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The 24th Meeting

Board of Trustees

Phnom Penh, 16 June 2016

General Document and Pedagogical Record

Supplementary documents:

Director’s Report Financial Report    

INSTITUTE OF TECHNOLOGY OF CAMBODIA

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TableofContents PART I: GENERAL DOCUMENT ............................................................................................................. 4 

I.  ITC’s Strategy for 2016‐2017 ........................................................................................................... 5 

II.  ITC’s Perspective for 2016‐2017 ..................................................................................................... 5 

II.1.  Perspective 1: Reinforce the capacity building ........................................................................ 5 

II.2.  Perspective 2: Educational Languages ..................................................................................... 5 

II.3.  Perspective 3: Modification of curricula in the departments .................................................. 6 

II.4.  Perspective 4: Implementing Lab Based Education (LBE) in ITC .............................................. 9 

II.5.  Perspective 5: Improvement Library System ......................................................................... 12 

II.6.  Perspective 6: Project Developments .................................................................................... 13 

II.7.  Perspective 7: Evolution of master programs ....................................................................... 14 

II.8.  Perspective 8: Launching the Doctoral school ....................................................................... 16 

II.9.  Perspective 9: Development of Research Activity ................................................................. 19 

II.10.  Perspective 10: Increasing Industrial Cooperation ............................................................... 21 

III. Capacity of ITC ............................................................................................................................... 21 

PART II: PEDAGOGICAL DOCUMENT .................................................................................................. 24 

IV. Preparation of academic year of 2016‐2017 ................................................................................ 25 

IV.1.  Academic calendar of 2016‐2017 ...................................................................................... 25 

IV.2.  Recruitment of Technician students .................................................................................. 25 

IV.3.  Recruitment of Engineer students ..................................................................................... 25 

IV.4.  Proposition of tuition fee for 2016‐2017 ........................................................................... 25 

IV.5.  Students exempted ............................................................................................................ 26 

IV.6.  Proposition of number of seats for 2016‐2017 ................................................................. 26 

V. Nomination of ITC Direction Board for 2016‐2017 ....................................................................... 28 

ANNEX ................................................................................................................................................ 29 

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Proposition of Agenda

The CA meeting will be taken place from 08h30 to 12h30 and from 14h30 to 16h00

ITC – CA room – 16 June 2016

1) Session opened by the President of the Board of Trustees

2) Adoption of the agenda

3) Presentation of Director’s Report in 2015‐2016

4) Decision of 23rd CA meeting; Review of the achievement

5) General document and Pedagogical document for 2016‐2017

Minutes of meeting of Consortium 2016 Reinforce the capacity building Educational Languages Creation of new option and modification of curriculum Implementation of Lab Based Education at ITC Improvement of library system Project development Evolution of Master Program Launching the Doctoral School Development of Research Activities Increasing Industrial Cooperation Preparation of new academic year of 2016‐2017

6) Financial report: Statement in 2015‐2016 and provisional budget for 2016‐2017

7) Nomination of ITC Board of Direction for 2016-2017

8) Questions

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PART I: GENERAL DOCUMENT

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I. ITC’s Strategy for 2016-2017

The enhancement of quality of studies, teaching, research and cooperation is always very important for development of the Institute of Technology of Cambodia (ITC) toward the goal of excellent education and research in the field of engineering and technology. As every year, in order to achieve this goal, ITC addresses the following strategic issues for this academic year:

- Increase the quality of human resources by recruiting among scholars who has Master and PhD degree’s level.

- Train our lecturers with the assistance of our partners to enhance experiences and knowledge.

- Update existing curriculum and/or propose new programs to ensure quality of education and respond to the needs of the economic development of Cambodia.

- Improve and strengthen the quality of the master and doctoral program for strengthening our training quality and research capacity at ITC.

- Develop research activities in engineering in order to promote our research capacity up to regional and international standard.

- Strengthen cooperation with industries and international partner. - Improve IT and library system in ITC.

II. ITC’s Perspective for 2016-2017

II.1. Perspective 1: Reinforce the capacity building

Reinforcement of capacity building through international and local training of faculty staffs, dispatch foreign professors, increase research activities and collaborate with industries. Each department has very important role to implement these activities as in every year.

II.2. Perspective 2: Educational Languages - Objective

o Provide a level of sufficient quality of foreign languages to ITC students in order to integrate them into international environment: research, students motilities, internship, exchange program, work in international environment…

o Increase international visibility of the institution o Promote multilingualism and reinforce French and English languages as learning

and teaching at ITC - Proposal

Foundation year o The minimum level required at the end of second year is A2 for French and English. Engineering o Level B2 for French and level B1 for English or level B2 for English and B1 for

French mandatory for a fraction of students who continue to study in abroad. o Minimum level A2 for both languages for students who are not willing to continue

their study in abroad.

- Organizing Educational Languages

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o The student who has level B1 for English or French language is not required to study that language.

o In principle, evaluation of both languages is independent from that of scientific and technical evaluation.

o In principle, bonus for good students in languages shall be in the choice of department.   

- Implementation for this reform

o Establish steering committee o Develop application form to Europe (KA2) including: doctoral school,

internationalization and languages, student entrepreneurship. - Arrangement for academic year 2016-2017

o Steering committee will be responsible for the actual implementation of this reform: Faculty staff training Selection of textbooks Implementation of tests for language level (including I1 and I2) Course development Integration MOOC in training

o … and for its evaluation: indicators, semester report

The detail is presented in Annex 1.

II.3. Perspective 3: Modification of curricula in the departments

- Department GRU: Proposal of a new option namely "Water and Ecological

Engineering"

o Introduction

In response to the urgent needs of human resources in the fields of water and ecological engineering and in the context of ASEAN integration, Cambodia must have human resources in this sector in order to promote more market opportunities and reduce the free flow of foreign environmental and ecological engineers to Cambodia. In this perspective, the GRU department propose to establish a new option for Water and Ecological Engineering (WEE) within the Department of Rural Engineering with expected starting date from academic year 2016-2017. The structure of option under the department GRU is presented below. The detail proposed program is presented in Annex 2.

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o Job opportunity

Students graduated from WEE will have opportunities to work for agencies as indicated in Annex 2.

o Human resources

The GRU department has sufficient human resources with master and PhD holders in Water and Ecological Engineering (Annex 2). Based on this number, GRU will be capable to run this new option.

o Lab facilities

Soil and water laboratory (GRU) Hydrology and Hydraulic Laboratory (GRU) GIS-Remote Sensing Laboratory (GRU) Topographical Laboratory (GRU) Water quality Laboratory (GCA) Renewable Energy Laboratory (GEE) Other supporting ITC Laboratories

- Department GCA: Propose new option namely Chemical Engineering

o Introduction

The GCA department propose to establish two options for the engineering program namely Food Science and Technology (FST) and Chemical Engineering (CE). This new proposition will start in 2016. The overall goal of Food Science and Technology is to provide professional human resources for healthy environment and the goal of Chemical Engineering is to provide basic knowledge of chemical engineering and chemical related process/reaction to solve problems in Industry. The detail information about this proposal is presented in Annex 3.

o Job opportunity

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Food Science and Technology

The graduated student from Chemical Engineering and Food Technology department could have the opportunities for the employment in a number of positions such as food and related industry/SMEs, local/public government agencies, and educational institution during which the graduates qualify to involve in various technical sections viz laboratory management, technical supervisory, quality assurance, sensory evaluation, sales-marketing and executive position in processing. In particular, the graduates could apply for employment through the University-Industry Linkage members.

Chemical Engineering

The graduated student from Chemical Engineering could have the opportunities for the employment in a number of positions in industry/SMEs, e.g., in the field of garment, textile, rubber, local/public government agencies, and educational institution during which the graduates qualify to involve in various technical sections viz laboratory management, technical supervisory, sales-marketing and executive position in chemical processing. In particular, the graduates could also apply for employment through the University-Industry Linkage members.

o Human Resources

GCA department has sufficient human resources to run these two options.

o Lab facilities

All laboratories in GCA department can support these two options.

 

- Department GGG: Propose modification of curriculum

The department of GGG propose to modify curriculum for undergraduate program by adding one course called “Mineral Processing” to the 1st semester of 5th year by eliminating a course called “Structural Analysis” as the course of “Mineral Processing” is more practical and more important than “Structural Analysis” for students in Geo-resources and Geotechnical Engineering. The new curriculum is presented in Annex 4.

- Department GEE: Propose to modify method for experiment

Problems

Currently, the experimental works are directly linked with each course. Implementation of experimentation faces the following problems:

o Different laboratory equipment of each course are in different room. o The number of equipment are insufficient for students to rotate during the

experiment. It is necessary to make group of experiment for multiple courses. o Certain experiment are for multidisciplinary o Difficult to have sufficient number of credit for less hour courses.

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Proposition The GEE department propose to arrange all the experiments to be new subject which focuses only on experiment. The detail of this proposal will be discussed during the consortium meeting.

- Department GIC: Propose modification of engineering program

To direct the engineering program toward the research thematic of the GIC department i.e., Natural Language Processing, we propose to add or/and remove some courses as indicated in the Table below. However, the removed courses can be taught by dispatch professor. The detail of this proposal will be discussed during the consortium meeting. The detail of the program is shown in Annex 5.

Courses Description Langage C/C++ Removed this course but C language is

introduced in “Algorithme et Programmation”

Interaction Homme-Machine Moved to semester VII Systèmes Distribués Moved to semester VIII Conférences et cours complémentaires variables

Removed

Infographie Removed Programmation Fonctionnelle et Prolog Removed Multimédia Removed Administration de Réseaux et Sécurité Changed to « Sécurité de Réseaux » Architecture Parallèle Replaced by « Cloud Computing » Traitement de Parole Changed to « Traitement de la Langue

Naturelle » Méthodologie de la Recherche New course

II.4. Perspective 4: Implementing Lab Based Education (LBE) in ITC - Current Situation:

o Students are required to work independently, not as a research team member, and have only irregular meetings with their supervisor.

o Students do not have their own work space in the university because labs are mainly used for teaching.

o Research activities and number of journal publications are still limited. - Objective

The aim of LBE is to: o Strengthen faculty staff & student learning o Upgrade research activity o Improve professional development opportunities o Publish papers in good impact factor journals.

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o Strengthen ITC-Industrial Linkages o Promote faculty staff o Promote IP and IPR

- Proposition

To become a center of excellence in the engineering field and to train engineers who have capabilities to find/solve problems and to make logical thinking, ITC propose to implement the Lab Based Education (LBE) starting from the first four departments GEE, GIM, GGG and GIC. We expect that the implementation of LBE in ITC will be fully supported by JICA. The LBE is a research model that consists of a team leader who is a lecturer with a Ph.D degree and makes research teams that include 4th/5th year engineering students and, if possible, master’s students, and conduct research. Figure 1 show the possibility of LBE structure in ITC.

With the support of JICA, the ITC delegations have been invited to visit to several universities in Japan and Indonesia. The purpose of this visit was to explore the possibility of implementation of the LBE at ITC. As the result of this visit, ITC proposed the priority activities for implementing this LBE in 2016. - Proposed long term action plan for LBE

Actions Purpose

Action 1: Introduces LBE as an Engineering education model

To improve learning based practices to the final year students. Student will be able to document the experiments and reasoning for them in a comprehensive series of self designed lab reports and experiments.

Action 2: Promotes R&D by joining industry and government institutes

To identifying research transversally for graduate program. This will help to minimize cost with significantly high impact.

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Action 3: Promotes Master & Doctoral degree’s program using LBE modeling

To launch master of technology (MOT) program. This can be merged into the LBE action plan.

Action 4: Promotes Professorship for ITC’s faculty staffs

To allow foreign professor to have long teaching mission at ITC.

Action 5: As a model of training center to transfer LBE to other HEIs and TVET

Action 6: As a Teacher Training center or ToT for supporting to any Technical Colleges in Cambodia.

Action 7: As a consultation center for government agency and/or private industry.

Action 8: Faculties, Students will be able to access to any resource document centers via internet connection.

The Massive Open Online Courses (MOOC) will also be introduced to every researchers and students through LBE.

Action 9: Promote high impact research publications.

- Proposed short term action plan for LBE The first and most urgent element in the introduction of the LBE is to provide ITC students and academic staff with supportive environment that enables intensively works on their research project. For this, ITC will concentrate on the first action. The detail activity and the schedule for implementing the first action is shown in the Table below.

Activity Responsibility office Time frame

Establish ITC LBE Committee Direction board February, 2016

Submit action plan for LBE to consortium and CA boards

Direction board March and June, 2016

Announce of LBE based ITC-industrial Linkage Direction board March, 2016

Provide supporting environment to students and lecturer and establish incentive system, encouragement system and promotion system

Direction board March, 2016

Establish research team at each department (Team leader must be the lecturer with PhD degree)

GEE, GIM, GGG and GIC March, 2016

Develop research road map or guideline for each team at each department (research aims at contributing to society)

GEE, GIM, GGG and GIC June, 2016

Select students as a member of LBE (4th and 5th year engineer's student + full time master students)

GEE, GIM,GGG and GIC June, 2016

JICA’s consultant of the data collection survey and explain

ITC and JICA February-April, 2016

Develop LBE proposal ITC and JICA June, 2016 - Inputs 

o Technical cooperation for upgrading research performance of ITC (Research partners, Research activities in Japan, Support for publication and patent application)

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o Scholarship for lecturers of local universities to obtain master’s degrees at ITC - Outputs 

o Manpower that meets industries’ requirement o Research outputs (publication, patent applications) o Resources for local universities’ improvement

II.5. Perspective 5: Improvement Library System To improve the library system at ITC, the following missions are prioritized: - Improving and developing the capacity of the library staffs - Increasing the books in academic subjects in the library to meet the demand and standard - Providing an efficient service with efficient shelves and repository and cooperation among

all departments To achieve this goal, we develop action plan as follow: - Improving and developing the capacity of the library staffs - Increasing the books in academic subjects in the library to meet the demand and standard - Providing an efficient service with efficient shelves and repository and cooperation among

all departments To achieve this goal, we develop action plan as follow: - The new building supported by Government of Cambodia is under construction. As the

result, ITC will construct new library in this new building in order to increase its capacity and modernize it.

