une vision pour améliorer la dynamique de Page 81

82 l interaction industrie/université au Liban. Introduction Les collaborations université-industrie dans les économies les plus avancées ont joué un rôle vital à l épaulement de la compétitivité régionale et internationale. Ces pratiques ont un impact considérable pour les systèmes d enseignement supérieur dans les pays en cours de développement. Au Liban, la compétitivité de l industrie reste un mot clé déterminant dans le partenariat en question. En conséquence, les responsables universitaires et certaines organisations ont conclu la nécessité d une telle collaboration afin de stimuler le développement des aptitudes technologiques modernes. Les plannings proposés ont été essentiellement dirigés vers l éradication des barrières qui empêchent l apparition des collaborations, tels que la manque d incitations, les structures administratives inactives ou les droits de propriété intellectuelle mal définis. Malgré l importance des liens de collaboration entre les universités et le secteur productif au Liban, l intervention directe du secteur public a été limité à la mise en œuvre d un nombre limité de programmes qui utilisent les fonds publics pour financer des projets conjoints université-industrie. Ces efforts ont généralement été de courte durée et sous-financés. On note le manque d une politique de réforme, même à effet indirecte, concernant la détermination des conditions dans lesquelles les liens université-industrie peuvent émerger. Ces réformes devraient être caractérisées par une gestion gouvernementale accrue. Un objectif primordial doit être l émergence d un système d enseignement supérieur plus composé et plus diversifié reconnaissant un rôle dans le progrès économique qui va au-delà de la formation de la main-d œuvre humaine. Les universités au Liban doivent reconnaitre de plus en l importance du développement des mécanismes de collaboration directe visant à consolider la compétitivité des entreprises nationales comme un moyen pour «affirmer» leur contribution à l économie locale. Le développement des stratégies et des mécanismes par lesquels les institutions universitaires approchent le secteur productif, est délaissé aux soins de chaque établissement. De plus la mondialisation de la configuration des relations de l universitéindustrie-gouvernement peut être considérée comme un résultat de diverses Page 82

83 coïncidences d évolutions: 1. L interconnexion entre les laboratoires de production du savoir et les utilisateurs de la recherche à différents niveaux: en témoigne la croissance rapide des centres dans lesquels les entreprises et les chercheurs universitaires ont établi leurs priorités conjointement, les agences de transfert de technologie au sein du couple universités - entreprises négocient le déplacement des technologies dans les deux directions; 2. L émergence, la propagation et la convergence des paradigmes technologiques et des communications; une interaction qui elle-même est devenu plus vaste entre les organisations, les multiniveaux, et donc devenu relativement plus important que l élaboration de perspectives entre les murs aux seins de l établissement proprement dit basé sur des routines et des connaissances tacites; 3. La transition consécutive à la mode verticale de la coordination à des modes latéraux et multimédia, représenté par l émergence de réseaux, d une part, et la pression à diminuer les lenteurs administratives, de l autre. Au fil du temps, ces développements ont conduit à des changements dans les relations politico-économiques entre les universités, l industrie et le gouvernement, les rapprochant dans certaines sociétés et les éloigner dans d autres. Néanmoins, le gouvernement joue un rôle de plus en plus important non seulement en fournissant un environnement réglementaire, mais aussi pour encourager l innovation. L académie, qui est traditionnellement censés être en dehors de l industrie, est de plus en plus impliquée dans l industrie, non seulement par le biais de consultation et de recherche sous contrat, mais dans la formation de sociétés de la recherche universitaire. Difficultés de la collaboration industrie/université Les universités sont principalement attribuable à créer de nouvelles connaissances et d éduquer, alors que les entreprises privées visent sur la capture des connaissances utiles qui peuvent être mises à profit pour obtenir un avantage compétitif. En outre, les universités sont de plus en plus des gestionnaires proactives de leurs collaborations avec l industrie, cherchant à créer une propriété intellectuelle pour eux-mêmes. Bien que ces deux aspects aient été reconnus dans la littérature sur les liens l université-industrie, relativement peu d études ont étudié la nature des obstacles et les facteurs qui pourraient les affaiblir. Compte tenu de l importance centrale accordée par la Page 83

84 politique pour établir et soutenir les relations université/industrie, le manque d étude des obstacles est elle-même un sérieux obstacle à la conception d une politique efficace. La plupart des études de la collaboration industrie-université ont encadré l analyse de ces coopérations en termes de résultats de projets de recherche, défini comme un résultat qui crée une opportunité pour une entreprise, telles que l orientation et la direction des développements technologique. D un point de vue commercial, les résultats de recherche ne couvrent qu une importance annexe. Ce qui importe n est pas les résultats, mais l impact comment les nouvelles connaissances provenant d une collaboration avec une université peut contribuer à la performance d une entreprise. De nouveaux produits peuvent être rendus possibles? Peut-on arriver à des procédés de fabrication nouveaux et plus efficaces? Peut-on découvrir de nouveaux matériels qui permettent une plus grande efficacité logistique? Peut-on posséder des matériaux brevetables, des designs et des procédés qui améliorent l avantage concurrentiel? Page 84

85 Les gestionnaires estiment que travailler avec le milieu universitaire n est absolument bénéfique que dans la mesure où elle favorise l association de l entreprise à ses objectifs. En particulier, nous devront chercher à déterminer, d une manière mesurable, les meilleures pratiques pour le processus de sélection - la gestion et le développement de relations qui permettent à une entreprise de capitaliser sur un partenariat de recherche avec une université. Au cœur des complications à des collaborations industrielles universitaires sont les distinctes normes institutionnelles qui gouvernent les connaissances public et privé. La création de connaissances fiable et public a été au centre de la logique d élargissement des universités, menant à l appui du gouvernement d élargir le bassin de connaissances économiquement utiles. Les institutions de la science comportent de solides mécanismes concurrentiels et des régimes d incitation puissants. La priorité d établir la réputation à travers la publication est essentielle à la réussite scolaire et la durabilité de carrière n est pas toujours conscient, l estime par les homologues ne peut pas être acheté et doit être créé. Contrairement à la nature relativement ouverte du système scientifique, le processus de création de connaissances dans le secteur privé est dominé par les tentatives de s approprier les connaissances ayant une valeur économique afin d acquérir un avantage concurrentiel. Ce «privé» des connaissances est en grande partie fermé, reste caché à l intérieur de l entreprise ou divulgués de façon limitée par les brevets déposés principalement aux fins de l obtention de monopoles temporaires. Malgré des exemples de l ouverture, la principale motivation des activités des entreprises de création de connaissances est l appropriation des connaissances à des fins privées, et l ouverture à des acteurs extérieurs est utilisée comme un mécanisme stratégique pour acquérir un avantage sur ses concurrents. Compte tenu de ces deux systèmes différents de production du savoir, les entreprises privées sont souvent en conflit avec des chercheurs universitaires sur le sujet de la recherche, le calendrier et la forme de la divulgation des résultats de recherche. Bien que les chercheurs peuvent avoir intérêt à divulguer des renseignements pour afficher une avance ou une priorité, les entreprises peuvent souhaiter garder le secret ou approprié de l information. Les formes des liens université-industrie Enseignement et formation, en particulier dans les sciences de l ingénierie: Participation de l industrie à planification académique et à la conception de cours Le soutien spontané par l industrie (don de matériel, bourses d études, Page 85

