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Tuning Africa Phase II

Third General Meeting

Accra, 17-19 October 2016

This initiative is implemented on behalf of the European and African Union Commissions by:

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TABLE OF CONTENTS 1. Agenda ………………………………………………………………..…………………………… 2 1.1. General Agenda ……………………………………………………………………….. 2 1.2. Agenda for the 5 Working Groups set up in Tuning Africa I

(Agricultural Sciences, Civil Engineering, Mechanical Engineering, Medicine and Teacher Education) …………………………………………………4

2. Participants …………….………………………………………………………………..............… 9 WORKING DOCUMENTS 3. DOCUMENT 1: Final version of revised/new programmes developed by SAG members…. 36 3.3. Mechanical Engineering …… ……..…………………………………… ……………. 36

3.3.1. Bouira University, Algeria ……………………………………………………….… 36 3.3.2. Cairo University …………………………………………………………………..…. 50 3.3.3. Cape Peninsula University of Technology, South Africa ……………………….. 69

3.3.4. Dilla University ……………………………….………………………….…… …..104 3.3.5. Ecole Nationale d´Ingenieurs de Tunis ………………………………….……….123 3.3.6. Egypt - Japan University of Science and Technology ………………………… 146 3.3.7. Institut Supérieur de Techniques Appliquées, ISTA Kinshasa …...……..…….149 3.3.8. Jimma University Institute of Technology, Ethiopia ………………………… 182 3.3.9. Kwame Nkrumah University of Science and Technology, Kumasi, Ghana ….205 3.3.10. Université de Lubumbashi, RD Congo …………………………….………….. 214 3.3.11. Université de Yaounde I, Cameroon ……………………………….………….. 223 3.3.12. University of Malawi …………………………………………………………..…. 240

4. DOCUMENT 2: Staff Development Strategy for Tuning Africa II …………….…..……262 5. DOCUMENT 3: State of the Art of Credit in the African Higher Education System …278 6. DOCUMENT 4: Consultation Process …………………………………………….…………… 284 7. DOCUMENT 5: Results of consultation on Student Workload in Africa ………………. 292


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1. AGENDA 1.1. General Agenda

TUNING AFRICA PHASE II Agenda for the Third General Meeting

17 to 19 October 2016 Accra, Ghana

Accommodation Swiss Spirit Hotel &Suites Alisa Accra, 21 Dr. Isert Road - North Ridge, Accra Ghana

Sunday 16 October 2016 Arrival of Tuning Africa II participants 19.00 – 20.30 Registration 20.30 Dinner: Hotel

Monday 17 October 2016 Swiss Spirit Hotel &Suites Alisa Accra, 21 Dr. Isert Road - North Ridge, Accra Ghana Morning Session PLENARY 8.00 – 9.00 Registration 9.00 – 9.30 Official Opening and welcome

H. E. William Hanna, EU Ambassador to Ghana. H. E. Professor Jane Naana Opoku Agyemang, Minister for Education of Ghana Professor Samuel Kwame Offei , Pro Vice-Chancellor of the University of Ghana Dr. Beatrice Njenga, Head of Education Division; African Union Commission Chair: Professor Olusola Oyewole, Vice Chancellor of the Federal University of Agriculture Abeokuta and President of the Association of African Universities


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9.30 – 10.00 General overview of the main tasks and activities for the Third General

Meeting. Pablo Beneitone, Director Tuning Academy, University of Deusto Julia González, General co-coordinator of Tuning

María Ortiz-Coronado, Tuning Africa Project Manager, University of Deusto Chair: Charles Awono Onana, Director, Ecole Nationale Supérieure Polytechnique, Yaoundé I, Cameroon

10.00 – 10.30 Implementation procedures: staff development strategies: Report on the on-line Course design for outcomes based learning in higher

education New proposals and initiatives:

- New on-line course: Practical Assessment for learning - Workshops and e-workshops for good practices Ahmed ElGohary, President, Egypt-Japan University for Science and Technology (E-JUST) Maria Yarosh, Tuning Academy - University of Deusto Document: Staff Development Strategy for Tuning Africa II Chair: Etienne Ehouan Ehile, Secretary General, Association of African Universities

10.30 – 11.00 Coffee Break 11.00 – 11.30 State of the Art of Credit in the African Higher Education System

Olusola Oyewole, Vice Chancellor of the Federal University of Agriculture Abeokuta and President of the Association of African Universities Document: State of the Art of Credit in the African Higher Education System

Chair: Robert Wagenaar, Director of Tuning Academy, University of Groningen

11.30 – 12.00 Student Workload survey analysis.

Edurne Bartolomé, Tuning Academy, University of Deusto Document: Results of consultation on Student Workload in Africa

Chair: Yohannes Woldetensae, Senior Education Expert, African Union Commission

12.00 – 12.30 The Student Voice in the African Harmonization Process in Higher Education. 8 short presentations of Workload from the students´ perspective

Document: The Student Voice in the African Harmonization Process in Higher Education: some contributions about workload

Chair: Matete Madiba, Director of Student Affairs, University of Pretoria

12.30 – 14.00 Lunch: Hotel


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1.2. Agenda for the 5 Working Groups set up in Tuni ng Africa I (Agricultural Sciences, Civil Engineering, Mechanical Engineering, Medicine and Teacher Education)

Monday 17 October 2016 Swiss Spirit Hotel &Suites Alisa Accra, 21 Dr. Isert Road - North Ridge, Accra Ghana AFTERNOON SESSION, WORKING IN SUBJECT AREA GROUPS

Agreements and consensus on the definition of a Cre dit System for Africa Document: Results of consultation on Student Workload in Africa Document: The Student Voice in the African Harmonization Process in Higher Education: some contributions about workload

14.00 – 16.00 Review of the state of the art in rel ation to credits across countries in the

region . General reflection on the relevance of a credit system in Africa. Identification of difficulties for implementation in the institutions.

16.00 – 16.30 Coffee Break 16.30 – 17.30 Workload and the Student Voice in the African Harmonization Process in

Higher Education Analysis of the survey results (from the subject area perspective)

Discussion and main conclusions Presentations by selected students on their answers to questions in the consultation. - What are the different kinds of activities you carry out for your university

work? How much time do you spend on each in a typical week? How different is it during exam times?

- What types of activities would you like to have more time for? What types of activities take too much time now? Would you like to include any other type of activities?

- Apart from your university work, what other demands (such as other private and professional commitments) do you have on your time in a typical week?

17.30 – 18.00 Summing up: main issues identified by the Subject Area group to be included in the minutes of the SAG:

• Relevance of a continental credit system; issues affecting its adoption that are related to the subject area.

• Main issues arising from the workload consultation for the subject area.

20.00 Dinner: Swiss Spirit Hotel &Suite


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Tuesday 18 October 2016 Swiss Spirit Hotel &Suites Accra Ghana PLENARY SESSION The morning will be devoted to a workshop on studen t-centred

approaches to teaching, learning and assessment wit h large classes. The first part will comprise a staff development wo rkshop in which colleagues are fully involved, hands on. The second part will deconstruct the structure and tasks of the workshop enabling colleagues to contribute to the development of a te mplate for creative workshop planning.

09.00 – 10.30 Workshop

Arlene Gilpin and Maria Yarosh, Tuning Academy, University of Deusto 10.30 – 11.00 Coffee Break 11.00 – 12.30 Development of creative template

Arlene Gilpin and Maria Yarosh, Tuning Academy, University of Deusto 12.30 – 14.00 Lunch: Hotel AFTERNOON SESSION, WORKING IN SUBJECT AREA GROUPS Subject area groups have two main tasks for the af ternoon.

First, to explore the potential that institutions h ave with regard to offering staff development workshops, and considera tion of their staff development needs. Second, groups will return to their new and revised programme plans, developed prior to this meeting, and discuss key issues.

14.00 – 16.00 Implementation procedures: strategies and alternatives for staff

development at INSTITUTIONAL level Discussion about the strengths of each institution that could be offered to

others through workshops - What is already done in terms of staff development by your institution? - What can your institution offer in terms of good practices? Consideration of the staff development needs in each institution - What are the needs in your institution in relation to staff development? - How could you find out what support your staff really need in your

institution? Document: Staff Development Strategy for Tuning Africa II

16.00 – 16.30 Coffee Break


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16.30 – 18.30 Validation of the revised/new program mes Final review of the programmes. General discussion of the draft proposal, Tuning Recognition Agreement: Is it

feasible to produce a joint document which sets out the common recognition of the revised/new programme elaborated? Groups prepare a brief summary of the main considerations for their subject area.