- Increase 120 new reference books and 60 e-Books / e-Materials o 120 new reference books as every year o Pilot to use the e-Books / e-Materials as reference books o Build the theses collection sub-system

- Update and maintain the library management and security system o Update and maintain the PMB or KOHA platforms o Build a system called e-Library to support the e-Books / e-Materials for 1.b option o Maintain the security system

- Capacity building for library staffs through the local training, workshop, and seminar o Local training by certified staffs to colleagues / staffs o Host a workshop / seminar by inviting library managers / experts from some local

universities to share their knowledge - Cooperate with national and international libraries to exchange open resources

o Asia Pacific Library o Western Library

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II.6. Perspective 6: Project Developments

- Lab Based Education

For introducing the Lab Based Education in ITC starting from this academic year, ITC will formulate the proposal to JICA for both technical and financial supports.

- Erasmus+ KA2: “ The capacity building project ”

ITC has participated in several capacity building projects under Erasmus+ KA2. The aim of KA2 is support the modernization, accessibility and internationalization of higher education in the Partner Countries like ITC.

Name of Project Objectives of Project

Tuning Asia-South East (TA-SE) - To apply the Tuning methodology in universities of South East Asia in three subject areas – Teacher Education, Medicine and Civil Engineering;

- To develop Tuning Reference Points in three subject areas;

- To develop, implement, monitor and improve degree programmes for the first cycle programmes;

- To promote regional and international cooperation between SEA and EU universities.

MAnagement of ENergy in South East Asia (MAENSEA)

- To contribute to the promotion of sustainable energy management in building and transport through local higher education

Development of Energy Education in the Mekong (DEEM)

- To improve curricula towards the acquisition of expertise in energy sector development

- To optimize the local teaching methods through international collaboration

- To strengthen partnerships between universities and regional administration and companies

- Erasmus + KA1: “ Mobility project ”

ITC has applied several mobility projects under Erasmus+ KA1. The aim of KA1 is to allow mobility of students and faculty staffs between ITC and with partner universities in Europe.

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Name of Project Partnership Target department Status Food technology and biowaste to energy

University of La Réunion (UR) and CIRAD

GCA, GGG and GIM Selected

Student entrepreneurship AgroSup Dijon (Yves Waché)

All departments List complementary

Urban water treatment UPPA (Ensgti Pau) GCA and possibility GRU

Selected

Applied Mathematics ENSIIE All departments Selected Civil Engineering Institut National des

Sciences Appliquées de Rennes

Selected

II.7. Perspective 7: Evolution of master programs

Joint master programs The joint master program in civil engineering with INSA de Rennes is developed. This Master program is the only fully international master at ITC. It also served as a model because: - It is a full time master with day courses - It is opened to both ITC engineers from GCI and GIM - In 2014 and 2015, 12 students received a scholarship from AUF for their internship in France. It should then be advertised and reopened at the intake 2016. Joint masters with foreign institutions should be maintained and developed for international recognition. Master programs After the consortium meeting in March 2016, the board of consortium has decided to implement master program only in weekdays and in regular time. This mechanism will aim to increase the numbers of young graduated. The 5 existing master programs will evolve to foster the development of LBE and to be prepared for the development of the doctoral school. The master is a 2 years program opened to ITC engineers and students from other universities (see figure below).

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The master programs will be full time and dedicated to all engineering topics covered by ITC. ITC graduates or finishing their engineering studies may apply to the master programs. If their application is selected, they will have the benefit of an exemption for the first year of study M1 (27 credits). Non-ITC students will follow I4 and I5 courses to validate the first year of study M1 (27 credits) Teaching units: The second year of master (27 credits) is composed of compulsory teaching units (14 credits) and a research based project (13 credits). The compulsory teaching units (14 credits) will be composed of: - Specific courses (with a total of 10 credits) connected to the research topic of the master candidate. - General courses (4 credits) offered by the doctoral school. The students will have two possible pathways: * Management and Entrepreneurship * Research The syllabus will have to be approved by the doctoral program management committee of the doctoral school. The master candidate will have to choose one of the two proposed pathways depending on his professional project. Examples of general courses: * Management and Entrepreneurship: project management, business plan, collaborative work, brainstorming and creativity, quality standards, environmental standards * Research: project management, collaborative work, research methodology, design of experiments, publication writing, lab safety and environment issues … Research based project: The researched based project is supervised by ITC faculty. The criteria for supervision of a master project is to hold a PhD.

The project may be related to: - An existing ITC labelled research project - A R&D project involving the development of a new device, product, process or service supported by a company or not.

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Research funds at ITC will be likely to fund the first category of projects, whereas the second category will be funded by industry, crowd funding, banks or family, depending on the level of maturity of the project. A funding mechanism of research by companies is proposed in Annex 6A It is hoped that master programs will encourage multidisciplinary areas establishing links between researchers and students from different departments:

The following multidisciplinary areas will be favored: - Water Resources and Environment (GCA, GRU, GGG) - Food processing, food quality, food safety (GCA, GEE, GIC) - Renewable energy (GCA, GIM, GEE, GGG) - Digital technologies, embedded systems, robotics (GEE, GIM, GIC) - Resources and materials (GRU, GCI, GGG, GCA) etc. This multidisciplinary approach give an advantage to master graduates over engineers to move to new areas, both in research and industry. Agenda: the new master program should be initiated next academic year 2016-2017.

II.8. Perspective 8: Launching the Doctoral school

The 2914AYK.BK Prakash of 23 July 2012 provides a clear legal framework for developing this doctoral school ITC with the help of foreign partners. It will constitute the backbone of the research training at the ITC. The context By December 2014, an office of the 3rd cycle was implemented. It both manages masters programs and doctoral degrees and prepare the establishment of the doctoral school. Since 2014, the historical partners of ITC strongly supported a research oriented development. The ARES-CCD program (Belgian Cooperation) initiated in 2014, has a research and doctoral training component pane. The focus is on the development of research projects in the laboratories of ITC in partnership with Belgian laboratories. The new call for applications for theses (BGF) of the French Embassy draws in the same direction favoring PhD works prepared in co-supervision (co-tutelle). The French government also subsidies a full time technical advisor, professor from the Institut Mines Telecom and specialist in Research Strategy. The contribution of Japan is also important in capacity building (training through research and new investments): creation of a "Centre for Research and Innovation" and multidisciplinary research project of "Establishment of Environmental Conservation Platform of Tonle Sap Lake", Lab Based Education. During the two academic years 2014-2016, 11 doctoral candidates were selected to carry out their research at the ITC and France (6 docs) or Belgium (5 PhD students).

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These students spend each year 6-7 months in France or in Belgium and 3 to 6 months at ITC. The main partners in this doctoral program were: ARES-CCD, AUF and Embassy of France. Structure de l’école doctorale The doctoral school in ITC includes (as depicted in figure below): - Second year Master programs M2 (the department takes care of the M1) - Doctoral programs

The detail of this structure is presented in Annex 6. The governance of the Doctoral School Recently (May 3, 2016), the council rector of Cambodia has approved the proposal of MoEYS for creating only limited number of doctoral schools thematic. The Prakas 2914AYK.BK in July 23, 2012 must be adapted for consideration this new concept. The future doctoral school will cover the research domains linkage with engineering, science, technology, urbanism and architecture. According to the Cambodian regulation, ITC must appoint a Dean for the Doctoral School, establish specific instances and organize the office of doctoral training: - Appointment of a "Dean" in charge of doctoral studies in order to organize, manage, coordinate, review and evaluate the activities and training programs. - Creation of an Office of doctoral training The office will be responsible for all administrative tasks in the procedure manual: recruiting students, organizing defenses, marketing. -> It is necessary to strengthen the existing office and proceed to the formal appointment of the Dean. - Creation of the Scientific Council of doctoral school, The scientific council as it was defined in the ITC may be adapted to take into account both the recommendations of the ARES-CCD and Prakas 2914AYK.BK. Its mission will be to validate the strategic directions, review ongoing thesis projects and provide advice and recommendations on various research projects conducted at ITC.

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The Scientific Council will also be responsible for annually updating a list of "professors" and research directors of the graduate school.

-> The composition of the Scientific Council of the graduate school can be discussed during the meeting of the consortium.

- Creation of a doctoral program management committee This committee will be responsible for developing the doctoral program (master and PhD). According to the Prakas 2914AYK.BK of 23 July 2012, the minimum number of credits is 54 for a minimum of 3 years and a maximum of 6 years. The committee establishes the list and the syllabus of complementary disciplines, disciplines at the doctoral level, orientation disciplines and general examinations in which students will choose. -> A strong connection should be established between Teaching Units taught at master's level and doctorate level. - Drafting founding documents under Article 17 of the Prakas 2914AYK.BK of 23 July 2012 Writing a procedures manual will be an important compilation of texts based on existing practices in the ITC and Prakas 2914AYK.BK: - Regulations for the selection of applicants - Regulations concerning the funding of doctoral theses: Thesis allocations, laboratory fees - Regulations concerning the students’ graduation. -> This task should be given to the 3rd Cycle responsible in order to submit all documents relating to the graduate school to MEJS after validation by the board of trustees. Qualification of lecturers Establishment of a list of "professors" and research supervisors belonging to the graduate school (ITC, researchers from partner institutions) as recommended by the Prakas: The level required is: - 3 years experiences after PhD - Publications in refereed journals - The research supervision experience - Fluency in English or other international language -> This task will be entrusted to the Scientific Council. The Doctoral School office provides the Scientific Council elements for decision. Specific financial support To strengthen capacity of doctoral school, one project proposal of Erasmus + KA2 program (reinforce capacity) will submit in February 2017. A consortium will be created by including: - French and Belgium partners involved more in the research and the co-supervision of

dissertations with ITC and other partners from other European countries. - Cambodian universities involved in future doctoral school (engineering, science,

technology, urbanism and architecture)

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- The MoEYS If selected, the project will be last up to 4 years and provide funding for thesis under joint supervision, develop of laboratories, scholarships for master’s students.

II.9. Perspective 9: Development of Research Activity

International Scientific Council To help ITC define its strategy, an international scientific council (ISC) should be created with annual formal meeting before the consortium meeting. It will be composed of highly qualified researchers from the consortium of ITC partners (or proposed by this consortium), representatives of ITC and of MEYS and relevant institutions in Cambodia, representatives of funding agencies. This Council will have two main tasks: - Identification of scientific priorities for ITC in agreement with strategic issues raised by

Cambodian authorities. - Assessment of on going joint programs and present research actions The proposals and conclusions of the International Scientific Council will be presented to the CA. The ISC would have an advisory role. Création d'Unités de Recherche Research at ITC should be developed within specific multidisciplinary research units as specified in Figure below:

Research units: - are strongly connected to the Doctoral School : masters and PhD programs - allow to mutualize high tech equipment

Other&universities&in&Cambodia2

• International2• •

• Director&(with&international&recognition)2

•

•

• •

Foreign&institutions&and&universities2

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- may incorporate researchers from Cambodian and foreign institutions (e.g for France: IRD, CNRS, CIRAD, …) for short or long periods

- include human resources from all departments (including PhD recipients from TC) - have a strong international visibility - have a financial autonomy - can apply for grants at international level - are eligible for joint structures with partners

Consideration the important research thematic in ITC (21 recent projects and significant international financing), the first research unit created address on area of Water and Environmental Science and Engineering.

Governance of the research

It is suggested that the Heads of the Research Units would take over research activity at ITC (figure below) under the responsibility of the Director of Research and Innovation. The head of departments would be in charge of academic affairs of their department (I3 to I5 and M1) and would continue to manage relations with industry (internship, service, link with alumni, …). Some equipment with high potential and mostly dedicated to research would be transferred from the Departments to the Research Units. Some dedicated rooms (laboratories, a few offices, LBE dedicated rooms) would also be transferred. Lecturers-researchers will report to the Head of Department for their teaching activities and to the Head of the Research Unit for their research activities. Engineers and technicians will share their activity between research and academic work.

The detail is presented in Annex 6.

Measures for reinforcement

To reinforce the research capacity of ITC, the following action plans will be organized as follow.

Governance)

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1- Organize scientific event at ITC (07 May 2017)

2- Strengthen research ability by doing internal training or/and external training, and participation of faculty staffs at conferences.

3- Continue to direct to thematic research linkage with master and doctoral programs, or/and the needs of country.

4- Conduct deeply investigation about the motivation of faculty staffs for research: training (research ability), occupation inside and/or outside, curiosity on science, revenues, promotion

5- Enable research project between ITC and public/private sectors.