86 Page 86 l enseignement des subventions) Le détachement de personnel par l industrie à l université comme professeurs à temps partiel, les professeurs invités, des cadres en résidence disposition. Des possibilités de l industrie d offrir de formation par tache (coprogrammes, les emplois d été) et de possibilités de travail à temps partiel. Livraison de cours spécialisés par les universités (formation continue, le perfectionnement des cadres, des programmes spécialisés personnalisés) Participation des professeurs d université dans des activités de développement professionnel dirigées par l industrie, professeurs de conseil dans l industrie, la participation à des conseils d entreprise et d autres comités axés a l industrie. Relations de recherche: Soutien tangible de l industriel à l université: Les subventions de recherche, contrats de recherche, le financement des agences de recherche et instituts de recherche Don de matériel L accès aux équipements de recherche de l industrie Échange de connaissances: Projet industriel par les étudiants dans le cadre de leur programme (thèses, projets d études ou de fin d études). Embauche des étudiants orientées vers la recherche R&D (Co-op, des emplois d été, les diplômés récents) Partage de connaissance à travers des publications scientifiques ou techniques Participation aux conférences et séminaires université-industrie. Consultation industrielle à l aide de personnel universitaire Les échanges du personnel université-industrie, les dispenses sabbatiques dans l industrie, mission des chercheurs de l industrie à l université Les activités de recherche conjointe Consortium ou institut mixte de recherche. Le transfert de technologie: Vente d une licence ou de brevet Co-entreprise pour la commercialisation du résultat de recherche conjointe. Création d entreprises dérivées.

87 Gouvernement Libanais : Politique Orientation stratégique Nous avons identifié quatre principaux objectifs et les stratégies pour les atteindre. 1. Rendement et efficacité a. Mettre en place un cadre politique et juridique nécessaire pour la rationalisation du système d enseignement supérieur en particulier les institues publiques. b. Renforcer la complémentarité et les partenariats productifs parmi les institutions d enseignement supérieur publiques et privées, et entre le secteur éducatif et les autres secteurs. c. Assurer un rendement optimal de la fonction des moyens de l enseignement supérieur. 2. Qualité et excellence a. Offrir des programmes d éducation de qualité de premier cycle et cycles supérieurs avec des normes comparables à ceux offerts par les principaux établissements d enseignement supérieur internationaux. b. Devenir un centre de connaissance régionale dans le Moyen-Orient dans certaines disciplines en particulier dans les disciplines où les établissements libanaises d enseignement supérieur ont un avantage compétitif authentique. 3. Pertinence et adaptabilité a. Produire, adapter et diffuser les connaissances qui équipent les diplômés avec les compétences, les valeurs et les compétences vitales dans un environnement changeant dynamiquement national et international. b. Utiliser l état de la technologie de pointe et de l information et une communication appropriées et d autres innovations en matière d éducation. 4. Accès et équité a. Fournir méritants et qualifié des opportunités pour les programmes libanais de qualité et abordables et des services tertiaires. Page 87

88 Programmes d incubation Dans les dernières années, le financement des startups et les entreprises précoces au Liban a connu un développement embryonnaire cependant important et qui a constitué d une émergence prudente des fonds propres comme alternative au financement par emprunt. Le premier changement a pris forme dans une nouvelle adaptation bancaire qui se prête à l introduction du régime «Emprunts pour l innovation» par Kafalat, l institution de prêt entraînant garantie pour petites et moyennes entreprises au Liban. En vertu de ce régime, des compagnies startups innovatrices peuvent bénéficier d un prêt sans intérêt presque avec une limite de dollars remboursables sur une période de cinq ans dont un an comme une période de grâce et sans aucune exigence de garantie. Cette courageuse introduction du régime «Emprunts pour l innovation» par Kafalat en 2006 en plus de l amplification des structures de soutien institutionnalisé pour les entrepreneurs avec la mise en place de L incubateur Berytech en 2002 a ouvert la voie pour le lancement de capital formel au Liban. Ces changements positifs ont assuré que les stades les plus précoces de financement sont maintenant disponibles aux entrepreneurs libanais avec des devises d équité à partir de dollars allant jusqu à un couple de millions de dollars, voire la possibilité de partir plus loin avec les emprunts garantis par Kafalat. En parallèle une structure de soutien pour les entrepreneurs a lentement évolué et a pris forme dans ce qui est maintenant un écosystème dynamique de l entrepreneuriat. Il y a un ensemble complet d organisations fournissant tous les types de soutien pour les entrepreneurs: les incubateurs, les ONG, les programmes de mentorat, concours de business plan, un schéma de subvention, les programmes d assistanat d entreprise, l interconnexion des plates-formes, etc. Construire des canaux de communication Virtuellement toutes les universités reconnaissent que l un des principaux objectifs de leurs établissements est de se rapprocher des besoins de l industrie, soit à développer des liens de collaboration avec le secteur Page 88

