English
العربية
المعايير المرجعية الاكاديمية الوطنية (NARS) لبرامج الهندسة
PREFACE
The Council for
Accreditation and Quality Assurance in Higher Education (CAQAY) is pleased to
introduce this document that contains the National Academic Reference Standards
for engineering. In the light of its mission and general policy for developing
National Academic Reference Standards (NARS) for higher education, the Council
intends to present this document with a view to provide higher education
institutions with reference points in the design, delivery and review of their
academic programs. It also aims at providing these institutions with a general
guidance for articulating the key attributes of tomorrow’s engineering
graduates, and learning outcomes associated with the programs. By these
National Academic Reference Standards stated in this document, the Council
hopes to solve the problems that higher education institutions face during the
process of programs’ review or development by bridging the gap that usually
arises as a result of the general absence of national academic reference
standards. Hence, there is a genuine need for National Academic Reference
Standards for engineering programs.
In this changing world of globalization and digitalization, engineering
faculties have to produce graduates who are relevant in the 21st
Century which is marked by rapid development in technology, knowledge
explosion, borderless economic and business operations and many other complex
problems of the new millennium. Therefore, the graduate
attributes presented in this document and the learning outcomes derived from
them as well as teaching and assessment methods provide faculties of engineering deans, department chairs and faculty members with a frame of
reference for reviewing their curriculum. If the design, content, and implementation
of faculties of engineering curricula are guided by the set of
graduate attributes and learning outcomes presented in this document, these
faculties will certainly produce well-prepared, self-motivated and responsible
engineers who can assume their expected professional duties in solving the
community problems and face engineering challenges of the 21st century.
The Council recognizes that faculties of engineering have to respond to unprecedented changes in the methods of engineering education. We hope that faculties of engineering will respond to the intent of this document with some sense of
urgency. Faculties of engineering should consider establishing formal processes
for using those attributes and learning outcomes to guide reviews of their
curricula and program specifications. This should also be accompanied by
gradual but significant changes in the way faculties of engineering teach and assess their students. This aspect of engineering education entails a special attention from the deans and
department chairs in order to make sound improvements in engineering
education in our country.
Prof.
Abdullateef Haidar,
CAQAY Chairperson
Sana’a, 6 May 2018
National Academic Reference Standards (NARS)
National
academic reference standards (NARS) are the expected minimum requirements of knowledge and skills necessary
to fulfill the requirements of an academic degree.
NARS aim at providing a minimum level of reference that guides the
academic community to prepare academic program specification documents in a
particular field or specialization. It also represents the overall expectation
of academic qualifications, abilities and qualities that graduates should acquire
when completing a program of study.
NARS
represent a threshold of standards that encourage higher levels of achievement
and therefore require educational institutions to distinguish themselves in
their educational performance by developing their own academic reference
standards (ARS). On the other hand, ARS for educational institutions are higher
level of requirements that educational institutions must achieve through their
academic programs to ensure that their graduates are able to carry out professional
or career practices successfully.
It must be pointed out here that NARS do not intended to provide a
unified national curriculum for academic programs, nor do they seek to provide
a list of contents for academic programs. Hence, the authors of NARS documents
avoided that because it is the core task of higher education institutions. In turn, higher education institutions should
refer to NARS documents to prepare their program specification documents that
typically include programs goals, graduate attributes, learning outcomes, study
plans, contents, strategies for teaching
and learning, assessment methods, etc.
A BRIEF HISTORY OF UNDERGRADUATE ENGINEERING EDUCATION
IN YEMEN
Engineering education is one of
the most in-demand college degrees in Yemen. It has started to be offered
in Yemeni universities lately compared to other Arab countries. The first
faculty of engineering was established in 1978 in Aden University. Then, the
second faculty was established in Sana’a University in 1983/1984. Since then,
all public universities have established their Engineering faculties.
Similarly, almost all private universities are offering engineering or
technology programs at present.
Given the current challenges in engineering practice, as well as
the requirements on engineering graduates, engineering education in Yemen
conspicuously needs to be transformed from the current practice. It is actually facing a major challenge resulting from
the successive developments associated with the information and communication
revolution that have changed the classical methods of education. Since the last decades of the 20th Century, the explosion in technological
development has resulted in rapid changes and novel challenges throughout the
world. Subsequently, there has been great
developments in engineering education. However, our universities hang on to past practices and the way our engineering students are taught has hardly changed. To
remain relevant in the 21st Century, engineering education has to
rise up to the challenge and transform the curricula as well as the way
engineering programs are delivered. We
will soon find ourselves alone outside the squadron, if we do not respond to these
changes. We also live in a globalized world, a world where teachers and textbooks
are no longer the only source of knowledge. The emergence of the Internet has
made it easier to access information. On the Internet, students may be able to
obtain up-to-date information that might not have been received by their
teachers.
In examining the
current situation in the faculties of engineering in all Yemeni universities,
we find that those faculties are graduating annually groups of students in the
undergraduate programs. However, one may ask if these graduates achieve all the
academic and professional requirements or not.
