Engineering Education

in Lebanon
 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

Table of Contents

Opening Speech on Engineering Education In Lebanon ........................ 8

Hassan Diab, PhD Minister of Education and Higher Education

Engineering Education In Lebanon ....................................................... 11

Elie Bsaybes, President, Federation of Lebanese Engineers

Study Modes and Methods .................................................................. 15

Rana Dubeissy, PhD, Lebanese University-Institute of Fine Arts

Internationalization of Engineering Curriculum ................................... 21

Walid Ibrahim Moubayed, PhD, University of Balamand

Ingénierie de formation et formation .................................................... 27

d’ingénieurs Adaptation aux demande s et vision stratégique
Paul GHOBRIL, PhD, Antonine University

Accreditation and Quality Assurance ................................................... 39

Elie Karam, Ph.D, University of Balamand.

Lebanese Accreditation Board for Engineering Program ...................... 51

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 ………......……………….… 61

George Hassoun, Ph.D, Semaan Georges, Ph.D ,Notre Dame University – Louaize,
Lebanon.

Page | 5
Interdisciplinary Engineering Education …………………..…….….....… 71
Charles Yaacoub, Ph.D, Holy-Spirit University of Kaslik.

Opportunities and Challenges …………………………….….…...…..….. 77

Imad El Hajj, Ph.D, Daniel Asmar, Ph.D, American University of Beirut

University-Industry Partnership …………………………….....…….....….81

Rafic Yonnes, Ph.D, Lebanese University

For an Authentic Lebanese Strategic Plan………………….….........……. 93

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 …………………..….……....… 103

and Continuing Education
Antoine Abche, Ph.D, University of Balamand.

Values and Engineering Ethics…………………….…………….….......…. 109

Bachir Zaouk, Ph.D, President, Order of Engineers and Architects Tripoli.

Recommendations of the conference……………………………....……… 112

The Organizing Committee…………………………………...……...….... 113

Paul Hage, Chairman. Scientific Committee, Order of Engineers and Architects
Beirut.

The Program……………………………………………………………....... 115

Page | 6
 ‫كلمة وزير الرتبية والتعليم العايل‬
‫الربوف�سور ح�سان دياب‬

‫اإن التطور ال�ضريع الذي طراأ على قطاع التعليم العايل على مدى العقود املا�ضية‪ ،‬والذي اأدى اإىل هذا النم ّو الذي‬
‫ن�ضهده يف العديد من الدول املتقدمة‪ ،‬قد انعك�س ب�ضكل طبيعي على تطور التعليم الهند�ضي مبا يتالئم والتغيريات‬
‫التي فر�ضتها احلداثة‪ ،‬واإذا كان التعليم هو من اأهم العوامل التي ت�ضهم يف تطوير املجتمعات‪ ،‬فال ّ‬
‫�ضك باأنّ‬
‫املهند�ضني والعلماء والباحثني ي�ضكلون القاعدة الأ�ضا�ضية للتقدم والتطور التكنولوجي‪.‬‬

‫ولع ّل اأهم التحديات التي تواجه التعليم الهند�ضي يف هذا القرن‪ ،‬هي التي تتم ّثل يف وجوب تطوير منظومة تعليمية‬
‫متكاملة حتقق للمهند�س ميزة ن�ضبية وتناف�ضية يف ظل مفاهيم العوملة واخل�ضخ�ضة‪ ،‬علم ًا باأن اأمناط التفكري‬
‫والتعليم والأن�ضاق املعرفية التي كانت حتكم فل�ضفة التعليم يف ال�ضابق‪ ،‬قد تعر�ضت لتغريات عديدة وبخا�ضة فيما‬
‫يتع ّلق بنظرية التع ّلم والإبداع‪ ،‬ومناهج وتكنولوجيا التعليم‪.‬‬

‫وعلى �ضعيد اآخر فاإ ّننا نرى باأنّ النمو ال�ضريع للتقنية قد �ضاعد يف ن�ضر املعرفة ب�ضرعة فائقة‪ ،‬كما اأتاح الفر�س‬
‫والإمكانات اأمام تناول املعلومات والبيانات وقد جنم عن ذلك تاأثري كبري على التقدم امللحوظ يف مهنة الهند�ضة‬
‫يف الوقت احلا�ضر‪.‬‬

‫ومن املالحظ اأي�ض ًا هذه الزيادة العاملية يف القوه العاملة يف املجال الهند�ضي تزداد رغم تناق�ضها يف اأمريكا‬
‫واأوروبا‪ .‬ا ّإل اأن هذه الزيادة تكاد اأن تنح�ضر يف دول جنوب �ضرق اآ�ضيا‪ .‬ومما يتبني بو�ضوح اأي�ضاأ اأن التغيري يف‬
‫التعليم الهند�ضي يف ال�ضنوات الأخرية املا�ضية قد رافقه اتفاق عام وعاملي لإعادة هيكلة املنهج الهند�ضي ليتمكن‬
‫من تلبية متطلبات املجتمع‪.‬‬

‫وبالن�ضبة لنا يف لبنان فث ّمة تطور ملحوظ يف ميدان التعليم العايل مع الرتكيز على علوم الهند�ضة والتكنولوجيا‪،‬‬
‫اإذ ازداد عدد املوؤ�ض�ضات التي تدر�س برامج الهند�ضة من ‪ 7‬قبل العام ‪ 1995‬اإىل ‪ 15‬حاليا‪ .‬وبلغ عدد الطالب يف‬
‫الخت�ضا�ضات الهند�ضية املختلفة يف العام ‪ 2010‬ما يناهز ‪ 15500‬طالب وطالبة‪ .‬كما اأن عدد طالبي اإذن مزاولة‬
‫مهنة الهند�ضة قد ارتفع من ‪ 1524‬يف العام ‪ 2005‬اإىل ‪ 2550‬يف العام ‪ 2011‬منهم ‪ 2143‬من اجلامعات داخل‬
‫لبنان‪.‬‬