89 productif. L établissement de canaux de communication efficaces avec l industrie est un processus qui nécessite un changement organisationnel de la part de l université, ainsi que de l apprentissage institutionnel, saisie comme l accumulation d expériences de travail avec les acteurs extérieurs, tels que les entreprises, les centres de recherche, les représentants du gouvernement ou d autres institutions académiques. Les mécanismes de communication se sont des éléments clés afin de faciliter une large gamme de moyens de collaboration, telles que les projets de recherche, la mobilité entre les établissements universitaires et les entreprises de scientifiques pour des ingénieurs, des étudiants ou des membres du corps professoral. Dans certains cas, elles conduisent à des dons d équipement et de l infrastructure ou la mise de programmes communs d enseignement, en particulier dans l ingénierie et la gestion des projets. Enfin, la connaissance des besoins du secteur productif permet aux universités de concevoir aussi certains services de consultation. Les stratégies visant à développer des canaux de communication comprennent i. Intégrer de représentants d entreprises locales aux conseils d administration des universités; ii. Encourager les membres du corps professoral de passer des dispenses sabbatiques en industrie; iii. Mettre l accent sur les programmes pratiques pour la formation des étudiants; iv. Inclure de représentants d entreprises au sein des comités qui évaluent les CV des universités et qui aident dans la création de nouveaux programmes d études; v. Embaucher des spécialistes renommés en tant que membres du corps professoral à temps partiel; vi. Tenir proches, des liens interpersonnels avec les affaires locaux, les associations professionnelles et les organismes en charge de la promotion du développement régional. Le soutien du gouvernent visant à renforcer les capacités de recherche des universités publiques et privées est apporté sous forme de fonds à travers le Conseil National de Recherche Scientifique (CNRS). Ces fonds du CNRS sont livrés à travers des programmes spécifiques soutenant : La gestion des ressources La gestion de l Environnement Page 89

90 L agronomie et l alimentation La santé, Les médicaments, La génie héréditaire La nanotechnologie, Egalement, la création du programme LIRA qui a pour mission: a- Renforcer de la coopération efficace entre l industrie, les universités et les centres de recherche pour répondre aux besoins de recherche et de développement de l industrie libanaise, b- Habiliter le secteur industriel grâce à des innovations menant à la promotion de la compétitivité et la productivité, c- Réaliser une transition des richesses fondée sur l économie de connaissance. D autres initiatives comprennent la création des écoles doctorales au sein de l université libanaise, un programme qui fournit des stimulations financiers pour les chercheurs nationaux, et, plus récemment, la mise en place de programmes qui fournissent des ressources pour soutenir des projets de recherche spécifiques et l acquisition d équipements et de l infrastructure. Les universités privées qui ont développé des institutions de recherche profitent d autres sources de financement. Il s agit, par exemple, de différencier leurs interventions entre activités «à but lucratif» et «à but non lucratif». Les activités à but lucratif ont lieu à travers des structures internes flexibles qui ont en charge la scolarisation, l éducation continue et les services de formation. Ce produit à but lucratif est partiellement destiné à soutenir les activités de recherche sans but lucratif, il incite les membres du corps professoral de lancer des projets de recherche appliquée. Quelques chiffres importants : Implication de l entreprise dans les universités : 70 % des industriels sont intégrés dans l enseignement, la recherche ou l insertion mais souhaitent participer dans la gouvernance. 6 à 12 mois sont nécessaires aux jeunes diplômés pour devenir opérationnels. Un véritable espace d interface est indispensable (site web, brochures, réunions, TTO, ). Le bureau de liaison Entreprise-Université est moins répandu que l association des anciens diplômés. Page 90

91 Préparation à l insertion professionnelle: 57% d étudiants sont mal informés sur le marché de travail, 65% n ont pas de formation à la recherche d emploi. 70% des universités ont peu de moyens d informer les étudiants sur l évolution du marché du travail. 70% des universités ont un réseau des anciens élèves, mais pas toujours utile pour la recherche d emploi. Le secteur publique = stabilité. Le secteur privé = salaire, spécialisation, carrière. Formations: La formation des ingénieurs et des cadres est jugée moyennement satisfaisante. Des modules de communication, d économie et de langues sont intégrées a la formation, mais moins le droit, la gestion, le management ou la gestion des ressources. Les moyens pédagogiques sont : les travaux pratiques, les P.F.E., les exposes publics, les études de cas, les travaux tutorés, les conférences d industriels, les mises en situations professionnelles et les interventions spécifiques. Stages: Les entreprises déplorent le manque de pratique et estiment la durée des stages insuffisants. 50% des stages sont théoriques et se déroulent au sein de l université ou de ses laboratoires. Le bureau de liaison Entreprise-Université est moins répandu que l association des anciens diplômés. 70% des universités proposent un système d aide à la recherche des stages. Développement de l esprit entrepreneurial: 56% des étudiants sont prêt à créer leur propre entreprise, 51% ont déjà une idée. 85% n ont pas de formation à la création d entreprise et estiment indispensable de l intégrer à la formation. Les craintes ne sont pas techniques mais plutôt financières et administratives. Page 91

92 Compétences attendues en termes de personnalité: 85% des entreprises réclament : la capacité à travailler en équipe, l autonomie, l initiative, la capacité d évolution et d adaptation, le sens des responsabilités. L ouverture à l international, à l inter-culturalité à est fondamentale dans notre économie. Conclusion Les faits suggèrent que la collaboration université-industrie est le résultat de facteurs déterminés localement, des politiques publiques et des caractéristiques propres des universités. Ces éléments s entremêlent de façon complexe pour déterminer le niveau d intégration des secteurs académiques et productive dans une région. L élimination des obstacles qui empêchent la collaboration, tels que droits de propriété intellectuelle faiblement définis, le manque d incitations, les structures bureaucratiques universités doit mener à une interaction plus étroite entre le secteur universitaire et productif. Aujourd hui, il est indéniable que le secteur privé joue un rôle crucial dans les économies régionales. Le financement public reste un élément clé pour soutenir des interactions université-industrie. Bien que la conception des politiques éducatives et économiques qui prennent en compte l économie d une région, la culture et de l ethos, constituent des mécanismes plus efficaces pour promouvoir l intégration des universités à l économie locale, leurs résultats resteront limités si les ressources consacrées à cet objectif restent insignifiants. Page 92

93 For an Authentic Lebanese Strategic Plan for Engineering Education in Lebanon Ahmad Smaili, Professor Soubhi Abou Chahine, Professor Beirut Arab University Ahmad Jammal, Director General Ministry of Education and Higher Education (MEHE) Abstract Learning through education represents the one human activity that influences life most. Investment in education leads to economic growth, poverty alleviation, reduced mortality rate, better health, conscious citizenry, and improvement in the quality of life. To achieve its intended purpose, the educational experience and processes must be: congruent with the context and address societal concerns, support community aspirations and needs, and develop talents to transform surely occurring challenges to possibilities. It is incumbent on all players of the education sector to establish an authentic framework by which accountability of the institutions of higher learning is assured, their alignment with authentically established goals is evidenced, their impact on the nation is measured, and their footprints on advancing the national agenda are documented. We propose the establishing of a strategy for engineering education in Lebanon, dubbed the National Engineering Education Strategic Initiative (NEESI) that aims to develop the authentic education framework to leverage resources beyond their apparent value. Introduction Education in general and higher education in particular is the medium through which attitudes and capabilities of future leaders, entrepreneurs and intellectuals are fashioned. Those leading individuals represent the force that drive economic growth, advance political stability and chart pathways to safely navigate through the challenges posed by increasing complexities, dwindling resources, rapid social changes and the increasing role of technology Page 93