Document: Draft Tuning Recognition Agreement Document: Final version of revised/new programmes developed by SAG members

20.00 Dinner: Hotel (tbc)

Wednesday 19 October 2016 Swiss Spirit Hotel &Suites Accra Ghana PLENARY SESSION 9.00 – 10.30 Presentation of the agreements and consensus reached by the 8 working

groups and by the Tuning Africa Project Advisory Group (TAPAG) Chair: Etienne Ehouan Ehile, Secretary General, Association of African Universities

10.30 – 11.00 Coffee Break 11.00 - 11.30 Tasks planned until the Fourth General Meeting (April 2017) Pablo Beneitone and María Ortiz-Coronado, Tuning Academy, University of

Deusto 11.30 – 12.00 Certificate Ceremony for representatives who have finished the on line Course

design for outcomes based learning in higher education Feedback from some participants.

12.00 – 12.30 Closing of Third General meeting.

Etienne Ehouan Ehile, Secretary General, Association of African Universities Pablo Beneitone, Tuning Academy Deirdre Lennan, EU Commission, Directorate General for Education and Culture Beatrice Njenga, Head of Education Division; African Union Commission Yohannes Woldetensae, Senior Education Expert, African Union Commission

12.30 Lunch: Hotel Symposium on Research and Good Practices in competence-based stu dent-centred approaches in higher education 14.00 – 14.15 Welcome and Opening


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H. E. Professor Jane Naana Opoku Agyemang, Minister for Education of Ghana (tbc) Professor Damtew Teferra, Professor of Higher Education and leader of Higher Education Training and Development, University of Kwazulu-Natal, South Africa

14.15 – 16.00 Research into competence-based student-centred approaches in higher

education Presentations:

- Jane E. Iloanya, Botho University, Botswana - Democratisation of Teaching and Learning: A Tool for the Practicalisation of the Tuning Approach in Higher Education?

- Alsaeed S. A. Alshamy, Alexandria University, Egypt - Credit Hour System and Student Workload at Alexandria University: A Paradigm Shift

- Kinde Getachew Abebe, Jimma University, Ethiopia - Improving Self-Efficacy and Academic Performance in Applied Mathematics II through an Innovative Classroom Based Strategy: the Case of First Year Engineering Students at Jimma University, Ethiopia

- Fisseha Mikre Weldmeskel, Jimma University, Ethiopia - The Use of Quality Formative Assessment and Students’ Perception on Self-Regulating Learning in University Classrooms

- Brinda Ramasawmy Molaye, University of Mauritius, Mauritius - The Need to Enhance the Employability Skills of Undergraduates in Agriculture. Evidence from Students’ Perceptions and Employers’ Expectations

- Anthony Mugagga Muwagga, Makerere University, Uganda - The Tuning method and its implications for Uganda University curricula, competences and skills

- Lazarus Nabaho, Uganda Management Institute, Uganda - Developing Generic Competences in Life Sciences: The Untold Story of Makerere University College of Health Sciences in Uganda

Chair: Professor Damtew Teferra, Professor of higher education and leader of Higher Education Training and Development, University of Kwazulu-Natal, South Africa

16.00 – 16.30 Coffee Break 16.30 – 18.15 Accounts and examples of good practices in teaching, learning and

assessment employed in implementing competence-based student-centred approaches in higher education.

Round Table: - Peter Antonio Kwaira, University of Zimbabwe, Zimbabwe - Students

Applying Their Knowldge Of Material Science In Problem-Solving: Implications for competence based-learning at the University of Zimbabwe

- Adams Otuoze U Onuka, University of Ibadan, Nigeria - Competences-Based Assessment Of an Instrumentation Course In Educational Research And Evaluation

- Masaaki Suzuki, Egypt-Japan University of Science and Technology , Egypt - Establishment of a New Undergraduate Programme “Mechatronics” in E-JUST

- Mohamadou SY, Institut Supérieur de Développement Local, Senegal - The improved student-centred E-learning Approach: the experience of ISDL


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Chair: Professor Ahmed ElGohary, President of the Egypt-Japan University for Science and Technology (E-JUST)

18.15 – 18.30 Summing Up, Recommendations, Closing the Symposium 20.00 Dinner: Swiss Spirit Hotel &Suites

Departure


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2. PARTICIPANTS The organisational structure of the project is as follows:

• Management Committee • 8 Subject Area Working groups • TAPAG – Tuning Africa Policy Advisory Group

2.1 Management Committee

The responsibility of the Management Committee is to carry out specific tasks required by the project. It is made up of the 9 general co-ordinators of the project and other regional representatives. One co-ordinators of each SAG s will be joining the MC as well.

In addition, in the Management Committee there exists a Coordination Unit in charge of the practical aspects of taking the project forward, and responsible for the administrative and financial management involved in achieving this. This Coordination Unit will be assisted by an IT professional, in charge of keeping online forms and questionnaires up to date, managing virtual discussion fora, administration of the Portal, and the management of all technology necessary for the development of the project.

Management Committee

Spain Julia María GONZÁLEZ FERRERAS Tuning Senior Adviser University of Deusto E-mail: [email protected] The Netherlands Robert WAGENAAR International Tuning Academy. Director University of Groningen E-mail: [email protected] Cameroon Charles AWONO ONANA E-mail: [email protected] Egypt Ahmed Magdy Ibrahim A. ELGOHARY E-mail: [email protected] Ghana


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Charles BARNOR University of Professional Studies, Accra (UPSA) E-mail: [email protected] Germany Margarete SCHERMUTZKI E-mail: [email protected] Ivory Coast Taky Hortense ATTA EPSE DIALLO E-mail: [email protected] Kenya Stanley Muse SHITOTE E-mail: [email protected] Nigeria Olusola Bandele OYEWOLE E-mail: [email protected] Rwanda Digne Edmond RWABUHUNGU R. E-mail: [email protected] South Africa Matete MADIBA E-mail: [email protected] South Africa Damtew TEFERRA E-mail: [email protected] United Kingdom Arlene GILPIN E-mail: [email protected]


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African Union Commission Beatrice K. NJENGA, Head of Education Division E-mail: [email protected] Yohannes WOLDETENSAE , Senior Education Expert E-mail: [email protected] Association of African Universities Ehóuan Etienne EHILE, Secretary General E-mail: [email protected] European Union Deirdre LENNAN Directorate General Education and Culture E-mail: [email protected] Ron HENDRIX EU Delegation to the African Union, Program Manager – Migration, Mobility, Employment & Higher Education E-mail: [email protected]

COORDINATION UNIT Pablo BENEITONE Co-coordinator Tuning project International Tuning Academy, Director Universidad de Deusto - Spain E-mail: [email protected] María ORTIZ-CORONADO LÓPEZ Project Manager Universidad de Deusto - Spain E-mail: [email protected] Sara GOITIA UBIERNA Project assistant Universidad de Deusto - Spain E-mail: [email protected] B. Omer OKE AHODEOU Technical Assistant Universidad de Deusto - Spain E-mail: [email protected]


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2.2 List of Participants by Subject Area

Currently, 124 academics from 105 African universities are participating in 8 working groups based around different disciplines (Agricultural Sciences, Applied Geology, Civil Engineering, Economics, High Education Management, Mechanical Engineering, Medicine and Teacher Education). The universities selected are centres of national excellence in the disciplines they represent and have demonstrated an ability to engage in dialogue with other institutions that work in the same knowledge areas. They have a significant presence in the system (size of the institution, track record, credibility and academic authority) such that a considerable part of the system is represented by their participation.

AGRICULTURAL SCIENCES Benin K. Dansou KOSSOU Université Catholique de l'Afrique de l´Oest , UCAO-UUC (Phase II) E-mail: [email protected] Benin Bonaventure Cohovi AHOHUENDO (replacing Prof. Houmhouigan at 3GM) Université d'Abomey-Calavi E-mail: [email protected] Burundi Bonaventure MINANI Université de Ngozi E-mail: [email protected] Cameroon Christopher Mubeteneh TANKOU Université de Dschang E-mail: [email protected] Ghana Samuel Kwame OFFEI Esther SAKYI-DAWSON University of Ghana E-mail: [email protected] , [email protected] Ivory Coast


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Taky Hortense ATTA EPSE DIALLO Université Nangui Abrogoua (former Université d'Abobo-Adjamé) E-mail: [email protected] Kenya Prof. Abdi Yakub GULIYE Egerton University E-mail: [email protected] , [email protected] Madagascar R. Jean Baptiste RAMAROSON Universite d'Antananarivo E-mail: [email protected] Mauritius Kamleshwar BOODHOO University of Mauritius E-mail: [email protected] Morocco Ahmed ELAMRANI Université Mohammed Premier E-mail: [email protected] Nigeria Yemi AKEGBEJO-SAMSONS Federal University of Agriculture E-mail: [email protected] Nigeria Olubunmi Abayomi OMOTESHO University of Ilorin E-mail: [email protected] , [email protected] Senegal Mariama Wade SENE Université Gaston Berger E-mail: [email protected] , [email protected]