‫وعلى الرغم من اأنّ التعليم الهند�ضي يرتكز على منهجيات و�ضوابط ومعايري ترتبط باملحيط املحلي والإقليمي‬
‫والدويل‪ ،‬اإل اأن هذا التعليم يف لبنان وبع�س الدول العربية واإن كان قد قارب م�ضتوى املعايري العاملية‪ ،‬اإل اأ ّنه ما‬
‫يزال بعيدً ا عن بلوغ الكثري من هذه املعايري‪.‬‬

‫لذلك فاإ ّنه ل بد لنا من اإدخال اإ�ضالحات جذرية يف هذا املجال‪ .‬اأولها العمل على تطوير معايري وموؤ�ضرات واآليات‬
‫ل�ضمان اجلودة‪ ،‬وتطبيق نظم اجلودة يف املوؤ�ض�ضات والربامج عامة‪ .‬واأود يف هذه املنا�ضبة اأن اأحيي تلك اجلامعات‬
‫يف لبنان التي اإنخرطت يف م�ضرية �ضمان اجلودة والعتماد لرباجمها‪ ،‬عرب هيئة العتماد المريكية ‪ ،ABET‬كما‬
‫اأن هناك العديد من اجلامعات اللبنانية الأخرى ت�ضعى حالي ًا للح�ضول على العتماد من ‪.ABET‬‬

‫‪Page | 8‬‬
‫وي�ضرين يف هذه املنا�ضبة اأي�ض ًا اأن اأ�ضري اإىل اأ ّننا يف وزارة الرتبية والتعليم العايل ما نزال نعمل جاهدين‪� ،‬ضوا ًء يف‬
‫جمل�س الوزراء اأو يف جمل�س النواب‪ ،‬لإقرار قانونني على متا�س مبا�ضر مع مو�ضوع تطوير التعليم العايل‪ ،‬و�ضمان‬
‫و�ضبط اجلودة فيه‪ ،‬وهما قانون التعليم العايل اجلديد الذي تقدمنا كثريا يف مناق�ضته يف جمل�س النواب‪ ،‬وكذلك‬
‫قانون اإن�ضاء الهيئة اللبنانية ل�ضمان اجلودة يف التعليم العايل‪.‬‬

‫اأيها الزمالء الأعزاء‪،‬‬

‫اإن هذا املوؤمتر الذي ي�ضارك فيه وي�ضاهم يف اأعماله العديد من اخلرباء يف موؤ�ض�ضات التعليم العايل يف لبنان‪،‬‬
‫والذي حتت�ضنه نقابة املهند�ضني يف لبنان م�ضكورة‪ ،‬هو من الأهمية مبكان‪ ،‬كونه يتطرق اإىل العديد من الق�ضايا‬
‫املتعلقة بالتعليم الهند�ضي من اأجل مواكبة احلداثة‪ ،‬بدء ًا من تطوير الربامج وموائمتها ملواجهة حتديات الع�ضر‪،‬‬
‫اإىل �ضمان اجلودة والعتماد‪ ،‬اإىل املقرتحات املطروحة لن�ضاء هيئة لبنانية لعتماد الربامج الهند�ضية‪ ،‬اإىل‬
‫معاجلة خمتلف التحديات التي تواجه املهند�س‪،‬‬

‫اإىل الدور املنوط بالنقابة على �ضعيد التعليم امل�ضتمر‪ ،‬اإىل القيم واأخالقيات املهنة‪ ،‬وما اإىل ذلك من ال�ضوؤون‬
‫وال�ضجون املتعلقة بالتعليم الهند�ضي وباملهند�س‪.‬‬

‫ختام ًا اأود اأن اأوجه التحية اإىل نقابة املهند�ضني يف لبنان واىل العاملني على تنظيم هذا املوؤمتر‪ ،‬متمني ًا لكم جميع ًا‬
‫النجاح يف مناق�ضات بناءة تف�ضي اإىل تو�ضيات ت�ضهم يف رفع م�ضتوى املهنة وتعزيز مكانتها‪.‬‬