Moreover, the curricula of the
majority of engineering programs in Yemen are
still traditional in nature. They are, unfortunately, not aligned
to support the attainment of the required graduate attributes and learning
outcomes. Besides, they have not gone through
any fundamental revisions for more than a quarter of a century. Thus, the
revision of the current engineering curricula is a must, as we are in urgent
need to keep abreast with the new developments in engineering education and the
labor market. Above all, there is a lack of national academic reference
standards to refer to during the process of program revision. This certainly
calls for a need to develop national academic reference standards in
engineering education in Yemen.
NATIONAL ACADEMIC REFERENCE
STANDARDS FOR
UNDERGRADUATE ENGINEERING PROGRAMS
I.
GRADUATE ATTRIBUTES
Upon successful
completion of an undergraduate engineering program, the graduates will be able
to:
1. Apply knowledge of mathematics, sciences and
engineering.
2. Design systems, components and processes to meet the
desired needs within realistic constrains.
3. Design and conduct experiments safely and analyze and
interpret data properly.
4. Identify, formulate and solve fundamental engineering
problems using different techniques, skills and appropriate engineering tools.
5. Carry out a search of literature, use databases and
analyze the results to come up with valid conclusions.
6. Work productively and communicate effectively in
teams.
7. Engage in lifelong learning and commit to professional
ethics.
8. Consider the impact of engineering solutions on
society and environment.
II.
LEARNING OUTCOMES
A.
Knowledge and Understanding
Upon successful
completion of the undergraduate engineering education programs, the graduates
will be able to demonstrate understanding of:
A.1 Mathematics and science related to
engineering.
A.2 Principles of design including elements
design, process and/or a system.
A.3 Methodologies of solving engineering problems, data
collection and interpretation.
A.4 Characteristics of engineering materials
related to the discipline.
A.5 Necessary knowledge for sustainable
development.
A.6 Knowledge and understanding of engineering
management principles.
A.7 Professional ethics and its impact on engineering
practices.
A.8 Knowledge of societal, health, safety,
legal and cultural issues and the consequent responsibilities relevant to
professional engineering practice.
A.9 . Basics of information and communication technologies.
B. Cognitive /
Intellectual Skills
Upon successful
completion of an undergraduate engineering education program, the graduates
will be able to:
B.1 Identify, formulate
and solve engineering problems using established methods.
B.2 Analyze engineering
systems, products, processes and methods.
A. 3 Select
appropriate methods for solving engineering problems based on analytical
thinking.
B. 4 Design and conduct
appropriate experiments, interpret data and draw conclusions.
B. 5 Think creatively
and innovatively in solving problems and design process.
B. 6 Incorporate
economic, social and environmental dimensions as well as management in design.
C. Practical
and Professional Skills:
Upon successful
completion of an undergraduate engineering education program, the graduates
will be able to:
C 1. Use
laboratory and workshop equipment safely to generate valuable data.
C 2. Implement
a designed process, a component or a system to meet the desired needs within
realistic constrains.
C 3. Use
techniques, equipment and computing tools efficiently.
C 4. Employ
basic knowledge of project management skills and quality assurance procedures.
C 5. Perform
feasibility studies and prepare budgets and management for engineering projects.
D. General and Transferable Skills
Upon successful
completion of an undergraduate engineering education program, the graduates
will be able to:
D1. Work productively as an individual and as a
member of a team.
D2. Communicate effectively both orally and in written
forms.
D3. Effectively manage tasks, time and resources.
D4. Apply ethical principles and commit to
professional ethics.
D5. Engage in independent lifelong learning.
D6. Deliver presentations to different kinds of
audiences.
D7. Prepare and present effective technical
reports.
D8. Conduct
searches of literature and use databases and other sources of information.
D9. Master
Arabic and English technical writings.
1. National
Academic Reference Standards for Civil Engineering Program
I. Graduate Attributes
Upon successful completion of an undergraduate Civil Engineering program, the graduates will be
able to:
1. Use
knowledge of mathematics and sciences related to civil engineering.
2. Carry
out a search of literature and use information resources effectively.
3. Use
different technologies, techniques and tools related to civil engineering.
4. Conduct,
analyze, and interpret experiment results.
5. Conduct
professionally the design, supervision, construction, protection &
maintenance of civil engineering systems such as structures, water resources
& sanitary, transportation systems, geotechnics, construction materials,
surveying, hydraulic structures and environment.
6. Use
the codes of practice and ethics of all civil engineering disciplines
effectively and professionally considering quality, safety and sustainability.
7.
Demonstrate capability
to manage all stages of design, construction and maintenance of all types of
construction systems.
8.
Conduct feasibility
studies, evaluate various alternatives, and select the optimal solutions within
realistic constraints considering the impact of engineering solutions on
society and environment.
9.
Select appropriate construction
materials that meet various conditions and design criteria.
10. Work
independently and function effectively within a team as a member, leader or
supervisor.
11. Engage
in life-long learning and continuous improvement.
12. Communicate
effectively in written, oral and graphical forms.
II. Learning Outcomes
A. Knowledge and Understanding:
Upon successful
completion of an undergraduate Civil
Engineering
program, the graduates will be able to:
A1. Apply
mathematics, science and engineering principles, techniques and tools in the
field of civil engineering subject areas.
A2: Describe the basic
elements and concepts of analysis and design for civil engineering systems such
as structures, water resources and sanitary projects, highways and bridges,
geotechnics, construction materials, surveying, hydraulic structures and
environment
A3. Show an
understanding of construction and project management, procurement procedures
and civil engineering
practices, codes, standards, quality assurance and ethics.