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Sudan Rashid A. M. HUSSEIN Sudan University of Science and Technology (Phase II) E-mail: [email protected] Swaziland Henry R. MLOZA-BANDA University of Swaziland (Phase II) E-mail: [email protected] , [email protected] , [email protected] Benin – STUDENT representative Adonaï Gad DA MATHA SANTANNA Université Catholique de l'Afrique de l'ouest E-mail : [email protected] Mauritius – STUDENT representative Nigel Yoven ARMOOGUM University of Mauritius E-mail : [email protected] APPLIED GEOLOGY Alger Mouloud NEFIS Ecole Nationale d’Ingénieurs de Tunis E-mail : [email protected] Burkina Faso Ahmed Ousmane BAGRE (replacing Prof. MESSAN at 3GM) 2iE -Institut International d'Ingénierie de l'Eau et de l'Environnement E-mail: [email protected] Cameroon Danwe RAIDANDI Université de Maroua E-mail: [email protected] Democratic Republic of Congo


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M. Louis KIPATA Université de Lubumbashi E-mail: [email protected] Ethiopia Hassen Shube SHEKO Adama Science and Technology University E-mail: [email protected] Ivory Coast Frédéric DOHOU Université des Sciences et Technologies de Côte d'Ivoire (USTCI) E-mail: [email protected] Kenya Bernard K. ROP Jomo Kenyatta University of Agriculture and Technology (JKUAT) E-mail: [email protected] , [email protected] Lybia Alsharef ALBAGHDADY Sebha University E-mail: [email protected] Madagascar Voahangy RATRIMO Université d' Antananarivo E-mail: [email protected] Mauritania Mohamed AWA Université des Sciences, Technologie et Médecine (USTM) E-mail: [email protected] , [email protected] Nigeria Ayonma Wilfred MODE University of Nigeria, NSUKKA E-mail: [email protected]


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Rwanda Digne Edmond RWABUHUNGU R. University of Rwanda E-mail: [email protected] South Sudan David O. O. EVUK Juba University E-mail: [email protected] Tunisia Najet SLIM EP SHIMI Faculté des Sciences de Tunis E-mail : [email protected] Madagascar- STUDENT representative Stellina Cynthia ANDRIATIANA Université d' Antananarivo E-mail: [email protected] Kenya- STUDENT representative Caroline Wambui MAINA Jomo Kenyatta University of Agriculture and Technology (JKUAT) E-mail : [email protected] CIVIL ENGINEERING Alger Mohand HAMIZI Université Mouloud Mammeri de Tizi Ouzou E-mail: [email protected] Benin Gossou HOUINOU Université d'Abomey-Calavi (Phase II) E-mail: [email protected]


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Botswana Oagile KANYETO University of Botswana E-mail: [email protected] Cameroon Robert NZENGWA Université de Douala E-mail : [email protected] Cape Verde Inácio MENDES PEREIRA Universidade Jean Piaget de Cabo Verde (Phase II) E-mail : [email protected] Democratic Republic of Congo Lutimba Hubert MAKENGO Université de Kinshasa E-mail: [email protected] , [email protected] Egypt Gamal A. Abdel-Rabim ABOZEID Assiut University (Phase II) E-mail: [email protected] Egypt Ragaa T. M. ABDELHAKIM (replacing Ayman Ahmed SELEEMAH for 3GM) Tanta University (Phase II) E-mail: [email protected] Ethiopia Tadesse Ayalew ZELELE EiABC - Addis Ababa University E-mail: [email protected] , [email protected] Ghana Helen Michelle Korkor ESSANDOH (replacing Mark ADOM-ASAMOAH for 3GM) Kwame Nkirumah University of Science and Technology (Phase II) E-mail: [email protected]


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Kenya Stanley Muse SHITOTE Moi University E-mail: [email protected] Nigeria Kabiru BALA Ahmadu Bello University E-mail: [email protected] , [email protected] South Africa Wynand J. Van Der Merwe STEYN University of Pretoria E-mail: [email protected] South Sudan James Janthana Bango TUKARI Juba University E-mail: [email protected] Tanzania Ignas Aloys RUBARATUKA University of Dar Es Salaam E-mail: [email protected] , [email protected] Ghana- STUDENT representative Elizabeth Nyarkoa OSEI Kwame Nkrumah University of Science and Technology E-mail: [email protected] Sud Sudan- STUDENT representative Jacob Kuot Daniel DOMKOC Juba University E-mail : [email protected] ECONOMICS


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Alger Ahcene BOUCEID Université 8 mai 1945 Guelma E-mail: [email protected] , [email protected] Angola Mario QUINTAS (replacing José Nicolau SILVESTRE for 3GM) Katyavala Bwila University E-mail: [email protected] Burkina Faso Pam ZAHONOGO UNIVERSITE OUAGA II E-mail: [email protected] Cameroon Henri NGOA TABI Université de Yaoundé II E-mail: [email protected] Cape Verde M. Madalena DUARTE ALMEIDA ISCEE - Instituto Superior Ciências Económicas e Empresariais E-mail: [email protected] Democratic Republic of Congo Edson Sebigunda NIYONSABA Université de Goma (UNIGOM) E-mail: [email protected] Djibouti A. Aptidon GOMBOR Université de Djibouti E-mail: [email protected] Egypt HALA M. F. H. SAKR Cairo University


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E-mail: [email protected] [email protected] Eritrea Melake TEWOLDE TECLEGHIORGIS College of Business and Economics E-mail: [email protected] , [email protected] Ethiopia Maru Shete BEKELE St. Mary's University E-mail: [email protected] Ghana Charles BARNOR University of Professional Studies, Accra (UPSA) E-mail: [email protected] Kenya Consolata Oloo NGALA Masinde Muliro University of Science and Technology (MMUST) E-mail: [email protected] Lesotho Emmanuel Maluke LETETE National University of Lesotho E-mail: [email protected] Morroco Abdeljabbar ABDOUNI Université Hassan 1er de Settat E-mail: [email protected] Nigeria Enang B. UDAH University of Calabar E-mail: [email protected] Tanzania


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Felician L. MUTASA Open University of Tanzania E-mail: [email protected] , [email protected] Lesotho- STUDENT representative Tsepang Juliet KHUMALO National University of Lesotho (NUL) E-mail: [email protected] Kenya – STUDENT representative Jacob Ogari BIYOGO Masinde Muliro University of Science and Technology (MMUST) E-mail : [email protected] HIGHER EDUCATION MANAGEMENT Cameroon Jean TCHITCHOUA Université de Yaoundé II E-mail : [email protected] Egypt Aly Abdel-Hady MESSALLAM Alexandria University E-mail: [email protected] Ethiopia Mitiku Bekele GEMEDA Jimma University E-mail: [email protected] Ivory Coast Kodo MICHEL Université Alassane Ouattara E-mail: [email protected] Kenya


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Stephen Njoka NYAGA Kenyatta University E-mail: [email protected] Mauritius Sunita FACKNAT University of Mauritius E-mail: [email protected] Nigeria Lilian-Rita L. AKUDOLU Nnamdi Azikiwe University, Awka, Nigeria E-mail: [email protected] Nigeria Rhoda Oduwaiye ODUWAIYE University of Ilorin E-mail: [email protected] South Africa Damtew TEFERRA University of Kwazulu Natal E-mail: [email protected] South Africa Rehana EBRAHIM-VALLEY University of Pretoria E-mail: [email protected] Tanzania Johnson M. ISHENGOMA UNIVERSITY OF DAR ES SALAAM E-mail: [email protected] , [email protected] The Netherlands Hanneke VAN BRUGGEN Independant Expert E-mail : [email protected]


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Tunisia Noureddine KRIDIS Université de Tunis E-mail : [email protected] Uganda Ronald BISASO Makerere University E-mail: [email protected] , [email protected] Nigeria – STUDENT representative Chidiebere Isaac OSOUJI Nnamdi Azikiwe University, Awka, Nigeria E-mail: [email protected] Cameroon – STUDENT representative Novel FOLABIT LENA University of Yaounde II E-mail : [email protected] MECHANICAL ENGINEERING Alger Noureddine ABDELBAKI Akli Mohand Oulhadj (Phase II) E-mail: [email protected] Cameroon Charles AWONO ONANA Universite de Yaounde I E-mail: [email protected] Democratic Republic of Congo Léonard Mukeba KABEYA Institut Superieur de Techniques Appliquees , ISTA/KINSHASA E-mail: [email protected] , [email protected] Democratic Republic of Congo


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Jean-Paul Mbay KATOND Université de Lubumbashi (Phase II) E-mail : [email protected] Egypt Chahinaz A. Saleh S. ABDELGHANY Cairo University E-mail: [email protected] [email protected] Egypt Masaaki SUZUKI Egypt-Japan University of Science and Technology (Phase II) E-mail: [email protected] , [email protected] Eritrea Teklebrhan Tuemzghi NEGASH Eritrea Institute of Technology (Phase II) E-mail: [email protected] Ethiopia Baye Molla TIKUYE Dilla University (Phase II) E-mail: [email protected] Ethiopia Venkata Ramayya ANCHA Jimma University E-mail: [email protected] , [email protected] Ghana Takyi GABRIEL Kwame Nkirumah University of Science and Technology E-mail: [email protected] , [email protected] Lybia Eyhab A. BARKAH University of Zawia (Phase II) E-mail: [email protected]