6- Provide consulting for companies.

7- Management of innovation and research centre at ITC.

8- 9-

Dispatch researchers in local and international private companies.

Dispatch foreign experts to form the structuring of research at ITC (intellectual property, evaluation quality of the research, etc.,).

10- Dispatch Cambodian experts to foreign partner universities to study the research structuring at university.

11- Reinforce project management capacity for researchers

12- Reinforce laboratory equipment maintenance

II.10. Perspective 10: Increasing Industrial Cooperation The action plans for industrial linkage office of ITC are: 1- Organize 4 scientific workshops for the departments in order to promote the linkage

between departments and SME and to show research result to the industries.

2- Organize the visit of ITC lecturers to the industries. The aim is to reinforce the collaboration and research activity with the industries for each department.

3- Organize seminar about soft skill for students and invite experts from the industry to present the new technologies used in the enterprise.

4- Survey on the current need from the industries such as technology, training and other services for industry or/and SME.

5- Develop skill of researchers for collaborating and working with enterprises and SME

6- Continue the organizing the ITC-industry consortium in order to strengthen the collaboration and consultation on our curriculum.

7- Continue to develop engineering directory, website for industrial linkage office.

III. Capacity of ITC For the academic year 2016-2017, ITC plans to recruit about 800 engineer students, about 300 technician students as previous years in accordance with the evolution of capacity of the Institute via the construction of new building and increasing number of lecturers. Table below shows the current capacity of ITC.

22

Type of room Quantity Capacity New conference room 1 2000 Conference room 1 350 Old auditorium 2 200 New auditorium 2 380

Lecture and TD room 3 100 35 50

Language learning room 11 25 Laboratory for student practise 57 25 Computer room (25 pc) 3 25

For practical work (TP) of students, rooms for TP or laboratories are directly under control of each department. Table below shows the number of TP rooms in each department.

Department Number of TP

room Capacity

GCA 10 25 GCI 3 25 GEE 10 25 GGG 6 25 GIC 7 25 GIM 10 25 GRU 4 25 TC 5 25 French and English Section 2 25

Actually, maximum number of students in a session of lecture (C), TD and TP is presented in table below.

Department Lecture (C) TD TP Language TC 180 50 25 25 Specialty 180 50 25 25

In the academic year of 2016-2017, number of students is about 3930:

‐ 3400 engineer students ‐ 530 technician students

530 students of technician program will be distributed in group of lecture, TD and TP by the following method:

Course T1 T2

C TD TP C TD TP Scientific in TC 2 6 12 Specialty 6 6 12 5 5 9 Total number of group 8 12 24 5 5 9

23

3400 students of engineer program will be distributed in group of lecture, TD and TP by the following method:

Course I1 I2 I3 I4 I5

C TD TP C TD TP C TD TP C TD TP C TD TPFrench 32 32 25 27 21 English 32 25 27 21 Scientific TC 5 16 32 5 16 32 4 13 25 Specialty 13 13 25 14 14 27 11 11 21 Total number of group

5 16 64 5 16 96 17 26 100 14 14 81 11 11 63

According to this group repartition, we can estimate the needs in terms of number of sessions per week and capacity of lecture, TD and TP room as following:

Simulation of capacity of ITC

Lecture

(180 students)

Specialty course and

TD (50 students)

TP (25

students)

Language class

Computer room

Number of session for technician

- 193 124 - 36

Number of session for engineer

89 689 362 853 50

Actual number of session (need)

89 882 486 853 86

Number of room at

ITC 4 38 57 11 3

Possible number of session for 4.5 days (36 sessions/week)

144 1368 2052 396 108

Possible number of session for 5 days (40 sessions/week)

160 1520 2280 440 120

This table shows that ITC still have capacity to recruit more students with this infrastructure capacity. However, we need to reinforce number of faculty staff to be faced with the increased number of students in the future.

24

PART II: PEDAGOGICAL DOCUMENT

25

IV. Preparation of academic year of 2016-2017

IV.1. Academic calendar of 2016-2017

The academic calendar of 2016-2017 is presented in Annex 7.

IV.2. Recruitment of Technician students

The recruitment of Technician students is based on their grade (High School Certificate) from A to E.

Students choose preferred department during registration. Selection is based on their baccalaureate score/grade.

We have to continue to work on communication and the image of this program to improve its attractiveness to students.

IV.3. Recruitment of Engineer students

All high school graduates (Grade A to E) have to pass an entrance exam. This examination is focused on three subjects: Mathematics, Physic-Chemistry and Logic.

Table below presents the calendar of first-year student recruitment for 2016-2017.

Date Description 27 April 2016 Registration of candidates to Department of EYS in Province 17 June 2016 Deadline of registration to Department of EYS in Province 22 August 2016 National Exam of Baccalaureate

06 September 2016 Entrance exam to I3

13 September 2016 Result of Baccalaureate Exam

14 September 2016 Registration of ITC entrance exam and technician program 15 September 2016 Jury of September

04 October 2016 Deadline of registration to the ITC entrance exam

06 October 2016 Entrance exam at ITC

09 October 2016 Result of entrance exam

10 October 2016 Meeting of Pre-starting school and enrolment of I1

11 October 2016 Starting school 2015-2016

17 October 2016 Deadline of registration of technician students

18 October 2016 Result of T1 19 October 2016 Enrolment of T1

24 October 2016 Enrolment of reserve I1

25 October 2016 Enrolment of reserve T1

26 October 2016 Deadline of enrolment of I1 and T1

31 October 2016 Meeting of pre-starting school for I1 and T1

01 November 2016 Start school for I1 and T1

IV.4. Proposition of tuition fee for 2016-2017

The tuition fee is proposed as shown in table below.

26

Engineering Program Technician Program

600$ for male students 450$ for female students

300$ for male students 200$ for female students

IV.5. Students exempted

As last year, 10% of 1st year enrolled-students will be exempted from tuition fee. To comply with the exemption in other institution, this 10% of exemption will be divided into the following categories:

merit (best result of entrance exam) : proposition 60% financial difficulty : proposition 20% from remote areas : proposition 5% female students : proposition 15%

IV.6. Proposition of number of seats for 2016-2017

1. First year of Engineering Program (I1)

800 seats are for first year engineer students (I1).

2. First year of Technician Program (T1)

300 seats are for first year technician students (T1).

3. Third year of Engineering Program (I2 I3, Number of student: 630)

At the end of 2nd year, the engineer students (I2) must choose one specialized department to continue their 3rd year (I3). The choice is made based on the ranking of each student and the order of priority of the departments that the student has completed in the form. The following table shows number of seats in the 3rd year (I3) in each department for academic year 2016-2017.

Number of seats from I2 to I3

Department I2 to I3

GCA 80

GCI 100

Architecture 30

GEE 100

GGG 50

GIC 70

GIM 100

GRU 100

TOTAL 630

27

4. Possibility of enrolment to I3 after graduated Technician program

For the academic year of 2016-2017, 15% of T2 students can enter I3 if they passed a test on three subjects (mathematics, physics and foreign language). Test level conforms to the 2nd year engineering program (I2). To ensure that students graduated from 2-year technician program will be able to continue their studies in 3rd year of engineering program, ITC offers an intensive preparation courses in the three subjects (mathematics, physics and foreign language) during summer holidays (July and August). Students need to pay this intensive course.

5. Other exam to I3

External Exam in Cambodia: 3 seats per department for Cambodian having a level of BAC + 3 and a good knowledge of foreign language, and who has passed the tests of specific exam (written tests: math and physics and interviewed by the department concerned) at the end of August. Regional exam: 2 seats per department for Francophone students in the region who have successfully passed the tests subject to obtaining scholarships.

6. Total seats to I3 in 2016-2017

The following table summarizes, for each department, total number of seats to I3 in 2016-2017.

Department Seats

from I2 to I3 Seats

from T2 to I3 Seats

External exam Seats

Regional exam TOTAL

GCA 80 7 3 90 GCI 100 4 3 2 109

Architecture 30 30 GEE 100 6 3 2 111 GGG 50 50 GIC 70 3 2 75 GIM 100 4 3 107 GRU 100 2 3 105

TOTAL 630 23 18 6 677

28

V. Nomination of ITC Direction Board for 2016-2017 The 24th Board of Trustees propose to nominate Board of Direction of ITC for academic year 2016-2017 as following:

29

ANNEX

30

Annex 1. Proposal for teaching French and English at ITC

Proposal for teaching French and English at ITC Working Group Languages ITC-AUF-French Embassy

June 3rd , 2016. version 4.1

Version established after several meetings:

Meeting "languages" of 16/11/2015, 15/01/2016 and 21/01/2016 Discussions and proposals during the meeting of the consortium. March 17th 2016-05-30 Meeting "French" of April 26, 2016

La présente proposition vise:

- à donner un niveau de qualité suffisante en langues étrangères aux étudiants de l'ITC de manière à leur donner accès à un environnement international : recherche, mobilité d'études, stages, programme d’échanges, travail en environnement international …

- à augmenter la visibilité internationale de l'établissement - à promouvoir le plurilinguisme et conforter le français et l'anglais comme langues d'apprentissage

et d'enseignement à l'ITC. 1. Cadre de référence Le cadre adopté par l'ITC est le cadre européen commun de référence pour les langues. Le niveau de langue est quantifié par un code : A1, A2, B1, B2, C1, C2. Pour chaque niveau, des

compétences sont à acquérir : écouter, lire, prendre part à une conversation, s'exprimer oralement en continu, écrire.

Nous proposons le référentiel suivant A1 - Niveau Introductif ou Découverte (indifférencié) * questions simples, environnement proche et familier. A2 - Niveau Intermédiaire ou de Survie * descriptions, conversations simples * vocabulaire scientifique de base B1 - Niveau Seuil * début d'autonomie ; se débrouiller, exprimer son opinion. * vocabulaire en sciences de l'ingénieur A partir du niveau B1 l'enseignement des langues intègre les aspects professionnels: tests, écriture de

rapport, CV, présentation d'un PPT, etc… Le module d'insertion professionnel pourra être soit déconnecté soit intégré à l'enseignement des langues (MIP en khmer, français, anglais). Il sera souhaitable, à partir du niveau B1 d'enseigner les langues sur objectif spécifiques liés au département choisi, en l'occurrence le vocabulaire de l'ingénierie.

B2 - Niveau Avancé ou Indépendant * compréhension courante et capacité à converser ; émettre un avis, soutenir systématiquement une

argumentation. * vocabulaire général Correspondance entre niveaux (voir annexe 1A)

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2. Niveaux de langues requis à l'ITC Tronc commun.

Le niveau minimal requis à la fin des deux premières années de TC est A2 pour le français et l'anglais Diplôme d'ingénieur

Niveau B2 en français et B1 en anglais ou B2 en anglais et B1 en français obligatoire pour une fraction des étudiants susceptibles de partir poursuivre leurs études à l’étranger.

Niveau A2 minimal dans les deux langues pour les étudiants ne souhaitant pas poursuivre leurs

études à l'étranger NB: le niveau B2 en français (ou en anglais) est exigé pour postuler à une bourse du gouvernement

français. 3. Organisation de l'enseignement des langues: Principes adoptés:

Les étudiants ayant obtenu un niveau B1 dans une langue n'ont pas obligation de poursuivre l'apprentissage de cette langue

Principe d'une évaluation des langues disjointe de l'évaluation scientifique et technique Principe du bonus pour les bons étudiants en langue dans le choix du département.

Nombre d'heures d'enseignement Une formation de 150 à 200 heures est nécessaire pour incrémenter le niveau de langue. Le module de mise à niveau est de 160h (5 heures par semaine) ou 192 heures (6 heures par semaine)

en I1 et I2.

Avant la réforme français anglais I1 256 0 I2 224 96 I3 96 96 I4 64 64 I5 32 32

Après la réforme français anglais

I1 192 0 I2 160 160 I3 96 96 I4 64 64 I5 32 32

Évaluation des étudiants L'évaluation des langues est distincte de l'évaluation des matières scientifiques. Les notes de langue ne

sont donc pas intégrées au bulletin, mais sanctionnées par un niveau. En effet, puisque les meilleurs étudiants (ceux qui ont obtenus le niveau B1) sont dispensés de cours de

langues, il n'est pas possible d'intégrer les notes de langue dans la moyenne générale. Crédits: Dans l'optique d'échanger des crédits à l'international, les étudiants valident des U.E. et obtiennent des

crédits. Les UE à valider pour l'obtention du diplôme d'ingénieur sont: A1 français, A2 français, A1 anglais, A2 anglais.

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Bonus : Les dossiers des étudiants ayant un bon niveau de langue sont examinés en priorité dans le choix des

départements à l'issue des deux années de TC. Exemple : un étudiant en fin de 2A ayant validé B1 en français et B1 en anglais aura le bonus maximal. -> Les dossiers des étudiants ayant validé le niveau de langue seront examinés en priorité. Travail personnel

Les étudiants sont encouragés à faire un travail personnel, à utiliser les ressources pédagogiques en ligne pour atteindre leur objectif (rôle de la section de français et de la section d'anglais).

Des conventions seront passées avec des organismes partenaires (AUF, IFC, British Council, …): mise à disposition de moyens : MOOC, FOAD.

Langue d'enseignement à partir de la 3ème année.

A partir de la 3ème année, le français, et l'anglais sont introduits progressivement comme langue d'enseignement scientifique.