A4. Describe the
procedures of laboratory tests and the properties and behavior of construction
materials.
A5. Describe the
role of the professional engineer and the impact of engineering solutions on
society, including safety, environmental -issues, cultural heritage,
traditional practices and ethics
B. Cognitive/Intellectual Skills
Upon successful
completion of an undergraduate Civil
Engineering
program, the graduates will be able to:
B1. Demonstrate
competence in identifying, defining, analyzing and designing engineering
systems.
B2. Interpret the
results of the analysis, design, and laboratory tests in accordance with the
codes of practice in civil engineering.
B3. Link civil
engineering problems in the field with theoretical principles and select
optimum solution.
B4. Evaluate
innovatively different systems, models, techniques and strategies for solving
engineering problems.
B5. Incorporate
the economic, social, and environmental issues as well as management in design
in civil engineering.
C. Practical and Professional Skills
Upon successful
completion of an undergraduate Civil
Engineering
program, the graduates will be able to:
C1. Use laboratory and
field equipment competently and safely and record, analyze and validate
relevant data.
C2. Design and implement
efficiently laboratory experiments, prepare reports and graphical
interpretations in accordance with the codes and standards using relevant IT
tools.
C3. Design and construct
a civil engineering system, component, and process meeting codes, standards and
desired needs to solve engineering problems.
C4. Professionally plan, manage, supervise and
evaluate engineering projects.
C5. Conduct condition
assessments of civil engineering systems and prepare rehabilitation and
repairing plans.
C6. Perform feasibility
studies, budgets and project briefs for civil engineering projects to establish
options for decision-making.
D. General/ Transferable Skills
Upon successful completion
of an undergraduate Civil Engineering program,
the graduates will be able to:
D1.
Communicate effectively using written, oral and graphical forms and present ideas
clearly and objectively and defend them.
D2.
Engage in life-long learning and conduct searches of literature and use
information resources.
D3.
Commit to professional and ethical responsibility in conducting work.
D4.
Work productively and efficiently individually or as a member of a team.
D5.
Efficiently self-manage workloads, tasks, time and resources.
2- National Academic Reference Standards for Architectural Engineering Program
I. Graduate Attributes
Upon successful completion of an undergraduate Architectural Engineering program,
the graduates will be able to:
1.
Think creativity and
innovatively to lead the design and planning processes.
2.
Apply knowledge of
mathematics, science and traditional and contemporary architecture in the
related engineering or fine arts fields.
3.
Design/ plan systems, components
and processes of built environment to meet the desired needs of human.
4.
Gather and analyze
literature, information and databases to make the appropriate decisions to
solve the various design problems.
5.
Reconcile the divergent
design determinants and sustainability requirements to differentiate between
alternative design solutions using appropriate techniques, skills, tools and
engineering software.
6.
Manage sites and work
in teams as member/ leader.
7.
Plan continuous rehabilitation
and development.
8.
Consider relevant rules,
regulations, and ethics of the profession.
9.
Demonstrate an
understanding of construction systems, building materials and characteristics
of architectural and urban heritage in local and global culture.
II. Learning Outcomes
A.
Knowledge and Understanding:
Upon successful
completion of an undergraduate Architectural
Engineering
program, the graduates will be able to:
A1. Use knowledge of mathematics and basic
sciences in architecture.
A2. Describe the methodologies of solving
various design and planning problems
A3.
Explain the principles and foundations of design, planning and other various
applications
A4.
Consider the cultural, technical, social, environmental, economic and
professional issues related to architecture and urbanization.
A5.
Describe the principles of management, implementation, methods of construction,
techniques, characteristics of building materials and traditional and modern
building legislation.
A6.
Adhere to the principles and applications of sustainability.
A7. Explain the theories and history of architecture and
urban planning.
B. Intellectual/ Cognitive Skills
Upon successful
completion of an undergraduate Architectural
Engineering
program, the graduates will be able to:
B1. Engage
imagination, think creatively, be innovative, and provide design leadership.
B2. Gather
information from a variety of sources, define problems, get ideas, apply
analysis and critical judgment, and select appropriate strategies for design
process.
B3. Act with knowledge
of historical and cultural precedents in local and world architecture, to
inspire design concepts.
B4. Act with knowledge of the fine arts as an influence on
the quality of Architecture design and planning with society, clients, users,
natural systems, built environments and technical competence in the use of building.
C. Professional and Practical Skills
Upon successful completion of an undergraduate Architectural Engineering program,
the graduates will be able to:
C1. Prepare and present building design
projects of diverse scale, complexity, and type in a variety of contexts, using
a range of media, and in response to a brief.
C2. Employ basic knowledge of architectural
engineering management and quality assurance procedures.
C3. Investigate critical appraisal and select
the alternative structural, constructional and material systems relevant to
architectural design.
C4. Prepare designs that will meet building
users’ requirements and comply with rules, appropriate performance standards
and health and safety requirements.
D. General / Transferable Skills
Upon successful completion of an undergraduate Architectural Engineering program,
the graduates will be able to:
D 1. Work productively as an individual
and as a member/ leader and a member within a multidisciplinary team.