‫ع�ضتم ‪ ،‬عا�ضت الرتبية ‪ ،‬وعا�س لبنان‬

‫‪Page | 9‬‬
 ‫كلمة رئي�س احتاد املهند�سني اللبنانيني‬
‫النقيب ايلي ب�سيب�س‬

‫ي�ضكل العلم ركيزة اأ�ضا�ضية يف ثقافة الأ�ضرة اللبنانية‪ ،‬ويف مفهومها للتطور الجتماعي واملادي‪ ،‬بحيث اأنه يوؤمن‬
‫القيمة امل�ضافة للفرد لتاأكيد ح�ضوره الفاعل يف املجتمع‪ ،‬اأو يكون وديعة موؤمتنة يعود اإليها يف اأيام ال�ضدة‪.‬‬
‫وهذا لي�س غريب ًا على املجتمع يف لبنان فان لنخبه اليد الطوىل يف اإحياء النه�ضتني العلمية والأدبية يف الدول‬
‫العربية وكان ملدار�ضهم التي هي من اأقدم املوؤ�ض�ضات التعليمية الأثر البالغ يف املحيط مما ر�ضخ هذه النزعة اإىل‬
‫العلم يف �ضمري الفرد‪.‬‬
‫يحتل التعليم الهند�ضي حيز ًا كبري ًا يف هذا املجال نظر ًا اإىل عراقة كلياته ومعاهده‪ ،‬فكلية الهند�ضة يف اجلامعة‬
‫الي�ضوعية �ضوف حتتفل يف العام املقبل باليوبيل املئوي على تاأ�ضي�ضها وبعد اأن كانت الوحيدة اأ�ضبحت اليوم‬
‫بالإ�ضافة اإىل ثمانية ع�ضرة من الكليات م�ضوؤولة عن تخريج طالب الهند�ضة‪.‬‬
‫مع تزايد اأعداد اخلريجني ويف غياب اأي توجيه هادف ومرتبط بخطة اقت�ضادية وا�ضحة لتاأمني فر�س العمل‬
‫وجدت نقابة املهند�ضني اأن من واجبها التحرك يف هذا املجال عن طريق تنظيم هذا املوؤمتر للو�ضول اإىل تو�ضيات‬
‫يف املحاور التالية‪:‬‬
‫‪ )1‬تطوير الربامج التعليمية لتكون اأكرث مالئمة ملتطلبات ال�ضوق والتحولت القت�ضادية يف املجتمع اللبناين‪.‬‬
‫‪ )2‬اإقرار معايري جديدة للرتخي�س لكليات الهند�ضة و�ضرورة متابعة تطبيقها واللتزام بها‪.‬‬
‫‪� )3‬ضرورة اعتماد توجيه مهني من قبل وزارة الرتبية وتطوير التعليم املهني‪.‬‬
‫‪� )4‬ضرورة اللتزام مبعايري علمية يفر�س توفرها يف طالب الهند�ضة واعتماد امتحان جدارة يلزم الطالب‪.‬‬
‫اإننا واإذ نتفهم مبداأ دميقراطية التعليم وباأن تزايد اأعداد اجلامعات الهند�ضية يف لبنان هو لتلبية الطلب خا�ضة‬
‫واأن لبنان هو مق�ضد اإن يف قطاعه الطبي اأو التعليمي لرعايا الدول العربية ولكن اأعداد اخلريجني اللبنانيني من‬
‫هذه املعاهد اأ�ضبحت ت�ضكل م�ضكلة ظاهرة ول طاقة للبنان ببنيته القت�ضادية اأن يتحملها‪.‬‬
‫اإن �ضوق العمل يف دول اخلليج العربي مبا متثله من حل يف املدى املنظور هي �ضوق متقلبة‪ ،‬وما الركود القت�ضادي‬
‫يف بع�س دولها والبطالة التي نتجت عن تباطئ النمو �ضوى اإ�ضارات تنباأ بالأ�ضواأ‪ .‬اأما الهجرة اإىل البلدان الأوروبية‬
‫اأو اأمريكا �ضعي ًا اإىل العمل‪ ،‬فما هي �ضوى نزف اقت�ضادي ومايل نظر ًا اإىل اأن هذه الكفاءات اللبنانية ق ّلما تعود اإىل‬
‫لبنان حتى واإن كانت تقوم بتحويالت مالية اإىل عائالتها املقيمة‪ ،‬فاإن كلفة تعليم هذه النخب هي باهظة ونحتاج‬
‫اإىل ع�ضرات ال�ضنني لتغطيتها‪.‬‬
‫اإن التخمة يف اأعداد اخلريجني وهي �ضوف تقارب الـ ‪ 3000‬خريج �ضنوي ًا من املعاهد اللبنانية يقابلها نق�س فا�ضح‬
‫يف املهن امل�ضاعدة للهند�ضة وخا�ضة يف جمال البناء من مهنيني وحرفيني وعمالة ماهرة مما يجعل اقت�ضادنا‬
‫اأ�ضري ًا وعاجز ًا اأمام عمالة اأجنبية هي يف اأغلبها ل تتمتع باخلربة واملهارة الكافيتني‪.‬‬
‫امل يحني الوقت لتخاذ اإجراءات وتدارك األزمات قبل وقوعها اأم نرتك كم�ضوؤولني ال�ضاب اللبناين يف �ضعيه وراء‬
‫جنار ي�ضعها يف اإطار خ�ضبي اأو متحى حروفها لكرثة بحث �ضاحبها عن‬ ‫�ضهادات مكلفة يخف بريقها لأنها ل جتد ّ‬
‫عمل في�ضطر مرغما» لتغذية ال�ضفوف املنتظرة اأمام ال�ضفارات‪.‬‬

‫‪Page | 11‬‬
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
 ‫من التعليم اإىل املمار�شة وامل�شاركة‬

‫الهند�سة املعمارية يف زمن التحوالت‬

‫د‪ .‬رنا الدبي�سي ‪ -‬اجلامعة اللبنانية ‪ -‬معهد الفنون اجلميلة‬

‫تو�صيف املهند�س املعمار‬

‫املهند�س املعمار‪ ،‬هذا الإن�ضان الطامح اإىل الكمال واجلمال‪ ،‬الذي يريد باأفكاره املبدعة اخلالقة‬
‫ت�ضحيح م�ضار املجتمعات واملحافظة على قيمها وتراثها وتاريخها‪.‬‬

‫املهند�س املعمار هو امل�ضوؤول عن ت�ضكيل البيئة املبنية برتاثها وجديدها‪ ،‬وامل�ضوؤول عن مقاربتها‬
‫الإ�ضكاليات ال�ضائدة وعن تقدمي بدائل واقرتاح حلول‪.‬‬

‫املهند�س املعمار هو القادر على ا�ضتنباط الفكر والأفكار من اجلدليات واحلركيات الجتماعية‬
‫وال�ضيا�ضية والقت�ضادية‪ ،‬وحتويلها اإىل فراغات معمارية تنب�س باحلياة‪ ،‬ت�ضتكمل فيها هذه‬
‫اجلدليات حراكها وبحثها عن الإجابات‪ ،‬وت�ضكل معها عمارة حقيقية �ضلبة قادرة على مواجهة‬
‫احلداثة واملعا�ضرة واإيجاد بدائل اأ�ضيلة نابعة من ذاتها وقادرة على ال�ضتقرار وال�ضتدامة‪.‬‬

‫املهند�س املعمار هذا اجلريء املعتز بقدراته الفكرية والتقنية‪ ،‬الدافئ بنور ال�ضم�س واملطمئن بظلها‪،‬‬
‫يحيا ويبدع يف كل الأمنكة‪ :‬على اجلبال كما يف الوديان وعلى ال�ضواحل‪ ،‬ومن املفرو�س اأنه قادر على‬
‫التعامل مع اأي بيئة طبيعية وجدت من دون ارتكاب اجلرائم‪.‬‬