94 in shaping the future. It is fair to say that the root cause of poverty, declining social cohesion, insolence to deteriorating infrastructure and services, and rampant corrupting attitudes is an education system that lacks focus and purpose. Failure of a nation to build, institutionalize and continually improve its educational system and related processes will become the sports of every destabilizing wind. Lebanon s future is uncertain. The country spends more than 40% of its Gross Domestic Product (GDP) to service its debt, and the debt is mounting. The majority of the Lebanese are burdened with the high cost of living necessities while economic growth is anemic at best. On the Corruption Perception Index 2010, Lebanon s score stands at 2.5, 10 being the cleanest [1]. The unemployment rate among youth years is about 22% [2]. Where the economic and educational health of a nation is measured by the bandwidth of internet connectivity, among other measures, Lebanon struggles to have uninterrupted electricity and no signs for miracles loom in the horizon. It is insane in the midst of a crisis to engage in an endless blaming game - the favorite sport among those who hold the key for any change - all the while the fabric of the nation is 2 deteriorating by the day. Taking a look at our behavior on the street one sees the level of objectivity of the Lebanese elite - the role models for future generations - as they discuss national matters of importance; the careless driving habits that wreak havoc and endanger lives; the profligate and hedonistic habits of the youth; the lack of tolerance toward one another; the absence of respect to the institutions and the desecrations of public properties and laws; the blasphemy committed against natural resources and the environment; The deteriorating climate for reason to find its voice ; On and on the rain will fall like tears from the stars and the rest of us are insolent all the while. Our response to what is happening is a sign of how oblivious to the level of intellectual and spiritual corruption we have stooped. We opt to remain silent to the wrongs as long as our individual needs and interests are met. Worst still, who dares to speak out? Freedom and democratic expressions are risky propositions. The fight over who our enemy is continues when the enemy thrives in our midst. We got where we are because of the busy man in the mirror who forgot that evil flourishes when good men do nothing. The good news is that there is hope for change and a crisis is a terrible thing to waste! However a sense of purpose has to emerge and a profound shift in our attitudes is sorely needed - from one that is what is in it for me and my cronies to one defined by what is in it for all, the nation, and Page 94

95 the world. Shifting attitudes requires deep reflection and reaching back. We have to realize that it is suicidal to think that solutions can be outsourced or imported. Solutions emanate from within, by doing the simple things right. Above all other human actions and choices, education remains the only hope and the one human activity that lifts the human spirit and advances the human conditions. From a pure economic stand point, education is an important part of living standards and countries that don t invest widely in education find it hard to attract foreign investment in businesses that depend on a skilled labor force [3]. However, it is not only the economy stupid, but economic wellbeing, supported by intellectual capacities, as history teaches us, defines a sustainable trajectory for individuals and nations to tread. Urgency for Education Reform In addition to having proper governance and modern infrastructure, the future of a nation depends on the ability of its educational system to transform the classroom into the cradle of creativity and innovation, harness the potential of modern technologies, shape the attitudes of the youth and focus their energies on meaningful matters. A report issued by the World Bank (WB) in 2007 [4] paints a grim picture about the future of development in the Middle East and North Africa (MENA) countries. The report states that despite the huge investment in education over the past 40 years (5% of GDP and 20% of government budgets) the educational system in the Arab World has fewer educational outcomes; has not produced what the markets needed; focuses on repetition of definitions and knowledge of facts and concepts and less on developing critical-thinking and problemsolving capacities; suffers from high dropout rates; and is not fully equipped to produce graduates with the skills and expertise necessary to compete in a world where knowledge is essential for making progress. Graduates attain low scores on international tests and their capacity to innovate or adopt new technologies does not appear to be high. All the while, the region has to contend with the largest cohorts of young people in the world in proportion to its population and the increasing demand of globalization for a different mix of skills. The report exhorts the MENA countries to travel a new road. While investment in education is a necessary condition for faster development and prosperity, it is by no means sufficient. It calls for a shift from engineering inputs to engineering for results, a change in the behavior of key education Page 95

96 actors teachers, administrators, and educational authorities, and the instituting of incentives and public accountabilities measures that link school and teachers performances to students results and market outcomes. The report however lacked the brutal honesty that invites drastic actions commensurate with the gathering storm. While reflecting the correct expert opinion, the report ignored the elephant in the room and veiled the real problem with politically correct statements. By focusing on the economic rather than the social and cultural dimensions of education, the remedy the report offered misses the point which, in the authors opinion, is the most important one. Cultural and social attitudes greatly influence all matters of life, including economic growth. They define the context and in return are shaped by it. Educational reform efforts that do transform cultural attitudes to embrace entrepreneurship, creativity and innovation will be futile. The World Economic Forum held a Special Meeting to address the fundamental conditions required to revive economic growth and create the jobs needed to accelerate human development in the Arab World [5]. The meeting made an urgent call for action to support positive outcomes in the region and improve and reform the educational systems to provide students with the skills they will need to find and hold good jobs. They also exhorted businesses to communicate and work with academic institutions to ensure that curricula give students the skills that companies are looking for [5]. The forum s recommendations fell short of addressing the heart of the problem. If the focus is just on a skilled work force we miss a major point in the role of higher education, which is to: harvest leaders, advance meritocracy, connect talent and ideas, transform culture, shape attitudes, nurture creativity, innovation, and entrepreneurship, and serve as economic development engines. Skills are necessary but not sufficient to affect the contemporary world. A key to a fruitful life and secured future is comfort with ideas and abstractions, creativity, and innovation the magical outcome of high levels of education. Education now therefore defines what will become of a nation tomorrow. One way to have a say in how the future should look like is to have a strategic plan that articulates the state we envision to become and the processes that leads us there. Page 96