D 2. Communicate effectively orally and
in written forms.
D 3. Manage tasks, time, resources and fundamental
cost in a stressful environment.
D 4. Apply ethical principles and commit
to professional ethics.
D 5. Develop self-independent and life-long learning
skills.
D 6. Deliver presentations to different
kinds of audiences.
D 7. Prepare and present effective
technical reports.
D 8. Conduct searches of literature,
database and other sources of information.
D 9. Respond to the needs and aspirations
of building users.
3- National
Academic Reference Standards for Mechanical Engineering Program
I. Graduate Attributes
Upon successful
completion of an undergraduate Mechanical
Engineering
program, the graduates will be able to:
1.
Describe mechanical engineering
fundamentals and apply appropriate mathematical methods, tools and techniques
for the analysis and solution of mechanical engineering problems.
2.
Identify, formulate, analyze, and be
creative and innovative in developing alternative solutions for mechanical
engineering problems in order to reach substantiated conclusions.
3.
Carry out investigations of engineering
problems using methods that include appropriate experiments, analysis and
interpretation of data and synthesis of information in order to reach valid
conclusions.
4.
Design systems, components or processes
that meet specified needs with appropriate attention to health and safety
risks, applicable standards, and economic, environmental, cultural and societal
considerations.
5.
Apply and extend appropriate techniques,
resources, and modern engineering tools to mechanical engineering activities
with an understanding of the associated limitations.
6.
Work productively, communicate
effectively, and undertake lifelong learning.
7.
Analyze and evaluate the impact of
mechanical engineering systems or processes on the environment society, and
economic systems.
8.
Perform feasibility
studies, prepare budgets, and manage mechanical engineering projects.
9.
Apply professional ethics,
accountability, and equity to Mechanical Engineering discipline.
II.
Learning Outcomes
A.
Knowledge and Understanding:
Upon
successful completion of an undergraduate Mechanical Engineering Program,
graduates should be able to:
A1. Demonstrate knowledge and
understanding of fundamentals of mathematics, science, and engineering relevant
to the mechanical engineering discipline.
A2. Explain the general principles of
design, design techniques, and characteristics of engineering materials and
components.
A3. Consider the impact of mechanical
engineering solutions on global, economic, environmental, and societal contexts.
A4. Explain professional and
ethical responsibilities.
A5. Show an understanding of engineering
management principles.
B.
Cognitive/Intellectual Skills:
Upon
successful completion of an undergraduate Mechanical Engineering Program, graduates
should be able to:
B1.
Apply the principles of mathematics, science and engineering to solve problems
related to mechanical engineering applications.
B2. Design, analyze and evaluate
the mechanical systems or processes within realistic constraints such as
economic, environmental, social, political, ethical, health and safety,
manufacturability and sustainability factors.
B3. Identify, formulate, and solve
mechanical engineering problems in creative and innovative ways.
B4. Design and conduct
experiments, as well as analyze and interpret data to reach valid results and
conclusions in the field of mechanical engineering.
C.
C. Practical and Professional
Skills:
Upon
successful completion of an undergraduate Mechanical Engineering Program,
graduates should be able to:
C1.
Use
various techniques, skills, equipment and modern engineering tools and methods
(i.e., CAD/CAE/CAM packages, manufacturing methods, materials development) for
solving mechanical engineering problems and practices.
C2. Test hypotheses, conduct experiments, analyze
data and present results for various mechanical systems.
C3. Work
effectively with a wide range of issues (aesthetic, economic, environmental,
legal, and social) that shape engineering decision-making.
C4. Use and
calibrate the laboratory and workshop equipment within standards, codes, rules
and regulations of industrial safety.
C5. Perform
feasibility studies, prepare budgets and apply operations management knowledge
and skills in manufacturing and multidisciplinary engineering projects.
D.
General and Transferable Skills:
Upon
successful completion of an undergraduate Mechanical Engineering Program,
graduates should be able to:
D1. Perform searches of literature, use databases,
as well as, evaluate information and evidence from various sources.
D2.
Show capability to work in stressful environments, work productively within a
team and possess leadership skills.
D3. Manage tasks, time, processes and resources of
mechanical engineering systems effectively.
D4.
Engage in life-long learning.
D5. Communicate effectively both orally and in writing technical
reports.
4- National
Academic Reference Standards for Electrical Engineering Program
I. Graduate Attributes
Upon
successful completion of an Electrical Engineering program, graduates should be
able to:
1. Apply knowledge of
basic science and mathematics including probability and statistics,
differential and integral calculus, linear algebra and discrete mathematics.
2. Analyze, design and
conduct experiments of electrical and electronic systems and interpret data.
3. Apply control theory and measurement
principles for electrical and electronic engineering systems.
4. Manipulate the
computer hardware, software and programming languages.
5. Design and develop analog
and digital systems and products.
6. Carry out a search of literature and use
databases and analyze results to come up with valid conclusions.
7. Work productively and communicate effectively
in teams.
8. Engage in lifelong learning and commit to
professional ethics.
9. Consider the impact of
electrical engineering solutions on society and environment.