‫اإن هذا هو املعمار بذاته الذي �ضمم ونفذ املباين التي حتا�ضرنا من كل جنب و�ضوب‪ ،‬وهو امل�ضوؤول‬
‫عن اأ�ضكالها واألوانها التي تلوث الأب�ضار‪ ،‬قد نكون عمينا ول نعرف‪.‬‬

‫وهذا املعمار اأتقن فن امل�ضاومة واملقاي�ضة و حتى املكاب�ضة‪ ،‬وقبل بتقييم انتاجه املعماري على اأ�ضا�س‬
‫كم امل�ضاحة املربعة املقتن�ضة من نوعية احلياة ذات الأفق املفتوح‪ ،‬ومدى ان�ضياعه لقوانني التنظيم‬

‫‪Page | 15‬‬
 ‫املدين الغريبة املنطق والأطوار‪.‬‬

‫هذا املهند�س املعمار املكبل واملحبط الذي بات ينتج الأحجام ال�ضماء البكماء‪ ،‬اجلاثمة على جوانب‬
‫الأر�ضفة‪ ،‬ترتب�س لالإن�ضان املقاوم للتجهيل لت�ضلب منه حقه يف العي�س الكرمي‪ .‬ما من اإن�ضان ي�ضتطيع‬
‫اأن يحيا يف هذه الفراغات املعمارية من دون اأن ت�ضلب منه حرية فكره وح�ضا�ضيته باجلمال و حتى‬
‫اإح�ضا�ضه الغريزي ي�ضبح م�ضو�ضا‪ ،‬فيقنع نف�ضه بهذه الفراغات املعمارية القلقة والفارغة والبلهاء‪،‬‬
‫على اأنها ال�ضواب الفكري واجلمال احل�ضي‪.‬‬
‫اخلوف على اجليل الذي يعي�س �ضمن هذه الفراغات ول يعرف غريها‪ ،‬فهي بالن�ضبة اإليه امل�ضاحة‬
‫احلركية املرجع يف ت�ضكيل فكره وحركة ج�ضده‪ ،‬وهي املحفز جلدليته الفكرية وعالقته مع قيمه‬
‫الجتماعية وتراثه وكيانه‪ ،‬فهل هذا املعمار الناجح يف البناء ويف تعبئة كل الفراغات بال�ضجيج‬
‫والتلوث مدرك لبعد فعلته وقادر على حتمل م�ضوؤوليته؟‬

‫هذا هو تو�ضيف املهند�س املعمار الذي ميار�س مهنة بكبيعتها حتمل بعدا وعمقا بنيويا يف املجتمع‪،‬‬
‫ولدوره اأهمية يف الت�ضكيل الجتماعي ووعي املكان‪ .‬اإن هذا املهند�س اليوم يعاين من �ضكيزوفرينيا‬
‫تق�ضم فكره واإدراكه عاموديا حتت عنوانني رئي�ضيني متقابلني‪ :‬ثقافته املعمارية من جهة وواقع‬
‫ممار�ضة املهنة من جهة مقابلة‪.‬‬

‫الدور الأكادميي يف الرتكيب الفكري‬

‫اإننا خالل فرتة التعليم اجلامعي ننجح يف تعريف طالب العمارة على الهموم املعمارية‪ :‬الإن�ضانية‬
‫والجتماعية واملدينية ‪ ...‬كما ندربه على التعبري ال�ضكلي عن روؤاه املعمارية وندربه على تقنيات‬
‫الر�ضم‪ ،‬التقليدية منها واحلديثه‪ ،‬لتكون هي لغته املعمارية املعتمدة‪ .‬ورويدا رويدا �ضاهمنا يف فتورة‬
‫العالقة مع التقنيات الكال�ضيكية واأبعدناه عنها بطريقة مبا�ضرة اأو غري مبا�ضرة‪ ،‬ودفعناه باجتاه‬
‫احلديث والتكنولوجيا‪ ،‬مبا يف ذلك من �ضلبيات واإيجابيات‪.‬‬

‫اإن فرتة الدرا�ضة اجلامعية هي الفر�ضة الوحيدة التي يتم فيها فعل تراكم املعرفة املطلوبة لت�ضكيل‬
‫املفهوم املعماري وزرع املكونات املطلوبة لتكوين ال�ضخ�ضية املعمارية باأبعادها الإن�ضانية واملهنية‪،‬‬
‫وتدريب العقل لي�ضبح قادرا على التعامل مع الإ�ضكالت ال�ضائدة ومقاربتها باإيجابية‪.‬‬

‫‪Page | 16‬‬
‫يبداأ طالب العمارة حياته يف ال�ضروح اجلامعية ب�ضنتني من املحبة والإيجابية والدفع اإىل الأمام‪.‬‬
‫ينتقل بعدها اإىل ثالث �ضنوات عجاف‪ ،‬يتحول خاللها اإىل ثائر مدافع عن ق�ضايا الفكر واحلريات‬
‫واجلمال‪ .‬فنتعهد �ضبط جموحه وحتديد فكره بحجج العلم واخلربة والتجارب اخلا�ضة‪ ،‬لينت�ضر‬
‫الطالب يف النهاية‪ ،‬ونحن ننت�ضر بالطبع‪ ،‬من خالل م�ضروع تخرج ينال اإثره الطالب �ضهادته يف‬
‫العمارة‪ ،‬ويح�ضل تلقائيا بعدها على اإذن مزاولة املهنة ‪ ،‬التي هي مبثابة تاأ�ضرية دخول اإىل عامل‬
‫البناء اجلذاب باأبعاده املادية والجتماعية‪...‬‬