Le choix de la langue est fait par l'enseignant responsable d'UE en accord avec son département. L'ensemble du cursus de chaque UE est réalisé dans la langue cible, y compris l'examen écrit ou oral, les projets et présentations orales.

Un inventaire et un bilan des enseignements en langues étrangères sera fait annuellement. 4. Formation des ressources humaines Les enseignants de langues bénéficieront de formations à l'apprentissage du français et de l'anglais

langues étrangères Ils devront se familiariser avec les tests habituel (TEF, DELF en français – IELTS, TOFL , … en anglais)

et valider eux-mêmes le niveau minimal B2 pour enseigner à l'ITC. Des conventions seront passées avec des organismes partenaires (AUF, IFC, British Council, …) pour

évaluer les enseignants et permettre leur formation pédagogique. 5. Moyens affectés Il pourra être judicieux de resserrer l'équipe francophone autour d'un "noyau dur" très investi dans le

projet (adhésion au projet pédagogique, certification externe, …). Le nouveau projet pédagogique devra être mise en place par cette équipe restreinte en lien avec le comité

de pilotage. Constitution du comité de pilotage Les membres du comité de pilotage sont: - le directeur des études - les responsables des sections de français et d'anglais - un expert de l'AUF ou de l'IFC dans la pédagogie du français - un expert d'un organisme de formation anglophone dans la pédagogie de l'anglais. Moyens financiers L'ITC devra trouver des moyens financiers supplémentaires pendant toute la phase de mise en place de

cette réforme: - convention avec des partenaires spécialisés dans l'apprentissage des langues - financement pour renforcement de capacité. Sur ce dernier point, un projet Erasmus+ KA2 sera déposé en février 2017 avec des partenaires français,

belges et européens du consortium et des universités cambodgiennes (URA, Battambang, ITC).

33

Le consortium (au sens UE) ainsi formé sera chargé de renforcer la capacité des universités cambodgiennes en s'appuyant sur l'ITC dans les domaines suivants: la mise en place du 3ème cycle: renforcement des masters et la création de l'école doctorale. la mise en place d'une formation à l'entrepreneuriat étudiant et de masters professionnels le renforcement des compétences en langues étrangères (français et anglais, langues de

l'Union Européenne) 6. Evaluation L'ITC adoptera un «processus d'amélioration continue" avec des indicateurs précis pour évaluer les

progrès en compétences linguistiques des étudiants et les enseignants dans les 5 prochaines années. Un dispositif d'évaluation de cette réforme sera mis en place dès la rentrée universitaire: Mise en place d'un système d'évaluation de l'apprentissage des langues en I1 et I2.

indicateurs de performance : nombre et % d'étudiants ayant atteint le niveau A2, le niveau B1, le niveau B2

Mise en place d'enquêtes auprès des entreprises sur le niveau de langues requis et les besoins. La mise en place et le suivi de la réforme sera constitué d'un comité de pilotage se réunissant autant

de fois que nécessaire et qui remettra à la direction de l'ITC un rapport semestriel. 7. Dispositions pour l'année universitaire 2016-2017 Le comité de pilotage sera chargé de la mise en place concrète de la réforme (formation des enseignants,

choix des manuels, déroulement des cours, inscriptions aux MOOC, organisation des tests, …) et de son évaluation (indicateurs, rapport semestriel).

Formation des enseignants Mise en place d'un test de niveau des enseignants de langue avant la fin juillet 2016 (collaboration

avec l'IFC). Adoption d'ouvrages de référence en I1 et I2 par les enseignants de langue Il sera demandé aux étudiants d'acheter leur propre manuel de langue. Des négociations seront menées

avec les maisons d'édition. Test d'entrée pour les étudiants de I1 Les étudiants de I1 font un test d'entrée en français et en anglais. Ce test détermine leur niveau de

langue initial: A1, A2, B1. Les étudiants n'ayant jamais fait de français seront affectés à la préparation du niveau A1 sans test. Les étudiants ayant déjà un niveau B1 (attesté par un diplôme) dans une langue n'ont pas obligation

de poursuivre l'apprentissage de cette langue, mais ils y sont fortement incités pour poursuivre une carrière internationale (travailler sans un groupe international, devenir enseignant-chercheur) ou faire des études à l'étranger (master, thèse de doctorat).

Les tests de niveaux seront effectués dès la première semaine d'enseignement et permettront de répartir

les étudiants en groupes de niveau.

Répartition en groupes de niveaux Pour chacune des deux langues, les étudiants de 1ère année sont répartis en groupes de niveaux pour

l'année universitaire. Par exemple : le "groupe de niveau A2" vise à l'obtention du niveau A2 à la fin de la formation. Le passage en 3ème année sera conditionné par le niveau A2 dans les deux langues. Les étudiants n'ayant

pas atteint ce niveau devront suivre un cours de soutien (pendant les congés) et repasser le test à la rentrée.

34

Intégration de MOOC dans l'enseignement Pour le français, nous proposons une inscription obligatoire des étudiants inscrits au niveau A2 aux

MOOC proposé par France Université Numérique (FUN). Cette formation – entièrement gratuite - étant concentrée dans le temps (6 semaines), le calendrier et le contenu de l'enseignement du français seront adaptés pour intégrer ce MOOC.

Une démarche analogue pourra être entreprise pour l'enseignement de l'anglais. Consulter les cours ouverts sur FUN: https://www.fun-mooc.fr/cours/#filter/subject/langues?page=1&rpp=50

35

Annex 1A. Equivalence entre tests de langues

CADRE EUROPÉEN COMMUN DE RÉFÉRENCE POUR LES LANGUES COE/ALTE IELTS TOEFL (Paper

Based) TOEFL

(Internet)

TOEIC (Listening and

Reading)

CAMBRIDGE ENGLISH

LANGUAGE ASSESSMENT

DELF/DALF

-

(Council of Europe/Association

of Language Testers in Europe)

(International English

Language Testing System)

(Test of English as a

Foreign Language)

(Test of English as a

Foreign Language)

(Test of English for International Communication)

(Diplôme Approfondi de Langue Française/ Diplôme d'études en

langue française)

« Je parle couramment la langue et le comprends parfaitement. » La compétence linguistique du locuteur de ce niveau se caractérise par la précision, la pertinence et l’aisance à s’exprimer. Le locuteur peut manier la langue dans un registre soutenu, notamment dans un contexte universitaire

C2 7.5+ N/A N/A N/A

CPE (Certificate of

Proficiency in English)

C2

« Bien que je parle et comprenne très bien la langue, j’ai encore quelques problèmes de vocabulaire dans des situations inhabituelles. » Le locuteur de ce niveau est autonome. Il peut s’exprimer couramment et spontanément. Son vocabulaire est riche, et il peut choisir l’expression appropriée pour faire part de ses commentaires. Il peut sans hésitation tenir un discours clair et bien construit, ce qui montre qu’il maîtrise l’utilisation des structures.

C1 6.5-7.0 637-677 110-120 945-990

CAE (Certificate of

Advanced English)

C1

« Je peux communiquer de manière assez efficace, mais je ne comprends pas toujours ce que mes interlocuteurs disent. » Le locuteur de ce niveau est parvenu à un degré d’autonomie lui permettant de développer des arguments pour défendre son opinion, expliquer son point de vue et négocier. À ce niveau, le locuteur peut communiquer avec aisance et spontanéité dans les situations habituelles et il peut corriger ses propres erreurs.

B2 5.0-6.0 567-633 87-109 785-940 FCE (First

Certificate in English)

B2

« Je peux parler et comprendre ce que mes interlocuteurs disent dans des situations habituelles, mais j’ai des problèmes lorsque la grammaire et le vocabulaire sont compliqués. » Le locuteur de ce niveau peut mener des discussions et comprendre ses interlocuteurs ; il peut exprimer son opinion dans des situations connues, à une vitesse d’élocution normale. Il éprouve quelques difficultés pour comprendre une conférence sur un sujet qui lui est familier.

B1 3.5-4.5 487-566 57-86 550-780 PET (Preliminary

English Test)

B1

'« Je peux communiquer avec des mots simples dans des situations quotidiennes habituelles. ». Ce niveau correspond à la compétence linguistique de base. Le locuteur peut communiquer dans des activités simples et ordinaires exigeant une connaissance des expressions les plus usuelles pour les échanges.

A2 3.0 N/A N/A 225-545 KET(Key

English Test)

A2

« Je peux parler un petit peu et je comprends mes interlocuteurs s’ils parlent lentement et distinctement. » Ce niveau correspond aux connaissances linguistiques de base. Le locuteur peut communiquer de manière simple : parler de lui-même et de son environnement immédiat.

A1 N/A N/A N/A 120-220 N/A A1

36

Annex 2. Propose a new option in GRU department

1‐ Objective

To establish a new option for Water and Ecological Engineering (WEE) within the Department of Rural Engineering with expected starting date from new academic year 2016-2017.

2‐ Justifications to create this new option

This engineering major does not exist yet in Cambodia while there are lots of market opportunities due to the steady economic development of the country.

Many collaborating partners with GRU including government ministries, NGOs, private companies, collaborating overseas research institutes and universities has suggested GRU to establish this new major for Cambodia.

GRU has sufficient human resources for establishing this new option GRU currently has only one major with a number of students about 100 to 120 students per

year. Since the current program of GRU already covers many aspects of environmental issues (water supply and sanitation, wastewater treatment and management, plumbing, environmental studies etc.), thus, this new option will be beneficial for GRU students to master deeply this new major and work effectively in the area of environmental and ecological engineering for the development of Cambodia

Identification of the environmental impacts of all interventions from engineers and especially the means of action to prevent and mitigate is now a requirement in all sectors. Therefore, the "environmental and ecological engineering" is to train engineers who can achieve this.

In the context of ASEAN integration, Cambodia must have human resources in this sector in order to promote more market opportunities and reduce the free flow of foreign environmental and ecological engineers to Cambodia

3‐ Human Resources Potential and facilities

The GRU department has sufficient human resources with master and PhD holders in Water and Ecological Engineering (Table 1). Based on this number, GRU will be capable to run this new option.

Table 1: List of GRU current and prospective staff with water and ecological major

37

Supporting facilities Soil and water laboratory (GRU) Hydrology and Hydraulic Laboratory (GRU) GIS-Remote Sensing Laboratory (GRU) Topographical Laboratory (GRU) Water quality Laboratory (GCA) Renewable Energy Laboratory (GEE) Other supporting ITC Laboratories

4‐ Tentative Program Table 2: List of Water and Ecological Engineering Program

COURSE Lecture Tutorials Practice CreditsI3 S1 16Fluid Mechanics 32 16 16 3Soil Sciences 16 16 16 2Strength of Materials 16 32 0 2Meteorology 16 0 0 1Hydrometeorology 16 16 1.5Geology and Hydrogeology 16 16 1.5Statistics 16 32 2English 32 1French 64 2

I3 S2 15Surveying 16 16 48 3Soil Mechanics and Foundations 32 16 16 3Structural Analysis 16 32 0 2Hydrology 32 16 16 3Matlab 16 16 1English 64 2French 32 1

I4 S1 15.5Fundamentals of Water and Ecological Engineering 16 16 16 2Environmental Chemistry 16 1Principle of Ecology  16 1Environmental Hydraulics 16 16 16 2River and Stream Ecology 16 32 2GIS and Remote Sensing 32 0 32 3Water and Ecological Engineering Laboratory 0 48 1.5Computer Aids for Designs 32 1English 32 1French 32 1

I4 S2 20Plumbing 32 16 16 3Sustainable and Green Energy Systems 32 2Environmental Systems and Processes 16 16 16 2Watershed management 32 16 0 2.5Water Quality Analysis and Management 16 16 1.5Hydroinfomatics 16 16 16 2Enivinmental Impact Assessment 16 0 0 1Engineering Environmental Sustainability 32 2English 32 1French 32 1Intership  I4 2

Water and Ecological Engineering (WEE) Option

384

384

384

384

1‐2 months

38

5‐ Management and Planning

During the third year study, all students study together. The new option will be separated from year 4 to year 5 (Figure 1). This new option is planned to start from the academic year 2016-2017.