II. Learning Outcomes
A. Knowledge and Understanding:
Upon
successful completion of an undergraduate Electrical Engineering program,
graduates should be able to:
A1. Explain
the principles of physics and mathematical concepts including probability and
statistics, differential and integral calculus, linear algebra and discrete
mathematics
A2. Show an understanding of theories for logical
design, electrical and electronic circuits, measurement instruments, signals
and systems processing.
A3. Explain the fundamentals and applications of
microprocessors, control systems and artificial intelligent.
A4. Describe
engineering management principles.
A5. Adhere
to professional ethics and impacts of electrical engineering solutions on
society, economics and environment.
A6.
Explain health, safety,
legal and cultural issues and the consequent responsibilities relevant to
professional electrical engineering practice.
A7.
Master the basics of information
and communication technologies.
A8.
Write Arabic and
English technical reports.
B. Cognitive /
Intellectual Skills
Upon successful completion of an undergraduate Electrical
Engineering program, graduates will be able to:
B1.
Identify
and analyze electrical and electronics engineering problems using established
methods.
B2.
Select
appropriate methods for solving electrical and electronics engineering problems
based on analytical thinking.
B3.
Design and conduct appropriate experiments,
interpret data and draw conclusions.
B4.
Think
creatively and innovatively in solving problems and design processes.
B5. Incorporate economic, social and environmental
dimensions as well as management in design.
A. Practical and Professional Skills
Upon successful
completion of an undergraduate Electrical Engineering program, the graduates
will be able to:
C1. Use electrical, electronics, logic and computer
laboratory to generate valuable data.
C2. Use appropriate techniques, workshop equipment and
computing tools efficiently.
C3. Employ basic knowledge of project management skills and
quality assurance procedures.
C4. Perform feasibility studies and prepare budgets for
engineering projects.
B.
General
and Transferable Skills
Upon successful
completion of the undergraduate Electrical Engineering program, the graduates
will be able to:
D1. Work productively as an individual and as
a member of a team / multi-disciplinary team.
D2. Communicate effectively both orally and in
written forms.
D3. Effectively manage tasks, time and resources.
D4. Apply ethical principles and commit to
professional ethics.
D5. Engage in independent lifelong learning.
D6. Deliver presentations to different kinds
of audiences.
D7. Prepare and present effective technical
reports.
D8. Conduct searches of literature and use databases and
other sources of information.
5- National Academic Reference Standards for Computer
Engineering Program
I. Graduate
Attributes
In
addition to the general attributes of the Electrical Engineering program graduates,
the Computer Engineering graduates should be able to:
1-
Design, implement and evaluate the components (hardware and software) of computer-based
systems.
2-
Employ modeling and simulation tools to monitor computer systems.
II.
Learning
Outcomes
A. Knowledge
and Understanding
In
addition to the knowledge and understanding of electrical engineers, the
graduates of Computer Engineering program should be able to demonstrate an understanding
of:
1- the theories and
fundamentals of computer organization & architectures, digital systems,
embedded systems and computer networks.
2- fundamental of data
structures and algorithms, software engineering methodologies and data mining.
3- concepts of hardware
description language, programmable logic platform, operating systems, robotics
and interfacing.
4-
basics of information security, compilers, multimedia processing, data
communication systems and internet technologies.
B. Cognitive/ Intellectual Skills
In
addition to the intellectual skills of Electrical Engineers, the graduates of Computer
Engineering program should be able to:
1- Select the appropriate computing methods,
techniques, skills and tools to analyze and solve computer engineering
problems.
2-
Design hardware and software systems, and users interface based on problem
specifications.
C. Practical and Professional Skills
In
addition to the practical and professional skills of Electrical engineers, the
graduates of Computer Engineering program should be able to:
1-
Implement and operate digital systems, control systems, networks,
microprocessors, embedded systems and hardware-software interfacing.
2-
Employ modeling and simulation tools to illustrate the computer architecture
& organization, embedded systems and robotics.
3-
Operate effectively on programming languages, system programs, software tools
and frameworks, web applications development, multimedia processing,
distributed systems, AI systems.
D. General and Transferable Skills
The same as the general
and transferable skills of the Electrical Engineering program graduates.
6- National Academic Reference
Standards for Communication and Electronics Engineering Program
I. Graduate
Attributes
In
addition to the general attributes of an electrical engineer, the graduates of
Communication and Electronics Engineering program should be able to:
1-
Design, operate and
maintain digital and analog communication, mobile communication, coding, and
decoding systems.
2-
Analyze, design and
implement communication networks and communication transmitter and receiver.
3-
Design, implement, maintain
and evaluate the electronic systems.
II. Learning Outcomes
A. Knowledge and Understanding
In
addition to the knowledge and understanding of electrical engineers, the
graduates of Communication and Electronic Engineering program should
demonstrate knowledge and understanding of:
1. Principles
of control systems with performance evaluation.
2. Basics
of electromagnetics, digital electronics, hardware description language,
programmable logic platform, embedded systems, communication systems,
communication networks, optical communication systems and optical fiber.
3. Operations
of coding and decoding techniques
4. Principles
and applications of Microwave, antenna, wave propagation and digital image
processing.
B. Cognitive/ Intellectual Skills
In
addition to the intellectual skills of electrical engineers, the graduates of
Communication and Electronic Engineering program should be able to:
1. Analyze
and test networks, communication systems, mobile communication, microwave,
optical, coding, and decoding systems.