‫هذا هو عامل املهند�س املعماري الذي يحرك داخله‪ ،‬هذا العامل الهالمي الذي مي�س احلياة بكل‬
‫زواياها‪ .‬وميكن لهذا العامل اأن يتمدد ليغطي مدينة باأكملها اأو اأن ينكم�س لي�ضبح بحجم مبنى �ضكني‬
‫اأو بيت‪...‬‬

‫اإن الختالف ل �ضيما الت�ضارب بني امل�ضمون الأكادميي لخت�ضا�س الهند�ضة املعمارية من جهة‪،‬‬
‫وبني اإ�ضكاليات املمار�ضة املعمارية وواقعنا الجتماعي وال�ضيا�ضي والقت�ضادي من جهة ثانية‪ ،‬ي�ضع‬
‫املعماري اأمام خيارات مت�ضاربة‪ ،‬بني طموح جمح اإىل اجلمال وال�ضدق‪ ،‬اأو الإ�ضت�ضالم واعتناق‬
‫اجلهل ل�ضمان �ضريان العمل وممار�ضة املهنة‪.‬‬

‫مدار�س العمارة يف لبنان‬

‫اإن مدار�س تعليم العمارة يف لبنان ترتكز يف مناهجها التعليمية على اأحد الجتاهني‪ :‬اجتاه مدر�ضة‬
‫الفنون اجلميلة الفرن�ضية ( ‪ )Baux Arts‬اأو اجتاه املعهد الأملاين (‪ )BauHaus‬املعتمد من قبل‬
‫املدار�س الأمرييكية‪ .‬وبع�س اجلامعات حاولت دمج الجتاهني و�ضول اإىل ت�ضوية بني اأوروبا واأمرييكا‪،‬‬
‫قطبي العامل املتح�ضر‪.‬‬

‫اإن هذين الجتاهني املعماريني تكونا يف ظل ظروف وتفاعالت �ضيا�ضية واجتماعية واقت�ضادية معينة‬
‫اأدت اإىل ت�ضكيلهما‪ .‬واإن اعتماد اأحد هذين الجتاهني الغربيني يف مدار�س العمارة يف لبنان يف‬
‫البدايات اأثمر وقاد النطالقة املعمارية منذ بداياتها‪ ،‬وقد حقق اإجنازات ومكت�ضبات اأهمها تقدمي‬
‫بع�س رواد العمارة ملفهوم احلداثة وبناء اأهم املباين على طراز احلداثة يف بريوت وغريها‪ .‬اإمنا مع‬
‫منو املجتمعات وت�ضاعف تعقيداتها وتداخل ظروفها‪ ،‬اأ�ضبح هذين الجتاهني ذوي الرتكيب الغربي‬
‫املختلف بطبيعته‪ ،‬اأ�ضبحا عاجزين عن ا�ضتيعاب اأو حتليل ا�ضكاليات وهموم جمتمعاتنا وبالتايل‬
‫‪Page | 17‬‬
‫حل عجز كامل عن ت�ضريف التحقني الجتماعي الناجت عن املتغريات ال�ضيا�ضية والقت�ضادية‬
‫والدميغرافية‪ ،‬و عدم القدرة على طرح بدائل اأو حلول‪.‬‬

‫ولأن جامعاتنا ل زالت تتبنى هذه الجتاهات واملناهج املعلبة‪ ،‬اأ�ضبحت مكبلة ومل ت�ضتطع لعب دورها‬
‫الطبيعي يف مقاربة اإ�ضكاليات جمتمعاتنا العربية بتعقيداتها وخ�ضو�ضيتها‪ ،‬مما خلق فجوة بني‬
‫الثقافة واملجتمع‪ ،‬بني املثقفني والعامة‪ ،‬بني املهند�ضني وم�ضتخدمي الفراغات املعمارية‪ ،‬بني اأ�ضحاب‬
‫القرار واأ�ضحاب الأرا�ضي‪ ،‬مما حول جمتمعنا اإىل تكتالت تدور يف اأفالك �ضيقة جدا‪ ،‬تثري ال�ضجة‬
‫ومتحي فر�ضة احلوار‪ ،‬وتلغي اأية فر�ضة للتكامل‪.‬‬
‫التعليم ال�ضليم‪ :‬املخرج الوحيد‬

‫اإن م�ضتوى التاأزم‪ ،‬على م�ضتويات خمتلفة‪ ،‬بلغ من الدرجة مما يحتم علينا التحرك‪ ،‬على الأقل‬
‫خلو�س جتربة التغيري ولطرح مقاربات ناجتة عن تفاعالت جمتمعاتنا‪ ،‬ل ا�ضترياد مقاربات وبدائل‬
‫غريبة‪.‬‬

‫اإن الوقت قد حان لتحمل امل�ضوؤولية ومواجهة واقع التغيري الذي يع�ضف باملنطقة كلها‪ .‬فهو انتفا�ضة‬
‫على الذات اأول ومن ثم انتفا�ضة على الأنظمة وعلى �ضيا�ضاتها وفكرها النابع دائما من اأيديولوجيات‬
‫غربية‪ ،‬مت فر�ضها على جمتمعاتنا بقبلية عربية وحتت �ضعارات زائفة‪ ،‬وبذلك حكم علينا باجلهل‬
‫وعدم القدرة على املبادرة‪.‬‬

‫اإن العامل العربي منذ اأن كان يرزح حتت احلكم العثماين وخالل فرتة النتداب‪ ،‬وخالل عهود‬
‫ال�ضتقاللت الواحد تلو ا ّلخر‪ ،‬ما فتئ ي�ضتورد التجارب الأكادميية‪ ،‬يرتجمها‪ ،‬اأو ل يرتجمها‪،‬‬
‫ويتبناها‪.‬‬