97 John F. Kennedy had said that When written in Chinese the word crisis is composed of two characters. One represents danger, and the other represents opportunity! Higher Education actors in Lebanon have the potential to reform the educational process and prepare the Transform Lebanon (TL) generation that is properly equipped to move the society forward regardless of the future difficulties. National Engineering Education Strategic Initiative Engineering education in particular, with the latest advancement in science and technology as its core and creativity and innovation as its focus, takes on special importance. While engineering schools in Lebanon offer diverse engineering programs there seem to be no mechanism in place to require these programs to improve once initially approved by the MoHE. To push continuous improvement agenda, the MoHE has submitted proposals to enact three related laws; the first aims to regulate private higher Education, the second to create a quality assurance board, and the third to establish a new structure for the Directorate of Higher Education. The first and third are awaiting approval of the Parliament and the second is being debated by the Council of Ministers [6]. These proposals, if they become laws, will strengthen regulatory framework and mandate quality of higher education outcomes. However quality demands and regulatory frameworks need a welldefined purpose. To set an authentic purpose and define an effective trajectory we propose the creation of an authentic National Engineering Education Strategy (NEES) whose objective is to align engineering education with the country s needs and to develop the TL generation. For such a strategy to be meaningful it must be based on Lebanon s context, aims to leverage and sustain Lebanon s resources and affect positive social change. A nation to hold control of its destiny cannot rely on reports from here and there to know the state in which it is in or to know the direction it should tread. No matter how well intentioned these reports and recommendations are they will never measure up with authentically established purpose, defined needs, and crafted action plan. Using imported success models is not sustainable. National Task Force A step toward developing the NEES is the formation of a National Task Force that includes university faculty, students, and administrators, industrialists, Page 97

98 government agencies, intellectuals, economists, and the Order of Engineers. Such a task force may be initiated by the Ministry of Higher Education and supported by all stakeholders. The committee s responsibility is to develop a strategic plan for engineering education in Lebanon within a specified time frame that would serve as a model for other Arab countries to follow. The keys to a successful effort are strong leadership, unshakable commitment, and assurance that committee s recommendations will be seriously considered. Led by the MoHE and supported through a Tempus grant, a proposal for establishing an accreditation board for engineering programs in Lebanon, dubbed Lebanese Accreditation Board for Engineering (LABE), has been crafted by a group of engineering professors from all universities in Lebanon in The proposal is the subject of one presentation in this meeting. Accreditation will be an important part of the strategy proposed herein. Attributes of the Strategy Vital statistics about the state of engineering education in Lebanon must be collected, analyzed and evaluated to craft the threads to weave the authentic strategy. The authors believe that any available data is scattered, collected for a specific purpose, not sustained, and does not serve continuous improvement purposes. To apply for ABET accreditation an engineering program must collect a set of data to prove that the program meets its stated educational objectives and learning outcomes, a huge effort by all measures. We pose this question: Why as a nation we do not require the same? Why is it that we engage in all-out effort to prove to a distant agency that we meet its established criteria yet we do not attempt even a scanty effort to establish national criteria to advance our own authentic national agenda? It is important to use elements of successful models in forming the NEES. However, relying solely on such models defeats the purpose; the strategy must include all dimensions of the Lebanese story: social, economic, environmental, and cultural diversity, and to be as authentic as the Cedars: authentic goals, authentic outcomes, authentic measures, and authentic processes. The NEES must craft authentic goals and measures of their attainment to help engineering colleges offer relevant programs and induce necessary changes to achieve these goals. The strategy must also articulate the attributes of engineering programs to leverage and sustain Lebanon s assets - environment, cultural heritage, industry, agriculture, natural resources, and most importantly Page 98

99 human resources; the elements of authentic general education component to build community conscious citizens; a plan to increase the mobility and exchange of students and faculty among institutions; methods to promote diversity while maintaining conformity with established quality standards; and guidelines to promote social integration. Specific ideas to include in the strategy that relate to these attributes are briefly outlined below. Authentic Goals. This may be the most important outcome of the strategy. These goals must be formulated to conform to the needs of all Lebanese entities with vested interest in the educational outcomes of engineering programs. Authentically derived goals guide engineering programs to define a clear purpose and align their resources and activities with to achieve tangible and meaningful results. Authentic Data. The purpose of collecting authentic data is to produce the evidence that support claims made by an engineering program on the level of achieving the authentic goals. The type of data to be collected and the entities from which are collected are very important. For instance, employers may be asked how the graduates from various programs they had employed performed in relation to a set of outcomes derived from the authentic goals. Measures of creativity, innovation, communications, contribution to the enterprise, etc. may be assessed. The results of the surveys when made available prompts engineering programs whose graduates perform poorly on a specific measure to take action to improve the outcomes. After all no one would like to be labeled as deficient! This would serve to advance the principle of accountability, a cornerstone of quality. Authentic General Education. The strategy should articulate a set of experiences and principles to be nurtured through the general education component of a program. Important issues to be dealt with include the promotion of civility, common purpose, respect, tolerance, behavior, meritocracy, ethics and professionalism, and culture. The purpose is to strengthen the understanding of students about the limits of their freedom, the extent of their responsibilities, their response to ethical dilemmas, ability to organize community activities, and the importance of citizenship. Authentic Assessment Processes. An important part of the strategy is to develop a set of innovative measures to collect authentic data and assess and rank engineering programs in Lebanon in accordance with the achievement of specific learning goals. Dissemination of the assessment results benefits Page 99

100 the students, the institution, and the society at large. It enables parents and students choose the programs that meet their educational aims; provides concrete rather than anecdotal evidence on how well a program is achieving stated goals; hold authorities accountable to all constituencies; and entices institutions to support deficient programs to enhance the educational conditions. Investment in Technology. By any standard, the ability of engineering graduates to harness technology is a key educational outcome. However, the technology dimension goes beyond attainment of skills in using current technologies. In a world where technology drives every aspect of human life, creating new technologies is essential to competitiveness and economic growth of a nation. Technology enables the transformation of ideas and abstractions into meaningful new technologies through creativity and innovation. This should be the mantra of engineering education. National Engineering Aptitude Exam. Exams, imperfect as they may be, serve an important purpose which is to measure the ability of engineering graduates in applying engineering fundamentals, critical thinking skills, and modern technologies to create meaningful solutions. Bulletin boards scream of claims that engineering programs in the advertising university offer American Style Education and that their programs are accredited somehow. Enacting a national exam and publishing the results for all to see would hopefully support such claims with evidence or discourage such claims if they cannot be corroborated. This also would help parents make better choices for their kids education and employers hiring graduates with the right set of skills. Organize Competitions. National competitions focusing on authentic problems and themes with the participation of all stakeholders benefit industry, environment, and the nation. Competitions creates an intellectual space for people to realize their potential, advance team work among students, faculty, industry, and NGOs, and solve worthy problems. It provides a social space for students to meet, form friendships, and learn from one another. Mobility and Exchange. The strategy should establish the conditions by which students and faculty can spend a semester or a year at an institution other than his/her home one. A mobility friendly system promotes best practices, creates the conditions for faculty members to team up on projects of profound consequences and for students to interact and experience different learning methodologies, and facilitates displacement of faculty and students to the Page 100