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Malawi Moses Phenias Mngwapa CHINYAMA University of Malawi – The Polytechnic E-mail: [email protected] South Africa Trollip Zwelethu NGEWANA Cape Peninsula University of Technology E-mail: [email protected] , [email protected] South Africa André Eugene MÜLLER Stellenbosch University E-mail: [email protected] Tunisia Yamen MAALEJ Ecole Nationale d’Ingénieurs de Tunis E-mail: [email protected] Zambia Shadrick CHAMA Copperbelt University E-mail: [email protected] , [email protected] Egypt – STUDENT representative Mohamed Abdelbassir Khalil ATTIA Cairo University E-mail: [email protected] Ethiopia – STUDENT representative Eyuel Abate LEMMA Jimma University E-mail : [email protected] MEDICINE


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Alger Merzak GHARNAOUT Universite d'Alger 1 E-mail: [email protected] Democratic Republic of Congo Mannix Imani MASIMANGO (replacing Bisimwa GHISLAIN at 3GM) Université Catholique de Bukavu (Phase II) E-mail : [email protected] Egypt Ahmed Ragab ELSAYED Menoufia University (Phase II) E-mail: [email protected] Egypt Badreldin Mohamad Mesbah ABDELHADY Suez Canal University E-mail: [email protected] Ethiopia Loko Abraham BONGASSIE Mekelle University E-mail: [email protected] Kenya Marybeth Cherono MARITIM University of Nairobi E-mail: [email protected], [email protected] Mali Seydou DOUMBIA Université des Sciences, des Techniques et Technologies de Bamako (Phase II) E-mail: [email protected] , [email protected] Morocco Redouane EL FEZZAZI Université Cadi Ayyad de Marrakech


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E-mail: [email protected] Mozambique Armindo TIAGO Universidade Eduardo Mondlane (Phase II) E-mail: [email protected] Nigeria Lawrence Ulu OGBONNAYA Ebonyi State University Nigeria E-mail: [email protected] Nigeria Olusegun Olusina AKINYINKA University of Ibadan E-mail: [email protected] , [email protected] Senegal Alain Khassim Jacques N'DOYE Universite Cheikh Anta Diop de Dakar E-mail: [email protected] Senegal Cheickna SYLLA Université de Thiès (Phase II) E-mail: [email protected] , [email protected] Somalia Abdalla Shariff OSMAN University of Health Sciences (Phase II) E-mail: [email protected] South Africa Jennifer Elizabeth RAMESAR University of Cape Town E-mail: [email protected] Tunisia


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Ali CHEDLI Faculty of Medicine of Monastir E-mail: [email protected] United Kingdom John E. REILLY Independant Expert E-mail: [email protected] Egypt – STUDENT representative Omnia S. S. A. OTHMAN Suez Canal University E-mail: [email protected] Kenya – STUDENT representative Marie Claire WANGARI University of Nairobi E-mail: [email protected] TEACHER EDUCATION Angola Judite R. C. DOS SANTOS (replacing Ermelinda Monteiro Silva CARDOSO for 3GM) Katyavala Bwila University (Phase II) E-mail: [email protected] Botswana Jane F. ILOANYA Botho University (Phase II) E-mail: [email protected] Burundi Grégoire NDAYONGEJE Université Espoir d`Afrique (Phase II) E-mail : [email protected] , [email protected] Egypt Hani Abdelsattar Mohamed FARAG


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Alexandria University E-mail: [email protected] Ethiopia Birhane Sime GERESSU Arsi University E-mail: [email protected] Gabon Théophile MAGANGA Université Omar Bongo E-mail:[email protected] Gambia Baboucarr NJIE University of The Gambia (Phase II) E-mail: [email protected] , [email protected] Kenya Marilena DJATA CABRAL African Virtual University (Phase II) E-mail: [email protected] Mozambique Jorge J.Dos Santos FRINGE Universidade Eduardo Mondlane E-mail: [email protected] Namibia Charmaine B. VILLET University of Namibia E-mail: [email protected] Nigeria Emmanuel Edoja ACHOR Benue State University Makurdi (Phase II) E-mail: [email protected] Nigeria


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Ibrahim Olatunde SALAWU National Open University of Nigeria E-mail: [email protected] Nigeria Toochukwu Eleazar EJIOFOR (replacing Emmanuel C. OSINEM for 3GM) University of Nigeria, Nsukka E-mail: [email protected] Somalia Mohamed HASSAN NOOR Mogadishu University E-mail: [email protected] , [email protected] South Africa Zubeida Khatoom DESAI University of the Western Cape E-mail: [email protected] Tanzania Honoratha M. K. MUSHI Open University of Tanzania E-mail: [email protected] , [email protected] Uganda Mugagga Anthony MUWAGGA Makerere University, College of Education and External Studies School of Education E-mail: [email protected] Zimbabwe Rosemary MOYANA University of Zimbabwe E-mail: [email protected] Angola – STUDENT representative Daniel Tchikoko VINDOSE Katyavala Bwila University E-mail: [email protected]


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Botswana – STUDENT representative Robert Farayi NYABAWA Botho University E-mail: [email protected]

2.3 List of Participants at Tuning Africa Policy Ad visory Group (TAPAG)

Angola Jose Luis Mateus ALEXANDRE Fórum da Gestao do Ensino Superior nos Países e Regioes de Língua Portuguesa (FORGES) E-mail: [email protected] Burkina Faso Abdoulaye SOMA Conseil Africain et Malgache pour l' Enseignement Superieur (CAMES) E-mail : [email protected] Egypt Azza M.M.M. AGHA National Authority for Quality Assurance and Accreditation in Education (NAQAAE) E-mail: [email protected] , [email protected] Ethiopia Mulu Solomon BEZUNEH Ethiopian Chamber of Commerce and Sectoral Associations (ECCSA) E-mail: [email protected] , [email protected] Ghana Fred AWAAH All- African Students Union (AASU) E-mail: [email protected] , [email protected] Ghana Cosmas Dayak Kombat LAMBINI Erasmus Mundus Students and Alumni Association (EMA) E-mail: [email protected]


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Kenya Rotimi OGIDAN African Council For Distance Education (ACDE) E-mail: [email protected] Kenya Gabriel Nyamwamu MAGOMA Pan African University (PAU) E-mail: [email protected] Kenya Anne Kisaka NANGULU Commission for University Education E-mail: [email protected] Jordan Mohamed Rafat Mahmoud Ahmed ISMAEIL Association of Arab Universities (AARU) E-mail: [email protected] Mozambique Ana Maria NHAMPULE National Council for Assessment and Quality Asssurance of Higher Education (CNAQ) E-mail: [email protected] Nigeria Prof. Cideu MAFIANA The African Quality Assurance Network (AfriQAN) E-mail: [email protected] , [email protected] Nigeria Adenike Temidayo OLADIJI Association of West Africa Universities (AWAU) E-mail: [email protected] , [email protected] , [email protected] Nigeria Rachel Jummai OGBE


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ECOWAS Commission Abuja E-mail: [email protected] Senegal Abdou Lahate CISSÉ National Authority for Quality Assurance (NAQA-Sud) E-mail: [email protected] South Africa Lomthandazo L.T. MAVIMBELA Southern African Development Community (SADC) E-mail: [email protected] South Africa Piyushi KOTECHA Southern African Regional Universities Association (SARUA) E-mail: [email protected] Tanzania Alexandre LYAMBABAJE Inter-University Council for East Africa E-mail: [email protected] 2. 4 List of Participants at Symposium Botswana Jane Ebele ILOANYA Botho University E-mail: [email protected] Egypt Masaaki SUZUKI Egypt-Japan University of Science and Technology E-mail: [email protected] Egypt Alsaeed S. A. ALSHAMY Alexandria University E-mail: [email protected]


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Ethiopia Kinde Getachew ABEBE Jimma University E-mail: [email protected] [email protected] Ethiopia Fisseha Mikre WELDMESKEL Jimma University E-mail: [email protected] [email protected] Mauritius Brinda RAMASAWMY MOLAYE University of Mauritius E-mail: [email protected] Nigeria Adams Otuoze Umoru ONUKA University of Ibadan E-mail: [email protected] Senegal Mohamadou SY Institut Supérieur de Développement Local E-mail: [email protected] Uganda Anthony Mugagga MUWAGGA Makerere University E-mail: [email protected] Uganda Lazarus NABAHO Uganda Management Institute E-mail: [email protected] Zimbabwe Peter Antonio KWAIRA


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University of Zimbabwe E-mail: [email protected]