Figure 1: Structure of the two options in the Department of Rural Engineering

6‐ Market opportunities

Students graduated from WEE will have many opportunities to work for following agencies: Private and consulting companies Phnom Penh Water Supply Authority Water for Cambodia GRET Teuk Saat, 1001fontaines Envicare Water Co., Ltd. Komin Khmere CO.,LTD BORDA - Bremen Overseas Research & Development Association IRE Technology Co., Ltd. - Phnom Penh DEG - Dynamic E Group Ltd. (Detectomat) Europ Continents SARL Key Consultants (Cambodia) Ltd Others… Government Ministries Ministry of Environment

Intership  I4 2

I5 S1 18Wastewater treatment and urban drainage 16 16 16 2Design of Environmental and Ecological Engineering Systems 32 32 3

Water Policy and planning 32 2

Community Ecology and Ecosystem Functioning 16 0 0 1Water Supply and Sanitation Engineering 32 32 3Biodiversity conservation and management 32 2Environmental and Ecological Systems Modeling 16 0 32 2

Project management  16 1

English 32 1French 32 1

I5 S2 9Internship 9

TOTAL 93.5

384

3 months

1 2 months

39

Ministry of Rural Development Ministry of Water Resource and Meteorology Ministry of Energy and Mining Tonlesap Authority Cambodia National Mekong Committee Others…. None Governmental Organization Conservation International (CI) World Wildlife Fund (WWF) Mekong River Commission (MRC) Flora and Fauna International (FFI) International Union Conservation of Nature ( IUCN) Wildlife Conservation Society (WCS) Asian Development Bank (ADB) World Bank (WB) Food and Agriculture Organization (FAO) Others… Research Institutes and Universities Cambodia Development Resources Institute (CDRI) Learning Institute Department of Environment from many universities Others…

40

Annex 3. Propose a new option in GCA department

1. Introduction 1.1. Background Cambodia’s economy has been steadily growing for the last decades indicating by the growth

domestic product (GDP) of about 7% annually based on the report by the United Nations Development Program (UNDP) (UNDP, 2014). In such a view, Royal Government of Cambodia (RGC) has launched the National Rectangular Strategy Phase III for 2014-2018 with the aim of moving Cambodian economic from low to middle income country (RGC, 2013). To achieve this goal, RGC has established the Industry Development Policy (IDP) focusing on the promotion of manufacturing, agro-processing and enhancing capacity of small and medium enterprises (SMEs) (IDP, 2014). In addition to this industry-promoted policy, Cambodia is expected to participate in the ASEAN Economic Community in 2015; this would provide a great opportunity for the flow of professional and skilled human resource within the ASEAN countries leading to the urgent need of higher education reform.

Until present, RGC has been putting forward her commitment to further strengthen human resource development particularly at higher education level. In fact, it is well noted that there exists the alarming mismatch between the education and employment amid the emerging economic activities in the fields of science and technology. Moreover, the recent study has found that in 2009 the majority of Cambodia students enrolled for graduated degree in country, about 10% enrolled for business management, 6% for medicine, nursing and pharmacology, about 6% for Computer Science, less than 3% for engineering, 1.4% for science and 1.3% for mathematic (World Bank, 2012). In particular, according to a study conducted by Cambodian Document and Research Institute (CDRI), Cambodia would need about 35000 engineers and another 46000 technicians in order to keep GDP growth of 6-8 percent over the next five years. This statistical data indicates that the match-making between the present education program and employment market demand is absolutely necessary. In line with this view, Chemical Engineering and Food Technology Department would like to take this opportunity to revise the present program in response to the SMEs development and in line with IDP of Cambodia.

1.2. Goal and objectives

1.2.1. Food Science and technology

The overall goal of this program is to provide professional human resources for healthy environment and newly revised curriculum of Engineering Degree Program in Food Science and Technology is expected to be equipped with the following core competency:

Ability to use knowledge in food chemistry and analysis, food safety and microbiology and processing to assist food industry related SMEs;

Capacity to use the experimental based results to evaluate, monitor, and support the food industry development;

Creative, critical thinking and analytical skills to solve food industry related issue and/or develop new product;

Soft skill in terms of effective technical communication, presentation, and agro-food industry and project management;

Entrepreneurship skill to manage/set-up food industry related SMEs.

41

1.2.2 Chemical Engineering

In tandem with the Food Science and Technology and the current employment-market demand, Engineering Degree Program in Chemical Engineering is expected to be equipped with the following core competency:

Ability to use basic knowledge of chemical engineering to assist the development/well-functioning of SMEs/Industry;

Capacity to use practical skills in chemical related process/reaction to solve problems in Industry viz cement, rubber, textile, and/or petroleum;

Soft skill in terms of effective technical communication, presentation, and project management;

Entrepreneurship skill to manage/set-up SMEs.

1. 3. Careers and opportunity

1.3.1. Food Science and Technology

The graduated student from Chemical Engineering and Food Technology department could have the opportunities for the employment in a number of positions such as food and related industry/SMEs, local/public government agencies, and educational institution during which the graduates qualify to involve in various technical sections viz laboratory management, technical supervisory, quality assurance, sensory evaluation, sales-marketing and executive position in processing. In particular, the graduates could apply for employment through the University-Industry Linkage members.

1.3.2. Chemical Engineering

The graduated student from Chemical Engineering could have the opportunities for the employment in a number of positions in industry/SMEs, e.g., in the field of garment, textile, rubber, local/public government agencies, and educational institution during which the graduates qualify to involve in various technical sections viz laboratory management, technical supervisory, sales-marketing and executive position in chemical processing. In particular, the graduates could also apply for employment through the University-Industry Linkage members.

2. LITERATURE REVIEW 2. 1. Brief country profile

2.1.1. Geography and climate

Cambodia—one of the ASEAN countries borders with Laos, Thailand, and Vietnam with the total land area of 181 035 square kilometers. As one of the tropical countries, Cambodia has two seasons, i.e., rainy season from May to October and dry season from November to May. At the center, Tonle Sap Lake and Mekong River system form a unique hydrological feature providing water for agricultural activities.

In 2008, the total population of Cambodia was about 13.4 million, of which 51.5% are female and 48.5% are male with the annual growth rate of 1.54% and the density of 75-persons/square kilometer (NIS, 201). Spatial distribution of population concentrated in the area along the Mekong River and Tonle Sap Lake.

42

Figure 2. 1. Cambodia geographical map.

2.1.2. Cambodian economy

a) Growth domestic product

The growth domestic product versus the amount of investment from 2006 to 2015 is presented in Fig. 2. In 2009, due to the global crisis, only 0.48% increase of GDP was observed in comparison to that in 2008. In fact, this overall GDP rate was attributed to three main sectors, i.e., service, industry and agriculture. In 2012, the service sector including transportation, communication, hotel and restaurants shared approximately 41% of the total GDP whereas the industry and agriculture sectors accounted for about 32% and 27%, respectively. In the case of industrial sector, garment, textile and footwear shared the majority (OECD, 2013).

43

Percentage of Cambodia's GDP by sector

Service Agriculture Industry

Industry 32% 

Agriculture27% 

Figure 2. 2. Cambodia growth domestic product from 2006-2015 (World Bank, 2016)

Figure 2. 3. Cambodia's GDP by sector (OECD, 2013).

b) Current status of Cambodian industry

Cambodian industry is still limited if compared to the neighboring country. The main industry in Cambodia has only a few sectors such as garment, footwear and foot processing. Garment plays an important role in industrial sector, which climbed from 8.2% in 1993 to 51.8% in 2004, the highest year ever. The Cambodia industry has slightly declined from 51.8% to 43.2% in 2012. Among 510,000 enterprises, only 70,000 or 14% are manufacturing type. The subsector dominated by food processing and textiles, which are accounted for 45% and 35% respectively. On the other hand, among 510,000 enterprises, only 70,000 or 14% are manufacturing type. Manufacturing of

7.27

8.64

10.35 10.4

11.2412.83

14.05

15.23

16.71

17.93

0

2

4

6

8

10

12

14

16

18

20

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Billions

Year

Service 41% 

44

0

20

40

60

80

100

120

1993 1998 2004 2008 2009 2010

Per

cen

tag

e

Year

Agriculture Industry Service

food and beverages has declined around 10% during the last 5 years because of the effect of world economic crisis, but these sectors have slightly increased in 2013 (IDP, 2014).

Furthermore, according to the study of Ministry of Economic and Finance in 2013 found that the agricultural sector grew 4.2% followed by the crop sector growth of about 4.1%, the fisheries and aquaculture growth of about 7.1%, the industry growth of about 9.3%, the manufacturing growth of 7%, the clean electricity, gas and water sector growth of 8.5% and the construction growth of 17.2%, the services sector growth of 8.8%, the business growth of 7.7%, hotels and restaurants sector, the financial sector growth of 13.7% and the business sector growth of 10.9% (MEF, 2013).

2. 2. Current status of employment in Cambodia

2.2.1. Employment by sector

Time course of the economic percentage contribution by sector is shown in Fig. 4. Three main contributors were service, industry, and agriculture. Given the geographical and environmental potentiality, agricultural sector became one of the economic driving-force for Cambodia—i.e., the main source of income for rural population. In 1993, this agricultural sector could offer approximately 72% of the country’s total employment followed by 5% increase more in 1998 (Chan, 2013). A slight decrease of economic percentage contribution from agricultural activities was observed in 2004 to about 68% due to the increase in industrial activities. In general, agricultural sector could contribute about 70% of economic growth in Cambodia followed by 20% from service and 10% from industry (See Fig 2.4).

Figure 2. 4. Time course of the percentage contribution by sector (Chan, 2013).

2.2.2. Employment in industrial sector by category

The distribution of employment in industrial sector by category is presented in Fig. 5. In fact, according to statistical data by the Cambodian Economic Association, there were 77 048 industrial establishments in 2011 among which textile, wearing apparel and foot-ware accounted for about 68% of the total number while food, beverage and tobacco provided approximately 15% of the total employment in industrial sector (Chan, 2013).

45

Figure 2. 5. Distribution of employment in industry sector by category (Chan, 2013).

2.2.3. Mismatch between employment demand and human resource

An increasing consensus that Cambodia has been facing a growing gap between the professional skills required by industrial sector and Cambodian next generation’s preference in higher education levels including the vocational training has been observed in a number of studies (CDRI, 2013). In fact, a survey of 78 employers conducted by a local human resources services firm—i.e., HR Inc. (Cambodia) in 2011 found that about 73% of employers reported the discrepancy between the competency/skills’ graduates acquired at HEIs and the pragmatic/must-have skills during employment (World Bank, 2012). This suggests that frequent dialogue between higher education institutions (HEIs) and industry through the triple helix of government-university-industry linkage (GUI-L) is absolutely necessary and urgently needed to modernize education program at HEIs.

2.2.4. High-end skill gaps in Cambodia

In overall skill shortages scenario, the high-end well-paid occupations which have been documented included manager, engineer and doctor (CDRI, 2015). Moreover, another study also forecasted that the human resources’ demand in technical skills in terms of engineer and technician would be steadily increasing until 2018 in order to maintain GDP growth at the rate of about 7% (JICA, 2012). According to World Bank survey (2013), 472 SMEs among which 76% from manufacturing, 14% from tourism, and 10% from agro-processing have been interviewed during which about 27% of SMEs reported that inadequate skilled human resource was the major constraint for the business expansion.

2.2.5. Current employment demand

Among all sectors, garment, tourism, construction and agriculture are the main drivers for Cambodian economic; these sectors, however, relied on the low-skilled labor indicating that Cambodia is facing a shortage of middle-level-skilled labor—i.e., technicians and high-level-skilled labor—i.e., engineer and manager (Education Development Center 2015). It has been estimated that the demand for labor seemed likely to shift toward semi-and high-skilled labor In the next five years in the fields of civil, electrical, mechanical, chemical and food engineering, information technology, and accounting. Industries anticipating demand for semi-and high-skilled

Food baverage and tobaco

Textile

Other

15%

68%

17%

46

labor, are light manufacturing and assembly rubber and plastic, construction, industry, tourism, food and beverage and agro-industry (EDC, 2015).

In 2007, ASEAN leaders have agreed to establish ASEAN Community and ASEAN Economic Community by the end of 2015, which comprise five core elements such as: free flow goods, free flow of service, free flow of investment, free flow of capital and free flow of skilled labor.

Due to free flow investment and free flow of skilled labor, they will provide the great opportunity to the professional and skilled workers to work with the Asian countries to improve and gain their experience and capacity. Another benefit of the foreign direct investment in Cambodia will be increased (Pich, 2014), but the alarming skilled labor shortage and skill mismatches are a major concern as the ASEAN Economic Community (AEC) comes into effect at the end of 2015.

ASEAN integration at the end of 2015 with the free flow of service, free flow of goods and free flow of service Cambodian will get benefit from access to cheaper and wide range of imported goods and service (Pich, 2014), but AEC will lead to strengthen in economic competition and challenge for small and medium Enterprises in Cambodia because some of Cambodian entrepreneurs are not ready to effectively compete, since there is lack of human resource, information and particularly capital for investment to strengthen their business and improve goods and productivity (Chan, 2015). The goods produced in Cambodia, need to meet international standard, without this, it would be difficult to compete with the imported product from ASEAN member countries. Another challenge is that, the Cambodian education system has not yet produced the human resources that would have the full capacity to compete with the ASEAN local (Pich, 2014).

2.2.6. University-industry linkage survey

According to the surveys conducted by ITC-industry linkage in 2015, it was found that 65% of graduated student in academic year of 2013-2014 have been working in construction, manufacturing, information and technology followed by 15% of them pursued their Master Degree. Moreover, the survey also reported the industries’ satisfaction with ITC graduates among 18 different companies interviewed, i.e., 10 Cambodian companies and 8 Japanese companies. 14% of Japanese companies were highly satisfied with ITC- graduate engineer followed by 43% of them were satisfied and 14% of them were strongly unsatisfied. In the case of Cambodian companies, results showed that 40% of Cambodian companies were satisfied followed by 30% of them were fairly satisfied and 30% of them were unsatisfied with ITC-graduate engineer. Moreover, Japanese companies reported that ITC-graduate students were lack of scientific thinking, basic knowledge and leadership whereas Cambodia companies expressed that ITC-graduate students were lack of practical skill and leadership (Nakano, 2015).