101 university that best suit their needs and aspirations. Institutional Footprint. The carbon footprint of a nation or an enterprise is becoming a measure of contribution to global warming. It is also used to determine the carbon tax. Why can t we determine the institutional footprint in terms of its contribution to advancing economic and social development of Lebanon? Promote Diversity. Lebanese institutions must advance integration by promoting diversity. If Lebanon to exist as a nation, all Lebanese must feel at home wherever they are. Higher learning institutions are the space where a new narrative on the meaning of citizenship is written. This point is so important that warrants serious attention. An After Thought I end with this anecdote quoted from [7]. On December 15, 2005 the council on Competitiveness in the United States hosted a National Innovation Initiative Summit to release its long-term study Innovate America: Thriving in a World of Challenge and Change. Several months after the report came out, the Chinese vice minister of science and technology visited members of the council. When over lunch a council member attempted to present a copy of the report to the Chinese envoy, the vice minister told his hosts that the report had already been translated to Chinese and a plan is underway to integrate its findings into the twenty-year strategic plan! On and on the rain will say how fragile we are. Page 101

102 References [1] results [2] [3] J. Stiglitz, Making Globalization Work, Penguin Books, [4] MENA Development Report: The Road Not Travelled: Education Reform in the Middle East and Africa, The World Bank, 2008 [5] Economic Growth and Job Creation in the Arab World, Report by the World Economic Forum, [6] [7] T. Friedman, The world is Flat, Picador, Page 102

103 The order of Engineering and Architects and Continuing Education Antoine Abche, PhD University of Balamand, Faculty of engineering 1. Abstract There is no doubt that the citizens, especially the engineers, are one of the most important assets of a nation for its development at all levels: economic, social, technical, technological, etc Thus, in this context, the preparation of engineers to face the challenges in this century as well to move forward with the company, society and the country is an important endeavor by all concerned parties and particularly the Order of Engineers and Architects (OEA). The contribution of the latter can be manifested at different levels. One level involves the role of providing Continuing Education (CE) for engineers to bring them up to date with the current technology, techniques and tools. This can be accomplished in collaboration with universities, industries and experts in the field. Thus, an objective is to encourage a life long learning process among its members. The continuing education can be reflected through seminars, workshops, competitions, commons projects, round table discussions, training, courses etc... It can be extended to develop needed programs (sequence of courses) in cooperation with universities and industries. Thus, the markets should be analyzed and the needs of the company (ies) and the country identified to achieve the intended growth and development. Consequently, a plan can be devised; reports can be written on the current trends and are disseminated to all parties. The success involves an active cooperation and the encouragement of the members who own companies/industries which are in great needs of specialized skills and have the eagerness to compete in the world market. Another level is to help retraining engineers by integrating them in companies within the vision of the OEA. Another level will be the encouragement of good quality CE courses or programs so that the engineers will be prepared (technically, ethically, etc ) to face the challenges ahead. Page 103

104 2. Introduction A principle objective of a Long-life education (learning) is to keep a person (in particular an engineer), updated in knowledge, information, competence, tools and skills of his profession in a world in which the requirements of the market is constantly growing and rapidly changing. It can be achieved through a continuing professional development process for the engineer who has graduated from the university or has been working for several years in an engineering company/industry. Thus, the conventional concept and the conventional practice in which a boundary might be drawn between the educational life, up to the university, and the working life (after graduation) does not exist anymore. In other words, the acquired knowledge during the student s university years is not enough to prepare him, the future engineer, to face all the challenges after few years from his/her graduation and for all his/her working life. Thus, an engineer should be always in a state of long-life learning. Actually, this culture should be manifested, cultivated and practiced by several entities, namely, the students or engineers, the educational institutions (universities, colleges, ), the engineering companies (industrial, ) and the OEAs. The innovation and the advancement that are observed in engineering, science and technology in today world are changing at a rapid pace and are shaping most aspects (if not all) of the world that we, as human beings, are living in. The fast changes require a change in the attitudes and the behaviors of learning at different levels: the students (future engineers), the company and the country. First, the continuous professional development of an engineer would improve his knowledge in his field and discipline, increase his competitiveness and his ability to compete with other engineers graduated locally, regionally and internationally. It is also a valuable and important key component in the formation (development) of the knowledge society. Otherwise, the knowledge of the engineer becomes obsolete and the latter will perish from the markets. Second, the competiveness is highly valuable among the engineering firms or industries that require the engineers skills and expertise in order to survive in the market. Unlike the universities, the companies are profitable organizations. Thus, their personals, especially the engineers, should be well prepared and up to date with the state of-art-technologies and tools and consequently be capable to incorporate the new acquired skills and technologies in their designs and products at competitive prices and with high quality standards. Furthermore, the engineers development can pave the way for the companies Page 104

105 to perform Research and Development, a principle component to produce a new information and technologies (not a consumer). Subsequently, the companies can compete, innovate, increase their gains and assets, and be a leader in the corresponding market. Thus, the professional development of their employees becomes valuable and vital for their growth and survival economically, technologically, etc Third, the continuous development of the engineers is highly critical in the economical growth of the country and its development at all levels. 3. Roles and Approach A. National Role As already stated, the professional development of the engineers is crucial for the growth and development of the country. In this context, a national policy and strategy should be put forth to keep the country in general, and the society in particular, in a continuous change towards a successful and sustainable future. The fulfillment of such endeavor requires the close cooperation between companies, universities, OEAs and the government. This cooperation can be manifested by the creation of a national continuous education committee. B. Role: identification of the needs The first step of a continuous professional development process is to perform an analysis of the needs. The needs might not be the same across the countries and it could differ between one company and another. That is, factors such as the type of the technology, skills, competence, required information, levels to be attained, the background of the employees, trends of the market, objectives and strategies of the companies, highly influence the contents of the process. The OEA is in position to play a role at that level. The pool of its members is mainly engineers who are employed by various engineering/industrial companies, higher educational institutions (faculties and instructors), engineering consultants and owners of engineering offices or companies. The OEA can be easily in contact with its various members to gather the required information. Furthermore, some members might be potential students. In this context, a Local Continuing Education Committee can be created within the OEA to collect the valuable information (market, required skills and competence, needs and trends for a successful future ). Subsequently, Page 105