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WORKING DOCUMENTS 3. DOCUMENT 1: Final version of revised/new program mes developed by SAG members 3.3. MECHANICAL ENGINEERING 3.3.1. Bouira University The structure of the FINAL proposal of Bouira Unive rsity (with 14 elements): a) Name of the new or revised programme. (Please mention if it is a New/Revised and/or Joint Programme) (Intitulé de la formation): Licence professionalisante: Maintenance et Sécurité Industrielle. b) Explain the social need of the new or revised programme (in case of Joint Programmes, pleasedescribe the otheruniversitiesinvolved and itsrole in the programme) (nécessité sociale, dans le cas des programmes conjoints, s'il vous plaît dé crire les autres universités impliquées et son rôle dans le programme): La Licence Maintenance et Génie Industriel s'inscrit dans le cadre d'un parcours complet de formation scientifique et technologique sur trois ans, qui prépare directement aux fonctions dans les domaines industriels, pour permettre la disponibilité des moyens afin d’assurer la production, la sécurité des biens et des personnes et la notion de service comme pour la maintenance immobilière. Il s’agit d’une formation transversale faisant appel à des connaissances en informatique industrielle, électronique, électrotechnique, mécanique, thermique, thermodynamique, matériaux ainsi qu’une base commune en expression orale et écrite en plusieurs langues, en mathématiques et en informatique. Cette formation fait appel à une pédagogie appropriée mettant l’accent sur l’aspect concret des connaissances, des travaux pratiques avec des manipulations de matériels, des stages pratiques dans le monde de l’entreprise. Elle concilie la finalité essentiellement professionnelle avec la capacité d’évoluer avec le métier dans les vingt années prochaines. A l’issue de cette formation, beaucoup de professions et de tâches pourront être exercées par les diplômés ainsi que l’élargissement vers les fonctions conception, développement, production, exploitation, service clientèle (SAV) des entreprises. Le diplômé contribue à l’amélioration des systèmes de production, il repère les dysfonctionnements et en détermine l’origine, il propose des solutions techniques afin d’accroître les performances des machines ou pour éliminer les pannes, il participe au choix de nouvelles machines et à leur installation, voire la coordination de travaux neufs dans l’entreprise. Ce professionnel exerce également des fonctions de gestion (planification des tâches, évaluation des coûts…), et d’animation (information, sécurité, conseil et coordination des équipes de travail). c) Description of the degree profile of the new programme or a revised programme in terms of generic and/or subject-specificcompetences (Description du profil de degré du nouveau programme ou un programme révisé en termes de compétences généri ques et/ou des compétences spécifiques): La description du profil est comme suit : En termes de compétences spécifiques : 1 - Maintenance corrective : Mise en œuvre et optimisation de la maintenance corrective 2 - Maintenance préventive : Définition, mise en œuvre et optimisation de la maintenance préventive 3 – Amélioration : Amélioration de la disponibilité et optimisation des coûts liés à la maintenance 4 – Intégration : Intégration de nouveaux biens et réalisation des travaux neufs 5 – Organisation : Définition ou optimisation de l’organisation de la fonction maintenance 6 - Support logistique : Contribution à l’optimisation de la Chaine Logistique (Supply Chain) 7 - Animation et encadrement : Animation et encadrement d’une équipe de maintenance


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En termes de compétences génériques : 1-Sécurité des personnes, des biens et de l'environnement 2-Collecte, capitalisation et diffusion de l'information d) Length and level of the programme (durée et niveau du programme): Niveau du programme : licence, durée : 3 ans (6 semestres : 5 semestres d’études et le dernier semestre pour un stage pratique qui se termine par la rédaction d’un mémoire et une soutenance). e) Future fields, sectors of employment/occupation of graduates (domaines futurs, secteurs d'emploi/occupation des diplômés): Secteurs d’employabilité:

• Industries (fabrication, transformation) : automobile, aéronautique, ferroviaire, navale, chimique…

• Energie. • Hydrocarbures. • Eau. • Transport. • construction et bâtiment. • Exploitation.

Métiers visés :

� Chef de bureau technique en maintenance industrielle � Chef de service d'entretien et de maintenance industrielle � Chef de service entretien et travaux neufs en maintenance industrielle � Chef de service maintenance industrielle � Chef de service maintenance instrumentation � Responsable de maintenance industrielle � Responsable de maintenance et travaux neufs en industrie � Responsable de service maintenance industrielle � Responsable de zone en maintenance industrielle � Responsable maintenance d'équipements industriels � Responsable technique de maintenance industrielle � Contremaitre de maintenance d'ascenseurs � Contremaitre de montage d'ascenseurs � Mécanicien-électricien d'ascenseurs � Mécanicien-électricien dépanneur d'ascenseurs � Technicien supérieur de maintenance de travaux d'ascenseurs � Technicien supérieur réparateur en travaux d'ascenseurs � Chef de bureau d'études maintenance � Chef d'atelier de maintenance industrielle � Chef de Bureau technique de maintenance (B.T.M) � Chef de service d'entretien et de maintenance industrielle � Chef d'équipe de maintenance industrielle � Chef d'équipe mécanicien de maintenance industrielle � Contremaître de maintenance industrielle � Electromécanicien � Electromécanicien de maintenance industrielle � Electromécanicien d'équipements industriels � Electromécanicien industriel � Electrotechnicien branche industrie � Hydraulicien industriel d’installation � Hydraulicien industriel de maintenance � Instrumentiste en équipements industriels � Mécanicien de maintenance de matériel ferroviaire


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� Mécanicien d'entretien � Mécanicien industriel � Pneumaticien � Préparateur d'entretien � Technicien supérieur de maintenance industrielle � Technicien supérieur pneumaticien � Chef de service de maintenance électrique � Chef d'équipe d'électriciens de maintenance industrielle � Contremaître d'entretien en électricité � Electricien de maintenance de centrales hydrauliques � Electricien de maintenance en équipements industriels � Electromécanicien de maintenance d'installations électriques � Electromécanicien de signalisation basse et moyenne tension � Electromécanicien d'entretien d'installations électriques � Electrotechnicien de maintenance � Responsable maintenance dépannage en électricité industrielle � Technicien supérieur électromécanicien � Chef d'atelier automobile � Chef d'atelier de concession automobile � Chef d'atelier de maintenance automobile � Chef d'atelier engins de chantier � Chef d'atelier machines agricoles � Chef d'atelier motocycles � Chef de parc de véhicules � Chef de service maintenance automobile � Responsable d'atelier de maintenance de véhicules � Responsable de centre de contrôle technique automobile � Responsable de parc automobile � Responsable de parc de véhicules � Responsable maintenance de parc logistique

� Chef de bureau des méthodes � Chef service méthode � Technicien de méthode. � Chef de division gestion de production � Chef de service ordonnancement production � Chef de service ordonnancement-lancement production � Chef de service suivi bilan production industrielle � Technicien supérieur ordonnancement-lancement production.

f) Link of the competences with the agreed meta-profile (Lien des compétences avec le méta- profil convenu):

Activités : Compétences : 1 - Maintenance corrective : Mise en œuvre et optimisation de la maintenance corrective

- Analyser et Diagnostiquer - Définir, Préparer et Planifier les interventions en coordination avec l'exploitant - Effectuer les actions correctives liées aux technologies et notamment mécanique, électrique, électrotechnique, thermique, informatique industrielle, pneumatique et hydraulique - Contrôler et Suivre la remise en service - Mettre à jour les documents - Capitaliser et Transmettre

2 - Maintenance préventive : Définition, mise en œuvre et optimisation de

- Définir le plan de maintenance préventive systématique, conditionnelle, prévisionnelle et


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la maintenance préventive

réglementaire - Définir et intégrer les moyens de surveillance et de contrôle - Planifier et mettre en œuvre le plan de maintenance préventive en coordination avec l'exploitant - Exploiter les informations recueillies - Mettre à jour, évaluer et optimiser le plan de maintenance préventive - Capitaliser et Transmettre

3 – Amélioration : Amélioration de la disponibilité et optimisation des coûts liés à la maintenance

- Définir des priorités d’action et des axes d’amélioration (fiabilité, maintenabilité) - Concevoir et argumenter des solutions d’amélioration - Utiliser les techniques et les outils d'amélioration continue - Mettre en œuvre les solutions d’amélioration et/ou les modifications, assurer le suivi des travaux

4 – Intégration : Intégration de nouveaux biens et réalisation des travaux neufs

- Contribuer à l’intégration des contraintes liées à la maintenance lors de la conception d’un nouveau bien - Préparer l’installation et participer à la réception et à la mise en service des nouveaux biens - Participer à la conception et à la réalisation de projets de rénovations des installations.