3. CURRICULUM

3. 1. Current curriculum

3rd Year 1st Semester Subject Course CW1 LW2 Total hours Credit French English Statistic Fundamental Chemistry Analytical Chemistry Physical Chemistry Fluid Mechanics Unit Operation

16 32 16 16 32 16

64 32 32 16 8 20

48 24 12

64 32 48 96 48 48 32 16

2 1 2 4 2 2 2 1

Total for 1st Semester 128 172 84 384 16

47

Note: 1 CW: Class work/exercise 2 LW: laboratory work

2nd Semester Subject Course CW LW Total hours Credit French English Matlab Unit Operations Biochemistry I General Microbiology Food Chemistry I Heat Transfer and Mass

Transfer Internship I3

48 48 48 32 48

32 64 32 20

12

32 64 32 80 48 48 32 48

1 2 2 4 3 3 2 3 2

Total for 2nd Semester 224 148 12 384 22

4th Year 1st Semester Subject Course CW LW Total hours Credit French English Water Chemistry Food Microbiology Biochemistry II Nutrition and Health Food Preservation Food Chemistry II Food Risk I

16 32 16 32 32 16 48

32 32 8

24 32 24

32

32 32 32 64 48 32 32 48 48

1 1 2 3 2 2 2 2 3

Total for 1st Semester 192 72 112 376 18

2nd semester Subject Course CW LW Total hours Credit French English Biotechnology I Technical economic Cooling process Food Preservation II Food Processing I Food Risk II Packing and Packaging Genetics

32 32 16 48 32 32 32 32

32 32

20

12

32

32

32 32 32 32 48 48 64 32 32 32

1 1 2 2 2 3 3 2 2 2

Total for 2nd Semester 256 84 76 416 20

5th year 1st semester Subject Course CW LW Total hours Credit

48

French English Agro-food industry management Sensory Analysis Project management Food Processing II Hygiene and Security Quality Assurance Automation and Control Biotechnology II

32 32 16 80 32 32 32 32

32 32

20

12

32

32

32 32 32 32 48 80 64 32 32 32

1 1 2 2 2 5 2 2 2 2

Total for 1st Semester 288 84 76 448 21

5th year 2nd semester Subject Course CW LW Total hours Credit Internship 9 Total for 2nd Semester 9

3.2. Proposed curriculum for Food Science and Technology

3rd Year 1st Semester Subjects Course CW LW Total hours Credit French English Statistic Fundamental Chemistry Heat and Mass transfer Physical Chemistry Unit Operation I

16 32 48 16 32

64 32 32 16

20

48 32 12

64 32 48 96 80 48 32

2 1 2 4 4 2 2

Total for 1st semester 144 164 92 400 17

2nd Semester Subjects Course CW LW Total hours Credit French English Analytical Chemistry Numerical method Unit Operations II General Microbiology Fluid mechanic Internship I3

32 16 32 32 32

32 64

20

16

32 32 12

16

32 64 64 48 64 32 64 48

1 2 3 2 3 2 3 2

Total for 2nd Semester 144 132 92 368 18

4th Year 1st Semester

49

Subject Course CW LW Total hours Credit French English Food Microbiology Biochemistry Nutrition and Health Food Preservation I Food Chemistry Genetics

32 32 32 64 32 32

32 32

32 32

32

32 32 64 64 32 64 64 32

1 1 3 3 2 4 3 2

Total for 1st Semester 224 64 96 384 19

2nd semester Subject Course CW LW Total hours Credit French English Biotechnology, T1, T2 Food Processing I, T1, T2 Packing and Packaging, T2 Food Preservation II, T1 Food safety, T1, T2 Water chemistry, T1

48 48 32 32 48 16

32 32 8

32 32

24

32 32 80 80 32 32 48 48

1 1 4 4 2 2 3 2

Total for 2nd Semester 224 72 88 384 19

5th year 1st semester Subject Course CW LW Total hours Credit French English Agro-food Industry

Management Sensory Evaluation Project Management Food Processing II Entrepreneurship Quality Assurance Automation and Control, Product development

32

32 32 80 32 32 32 64

32 32

32

32

32 32 32

32 32 112 32 32 32 64

1 1 2 2 2 6 2 2 2 4

Total for 1st Semester 336 64 64 464 24

5th year 2nd semester Subject Course CW LW Total hours Credit Internship 9 Total for 2nd Semester 9

50

3. 3. Proposed curriculum for Chemical Engineering

For 3rd year program for Chemical Engineering is the same as the curriculum of 3rd year program of Food Science and Technology. In 3rd year, students of Chemical Engineering and Food Science and Technology would join the same courses.

3rd year 1st Semester Subject Course CW LW Total hours Credit French English Statistic Fundamental Chemistry Heat and Mass Transfer Physical Chemistry Unit Operation I

16 32 48 16 32

64 32 32 16

20

48 32 12

64 32 48 96 80 48 32

2 1 2 4 4 2 2

Total for 1st Semester 144 164 92 400 17

2nd Semester Subject Course CW LW Total hours Credit French English Analytical Chemistry Numerical method Unit Operations II General Microbiology Fluid mechanic Internship I3

32 16 32 32 32

32 64

20

16

32 32 12

16

32 64 64 48 64 32 64 48

1 2 3 2 3 2 3 2

Total for 2nd Semester 144 132 92 368 18

4rd Year 1st Semester Subject Course CW LW Total hours Credit French English Chemical Reaction and Kinetic Chemical Thermodynamic Transport Phenomena I Material Science I Petroleum Chemistry Biochemical process

32 48 48 48 48 32

32 32

32

32

32 32 64 48 48 48 80 32

1 1 3 3 3 3 4 2

Total for 1st Semester 256 64 64 384 20

2nd Semester Subject Course CW LW Total hours Credit

51

French English Transport Phenomena II Material Science II Analytical and Instrument

Chemistry Fundamental Catalyze Reaction Water chemistry*

48 48 48

32 16

32 32 8

32

32

24

32 32 80 48 80

32 48

1 1 4 3 4 2 2

Total for 2nd Semester 192 72 88 352 17 Note: * Course for both Food Science and Technology and Chemical Engineering

5th year 1st semester Subject Course CW LW Total hours Credit French English Industrial Chemical Process Computing Software for

Chemical Reaction Project Management* Chemical Plant Safety Entrepreneurship* Automation and Control* Seminar

96 32

32 32 32 32 32

32 32

32 32

32 32 112 64

32 32 32 32 32

1 1 7 3 2 2 2 2 2

Total for 1st Semester 261 64 64 400 22 Note: * Course for both Food Science and Technology and Chemical Engineering

5th year 2nd semester Subject Course CW LW Total hours Credit Internship 9 Total for 2nd Semester 9

4. Courses outline for Engineering Degree in Chemical Engineering Chemical reactions and kinetics

Chemical reactions and kinetics focuses on the kinetics of homogeneous and heterogeneous reactions, analysis of various chemical reactors, adsorption and solid catalyst reaction, order of reaction, the concepts of reactor design, isothermal reactor design with different type of reactors: batch, plug flow reactor (PFR) and continuous stirred tank reactor (CSTR). The course will also include the design equations for multiple reactions in each type of reactor, heterogeneous reactors, application of kinetics and thermodynamics to select unit processes.

Chemical thermodynamics Chemical thermodynamics course focuses on the general equation of conservation quantities, mass

and energy balance, entropy balance (first and second law of thermodynamics) and other laws in thermodynamics. The study of stability of thermodynamic systems, multicomponent systems, multicomponent phase equilibrium, and equilibrium in homogenous chemically reactive systems are also included.

52

Transport Phenomena Transport phenomena course focuses on the study of viscosity, mathematical models of

momentum transports in isothermal fluid systems, thermal conduction and convection, mathematical models of energy transports in solids and in fluids for isothermal systems and non-isothermal systems, diffusion in binary mixture, mathematical models of mass transports in isothermal mixtures without chemical reactions and with chemical reactions, simultaneous mass and energy transports in fluid mixtures.

Material science Material science introduce the study of polymer, composite, metal and ceramic structures, their

physical properties, their processing technology, and their applications in the industries. Industrial polymer will also include plastics, resins, natural and synthetic rubbers as well as fiber and elastomer.

Petroleum chemistry and technology Petroleum chemistry and technology course focuses on chemistry and properties of petroleum and

refined products, and the technology used in petroleum industry including distillation and refining processes, synthesis processes from natural gas and refined liquids and gases from petroleum refining.

Industrial chemical process (Cement, Rubber, Textile) Industrial chemical process course introduces the chemical process industries which include raw

materials and chemical reactions leading to products. Process flow sheets of standards symbols and process utilities of the production are included. Three products are mainly focused: cement, rubber and textile and there will be some technical visits to industrial plants.

Analytical and instrumental chemistry Analytical and instrumental chemistry course focuses more deeply to the important analytical

methods including spectroscopic methods (AA: Amotic Absorption, MS: Mass Spectrometry, IR: Infrared spectroscopy, NMR: Nuclear Magnetic Resonance, UV-VIS: UV-Visible spectroscopy, and ICP: Induced couple plasma), surface analysis by SEM (Scanned Electron Microscope), structural analysis using X-ray Diffraction and analysis of particle size. Measurement and instrumentation in chemical plants, especially the principles and application of various sensors including temperature, force, pressure, flow, level, composition in liquid and gas phase, turbidity, and humidity will be introduced.

Computing software for chemical reactions Computing software for chemical reaction course focuses on the application of process simulation

software in the basic design of chemical process design: Hydrus 1Dimensional and PREEQC models. The course will include the process of flow sheeting, basic principle in process design. Application of process simulation software as a tool in chemical process and equipment design, design of major unit operations in chemical engineering such as reactor, heat and solute transports, major ions chemistry, speciation and saturation-index calculations, batch-reaction and one-dimensional transport calculations with reversible and irreversible reactions, which include aqueous, mineral, gas, solid-solution, surface-complexation, ion-exchange equilibria, specified mole transfers of reactants, kinetically controlled reactions, mixing of solutions, and pressure and temperature changes.

Chemical plant safety Chemical plant safety focuses on the principles of chemical plant safety and loss prevention,

principle of safety management, toxicology and chemical industrial hygiene, toxic release and

53

dispersion models, fire and explosion prevention, introduction to reliefs and relief sizing, hazard identification and risk assessment and the safety laws and legislation.

Biochemical process Biochemical process course introduces the engineering principles of the industrial microbial and

enzyme and the processes that cover the following topics: kinetics of enzyme catalyzed reaction, isolation and utilization of enzymes, metabolic pathways and energetics, kinetics of microbe-catalyzed reactions, transport phenomena in microbial systems, design and analysis of bio-reactors, pure culture fermentation and downstream processing.

Fundamental catalyst reaction Fundamental catalyst reaction course focuses on the fundamentals of catalyst and catalytic reaction

processes, kinetics of catalysis reaction, type of catalyst, catalyst preparation, deactivation and characterizations, and the application of catalysts and heterogeneous catalysts in the industries.

Seminar The undergraduate seminar requires each student to search a research paper in the areas of

chemical engineering and to give a presentation in the class under supervision of an advisor. The fundamental knowledge and references are necessary for analysis and understanding of the content of that research. The students will be trained to give presentation and to participate in academic discussion. Submission of report is required after the presentation.

Industrial Organization and Management Industrial organization and management course focuses on the nature of management, the structure

of organization and the industrial system, the quality and control concept, facilities planning, product development and demand forecasting, material control, financial and marketing management.

54

Annex 4. Modification of curriculum in GGG department

 

Subject Matière Credit Hour

3rd year, 1st Semester 3ème année, 1ère Semetre ចំនួនេ្រក

ឌីត ចំនួនេម៉ង

Statistics Statistiques 2 (1-1) 48

French Français 1 (0-1) 64

English Anglais 1 (0-1) 32

Geodesy and Topography Géodésie et Topographie 3 (2-1) 64

Geochemistry Géochimie 2 (2-0) 32

General geology and Geology of Cambodia

Géologie générale et Géologie du Cambodge

2 (2-0) 32

Mechanic of materials Mécanique des matériaux 2 (2-0) 32

Petrology and Mineralogy Pétrologie et Minéralogie 2 (1-1) 48

Ore microscopy Microscopie de minerais 1 (1-0) 16

General electrotechnique Electrotechnique générale 1 (1-0) 16

Total 17 384

3rd year, 2nd Semester 3ème année, 2ème Semetre ចំនួនេ្រក

ឌីត ចំនួនេម៉ង

French Français 1 (0-1) 32

English Anglais 1 (0-1) 64

Computer Aides Drawing (CAD) Dessin Assisté par Ordinateur

(DAO) 2 (2-0) 32

Structural geology Géologie struturale 2 (2-0) 32

Sedimentology Sédimentologie 2(2-0) 32

Mineral Deposits Gisements minier 3 (3-0) 48

Principles of Geographic Information Systems

Principes des Systèmes d'Information Géographique

2 (1-1) 48

Geostatistics Géostatistique 2 (2-0) 32

Soil mechanics Méchanique des sols 3 (2-1) 64

Total 18 384

4th year, 1st Semester 4ème année, 1ère Semetre ចំនួនេ្រក

ឌីត ចំនួនេម៉ង

French Français 1 (0-1) 32

English Anglais 1 (0-1) 32

55

Principles of remote sensing Principes de la télédétection 2 (1-1) 32

Mineral exploration Exploration minière 3 (3-0) 48

Geophysics Géophysique 3 (3-0) 48

Basic geological mapping Cartographie géologique de base 2 (2-0) 32

Hydrogeology Hydrogéologie 2 (2-0) 32

Rock blasting techniques Abattage à l'explosive 1 (1-0) 16

Petroleum geology Géologie de pétrole 3 (3-0) 48

Minerals characterization Charactérisation des minéraux 2 (2, 0) 32

Fluids mechanics Mécanique des fluides 2 (2-0) 32

Total 22 384

4th year, 2nd Semester 4ème année, 2ème Semetre ចំនួនេ្រក

ឌីត ចំនួនេម៉ង

French Français 1 (0-1) 32

English Anglais 1 (0-1) 32

Principles of slope stability Principes de la stabilité de talus 2 (2-0) 32

Well logging and Reservoir evaluation

Diagraphie et Evaluation de réservoir

3 (3-0) 48

Surface and Underground mining Mine à ciel ouvert et Mine de

Souterraine 3(2-1) 64

Drilling techniques Techniques de forage 2 (1-1) 48

Rock mechanics Mecanique des roches 2 (2-0) 32

Cement production technology Technologie de la production de

ciment 2 (2-0) 32

Foundation engineering I Ingénierie de fondation I 2 (2-0) 32 Petroleum chemistry Chimie de pétrole 2 (2-0) 32