106 an analysis can be made; a report is written (for example on an annual basis) with a set of recommendations and can be disseminated to all concerned parties. C. Role: Awareness The success of such endeavor is based on the degree of awareness, and motivation of the concerned parties about the professional development of the engineers. They should believe in such endeavor and have a great stake in pursuing such process for their survival with a great enthusiasm and zealous. However, the awareness and motivation may not be the same among the different entities. Therefore, the OEA could play the role of encouragement and an awareness campaign might be put forth to show its benefits to all concerned parties. The awareness can be extended to the public, a role the OEA can play. That is, courses can be designed to respond to their needs. For example, a course or a set of seminars about what a household should know about electrical hazards at home and the electrical safety measures can be developed. The motivation is not a trivial task. It is a big challenge to tackle in order for the personnel (engineer, manager, owner...) to take an active (not passive) role. For example, incentives and benefits can be offered for encouragement purposes. D. Role: Delivering The OEA can be active and translate its recommendations into concrete programs. Courses can be offered at locations and schedules that are very convenient to the members/public and at an affordable cost. Actually, the activity may be incorporated in its services. The implementation should take into consideration that the engineers are of different background and the activity is interdisciplinary. The course is an applied course and closely related to the engineers jobs. The theoretical aspect should be limited to what is needed and can be given as a supplement. The given material should complement and/or supplement his current work. The contents can be developed in order to re-orient the engineer s competence (for example, the participant is promoted to another position and he does not have an adequate competence and skills) or his engineering carrier in the same field. Another venue would be to integrate the state-of-art technologies and new skills Page 106

107 in his field into his current work and projects. In this context, an engineer can renew and update his information, knowledge and skills. Besides the encouragement for self-study, the process can be manifested through different schemes: i) Seminars (technical...): the development is achieved gradually and in small amount. It can be geared towards what the engineer requires to know for improving his carrier, achieving satisfaction and a good level of sustainability. The seminars can be extended to conferences. ii) Review courses and short courses: it can be offered to its members as well as to the interested public. Thus, the latter is incorporated in the process and becomes aware and conscious of the objectives and importance of the continuing education learning. iii) Workshops: similar to seminars, they are directed to a particular subject and are finished by solving a particular problem. One approach may involve a small group of engineers discussing an issue in a round table platform). iv) Programs: they could be manifested through a set of sequence courses at different levels: education, capacity building in his current field, switch expertise, etc v) Training: this can be manifested by retraining engineers who are out of work. The success is attained through a cooperative work between the OEA, universities and industries. It is based on the strengths and expertise of each organization. Within certain framework, each organization opens its doors (labs, facilities, sites...), offers its competence and skills, and has an active commitment to achieve a successful completion. Thus, the OEA, the industries and the universities complement each others to provide the engineers with an opportunity for further development. 4. Discussion The programs should not be seen as an end. The competitiveness of the engineers requires courses and seminars with high quality standards. For example, the learning outcomes of a course should not be the transfer of information; it should be the ability/capacity of the participants to analyze, design, implement, resolve the problem and master the necessary tools, Page 107

108 competence and skills. In this context, the evaluation of the professional development process is in accordance in order to determine if the objectives and learning outcomes are fulfilled (learning level). The offered course should not be a copy and paste from a local or international university s course. The contents should respond to the needs of the market or the customer that has requested the course. Furthermore, teaching methodologies and appropriate tools that lead to the best results should be selected and practiced. Besides, the work environment can affects the success of such endeavor. For example, if the manager or a chairman in a particular institution does not emphasize (or is not motivated about) long-life learning, the employee will relax and the results will be catastrophic in achieving the intended objectives from such process. The continuation education process can be extended to include all personnel and staff with whom the engineers are working. That is, courses can be devised and developed to provide them with needed basic knowledge and information in engineering so that their collaboration with the engineers can be more effective and efficient. 5. Conclusion The OEA should be concerned with the professional development of engineers, a valuable role to play. The tremendous work and the achievement of success require the establishment of a Continuing Education Committee within the OEA. A close cooperation with the various concerned parties (academic, industry, Government) should be forged and a strategy at the level of the country should be put in place. Different delivery schemes (courses ) can be devised to respond to the needs of the engineers, companies and the country. The role can be extended to make the public conscious about the importance of the life-long learning process, a step towards a knowledge society. The awareness and the motivation may indicate the level of interest of the concerned parties and consequently they will be reflected in the devised plan. With the right instructors, contents, delivery methods and skills, the professional development process can increase the chance of success and can lead to the development of the engineer, the competitiveness of the company and the growth of the country. Page 108

109 Values and Engineering Ethics- Joining the Order & Practicing Dr. Bachir Zaouk President of the Order of Engineers and Architects of Tripoli Safety and welfare of the society are the paramount values recognized by engineers. In fulfilling these objectives, engineers travel the highway of concept, design, execution, commissioning and control. Along this road many situations arise. This paper will try to outline these stops and point out the critical salient features considering the importance of maintaining the proper values and ethics. We will try to highlight the Lebanese practice in view of the Lebanese engineering practice law. Recommendations for good practice will be outlined as a conclusion. It seems we came to an era where values and ethics need to be taught even at universities. While searching and surfing for materials to help me in this respect I found a university where they do give a minor specialty in Engineering Ethics and Values This indicates that no matter how knowledgeable one can get he needs guidance in applying this knowledge: contemporary ethical problems, Business ethics, Foundation of ecological ethics are elements to guide us in our profession. Early in the practice of the engineering profession, the application of moral values was limited to the engineer s judgment rather than to a set of rules to be followed by all practicing. Repetitive failures raised the concern to the many causes of which negligence was a major unforgiveable one. While pursuing our research in the aim to achieve and know the behavior of materials and to improve their strength, it is our duty to know accurately the limits of these properties. While using these materials and methods people, institutions, societies and associations of professionals felt the need to device a set of rules under the label of code of ethics to regulate the practice of engineering profession. Page 109