5 – Organisation : Définition ou optimisation de l’organisation de la fonction maintenance

- Définir et justifier la stratégie de maintenance - Optimiser l’organisation des activités de maintenance - Définir la stratégie liée à la sécurité

6 - Support logistique : Contribution à l’optimisation de la Chaine Logistique (Supply Chain)

- Prendre en charge les déchets et les effluents et leurs traitements dans le respect de la règlementation - Définir et gérer l’ensemble des ressources documentaires en maintenance - Contribuer à l’optimisation de la Chaîne Logistique

7 - Animation et encadrement : Animation et encadrement d’une équipe de maintenance

- Animer, encadrer et gérer une équipe de maintenance - Coordonner et gérer les activités de sous-traitance - Contribuer à l'élaboration du plan de formation et/ou participer à des actions de formations

8 - Compétences transversales aux différentes activités : *Sécurité des personnes, des biens et de l'environnement *Collecte, capitalisation et diffusion de l'information

- Identifier les dangers, les risques et définir les mesures de prévention - Mettre en œuvre les mesures de prévention - Respecter et faire respecter les consignes et la réglementation en matière de santé, de sécurité, d'hygiène et d'environnement - Assurer la circulation des informations de type organisationnel, technique, réglementaire, financier… - Renseigner le dossier d'intervention (temps passés, pièces consommées,….)


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- Gérer les projets - Alimenter et faire vivre le système d'information (notion de traçabilité) - Communiquer en langue étrangère

g) Definition of the competences and itslevel (Définition des compétences et son niveau): Il s’agit de 36 compétences envisagées (entre compétences spécifiques et génériques): 1-Analyser et Diagnostiquer. 2-Définir, Préparer et Planifier les interventions en coordination avec l'exploitant. 3-Effectuer les actions correctives liées aux technologies et notamment mécanique, électrique, électrotechnique, thermique, informatique industrielle, pneumatique et hydraulique. 4-Contrôler et Suivre la remise en service. 5-Mettre à jour les documents. 6-Capitaliser et Transmettre les documents. 7-Définir le plan de maintenance préventive systématique, conditionnelle, prévisionnelle et réglementaire. 8-Définir et intégrer les moyens de surveillance et de contrôle. 9-Planifier et mettre en œuvre le plan de maintenance préventive en coordination avec l'exploitant. 10-Exploiter les informations recueillies. 11-Mettre à jour, évaluer et optimiser le plan de maintenance préventive. 12-Capitaliser et Transmettre de l’expérience. 13-Définir des priorités d’action et des axes d’amélioration (fiabilité, maintenabilité). 14-Concevoir et argumenter des solutions d’amélioration. 15-Utiliser les techniques et les outils d'amélioration continue. 16-Mettre en œuvre les solutions d’amélioration et/ou les modifications, assurer le suivi des travaux. 17-Contribuer à l’intégration des contraintes liées à la maintenance lors de la conception d’un nouveau bien. 18-Préparer l’installation et participer à la réception et à la mise en service des nouveaux biens. 19-Participer à la conception et à la réalisation de projets de rénovations des installations. 20-Définir et justifier la stratégie de maintenance. 21-Optimiser l’organisation des activités de maintenance. 22-Définir la stratégie liée à la sécurité. 23-Prendre en charge les déchets et les effluents et leurs traitements dans le respect de la règlementation. 24-Définir et gérer l’ensemble des ressources documentaires en maintenance. 25-Contribuer à l’optimisation de la Chaîne Logistique. 26-Animer, encadrer et gérer une équipe de maintenance. 27-Coordonner et gérer les activités de sous-traitance. 28-Contribuer à l'élaboration du plan de formation et/ou participer à des actions de formations. 29-Identifier les dangers, les risques et définir les mesures de prévention. 30-Mettre en œuvre les mesures de prévention. 31-Respecter et faire respecter les consignes et la réglementation en matière de santé, de sécurité, d'hygiène et d'environnement. 32-Assurer la circulation des informations de type organisationnel, technique, réglementaire, financier… 33-Renseigner le dossier d'intervention (temps passés, pièces consommées,….) 34-Gérer les projets 35-Alimenter et faire vivre le système d'information (notion de traçabilité) 36-Communiquer en langue étrangère. h) Description of the expectedlearningoutcomesrelated to the competences (Description des résultats d'apprentissage attendus liés aux compéte nces): À la fin de la formation, le diplômé sera capable d ’analyser et diagnostiquer des problèmes liés à sa spécialité, de définir, Préparer et Planifier les interventions en coordination avec l'exploitant,


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d’effectuer les actions correctives liées aux technologies et notamment mécanique, électrique, électrotechnique, thermique, informatique industrielle, pneumatique et hydraulique, de contrôler et suivre la remise en service, de mettre à jour les documents, de capitaliser et transmettre des connaissances, de définir le plan de maintenance préventive systématique, conditionnelle, prévisionnelle et réglementaire, de définir et intégrer les moyens de surveillance et de contrôle, de planifier et mettre en œuvre le plan de maintenance préventive en coordination avec l'exploitant, d’exploiter les informations recueillies, de mettre à jour, évaluer et optimiser le plan de maintenance préventive, de capitaliser et transmettre de l’expérience, de définir des priorités d’action et des axes d’amélioration (fiabilité, maintenabilité), de concevoir et argumenter des solutions d’amélioration, d’utiliser les techniques et les outils d'amélioration continue, de mettre en œuvre les solutions d’amélioration et/ou les modifications, assurer le suivi des travaux, de contribuer à l’intégration des contraintes liées à la maintenance lors de la conception d’un nouveau bien, de préparer l’installation et participer à la réception et à la mise en service des nouveaux biens, de participer à la conception et à la réalisation de projets de rénovations des installations, de définir et justifier la stratégie demaintenance, d’optimiser l’organisation des activités de maintenance, de définir la stratégie liée à la sécurité, de prendre en charge les déchets et les effluents et leurs traitements dans le respect de la règlementation, de définir et gérer l’ensemble des ressources documentaires en maintenance, de contribuer à l’optimisation de la chaîne logistique, d’animer, encadrer et gérer une équipe de maintenance, de coordonner et gérer les activités de sous-traitance, de contribuer à l'élaboration du plan de formation et/ou participer à des actions de formations, d’identifier les dangers, les risques et définir les mesures de prévention, de mettre en œuvre les mesures de prévention, de respecter et faire respecter les consignes et la réglementation en matière de santé, de sécurité, d'hygiène et d'environnement, d’assurer la circulation des informations de type organisationnel, technique, réglementaire, financier etc…, de renseigner le dossier d'intervention (temps passés, pièces consommées,….), de gérer les projets, d’alimenter et faire vivre le système d'information (notion de traçabilité), et de communiquer en langue étrangère. i) Short description of the methodology of learningstrategy for achieving the competences (Brève description de la méthodologie de la stratégie d'ap prentissage pour atteindre les compétences): La formation contient des enseignements théoriques et des enseignements pratiques : la partie pratique (TP et stages) représente plus de 61% de la formation en matière de volume horaire, alors que la partie théorique (cours et TD) ne représente que moins de 39%. Cette formation est peut être qualifiée par excellence comme formation pratique et professionnalisante. il est envisagé 3000 heures environ de formation sur 3 ans, avec un stage de découverte de l’entreprise de 4 semaines à la fin de la première année, et un stage de fin d’études de 16 semaines, correspondant à la totalité du sixième semestre. LeDiplômedonnelieuàl’attribution de180créditsàraisonde30crédits parsemestrevalidé (30 coefficients pour l’ensemble des activités, par semestre). Des projets personnels et professionnels PPP seront évalués et notés le long du cursus (du S1 au S5). Un projet tuteuré en S5 est programmé dont la note sera comptabilisée en S6 avec le stage de fin d’étude. L’enseignement des langues, de l’informatique et des techniques de communication est dispensé tout le long de la formation sous forme d’enseignements pratique principalement. les différents enseignements dispensés sont organisés en quatre types d’unités : unités fondamentales et unités méthodologiques pour acquérir les compétences essentielles, et unités de découverte et unités transversales pour acquérir les compétences génériques. j)Structure of the programme: list of units/courses/modules (Structure du programme: liste des unités/cours/modules) :


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Fiches descriptifs des semestres/unités/modules : Semestre 1 :

Unité d’Enseignement

Total heures

Répartition type d’enseignement du module Coefficie

nt Crédit

s

Mode d'évaluation

16 semaines C TD TP Autres Contin

u Exame

n UE Fondamentale

Mathématiques 1 48 24 24 2 2 X X


Mécanique – RDM – Mécanique des Fluides 1 30 9 12 9 3 3 X X

Thermodynamique etThermique 1 30 6 12 12 2 2 X X

Electricité 1 30 9 9 12 2 2 X X Electricité 2 30 9 9 12 2 2 X X

UE Méthodologie

Technologie et Maintenance en Mécanique 1 30 12 18 2 2 X

Etude Industrielle des Installations 1 30 12 18 2 2 X

Technologie et Contrôle des Matériaux 1 30 6 12 12 2 2 X X

UE Découverte Sécurité – Environnement 1 18 9 9 1 1 X X

Terminologie du bâtiment 18 12 6 1 1 X X

UE Transversale

Informatique et bureautique 20 20 2 2 X

PPP 1 (Projet Personnel et Professionnel) 15 15 2 2 X

Anglais 1 30 12 18 2 2 X

Français 1 30 12 18 1 1 X

Communication 1 15 15 1 1 X

Total Semestre 1 414 99 156 179 30 30


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Semestre 2 :