2. Evaluate
the communication systems designs and make improvements;
3. Synthesize
new processes through utilization and effective management of available
resources.
C.
Practical and Professional Skills
In
addition to the practical and professional skills of electrical engineers, the
graduates of Communication and Electronic Engineering program should be able
to:
1- Implement
and operate digital systems, control systems, networks, microprocessors
and embedded systems.
2- Apply
computer programming and simulation tools for the design and diagnostics of
digital & analog communication, mobile communication, coding, decoding, and
electronic systems.
3- Operate
communication systems in the practical field.
4- Use
relevant laboratory equipment and analyze the results correctly.
5- Use
appropriate tools to measure and improve communication system performance.
D. General and Transferable Skills
The same as the
general and transferable skills of the Electrical Engineering program
graduates.
7-
National Academic Reference Standards for Electrical Power and Machines
Engineering Program
I. Graduate
Attributes
In
addition to the practical and professional skills of electrical engineers, the
graduates of Electrical Power and Machines Engineering program should be able
to:
1. Design and manage the construction of power generation
and distribution systems.
2. Plan and develop the control and protection of power
systems and electrical machines.
3. Evaluate and test the electrical machine performance
with its power electronics drive devices.
4. Analyze the load demand and determine the appropriate
electric type system for it.
II. Learning Outcomes
A. Knowledge and Understanding
In
addition to the knowledge and understanding of electrical engineers, the
graduates of Electrical Power and Machines Engineering program should
demonstrate knowledge and understanding of:
1) fundamentals of power systems distribution and
conversion.
2) fundamentals of PLC control system, electrical
machines, power electronic and machine drive.
3) principles of traditional and renewable energy
generation systems and their feasibility.
4) computation of load power and load energy consumption.
B. Cognitive/ Intellectual Skills
In
addition to the intellectual skills of electrical engineers, the graduates of Electrical
Power and Machines Engineering program should be able to:
1)
Design
power generation and transmission systems.
2)
Design
and develop the control and protection of power systems.
3)
Design
and develop the drive of electrical machine.
4)
Analyze
the performance of electric power generation, control and distribution systems.
C. Practical and Professional Skills
In
addition to the practical and professional skills of electrical engineers, the
graduates of Electrical Power Engineering program should be able to:
1)
Implement
experiments as well as analyze and interpret experimental results related to
electrical power and machine systems.
2)
Apply
modern program simulation tools in electrical power, power electronic machines,
and machine drives.
3)
Test
and examine the different motors, drives equipment and protection systems.
4)
Use
PLC control systems to monitor the industrial machines.
5)
Administrate
and supervise the construction of power generation and transmission systems.
D. General and Transferable Skills
The same as the general
and transferable skills of the Electrical Engineering program graduates.
8- National
Academic Reference Standards for Mechatronics Engineering Program
I. Graduate
Attributes
Upon successful completion of an undergraduate Mechatronics Engineering program,
the graduates will be able to:
1. Apply knowledge of mathematics, physics and basic
sciences to demonstrate the application of this knowledge to electromechanical
systems.
2. Identify, formulate, and analyze problems related to
mechatronics engineering to find solutions using appropriate techniques,
skills, engineering tools, and implemented prototypes.
3. Design mechatronics systems and components to meet the
desired specifications within realistic constraints.
4. Conduct experiments safely in measurements, actuating,
control and robotic systems and present results effectively.
5. Investigate and analyze the inter-disciplinary
characteristics of mechanical, electrical, pneumatic and hydraulic systems.
6. Consider the impact of engineering solutions in societal
and environmental contexts for sustainable development.
7. Carry out searches of literature in mechatronics
engineering and use databases to come up with valid information.
8. Perform business studies relevant to applications of
mechatronics.
9. Apply ethical principles and commit to professional
ethics and responsibilities.
10. Function and communicate effectively in
multidisciplinary teams and engage in life-long learning.
II. Learning Outcomes
A. Knowledge and Understanding:
Upon successful completion of an undergraduate
Mechatronics Engineering program, graduates should be able to:
A1. Use
knowledge of mathematics, physics and basic engineering sciences (electrical,
mechanical and computer sciences) in the field of mechatronics.
A2. Describe
the principles of mechatronics system and component design.
A3.
Identify necessary knowledge and theoretical concepts of robotics and
mechatronics systems for sustainable development.
A.4. Respond
to professional ethics and responsibilities in mechatronics practices.
A.5. Reflect
the impacts of effective electromechanical solutions on society and
environment.
A.6. Use
different methodologies for data collection and interpretation in solving
engineering problems.
B. Cognitive/ Intellectual
Skills:
Upon successful completion of an undergraduate Mechatronics
Engineering program, graduates should be able to:
B1. Identify,
formulate and solve mechatronics problems using suitable methods.
B2. Categorize
mechatronics systems and components based on their features.
B3. Integrate
components from different domains to construct useful mechatronics products.
B4.
Consider social development issues in designing mechatronics projects.
B5. Compose
and develop innovative solutions for practical industrial problems.
B6. Analyze
problems related to dynamics, instrumentation, and computer-aided design and
manufacturing using appropriate mathematical and computer models.