‫اإن �ضرورة اإنقاذ ما تبقى تفر�س علينا اأخذ املبادرة وو�ضع مناهج م�ضوؤولة ملدار�س الهند�ضة‬
‫املعمارية‪ ،‬تكون ناجتة عن تفاعالت جمتمعاتنا وبيئتنا وتاريخنا وتراثنا القدمي واحلديث‪ .‬علينا‬
‫حتمل م�ضوؤولية معاناة جمتمعاتنا من مر�س انف�ضام ال�ضخ�ضية وت�ضارب لغاته واأحا�ضي�ضه‪،‬‬
‫والعرتاف باأن احلل يبداأ يف اجلامعات التي تكونت اأ�ضال لن�ضر املعرفة والرتقي باملعرفة الإن�ضانية‬
‫وحماربة اجلهل والتكتل‪ .‬يجب و�ضع مناهج �ضفافة حقيقية قادرة على حت�ض�س احلراك الإن�ضاين‬
‫وال�ضيا�ضي يف املجتمع‪ ،‬وقادرة على مراكمة املعرفة و�ضول اإىل طروحات طبيعية مقبولة لالإ�ضكالت‬
‫ال�ضائدة‪ ،‬واأن نعي اأن ل تكون هذه املناهج تعوي�ضا زائفا لالإيديولوجيات املهزومة اأو رومن�ضية حتيي‬
‫‪Page | 18‬‬
‫نو�ضتاجليا الأطالل واملعلقات وتعبد الأوثان‪ .‬اإن املناهج احلية الناب�ضة التفاعلية هي القادرة على‬
‫جتديد نف�ضها با�ضتمرار وعدم النزلق اإىل �ضرطان النمطية يف التعليم‪.‬‬

‫ويف هذا ال�ضياق‪ ،‬جتدر الإ�ضارة اإىل معهد الفنون اجلميلة يف اجلامعة اللبنانية الذي يتدار�س منذ‬
‫العام ‪ 2004‬نظام التدري�س الف�ضلي وفقا لنظام ال ‪ .L.M.D‬املعتمد يف اأوروبا ‪ ،‬وقد اعتمد يف‬
‫اجلامعة اللبنانية وفق املر�ضوم ‪ . 2225‬وقد و�ضع معهد الفنون حتى ا ّلن �ضيغتني للمناهج وفق هذا‬
‫النظام‪ ،‬وهو ا ّلن على م�ضارف اعتماد ال�ضيغة الثالثة التي �ضيعمل بها من العام ‪ 2012‬وحتى ‪،2018‬‬
‫علما باأن التو�ضل اإىل هذه ال�ضيغة كان من خالل عدد كبري من الجتماعات وور�س العمل والتباحث‬
‫وحتى التجارب‪ ،‬وو�ضع روؤية هادفة و ّاليات تدري�س قادرة على حتقيق الأهداف الأكادميية لكل مادة‪،‬‬
‫والأهم �ضمان تكامل العملية التعليمية واأن ل يوؤدي نظام التدري�س الف�ضلي املرتكز على الأر�ضدة‬
‫اإىل تفكيك الكيان ال�ضمويل للعمارة وحتويلها اإىل رزمة مواد تنمو كل واحدة منها يف اجتاه خمتلف‪.‬‬

‫عمل معهد الفنون جاهدا لتحديد املعمار الذي نريد لبناء املجتمع وترميم �ضدوعه‪ ،‬ولتحديد‬
‫املمار�ضة التي نطمح اإليها للنهو�س واملواجهة‪ ،‬وبحث عن كيفية حتقيق الرتكيبة الفكرية املطلوبة‬
‫لهذا املعمار‪ّ ،‬اخذا بعني العتبار متطلبات �ضوق العمل‪ ،‬املحلي واخلارجي‪ ،‬واملتغريات التي حلت على‬
‫حركة املجتمع احلياتية ومتطلباته الوظيفية واجلمالية والتعبريية ‪...‬‬
‫دور النقابة يف تعزيز مناهج التعليم‬

‫اإن نقابة املهند�ضني با�ضتطاعتها اأن تلعب دورا اأ�ضا�ضيا يف تفعيل هذه املناهج من خالل �ضمان‬
‫ممار�ضة للمهنة حتمل الهموم احلقيقية للبيئة واملجتمع‪ ،‬ممار�ضة تفتح احلوار مع املدينة والريف‬
‫على حد �ضواء‪ ،‬تعمل على حتويل عالقتهما من الت�ضاد اإىل التكامل‪ .‬ممار�ضة توؤمن اأن العمارة حق‬
‫عام وم�ضوؤولية اجتماعية واأنها عملية ت�ضاركية منفتحة قادرة على مراجعة نف�ضها يف كل ثانية تتن�ضق‬
‫فيها احلياة‪.‬‬

‫اإن النقابة هي اجل�ضم املعماري الذي هو على متا�س مع الهيئات احلكومية املخت�ضة‪ ،‬وهي القادرة‬
‫على حماية املهنة من التجاذبات ال�ضيا�ضية والقت�ضادية‪ ،‬ومنحها الهام�س املطلوب للحركة والتفاعل‬
‫والنتاج‪ ،‬نظرا خل�ضو�ضية جمال هند�ضة العمارة وبعد تاأثرياته‪.‬‬

‫كما اأن النقابة قادرة على معاجلة الأعداد املتزايدة من الطالب القادمة على اخت�ضا�س هند�ضة‬
‫العمارة‪ ،‬من خالل تعديل معايري النت�ضاب اإىل النقابة مثال‪ ،‬اأو تعديل عملية منح كل اخلريجني‬
‫‪Page | 19‬‬
‫اإجازات عمل ت�ضمح لهم ممار�ضة املهنة ب�ضكل تلقائي‪ّ ،‬اخذة يف احل�ضبان حاجات �ضوق العمل‬
‫وامل�ضتوى التعليمي وعالقته مبتطلبات البيئة‪.‬‬

‫ومن اأهم الأدوار التي با�ضتطتعة النقابة لعبها هو التعاون مع اجلامعات ومع كليات تعليم الهند�ضة‬
‫املعمارية جلهة لتفادي بع�س اإ�ضكاليات املمار�ضة‪ ،‬النابعة من طرائق التعليم اأو من امل�ضامني التعليمية‬
‫للمناهج‪ ،‬ومن خالل تعزيز الإيجابيات يف العملية الأكادميية التي من �ضاأنها اأن تثمر عمارة هادفة‬
‫مت�ضاحلة مع نف�ضها ومع حميطها‪.‬‬

‫‪Page | 20‬‬
 «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
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 two-
year 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
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
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
 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
 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
 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
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
 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
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
 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
 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
 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
 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
 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
 • 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
 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. 1447-.