110 Time and knowledge are determining criteria in our responsibility toward the community. The diverse specialties in the engineering profession impose on us a diverse and wide set of ethical basics. Word such as sustainability is becoming a guide in our daily life. As the Australian Institution of Engineers Professional Practices Officer, Derek Baldwin, readily admits, «it takes a man or women of considerable strength and courage» to obey the code of ethics rather than his or her employer. And Michael Dack, a Director of the Institution, admits that the code of ethics has a «very weak moral power» compared to the employer who has the «power of economic life and death over an employee». A major question we should ask ourselves could lie on the similar following set of rules: Of the things we do, design, supervise, execute and commission: Do they really answer to the client needs? Do they ensure the required functions? What impact could they have on the surroundings? What is the effect on the natural resources? Do they fall really in the area of our competence? In our local society it is our duty and obligation to elevate ourselves to higher standards and keep respect to our profession. Let us not limit it as some does to the final signature we apply on the construction permit application. During my experience as an engineering professor I felt myself degraded on many occasions when asked plainly by student s parents or relatives: Professor when will my son be able to sign engineering official documents? How much will he collect per square meter? Could he sign permits while staying abroad? These questions used to hurt me deep inside and still do, when I look around me at how some of us are practicing our profession. Engineering my friends is to my belief the profession which is affecting society more than any other. Any wrongdoing or wrong assessment could influence the life of millions. Look around you and see what catastrophe a Page 110

111 faulty structural design could end up in. Imagine what an under designed dam failure could result in. Our responsibilities are tremendous and consequently our work should aim to the perfection. I believe that we do have to stress nowadays more than before on the ethical values in education at the universities. We have to remind ourselves of the huge responsibility to society. What wrong doing and mistakes we see around us is in part our responsibility. I am sure that there are few engineers among us who could be covering for the ill doing of others.let us stand together and fight these behaviors. The order of engineers in Lebanon is almost the only one among other profession who does not have yet an imposed required training program or colloquium. Engineers are grabbling with the ethical dilemmas posed by everyday conflicts between the economic and environmental requirement of their work. Looking at all various codes of ethics we find many items in common: Promoting continuing engineering education Facilitating the application of engineering knowledge Imposing standards in order to improve the quality of application In order to fill the gap around us I suggest the following recommendations: Continuous education through an imposed cyclical refreshing program Mentoring new engineers: a service to be provided by the order as an obligation to its members by volunteered experienced colleagues. Imposing a professional exam to ensure a minimum level of competence. At the end of our session I would like to close up using the remaining time by asking all of us to repeat the following after me as a sign of commitment and achievement of this day. What I am proposing is to repeat an oath I took almost 43 years ago on the graduation day at AUB. I believe that it is still required from all of us engineers as is the Hippocratic Oath to physicians. Page 111

112 توص يات الموءتمر الا ول للتعليم الهندس ي في لبنان المنعقد في نقابة المهندس ين في بيروت ٢٨ ش باط ٢٠١٢ ١. تعزيز دور وزارة التربية والتعليم العالي من ا جل تطوير المعايير والا طر الناظمة لمهنة الهندس ة في لبنان. ٢. ا نش اء هيي ة مس تقلة من الجهات المعنية في قطاع الهندس ة لوض ع خطة اس تراتيجية وطنية لهذا القطاع. ٣. تا س يس هيي ة اعتماد مس تقلة موثوق بها لبرامج الهندس ة بما يتناس ب مع المعايير العالمية (LABE) تعتمد على مش روع.LEPAC ٤. ا ض افة مقررات دراس ية حول حماية البيي ة الشقافة ا خلاقيات المهنة وريادة الا عمال. ٥. تعزيز التعاون بين الجامعات وا رباب العمل ) الص ناعي) لتس هيل دراس ة الهاجات للبرامج الجديدة وفرص العمل والتدريب والا بهاش. ٦. تش جيع الجامعات على عقد اتفاقات تعاون بين الجامعات في لبنان والخارج لتعزيز تبادل الطلاب وا عض اء هيي ة التدريس وتعزيز البهش العلمي والا نتاج الص ناعي. ٧. الس عي لتوحيد نظم التعليم الهندس ي في لبنان. ٨. التدريب المس تمر بالتعاون بين النقابة والجامعات. ٩. وض ع تص ور لامتهان الجدارة لممارس ة مهنة الهندس ة في لبنان. Page 112

113 THE ORGANIZING COMMITTEE Mr. Paul Hage, Chairman, Committee of Scientific Committee OEA, Member of Executive Council OEA Mr. Abdulmenhem Alameddine Dr.Rafic Younes Dr. Mohamad Aoude Dr. George Nasr Dr.Mazen Tabbara Dr. Jean Chatila Chairman, WFEO-CEIE, Past President, OEA Tripoli, Pr. Université Libanaise, Doyen de la faculté de génie. Pr. Université Libanaise Dean & Professor School of Engineering LAU Assistant Dean School of Engineering LAU Chair of Civil Engineering LAU Dr.. Elie Badr Associate Professor of Mechanical Engineering LAU Dr. Khaled Baghdadi Dr. Sobhi Abou Chahine Father Dr. Marwan Azar Dean of the Faculty of Engineering, Beirut Arab University Professor and chairman of Electrical & Computer Engineering. Beirut Arab University, advisor of the minister of Education and Higher Education Dean of the Faculty of Engineering, Holy Spirit University Of Kaslik (USEK) Mr. Pascal Damian Academic Secretary, Chairperson of Biomedical Engineering Department, Chairperson of Computer Engineering Department, Holy Spirit University Of Kaslik (USEK). Page 113

114 Dr. Michel Najjar, Vice President for Development, Administration and Public Relation, Dean Faculty of Engineering, University of Balamand Dr. Chafic Mokbel Secretary General of the Research Council, University of Balamand Dr. Paul Ghobril Doyen de la Faculté d Ingénieurs, Université Antonine - UPA Dr. Elias Nassar Mr. Andre Beghazi Mr. Fadi Chiniara Dean, Professor, Faculty of Engineering at NDU. Dean and Professor Academie Libanaise des Beaux Arts - ALBA ALBA Dr. Fadi Geara Pr. USJ Doyen de la Faculté d Ingénierie : ESIB ESIA-M INCI Dr. Makram Sueidan Dr. Fadl Moukalled Dean of the Faculty of Engineering and Architecture at AUB. Professor, Associate Dean for Academic Affairs, American University of Beirut. Dr. Salah Sadek Professor Department of Civil and Environmental Eng g American University of Beirut. Dr. Khalil Kahine Phd en Mecanique et energetique, Professeur a l Universitee Libanaise, IUT de Saida Mr. Rabih Khairallah Member of Executive Council OEA Mr. Rached Sarkis Chairman, Structural Engineering association in OEA. Mr. Zahi Daou Mr. Issa Dahboul Secretary, Organizing Committee. Secretary, Organizing Committee. Page 114

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