Internship Stage 2

Total 22 384

5th year, 1st Semester 5ème année, 1ère Semetre ចំនួនេ្រក

ឌីត ចំនួនេម៉ង

French Français 1 (0-1) 32

English Anglais 1 (0-1) 32

Foundation engineering II Ingénierie de fondation II 2 (2-0) 32

Fundamental of petroleum engineering

Fondamental de génie pétrolier 3 (3-0) 48

Mineral processing Traitement de minerais 3 (3-0) 48

56

Exploitation of gravel, sand and clayExploitation de gravier, sable et

argile 2 (2-0) 32

Oil and Gas resources development Développement des ressources

pétrolière et gaz 3 (3-0) 48

Mining project management Gestion de projet minier 2 (2-0) 32

Economics and Management of mineral resources

Economique et Gestion de ressources minières

2 (2-0) 32

Geo-environment Géo-environnement 2 (2-0) 32

Work safety and Ethics Sécurité du travail et Ethique 1(1-0) 16

Total 22 384

5th year, 2nd Semester 5ème année, 2ème Semetre ចំនួនេ្រក

ឌីត ចំនួនេម៉ង

Final year project Projet de fin d'étude 9 Credits

57

Annex 5. Modification of curriculum in GIC department

Subject Code Hours Credit

C TD TP Total C TD TP Total

Semester V 192 48 144 384 12 1.5 4.5 18

Algorithms and programming GICI31ALP 32 16 32 80 2 0.5 1 3.5

Combinational and sequential logics GICI31LCS 16 0 16 32 1 0 0.5 1.5

Computer architecture GICI31ACO 16 0 0 16 1 0 0 1

Discrete mathematics GICI31MMD 32 0 0 32 2 0 0 2

Electronics GICI31ELE 16 0 0 16 1 0 0 1

Information systems analysis and design GICI31ACI

32 0 0 32 2 0 0 2

Introduction to computer systems and networks GICI31SIR

32 0 0 32 2 0 0 2

Probability and statistics DTCI22PBB 16 32 0 48 1 1 0 2

English XXXIXXLAN 0 0 32 32 0 0 1 1

French XXXIXXLFR 0 0 64 64 0 0 2 2

Semester VI 144 64 176 384 9 2 5.5 16.5

Algorithms and programming GICI31ALP 16 16 32 64 1 0.5 1 2.5

Automata theory GICI32THA 32 0 0 32 2 0 0 2

Combinational and sequential logics GICI31LCS 16 0 16 32 1 0 0.5 1.5

Computer architecture GICI31ACO 16 16 16 48 1 0.5 0.5 2

Database GICI32BDD 16 16 16 48 1 0.5 0.5 2

Theoretical computer science GICI32INT 32 0 0 32 2 0 0 2

Informatique (MATLAB) DTCI12INF 16 16 0 32 1 0.5 0 1.5

English XXXIXXLAN 0 0 64 64 0 0 2 2

French XXXIXXLFR 0 0 32 32 0 0 1 1

Internship GICI32STA 0

Semester VII 144 48 176 368 9 1.5 5.5 16

Advanced computer architecture GICI41ACA 32 0 0 32 2 0 0 2

Human computer interaction GICI41LAC 32 0 0 32 2 0 0 2

Internet programming GICI41PGI 16 16 16 48 1 0.5 0.5 2

Networks GICI41RES 16 0 16 32 1 0 0.5 1.5

Operating systems GICI41SSE 16 16 16 48 1 0.5 0.5 2

Software engineering GICI41GEL 16 16 32 64 1 0.5 1 2.5

Telecommunication GICI41TLC 16 0 32 48 1 0 1 2

English XXXIXXLAN 0 0 32 32 0 0 1 1

French XXXIXXLFR 0 0 32 32 0 0 1 1

Semester VIII 144 64 192 400 9 2 6 19

Advanced database and database management systems GICI42BDA

16 16 16 48 1 0.5 0.5 2

Compilation GICI42CPL 16 16 16 48 1 0.5 0.5 2

58

Distributed Systems GICI42IHM 16 0 32 48 1 0 1 2

Internet programming GICI41PGI 16 16 16 48 1 0.5 0.5 2

Networks GICI41RES 16 0 16 32 1 0 0.5 1.5

Operating systems GICI41SSE 16 0 0 16 1 0 0 1

Software engineering GICI41GEL 32 0 16 48 2 0 0.5 2.5

Systems and networks administration GICI42ARS 16 16 16 48 1 0.5 0.5 2

English XXXIXXLAN 0 0 32 32 0 0 1 1

French XXXIXXLFR 0 0 32 32 0 0 1 1

Internship GICI42STA 2

Semester IX 208 16 160 384 13 0.5 5 18.5

Artificial intelligence GICI51INA 32 0 0 32 2 0 0 2

Image processing GICI51TRM 32 0 16 48 2 0 0.5 2.5

IT project management GICI51CPI 16 16 0 32 1 0.5 0 1.5

Modeling and simulation GICI51MOS 16 0 16 32 1 0 0.5 1.5

Network security GICI51RAS 16 0 32 48 1 0 1 2

Cloud Computing GICI51ACP 32 0 16 48 2 0 0.5 2.5

Natural Language Processing GICI51TRP 32 0 16 48 2 0 0.5 2.5

Research Methodology GICI5RM 32 0 0 32 2 0 0 2

English XXXIXXLAN 0 0 32 32 0 0 1 1

French XXXIXXLFR 0 0 32 32 0 0 1 1

Semester X 9

Final year internship GICI52STA 9

Total 832 240 848 1920 52 7.5 26.5 97

59

Annex 6. Suggestion for Research and Doctoral School at ITC

1. Analyse de la situation actuelle  En 5 ans, l'ITC a fourni un effort important et évolué d'institution d'enseignement vers une institution

d'enseignement et de recherche. Plusieurs points peuvent être soulignés: - La création d'un statut d' «enseignant-chercheur», permettant aux enseignants de s'impliquer en recherche. - La création du poste de directeur de la recherche et de l'innovation - La création de 6 programmes de master à coloration recherche - Un nombre croissant de docteurs dans le personnel de l'ITC (près de 50). - La signature de protocoles d'entente avec des institutions de recherche (Institut Pasteur, et prochainement CIRAD, ...) - Un nombre croissant de publications.

Cette évolution est également due à un environnement favorable:

- un soutien des organisations partenaires (France, Japon, Belgique, pays de l'ASEAN) pour développer des programmes de doctorat pour les enseignants de l'ITC et les jeunes diplômés - Un soutien constant des universités (Japon, France, Belgique, Vietnam) pour identifier des sujets de recherche pouvant être développées à l'ITC. - Le financement de projets de recherche (plus de 30 en 2016) dans tous les départements. - Le niveau élevé de financement pour la recherche et l'innovation: renforcement des capacités pour l'équipement, construction de laboratoires (Centre de recherche et d'innovation), - Un support du MEJS (investissement dans un nouveau bâtiment, cadre pour l'école doctorale).

Cependant, le développement de la recherche à l'ITC fait face à certaines difficultés. La plupart d'entre elles

sont dues à une organisation et une structure qui non adaptée: - L'organisation actuelle de l'ITC est calqué sur la structure d'un établissement d'enseignement. La recherche moderne a besoin de chercheurs d'origines variées travaillant de manière collaborative. Les projets de recherche sont développés au sein des départements d'enseignement avec peu d'interaction entre chercheurs, ce qui est un obstacle au développement d'une recherche aux normes internationales. - L'ITC a très peu de chercheurs seniors (titulaires d'un doctorat et ayant au minimum 5 ans d'expérience sur des emplois de post-docs). Il est difficile de recruter des chercheurs de haut niveau avec des salaires élevés. - Il n'y a pas de stratégie de recherche au niveau de l'ITC - La frontière entre la recherche et de R & D est pas très nette, donc les objectifs de publications peuvent parfois être difficiles à atteindre. - Les programmes de Master sont pas très attrayants: classes du soir ou du week-end, faible nombre d'étudiants, peu de liens industriels. Les objectifs des programmes de master ne sont pas clairs.

- L'école doctorale n'est pas encore fonctionnelle, bien que certains travaux de doctorat aient été lancés entre des universités françaises et belges et l'ITC.

Certains facteurs extérieurs sont également une menace pour le développement de la recherche à l'ITC: - Les chercheurs ne tirent qu'un bénéfice minime de leur implication dans de nouveaux projets car la

plupart des projets excluent toute allocation financière. - Développer la recherche au Cambodge n'est pas une priorité pour le partenariat UE avec MEJS - La stratégie de développement du Cambodge n'a pas de traduction dans des programmes de recherche

ou d'incitations au niveau gouvernemental: pas d'appel à projets de recherche, aucune bourse pour master ou de doctorat, aucun programme de recherche intergouvernemental

- Le choix des thèmes de recherche et le niveau de financement dépendent essentiellement des partenaires de l'ITC (France, Belgique, Japon).

60

2. Défis à relever:  Pour surmonter ces problèmes, l'ITC devra relever un certain nombre de défis. Dans certains cas, la solution

pourra être trouvée par des mesures internes. Dans d'autres, l'ITC devra travailler en étroite collaboration avec d'autres parties prenantes en menant des projets pilotes pour le Cambodge. Concrètement, les défis à relever dans les années suivantes sont: - Élaborer une stratégie de recherche à l'ITC et la mettre en œuvre - Élaborer des programmes de master "à temps plein" - Mettre en œuvre l'école doctorale et commencer des thèses en cotutelle - Améliorer la gouvernance de la recherche - Travailler en étroite collaboration avec MEJS pour mettre sur pied des dispositifs de financement de la recherche.

3. Stratégie de la recherche  Pour aider l'ITC à définir sa stratégie, un Conseil Scientifique International (ISC) devra être créé. Il devra tenir une réunion formelle annuellement avant la réunion du consortium. Il sera composé de chercheurs hautement qualifiés venant des universités, écoles et instituts de recherche partenaires de l'ITC (ou proposés par ceux-ci), de représentants de l'ITC, du MEJS et d'institutions compétentes au Cambodge, de représentants des organismes de financement.

Ce conseil aura deux tâches principales:

- Identification des priorités scientifiques pour ITC en accord avec les orientations stratégiques déterminées par les autorités cambodgiennes.

- Évaluation des programmes de recherche internationaux et des actions de recherche en cours.

Les propositions et les conclusions du Conseil scientifique international seront présentées au CA. L'ISC n'aura qu'un rôle consultatif. 

4. Gouvernance de la Recherche 

4.1. Unités de recherche La recherche à l'ITC devrait être développée au sein d'unités spécifiques de recherche pluridisciplinaires

comme indiqué sur la Figure ci-dessous:

61

Figure 1: modèle d'unité de recherche à ITC Les unités de recherche sont indépendantes des départements et établissent des liens étroits avec les parties

prenantes externes à la fois au Cambodge et dans les pays partenaires. Afin de transformer les unités de recherche en unités mixtes de recherche internationale, le partenariat avec des institutions étrangères devra être une priorité de l'ITC.

Les unités de recherche:

- sont fortement liées à l'École doctorale: programmes de master et de doctorat - permettent de mutualiser les équipements de haute technologie - peuvent incorporer des chercheurs des institutions cambodgiennes et étrangères (par exemple pour

la France: IRD, CNRS, CIRAD, ...) pour des périodes courtes ou longues - Incluent les ressources humaines provenant de tous les départements (y compris les titulaires d'un

doctorat enseignant au tronc commun) - ont une forte visibilité internationale - ont une certaine autonomie financière - peuvent répondre aux appels à projets internationaux - sont éligibles pour accueillir des structures mixtes avec des partenaires étrangers

Exemple de partenariats possibles avec la France: * JEAI : jeune équipe associée internationale (IRD) * LMI : laboratoire mixte international (IRD) * LIA : laboratoire international associé (CNRS) * GDRI : groupe de recherche international (CNRS) * UMI : unité mixte internationale (CNRS) Le nombre d'unités de recherche devrait être limité. Une analyse simple des projets en cours à l'ITC en 2016

montre que le domaine des Sciences et de l'Ingénierie de l'eau et de l'environnement inclut 21 projets existants (12 GCA - 6 GRU - 3 GGG) couvrant les sujets suivants: - la qualité et la gestion des ressources en eau

- les procédés de traitement de l'eau potable et des eaux usées - la gestion et la valorisation des déchets Les actions suivantes sont recommandées: - Désigner un chef de projet

Other&universities&in&Cambodia2

• International2• •

• Director&(with&international&recognition)2

•

•

• •

Foreign&institutions&and&universities2

62

- Organiser des réunions avec les ressources humaines disponibles à l'ITC et les partenaires potentiels au Cambodge ou dans la région,

- faire la liste des personnes à être impliquées dans la future unité de recherche: membres du corps professoral de différents départements, y compris le tronc commun, post-doctorants, doctorants et le personnel d'appui. Une liste des compétences des enseignants-chercheurs (CV et publications) sera constituée.