[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, 2007.
[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 1999.

[5] S.M. Low, “Developing Undergraduate Students’ Multi-Engineering Skills

through Projects on Embedded Systems”, IEEE 2006.

[6] Qingsong Shi, Lingxiang Xiang, Tianzhou Chen, et Wei Hu, “FPGA-
based Embedded System Education”, IEEE First International Workshop
on Education Technology and Computer Science, 2009

Page | 38
 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
 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 self-
evaluation 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
 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
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

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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”, 2011
5. 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)
www.higher-edu.gov.lb/projects/LEPAC/List_Guide.html

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

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 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)
http://www.international.ac.uk/resources/Quality%20Assurance%20
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)

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 www.laes.org/_projects.php?lang=en&id=1
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”, 2011
www.uaolb.net/en/projects/quality-assurance
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)

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 www.tlqaa.org
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
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.

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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

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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.

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 Références

[1] Accreditation Board of Engineering and Technology, Criteria for Accrediting

Engineering Programs: Effective for Evaluations during the 20002001-
Accreditation Cycle, 2000. Available at http://www.abet.org
[2] Engineering Council, UK Standards for Professional Engineering
Competence: the Accreditation of Higher Education Programs, 2004.
Available at http://www.iee.org/professionalregistration/ukspec.cfm
[3] The Bologna Declaration. Available at http://www.crue.org/eurec/
bolognaexplanation.htm
[4] The EUR-ACE Project. Available at http://www.eurace.org
[5] The JCU Quality Assurance System: Principles. See: http://www.jcu.edu.
au/policy/allitoz/JCUDEV_007738.html
[6] The Higher Learning Commission –a commission of the North Central
Association, Handbook of Accreditation, 3rd Edition, Chicago, Illinois,
2003.
[7] The Western Association of Schools and Colleges (WASC), Handbook of
Accreditation, Alameda, California, 2008.
[8] Fred M. Hayward, Glossary: Quality Assurance and Accreditation,
prepared by the Council for Higher Education Accreditation (CHEA) in
February 2001. See:
http://www.chea.org/international/inter_glossary01.html.
[9] The Quality Assurance and Accreditation Handbook for Higher Education
in Egypt, NQAAC, 2004

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 Lebanese Accreditation Board for Engineering Program
Lebanese Engineering Programs Accreditation
Commission (LEPAC)

Soubhi Abou Chahine, Professor (achahine@bau.edu.lb)

Ahmad Smaili, Professor (a.smaili@bau.edu.lb)
Beirut Arab University
Ahmad Jammal, Director General (ajammal@higher-edu.gov.lb)
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

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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

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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.

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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)

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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

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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)

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 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.

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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.

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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.

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 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: http://www.abet.org/accreditation-
criteria-policies-documents/
[3] EUR-ACE®: the European quality label for engineering degree programmes
at Bachelor and Master level: http://www.enaee.eu/the-eur-ace-system/
[4] La CTI (Commission des Titres d’Ingénieur) : http://www.cti-commission.
fr/Le-guide- dauto- evaluation
[5] ASIIN - Accreditation Agency Specialised in Accrediting Degree
Programmes in Engineering, Informatics, the Natural Sciences and
Mathematics: http://www.asiin.de

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 Engineering Education at Notre Dame University:
Addressing Diversity and Multiculturalism

Dr. George Hassoun, ghassoun@ndu.edu.lb

Dr. Semaan Georges, sgeorges@ndu.edu.lb
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.

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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

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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.

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Table 1 includes the titles of a selected number of GER courses.

ENL 230: English in the ENG 310: Ethics in Engineering

Workplace

REG 212: Religion and Social PHS 207: Develop. of Science &
Issues Technology

BAD 201: Fundamentals of POS 240: Law & Society

Management

ENG 210: Intro. to Engineering SOL 201: Introduction to

Economy 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

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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
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)

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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)

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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
 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, 2010.
[2] Notre Dame University - Louaize, Office of the President, «Annual Report
07 - 08,» Louaize, Lebanon, 2008.
[3] Notre Dame University - Louaize , NDU Catalog - 2009 - 2010, Louaize,
2009.
[4] Notre Dame University, «Fall 200809/ Statistics,» The NDU Gazette, no.
1, pp. 1 - 15, April 2009.
[5] Notre Dame University - Louaize, «Appendix IV - Faculty of Engineering
- General Education Requirements (27 credits),» The NDU Gazette, no.
4, pp. 1415-, June - July - August 2008.
[6] Notre Dame University - Louaize, «Appendix I - General Education
Requirements for Bachelor Degrees at NDU,» The NDU Gazette, no. 5,
pp. 8 - 12, July 2007.
[7] Notre Dame University - Louaize, «Appendix IX - Minor in Engineering
Management,» The NDU Gazette, no. 3, pp. 3738-, April - May 2008.
[8] Notre Dame University - Louaize, «Appendix II - Undergraduate Academic
Minors at NDU,» The NDU Gazette, no. 5, pp. 13 - 15, July 2007.
[9] G. Hassoun, «Towards Improving the Engineering Education Continuum,»
in the Proceedings of the International Conference on Technology,
Communication and Education, Mishref, Kuwait, 2008.

Page | 69
 Interdisciplinary Engineering Education

Dr Eng. Charles Yaacoub

Faculty of Engineering, Holy-Spirit University of Kaslik
charlesyaacoub@usek.edu.lb

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 multi-
skilled 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 6.