Unité d’Enseignement Total heures

Répartition type d’enseignement du module Coefficient Crédits

Mode d'évaluation

C TD TP Autres Continu Examen

UE Fondamentale



Mécanique–RDM–Mécanique des Fluides 2 30 9 12 9 2 2 X X

Thermodynamique et Thermique 2 30 9 12 9 2 2 X X

Electronique Analogique 1 30 3 9 18 2 2 X X

Electronique Analogique 2 45 12 15 18 3 3 X X

Electrotechnique et Electronique de Puissance 1 45 12 15 18 3 3 X X

UE Méthodologie

Technologie et Maintenance en Mécanique 2 30 15 15 2 2 X

Maintenance, Technologie et Sécurité 1 30 12 18 2 2 X


Technologie et Contrôle des Matériaux 2 30 6 12 12 2 2 X X UE Transversale

Informatique et Algorithmique 20 20 2 2 X


Anglais 2 30 12 18 1 1 X

Français 2 15 6 9 1 1 X

Communication 2 15 15 1 1 X Total Semestre 2 455 81 162 212 30 30


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Semestre 3 :


Répartition type d’enseignement du module Coefficient

Crédits 16

semaines

Mode d'évaluation


UE Fondamentale Mécanique–RDM–Mécanique des Fluides 3 24 6 9 9 3 3 X X


Automatique 1 30 9 9 12 2 2 X X


Automatisme et Informatique Industrielle 1 30 9 6 15 3 3 X X

UE Méthodologie Organisation et Méthodes de Maintenance 1 30 15 15 2 2 X X


Thermodynamique etThermique 3 30 3 12 15 2 2 X X

Maintenance, Technologie et Sécurité 2 30 6 9 15 2 2 X X

UE Découverte

Stage de découverte de l’entreprise 160 4 semaines 4 4 X UE Transversale


Anglais 3 30 12 18 1 1 X


Total Semestre 3 490 72 105 153 160 30 30


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Semestre 4 :


Répartition type d’enseignement du module Coefficient

Crédits 16

semaines

Mode d'évaluation


UE Fondamentale Technologie et Maintenance des Circuits Fluidiques 30 9 9 12 3 3 X X



Automatique 2 30 9 9 12 2 2 X X

Automatisme et Informatique Industrielle 4 30 15 15 3 3 X

UE Méthodologie Informatique 1 30 12 18 2 2 X

Etude Industrielle des Installations 4 30 1,5 28,5 2 2 X

Analyse Vibratoire et Acoustique 45 6 21 18 3 3 X X

UE Découverte

Génie des Procédés industriels 15 15 2 2 X

UE Transversale PPP 4 (Projet Personnel et Professionnel) 15 15 2 2 X

Statistiques 60 30 30 3 3 X X

Anglais 4 30 12 18 2 2 X


Total Semestre 4 375 93 132 150 30 30


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Semestre 5 :


Répartition type d’enseignement du module Coefficie

nt

Crédits 16

semaines

Mode d'évaluation


UE Fondamentale Instruments de Mesure 30 6 9 15 3 3 X X

Automatisme et Informatique Industrielle 3 30 6 9 15 3 3 X X

Conversion d’Energie 30 12 18 2 2 X X

Mécatronique 30 12 12 6 3 3 X X

UE Méthodologie

Informatique 2 30 6 24 2 2 X Maintenance, Technologie et Sécurité 3 30 3 12 15 2 2 X X

Organisation et Méthodes de Maintenance 2 30 15 15 2 2 X

Technologie et Contrôle des Matériaux 3 15 6 9 2 2 X

Assurance Disponibilité des Equipements 30 6 24 2 2 X X

UE Découverte

Projet tuteuré 100 100 UE Transversale

Management 30 15 15 2 2 X

Législation 15 9 6 1 1 X X

Sécurité – Environnement 15 3 6 6 2 2 X X

Approche Economique des Entreprises 15 6 9 1 1 X

Anglais 5 18 18 2 2 X Communication 5 15 15 1 1 X

Total Semestre 5 463 51 141 171 100 30 30


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Semestre 6 :

Unité d’Enseignement Total heures Répartition type d’enseignement du

module Coefficient Crédits

16 semaines

Mode d'évaluation


UE Méthodologie

Projet tuteuré (Semestre 5) 10 10 X

Stage en immersion professionnelle 640 20 X

Grille notation industrielle 10

Soutenance orale 5

Mémoire de stage 5

Total Semestre 6 30 30


48

k) Short explanation of the consistency of the programme with the competences, the expectedlearningoutcomes and activitiesthatwill lead you to the learningoutcomes (overallconsistency of the programme) (Brève explication de la cohérence du programme avec les compétences, les résultats attendus de l'appren tissage et des activités qui vous mèneront à des résultats d'apprentissage (cohérence globale du programme)) : La première année est commune aux étudiants préparant les licences professionnelles spécialités « Génie industriel» à l’exception des modules de « Projet Personnel et Professionnel (PPP)» spécifiques à chacune des licences professionnelles préparées. A l’issue du semestre 2, les étudiants réalisent un stage de « découverte du milieu professionnel » de 4 semaines (pendant les vacances d’été) qui donne lieu à un rapport écrit et une soutenance orale au cours du semestre 3. Les 2ème et 3ème années de formation (S3 à S6) sont spécifiques à la spécialité « Maintenance et sécurité industrielle».

Par ailleurs, chaque semestre est structuré en :

� UE d’enseignements fondamentaux � UE d’enseignements de méthodologie � UE d’enseignements de découverte � UE d’enseignements transversaux

Un projet tuteuré est mené au cours du semestre 5 afin de mettre en pratique les connaissances acquises au cours de la formation. Enfin, le semestre 6 est intégralement consacré au stage d’immersion professionnelle qui donne lieu à un rapport écrit et une soutenance orale et clôture la formation. Les enseignements encadrés sont dispensés sous la forme de :

− Cours magistraux (CM) pour le groupe complet d’étudiants ; − Travaux dirigés (TD) par groupe de 30 étudiants au maximum ; − Travaux pratiques (TP) par groupe de 15 étudiants au maximum.

Toutefois, certains TP doivent, pour des raisons de sécurité, comporter des effectifs plus restreints de 7 à 9 étudiants au maximum par enseignant. Il s’agit des travaux pratiques réalisés sur des appareillages industriels des halls demi-grands. Pour acquérir les différentes compétences visées (essentielles et génériques), le programme de formation contient 36 modules d’enseignement : L’acquisition des compétences essentielles se fait à travers l’apprentissage de 21 modules repartis sur six semestres, à savoir:Mathématiques (en semestre : S1, S2), Mécanique – RDM –

Génie Industriel GI

Tronc commun S1 et S2

Maintenance et Sécurité Industrielle

S3, S4, S5 et S6


49

Mécanique des Fluides (en semestre : S1, S2, S3, S4), Thermodynamique etThermique (en semestre : S1, S2, S3), Electricité (en semestre : S1), Technologie et Maintenance en Mécanique (en semestre : S1, S2), Etude Industrielle des Installations (en semestre : S1, S2, S3, S4, S5), Technologie et Contrôle des Matériaux (en semestre : S1, S2, S5), Electronique Analogique (en semestre : S2), Electrotechnique et Electronique de Puissance (en semestre : S2, S3, S4), Maintenance- Technologie-Sécurité (en semestre : S2, S3, S5), Automatique (en semestre : S3, S4), Automatisme et Informatique Industrielle (en semestre : S3, S4), Organisation et Méthodes de Maintenance (en semestre : S3, S5), Technologie et Maintenance des Circuits Fluidiques (en semestre : S4), Informatique (en semestre : S4, S5), Analyse Vibratoire et Acoustique (S4), Instruments de Mesure (en semestre : S5), Conversion d’Energie (en semestre : S5), Mécatronique (en semestre : S5), Assurance Disponibilité des Equipements(en semestre : S5), et un Stage en immersion professionnelle(en semestre : S6). L’acquisition des compétences génériques se fait à travers l’apprentissage de 15 modules repartis sur cinq semestres, à savoir: : Sécurité – Environnement (en semestre : S1), Terminologie du bâtiment (en semestre : S1), Projet Personnel et Professionnel PPP (en semestre : S1, S2, S3, S4), Informatique et bureautique ou Algorithmique (en semestre : S1, S2), Anglais (en semestre : S1, S2, S3, S4), Français (en semestre : S1, S2), Communication (en semestre : S1, S2, S3, S4), Stage de découverte de l’entreprise (en semestre : S3), Génie des Procédés industriels (en semestre : S3), Statistiques (en semestre : S4), Projet tuteuré (en semestre : S5), Management (en semestre : S5), Législation (en semestre : S5), Sécurité – Environnement (en semestre : S5), et l’Approche Economique des Entreprises (en semestre : S5). l)InternalQuality Control/Enhancement (Contrôle Qualité Interne /Amélioration) : L’évaluation de l’apprentissage se fait de deux façons : évaluation (control) continue le long du semestre, et évaluation par examen final. Les modules dispensés sous forme de cours seulement : l’évaluation se fait par examen final. Les modules dispensés sous forme de TD et/ou TP et/ou stages : l’évaluation se fait par contrôle continu. Les modules dispensés sous forme de cours et ou TD et/ou TP et/ou stages : l’évaluation se fait par contrôle continu et par examen final. Un contrôle continu est d’une durée de 20 à 30min. Un examen final est d’une durée de 1h30. Dans le cas de l’évaluation par les deux façons : l’évaluation finaleest une combinaison entre contrôle continu et examen final : 34% pour le premier et 66% pour le deuxième. La progression d’un niveau à l’autre : se fait sur la base de l’obtention d’une moyenne de 10/20 (capitalisé en crédits pour faciliter la mobilité). L’obtention du diplôme final ne peut se faire qu’après la réussite dans les différents niveaux. m) Other relevant aspects (Autres aspects pertinents): Milieu des stages d’étudiants: Le réseau d’entreprise signataires de conventions pour accueillir les apprenants en périodes de stage (stage de découverte à la fin de la première année de 160 h, projet tutoré en semestre 5 de 100 h, et stage d’immersion professionnelle de 640 h) est formé de 61 entreprises jusqu’à maintenant. Le réseau est susceptible d’être plus élargi au fur et à mesure du demmarage de la formation. n) Eligibility and admission requirements (Les critères d'admissibilité et d'admission) : L’admission des nouveaux étudiants se base sur trois critères: -avoir le bac (baccalauréat). -avoir une moyenne de 12/20 au minimum au bac. -réussir le test d’aptitude. Ce test d’aptitude se base sur les compétences en: mathématiques et physique, la maitrise des langues et techniques de communication, le niveau de motivation, la diversité régionale et géographique, la diversité masculin/féminin etc.