C. Practical and Professional
Skills:
Upon successful completion of an undergraduate Mechatronics
Engineering program, graduates should be able to:
C1. Conduct experiments safely to verify
theoretical concepts related to electrical, mechanical, control and embedded
systems.
C2. Implement and develop automatic systems
using electrical/electronic devices and machinery equipment.
C3. Identify, formulate and solve engineering
problems using appropriate tools
and computer
software.
C4. Perform feasibility studies and prepare
budgets and management for mechatronics projects.
C5. Use standard approaches while designing and
integrating electromechanical systems.
D. General and Transferable
Skills:
Upon successful completion of an undergraduate Mechatronics
Engineering program, graduates should be able to:
D1. Conduct a search of literature and use
databases and other sources of information.
D2. Demonstrate personal commitment to tasks
and effectively manage time and resources.
D3. Cooperate in work as a part of a team
coherently and share learned knowledge successfully.
D4. Assess technical reports, discuss ideas,
and justify results creatively through different forms.
D5. Manage and evaluate the acquisition of new
knowledge as part of life-long learning strategy.
D6. Demonstrate an awareness of ethical
principles and issues.
D7. Work in stressful environments considering
safety regulations.
TEACHING AND LEARNING
STRATEGIES AND ASSESSMENT TOOLS
NARS approach emphasizes
the importance of aligning teaching, learning and assessment with NARS to help
students acquire graduate attributes and the intended learning outcomes.
Although teaching
and learning strategies and assessment methods vary from one discipline to
another and even from an academic program to another, whatever teaching and
learning strategies and assessment tools are used, they should provide students
with opportunities to acquire graduate attributes and the intended learning
outcomes. This requires that curricula design and delivery methods should be sensitive
to the requirements of those graduate attributes and learning outcomes, i.e.,
they should match them. Teaching and learning strategies as well as assessment
tools must be updated periodically to respond to developments in the subject
matter, the results of research about teaching and learning in higher
education, changes in national policy, professional practices and the needs of
employers.
A.
Teaching and Learning Strategies
The introduction of NARS in higher education
curriculum development is a new approach that requires higher education
institutions to apply appropriate teaching and learning opportunities to help
students achieve academic standards and to demonstrate that all their graduates
are able to achieve those standards.
Regardless of the teaching approach adopted by a
faculty, institutions of higher education should provide a great deal of active
learning in which the students are actively involved in the learning process.
Besides, enough time for directed self-learning and reflections should be
allocated to encourage students to develop lifelong learning habits.
Curriculum should also be designed to provide students
with sufficient opportunities to acquire independent skills and to develop
practical and professional skills to a level that qualifies them to obtain
professional licensing. This requires sufficient practical applications and
field training during long periods of their academic study.
In
general, teaching and learning in undergraduate engineering education programs
should use a variety of teaching methods, such as:
-
Active
Lectures (supported with discussions),
-
Hands-on
laboratory work,
-
Independent
learning and work,
-
Group
learning and Problem-based learning,
-
Field
classes,
-
Independent
applications of engineering analysis,
-
Seminars,
journal clubs and workshops,
-
The
use of communication and information technology,
-
Computer
and web-based learning,
-
Case
studies,
-
Design
work and projects especially towards the end of the programs and should be
built on earlier learning,
-
Industry
visits,
-
Directed
self-study.
B.
Assessment Tools
Assessment is the means by which students' ability to
meet academic standards is measured and should also be a key part of the
learning process. This requires - in addition to course assessments - faculties
of engineering to design assessments at the program level to ensure that
students are meeting academic standards. In addition, the assessment tools must
be credible and consistent.
On the other hand, NARS require an emphasis on
rigorous assessment of practical and professional skills to identify those who
are not yet qualified for the profession. The ways to achieve this may vary,
but should always include direct and frequent observations of students during
practical applications and field training.
It should also be noted that while it may be difficult
to assess professional attitudes directly, the impact of attitudes on students’
behavior should be assessed by observing their behavior over a period of time.
Finally, assessments must be
accurate but should not be exhausting or repetitive, as this may affect the
learning process.
In general, assessment in undergraduate engineering
education programs should use a variety of teaching methods, such as:
-
Short
essays,
-
Written
assessments, such as multiple choice questions (MCQs),
-
Faculty
assessment by structured observation through checklists and rating scales,
-
Multi-source
assessments, such as, student self-assessment and peer assessment,
-
Simulations,
such as, computer-based clinical scenarios,
-
Multi-competency
comprehensive assessments, such as, objective structured clinical exams (OSCE),
-
Practical
assessment,
-
Project
reports,
-
Laboratory
reports,
-
Essays,
-
Case
studies,
-
Presentations,
-
Work
samples, such as, portfolios.
TERMINOLOGY
1. Higher education institutions:
These are universities, faculties, higher
institutes and academies which offer academic programs that extend for a period
of more than three years of study under the supervision of the Ministry of
Higher Education and Scientific Research.
2. NARS:
The national academic reference standards
prepared by the Council for Accreditation and Quality Assurance with the
assistance of specialized experts and representatives of various beneficiary
sectors to represent the minimum standards required for accreditation of
academic programs.
3. ARS:
Academic
standards prepared by higher education institutions, provided that they include
NARS as well as a number of standards (attributes and learning outcomes) that
distinguish an institution from other institutions (allowing for creativity and
diversity).