2 - 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
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 low-
current 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 Lebanon1,

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 2011.

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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 Hissey2, 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 2000.

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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 20002001/, 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 Technology3
(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”, 2008.

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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
Page | 76
 Academia/Industry Collaboration : Opportunities and
Challenges

Imad H. Elhajj (Electrical and Computer Engineering), imad.elhajj@aub.

edu.lb
and Daniel Asmar (Mechanical Engineering), daniel.asmar@aub.edu.lb
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
 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
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
 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
 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.
ryounes@ul.edu.lb

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 université-
industrie 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

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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’université-

industrie-gouvernement peut être considérée comme un résultat de diverses

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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

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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?

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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,

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 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 (co-
programmes, 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.

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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.

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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 200.000 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 100.000 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

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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 dݎtudes;
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

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 • 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, lݎducation 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.

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♦ 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.

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♦ 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.

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 For an Authentic Lebanese Strategic Plan
for Engineering Education in Lebanon

Ahmad Smaili, Professor (a.smaili@bau.edu.lb)

Soubhi Abou Chahine, Professor (achahine@bau.edu.lb)
Beirut Arab University
Ahmad Jammal, Director General (ajammal@higher-edu.gov.lb)
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

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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 1522- 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

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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

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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.

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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 well-
defined 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,

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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 2007. 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

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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

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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

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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.”

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 References

[1] http://www.transparency.org/policy_research/surveys_indices/cpi/2010/
results

[2] http://www.indexmundi.com/g/r.aspx?t=0&v=2229&l=en

[3] J. Stiglitz, Making Globalization Work, Penguin Books, 2006.

[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, 2011.

[6] http://www.higher-edu.gov.lb

[7] T. Friedman, The world is Flat, Picador, 2005.

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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 “re-
training” 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.

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 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

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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,

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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

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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,

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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.

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 “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.

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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

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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
 ‫تو�سيات املوؤمتر ا ْالول للتعليم الهند�سي يف لبنان‬
‫املنعقد يف نقابة املهند�شني يف بريوت ‪ 28‬ـــ �شباط ـــ ‪2012‬‬

‫تعزيز دور وزارة الرتبية والتعليم العايل من اأجل تطوير املعايري والأطر‬ ‫‪.1‬‬
‫الناظمة ملهنة الهند�ضة يف لبنان‪.‬‬

‫اإن�ضاء هيئة م�ضتقلة من اجلهات املعنية يف قطاع الهند�ضة لو�ضع خطة‬ ‫‪.2‬‬
‫ا�ضرتاتيجية وطنية لهذا القطاع‪.‬‬

‫تاأ�ضي�س هيئة اعتماد م�ضتقلة موثوق بها لربامج الهند�ضة مبا يتنا�ضب مع‬ ‫‪.3‬‬
‫املعايري العاملية (‪ )LABE‬تعتمد على م�ضروع ‪.LEPAC‬‬

‫اإ�ضافة مقررات درا�ضية حول حماية البيئة‪ ،‬الثقافة‪ ،‬اأخالقيات املهنة وريادة‬ ‫‪.4‬‬
‫الأعمال‪.‬‬

‫تعزيز التعاون بني اجلامعات واأرباب العمل ( ال�ضناعي) لت�ضهيل درا�ضة‬ ‫‪.5‬‬
‫احلاجات للربامج اجلديدة وفر�س العمل والتدريب والأبحاث‪.‬‬

‫ت�ضجيع اجلامعات على عقد اتفاقات تعاون بني اجلامعات يف لبنان واخلارج‬ ‫‪.6‬‬
‫لتعزيز تبادل الطالب واأع�ضاء هيئة التدري�س وتعزيز البحث العلمي والإنتاج‬
‫ال�ضناعي‪.‬‬

‫ال�ضعي لتوحيد نظم التعليم الهند�ضي يف لبنان‪.‬‬ ‫‪.7‬‬

‫التدريب امل�ضتمر بالتعاون بني النقابة واجلامعات‪.‬‬ ‫‪.8‬‬

‫و�ضع ت�ضور لمتحان اجلدارة ملمار�ضة مهنة الهند�ضة يف لبنان‪.‬‬ ‫‪.9‬‬

‫‪Page | 112‬‬
 THE ORGANIZING COMMITTEE

Mr. Paul Hage, Chairman, Committee of Scientific

Committee OEA, Member of Executive
Council OEA

Mr. Abdulmenhem Alameddine Chairman, WFEO-CEIE , Past President,

OEA Tripoli,

Dr.Rafic Younes Pr. Université Libanaise, Doyen de la

faculté de génie.

Dr. Mohamad Aoude Pr. Université Libanaise

Dr. George Nasr Dean & Professor School of Engineering

LAU

Dr.Mazen Tabbara Assistant Dean

School of Engineering LAU

Dr. Jean Chatila Chair of Civil Engineering LAU

Dr.. Elie Badr Associate Professor of Mechanical

Engineering LAU

Dr. Khaled Baghdadi Dean of the Faculty of Engineering, Beirut

Arab University

Dr. Sobhi Abou Chahine Professor and chairman of Electrical

& Computer Engineering. Beirut Arab
University, advisor of the minister of
Education and Higher Education

Father Dr. Marwan Azar 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
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 Dean, Professor, Faculty of Engineering at

NDU.

Mr. Andre Beghazi Dean and Professor Academie Libanaise

des Beaux Arts - ALBA

Mr. Fadi Chiniara ALBA

Dr. Fadi Geara Pr. USJ Doyen de la Faculté d’Ingénierie :

ESIB – ESIA-M – INCI

Dr. Makram Sueidan Dean of the Faculty of Engineering and

Architecture at AUB.

Dr. Fadl Moukalled 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 Secretary, Organizing Committee.

Mr. Issa Dahboul Secretary, Organizing Committee.

Page | 114
Page | 115
Page | 116