- Faire l'inventaire du matériel disponible (en précisant l'âge de l'équipement et les compétences à l'utiliser ) et des ressources (appui technique à l'industrie ou de la recherche, gestion de la qualité)

- faire l'inventaire de l'espace disponible: laboratoires, bureaux, halles d'essais et espaces dédiés à des équipements spécifiques. Il n'est pas nécessaire de grouper les personnels et l'équipement dans un endroit unique, mais espaces (bureaux et laboratoires) devront être identifiés et dédiés à l'Unité de Recherche.

- faire l'inventaire des partenariats et moyens financiers existants, capacités potentielles de financement en collaboration avec des tiers (entreprises, agences gouvernementales ou intergouvernementales, fondations, ...)

- présenter un plan de développement à 5 ans au Conseil Scientifique International, incluant les priorités scientifiques – donc de recrutement et d'achat d'équipement, le management, le lien avec le programme doctoral, les objectifs de financement, les objectifs de publications.

Des développements similaires d'unités de recherche seront examinées au cours des 2 prochaines années sur

les thématiques suivantes: - Agriculture et transformation des aliments; sûreté et sécurité alimentaire (4 projets dans ce domaine en 2015-2016 / 2 GCA - 2 GIM) - Technologies de l'information et de la communication, contrôle-commande et robotique (4 projets dans ce domaine en 2015-2016 / 2 GIM - 2 GIC) - Ingénierie de l'énergie et des ressources (2 projets dans ce domaine en 2015-2016 / 2 GIM) - Structures, géosciences et sciences des matériaux

4.2. Gouvernance de la recherche à l'ITC  Selon cette proposition, les responsables d'Unités de Recherche auront la responsabilité des activités de recherche à l'ITC (figure 2) et relèveront de la Direction de la recherche et de l'innovation. Les responsables des Départements resteront en charge des affaires académiques de leur département (I3 à I5 et M1) et continueront à gérer les relations avec l'industrie (stage, le service, le lien avec les anciens, ...). Certains équipements à fort potentiel de recherche ainsi que certains espaces spécifiques (laboratoires, quelques bureaux, espaces consacrés au LBE) seront transférés des Départements aux Unités de Recherche. Les enseignants-chercheurs rapporteront au Chef du Département pour leurs activités d'enseignement et au chef de l'Unité de recherche pour leurs activités de recherche. Ingénieurs et techniciens partageront leur activité entre la recherche et l'appui académique.

Figure 2 : gouvernance de la recherche à l'ITC

Governance)

63

5. Ecole doctorale  La création de l'école doctorale est réglementée par le Prakas 2914AYK.BK du 23 Juillet 2012. L'école doctorale constituera l'épine dorsale des programmes de formation par la recherche à l'ITC.

5.1. Le contexte de l'ITC  

Depuis décembre 2014, un bureau du 3ème cycle est chargé de la mise en œuvre et du suivi des programmes de master et des thèses en co-direction. Il prépare également la mise en place de l'école doctorale. Depuis 2014, les partenaires historiques de l'ITC appuient fortement le développement de la recherche à l'ITC. Le programme ARES-CCD (Coopération belge), lancé en 2014, a une composante recherche et formation doctorale. L'objectif de ce programme est de développer des projets de recherche dans les laboratoires de l'ITC en partenariat avec des laboratoires de recherche belges. La France soutient les programmes de doctorat en co-encadrement au moyen d'appels annuels (BGF) et a mis à disposition de l'ITC (octobre 2015) un conseiller français, professeur à l'Institut Mines Télécom, ayant une expertise dans la stratégie et la structuration de recherche. La contribution du Japon est également importante dans le renforcement des capacités (formation par la recherche grâce à des bourses doctorales dans le réseau ASEAN-SeedNet). L'école doctorale à l'ITC inclut (cf figure 3):

- les programmes de deuxième année de master (M2). La première année (M1) est incluse dans les départements) - Le programme de doctorat

Figure 3 : l'école doctorale à l' ITC

5.2. La procédure de mise en œuvre de l'Ecole doctorale  Récemment (3 mai 2016), le Conseil des Recteur du Cambodge a approuvé une proposition du MEJS de

créer un nombre limité d'Écoles Doctorales thématiques. Le Prakas 2914AYK.BK du 23 Juillet 2012 devrait donc être adapté pour tenir compte de cette nouvelle donne. La future École doctorale couvrira des domaines de recherche liés à l'Ingénierie, la Science, la Technologie, l'Urbanisme et l'Architecture.

Doyen de l'école doctorale – Bureau de l'école doctorale Selon le Prakas 2914AYK.BK du 23 Juillet 2012, un doyen doit être nommé à la tête de l'École doctorale.

Afin de mettre en place l'École doctorale sur une base de collaboration avec toutes les universités concernées, le processus de nomination devra être clarifié.

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Le doyen devra avoir une expérience de leadership et une légitimité scientifique. Sa mission sera d'organiser, gérer, coordonner, examiner et évaluer les activités et les programmes de formation de l'Ecole doctorale.

Il s'appuiera sur un Bureau de la formation doctorale. Le bureau sera chargé de toutes les tâches

administratives mentionnées dans le manuel de procédure: le recrutement des étudiants, l'organisation des jurys et des soutenances, le marketing. Le bureau organisera également la préparation des réunions annuelles du Conseil scientifique.

Bien que l'École doctorale soit indépendante des universités, un lien étroit avec l'ITC devra être établi et le

Doyen sera membre du Conseil de Direction de l'ITC. Conseil Scientifique de l'Ecole doctorale (SCDS), Le Prakas prévoit la création d'un Conseil scientifique pour l'Ecole Doctorale. Sa mission est de valider les

orientations stratégiques, l'examen en cours des projets de thèse et de fournir des conseils et des recommandations sur les recherches menées par les candidats au doctorat. Le Conseil scientifique sera également responsable de la mise à jour chaque année d'une liste des professeurs et des directeurs de recherche de l'école doctorale. Le Conseil scientifique de l'École doctorale sera différent du Conseil Scientifique International qui lui abordera la stratégie de recherche de l'ITC.

Le comité de gestion du programme de l'Ecole doctorale Ce comité sera chargé d'élaborer le programme de doctorat et la mise à jour des programmes de master en

partenariat étroit avec les unités de recherche de l'ITC et les universités partenaires. Manuel de procédures Sous la supervision du doyen, le Bureau des études doctorales sera en charge de la rédaction d'un manuel de

procédures concernant: - la sélection des candidats

- les droits d'inscription et coûts de la formation: les allocations de thèse, les frais de laboratoire - l'attribution du diplôme de doctorat Qualification des enseignants-chercheurs Le Conseil scientifique validera une liste des membres du corps professoral et des encadrants de recherche

de l'école doctorale (pour l'ITC et ses institutions partenaires). Les critères actuels pour être un membre de l'École doctorale sont les suivants: - 3 ans d'expérience après PhD - publications dans des revues à comité de lecture - expérience dans la supervision de la recherche - maîtrise de l'anglais ou d'une autre langue internationale

5.3. Support financier spécifique Afin de renforcer la capacité de l'école doctorale, une candidature au programme Erasmus + KA2

(renforcement des capacités) sera soumis en Février 2017. Un consortium sera créé incluant: - Les partenaires français et belges les plus impliqués dans la recherche et le co-encadrement de thèses avec

l'ITC et des partenaires d'un autre pays européen. - Les universités cambodgiennes impliqués dans la future École doctorale (Ingénierie, Science, Technologie, Urbanisme et Architecture). - le MEJS

S'il est sélectionné, le projet pourra durer jusqu'à 4 ans et apporter un financement pour les thèses en co-tutelle, le développement des laboratoires, des bourses pour les étudiants de master.

65

6. Programmes de master  Les programmes de master sont composés de 2 années d'études (figure 4). La première année (M1) est

développé au sein des départements. La deuxième année (M2) est intégré à l'école doctorale. Pour les étudiants de l'ITC qui ont terminé leur Bachelor (Engineering), une inscription pour un an en M2

sera suffisant pour obtenir un diplôme de Master. Les étudiants diplômés d'autres universités cambodgiennes doivent assister à des cours spécifiques M1 offerts en I4 et I5.

Figure 4 : programmes de master à l'ITC Après la réunion en mars 2016 du consortium, il a été décidé de mettre en place des cours de master

uniquement en semaine et pendant les heures normales. Cette procédure devrait permettre d'augmenter le nombre de jeunes diplômés.

Cependant, certains problèmes doivent être résolus:

- les programmes de M2 sont élaborés par les départements de l'ITC. Pour un ingénieur ITC, passer une année supplémentaire dans le même département n'est pas nécessairement attractif.

- Il n'y a pas d'incitation pour un ingénieur à obtenir un master à moins qu'il (elle) ne veuille faire de la recherche, mais dans ce cas, il (elle) va préférer aller étudier à l'étranger parce que la plupart des programmes étrangers offrent un financement intéressant, ce qui est pas le cas des programmes de l'ITC. .

Par conséquent, le développement de programmes de master à l'ITC doit être repensé. Quelques suggestions

sont développées ici: 1. Aligner les programmes de M2 sur les stratégies des futures unités de recherche. Les programmes de M2 seraient très nettement différents des programmes de M1. Ils seraient gérés au sein de l'école doctorale sur une base pluridisciplinaire. Des cours de haut niveau donnés par des chercheurs des universités du consortium (par exemple: en utilisant des programmes Erasmus) apporteront une reconnaissance internationale (avec une bonne communication externe de l'Ecole doctorale).

2. Augmenter le travail personnel et la pratique multidisciplinaire: moins de cours, une participation plus

personnelle, en particulier dans le cadre du LBE.

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66

Des cours en: modélisation et mathématiques appliquées, enjeux du développement durable, gestion de projets, méthodologie de la recherche, écriture du projet, rédaction scientifique, ... partagés au sein de l'école doctorale, permettraient aux étudiants d'être plus efficaces et professionnels dans leur travail de recherche.

3. Développer des programmes de financement au niveau gouvernemental (MEJS, autres ministères) qui

permettent de proposer des bourses d'études aux étudiants qui font leurs master au Cambodge. Une allocation moyenne couvrant les frais (1000 $) et le coût de la vie (100-200 $ / mois), permettrait de conserver plus d'étudiants au sein du système universitaire cambodgien.

4. Développer une programme de master professionnel "ingénieur-entrepreneur",

- en mettant l'accent sur des études de cas: la créativité, l'esprit d'entreprise, la gestion de projets, la gestion de production, le plan d'affaires, la méthodologie de recherche, les questions de développement durable, ... - avec une partie importante des crédits académiques dédiés à un projet personnel.

- en lien avec le programme de master de l'URDSE en Entrepreneuriat et les universités partenaires du consortium engagé dans des activités similaires. - - avec des connexions à des incubateurs locaux: centre d'impact, Confluences, CoLab Cambodia...

5. Développer des dispositifs de financement au niveau ITC pour favoriser la collaboration avec les entreprises.

-> Un exemple de dispositif de financement est donné en annexe 6A

67

Appendix 6A Funding model for partnership with industry

The model includes the following procedure: 1. Call for R & D subjects from companies / NGO / Eurocham / Fasmec … A large advertising campaign

would be made. The list of areas of expertise is provided by ITC. The subject must be related to innovation: new process, method, product, service or improvement /

optimisation of an existing method, process, product, service. 2. Validation step of the proposed subjects from companies interested / name a supervisor(s) from ITC / ITC

equipment needed + equipment of the future partner. Possibly involve a larger team according to LBE model (4th and 5th year students, other researchers in ITC).

3. Call to 5th year students interested by pursuing masters studies Starting 1 October. For this type of partnership, the choice of the student and the quality of supervision are critical. There may be

several supervisors. 4. Signature of a MOU student/ company (or NGO) / ITC The agreement would specify: title / supervisors / object ... Basically, through this partnership, the company supports the registration fees for the master program ($

1,000), provides funding to the student for 12 months, with 6 months effective internship ($ 200 / month), participates in lab fees, tutorship and ITC overheads (around $ 2500) for a total of about $ 6000.

Missions outside PP and specific costs related to these missions, costs for the implementation of a pilot or specific equipment (sensors) or for expensive services (chemical analysis that cannot be made at ITC) would be extra.

Partition of benefits between inventors, ITC and the company in the event of major innovation and priority to the company for patent filing and disposal license.

5. Collaboration over 12 months. During 6 months, the student is following the master curriculum at ITC but

focuses on teaching units related to the subject and works on his project. The other 6 months is 100% dedicated to the project.

Topics related to students or teachers projects may be also addressed. In this case, we will seek an external

partner (NGO) to help funding.

68

Annex 7. Academic Calendar for 2016-2017