4. Academic program:
A
distinct and well-structured group of courses that, after successfully
completed, enable students to get an academic degree associated with an
academic program (BA / BSc, MSc, PhD).
5. Graduate attributes:
A set of attributes (competencies) that
result from the acquisition of knowledge and skills during the study of a
particular academic program, and which identify what the graduate is expected
to exhibit at the end of an academic program .
6. ILOs:
Intended
Learning Outcomes (ILOs) refer to the knowledge, understanding and skills that
specify what a student should know, be able to do and the values to be acquired
after the completion of a study unit, a course or an academic program.
7. Knowledge and understanding:
Key facts,
concepts, laws, theories and techniques that the students are reasonably
expected to acquire in a particular field of specialization. It
also includes mental skills such as memorizing and comprehension.
8. Intellectual skills:
These
are skills that the academic program seeks to help students develop, such as
analysis, the ability to choose from different alternatives, discussion and
reasoning skills, innovation, creative thinking and problem solving.
9. Practical and professional skills:
These
are skills that enable a student to convert acquired academic knowledge into
practical applications such as: ability to diagnose diseases, write medical
prescription, manage water resources, or accomplish an engineering design.
10. Transferable skills:
These are general skills that involve several
disciplines, such as communication skills, computer skills, IT skills,
management skills, discussion and negotiation skills, self-marketing skills,
time management skills, teamwork skills, presentation and delivery skills, and
research skills.
REFERENCES
Australian
Universities Quality Agency (AUQA) (2009), Setting and Monitoring Academic
Standards for Australian Higher Education: A discussion paper, AUQA,
Melbourne.
Magdy A. Kassem (2009). National Authority for Quality
Assurance and Accreditation of Education. National Academic Reference
Standards (NARS). Egypt, 1st Edition.
Ministry
of Higher Education, Syrian Arab Republic (2009). The Development and
Implementation of National Academic Reference Standards. Ministry of Higher
Education of the Syrian Arab Republic in Association with the British Council
and the Upgrading of Higher Education Scheme (European Union Project).
NAAB (2014). Conditions for
Accreditation, The National Architectural Accrediting Board, Inc.; Approved
on July 18th, 2014.
NAQAAE
(2007). Guidelines for developing National Academic Reference Standards (NARS) for Higher Education in Egypt
National Authority for Quality Assurance and Accreditation of
Education, Egypt.
NAQAAE
(2009). National Academic Reference Standards (NARS) for Engineering–National
Authority for Quality Assurance and Accreditation of Education
(NAQAAE), Egypt.
QAA
(2002). Subject Benchmark Statements: Engineering, www.qaa.ac.uk,
accessed on 28 May 2017.
QAA
(2011). The UK Quality Code for Higher Education, www.qaa.ac.uk,
accessed on 28 May 2017.
RIBA (2014). Procedures for
validation and validation criteria for UK and international courses and
examinations in architecture, RIBA Education Department.
UIA (2002). UNESCO-UIA, Validation System for
Architectural Education. UIA.
TEAM MEMBERS
It is essential to
acknowledge that the preparation of this document was made possible through a support
from the Dutch Project and the University for Science and Technology.
Prepared
by:
1. Prof. Dr. Hassan Abdulmogni
2.
Dr. Abdusalam Althawr
3.
Dr. Ahmed Hamid Ali
4.
Prof. Dr. Ahmed Alwathaf
5.
Dr. Abdulaziz
Mohammed Said
6.
Dr. Tarek
Abdullah Barakat
7.
Prof. Dr. Eng. Mohammed Ahmed
Al-Bukhaiti
8.
Assoc. Prof. Dr. Khalil Abdullah Al-Hatab
9.
Dr. Eng. Abdulsalam Naji
Al-Mekhlafi
10.
Dr. Eng. Hamoud Abdulsalm Al-Nehari
11. Dr. Mohammed Ali Naeem
12. Dr. Samira Saleh Al Shawesh
13. Prof. Dr. Mohammed Ahmed Salam
14. Dr. Ahmed Mohammed Yafa’a
15.
Dr. Naji Hamud Al
Ashwal
16. Dr. Mohammed Abdullah Al Olofi
17. Dr. Mohammed Ali Hankal
18. Dr. Amin Mohammed Al Kustaban
19. Dr. Abdulmalik Ibrahim Momin
20. Dr. Mohammed Ali Al Yadoumi
21. Dr. Dr.Hatem Abdo Ali Al Dois
22. Farouk Abdu Al Fuhaidy
Workshop
Participants:
In
addition to the list of faculty members above, the following members have participated
in the workshop:
1- Dr. Mohammed Al Haify
2-
Dr. Zamzam Mubarak
3-
Dr. Khaleel Al Khateeb
4-
Dr. Ahmed Hamid
5-
Dr. Ali Al Kawzy
6-
Dr. Ahmed Hassan
7-
Dr. Abdel Jabbar Al Ayany
8-
Dr. Ali Al Hamdy
9-
Dr. Mohammed Essa
10- Dr. Abdulltif Musleh
University Review:
Leading academic professors working at the following universities
provided some reviews and comments: Sana’a
University, Thamar University, Ibb University, Dar El Salam University, University
of Science and Technology.