50

3.3.2. Cairo University 1- Name of the revised Program : Mechanical Design Engineering (MDE)

2- The social need of MDE : The business environment in Egypt is expected to witness an evolution in the various branches of industry at large. Modern technologies involving multidisciplinary engineering areas together with varieties of production equipment are brought to use in the various sectors of national industry. All these industrial sectors utilize common, specialized, and high–tech equipment for power transmission, production and manufacture. Thus, a growing need is anticipated for qualified "Mechanical Design Engineers" with knowledge and skills enabling utilization of modern tools of engineering analysis and design.

3- The future field of graduates: Mechanical Design engineer may work in private and governmental firms, where it is required to design, manufacture, operate, develop or maintain mechanical systems and equipment such as; industrial machinery, automotive, aerospace, power generation and air conditioning equipment. The bachelor degree in mechanical design engineering is offered for students who seek careers as engineers in industry, army, consulting firms and private and governmental agencies. This degree is also appropriate for students who plan to be researchers or who intend to pursue an advanced degree in engineering.

4- Level of the program/degree provided : under graduate program (Bachelor Degree)

5- Duration of the program : 5 years

6- Profile of the program : The mechanical design-engineering program provides the students with a solid base of knowledge in science and engineering. It provides the students with broad based professional education that covers the important current and developing issues in mechanical engineering, which is necessary for a productive career, and for being able to search and research in the spirit of continuing education in the field of mechanical design and allied areas. It upgrades the skills of students in effective communication, logic thinking, and creativity.

7- Adopted Competences

Generic Competences 1- Ability for conceptual thinking, analysis and synthesis

2- Professionalism, ethical values and commitment to UBUNTU (respect for the wellbeing and dignity of fellow human beings)

3- Capacity for critical evaluation and self-awareness 4- Ability to translate knowledge into practice 5- Objective decision making and practical cost effective problem solving 6- Capacity to use innovative and appropriate technologies 7- Ability to learn to learn and capacity for lifelong learning 8- Ability to communicate effectively in both the official/national and the local languages. 9- Flexibility, adaptability and ability to anticipate and respond to new situations 10- Ability for creative and innovative thinking 11- Leadership, management and team work skills 12- Communication and interpersonal skills 13- Environmental and economic consciousness 14- Ability to work in an intra and intercultural and/or international context 15- Ability to work independently 16- Ability to evaluate, review and enhance quality 17- Self-confidence, entrepreneurial spirit and skills 18- Commitment to preserve African identity and cultural heritage


51

Specific competences

1- Ability to apply knowledge of the basic and applied sciences of ME 2- Capacity to conceive, analyze, design and manufacture mechanical products and systems 3- Ability to identify, evaluate and implement the most appropriate technologies for the

context in hand 4- Capacity to create, innovate and contribute to technological development 5- Skills in planning and executing ME projects 6- Capacity to employ ME skills to transform local national resources into products/ services

through value addition 7- Providing ME solutions to societal problems for sustainable development 8- Skills in using information technologies, software and tools for ME 9- Capacity to operate, maintain and rehabilitate ME systems 10- Skills in evaluating the environmental and socio-economic impact of mechanical projects 11- Capacity for spatial abstraction, graphic representation and engineering drawings 12- Capacity to supervise, inspect and monitor ME systems 13- Capacity to model and simulate ME systems and processes 14- Capacity to interact with multidisciplinary groups towards developing integrated solutions 15- Skills in selecting, mobilizing and administering material resources, tools and equipment

cost-effectively 16- Capacity to integrate legal, economic and financial aspects in decision-making in ME projects 17- Skills in safety and risk management in ME Systems 18- Skills in employing quality control techniques in managing materials, products, resources

and services 19- Capacity to conduct life cycle assessment for products and systems

8- MDE adopts the attributes of National Academic Refe rence Standards (NARS) for Engineering,

The graduates must be able to:

1. Apply knowledge of mathematics, science and engineering concepts to the solution of engineering problems.

2. Identify, formulate and solve engineering problems. 3. Exploit the techniques, skills and up-to-date engineering tools, necessary for engineering

practice. 4. Design a system, component and process to meet the required needs within realistic

constraints. 5. Consider the detrimental impacts of engineering solutions on society and environment. 6. Design and conduct experiments and analyze and interpret data. 7. Demonstrate knowledge of contemporary engineering issues. 8. Work efficiently within multi-disciplinary teams. 9. Display professional responsibilities and ethical, societal and cultural concerns. 10. Communicate effectively. 11. Recognize the need to engage in self- and lifelong learning. 12. Manage engineering projects subjected to economic, environmental and social constraints. 13. Fulfill requirements of potential employers.


52

In addition to the general attributes of engineer, the Mechanical design engineer should be able to:

a) Work with mechanical design and manufacturing systems. b) Use of mathematics, physical and engineering sciences, and systems analysis tools in

components and machines and produce design and manufacture. c) Use different instruments appropriately and carryout experimental design, automatic

data acquisition, data analysis, data reduction and interpretation, and data presentation, both orally and in the written form.

d) Use the computer graphics for design, communication and visualization. e) Use and/or develop computer software, necessary for the design, manufacturing and

management of industrial systems and projects. f) Analyze multidisciplinary mechanical, electrical, thermal and hydraulic systems. g) Lead or supervise a group of designers or technicians and other work force.

9- The Expected Learning Outcomes

9.1- Knowledge and Understanding


1.1. Concepts and theories of mathematics and sciences, appropriate to the discipline. 1.2. Basics of information and communication technology (ICT). 1.3. Characteristics of engineering materials related to the discipline. 1.4. Principles of design including elements design, process and/or a system related to

specific disciplines. 1.5. Methodologies of solving engineering problems. 1.6. Professional ethics and socio-economical impacts of engineering solutions. 1.7. Current engineering technologies as related to disciplines. 1.8. Quality assurance systems, codes of practice and standards, health and safety

requirements and environmental issues. 1.9. Business and management principles relevant to engineering. 1.10. Contemporary engineering topics. 1.11. Topics related to humanitarian interests and moral issues. 1.12. The impact of engineering solutions in a global and societal context.

9.2- Practical and Professional Skills


2.1. Integrate knowledge of mathematics, science, information technology, design, business context and engineering practice to solve engineering problems.

2.2. Employ computational facilities, measuring instruments, workshops and laboratories equipment to design experiments and collect, analyze and interpret results.

2.3. Use a wide range of analytical and technical tools, techniques and equipment, including pertinent software.

2.4. Merge engineering knowledge and understanding to improve design, products and/or services.

2.5. Carry out specialized engineering designs. 2.6. Apply numerical modelling methods and/ or appropriate computational techniques to

engineering problems. 2.7. Implement comprehensive engineering knowledge and understanding and intellectual

skills in projects. 2.8. Commercialize knowledge and skills to engineering community and industry. 2.9. Apply safe systems at work. 2.10. Prepare and present technical material. 2.11. Demonstrate basic organizational and project management skills. 2.12. Appreciate the neatness and aesthetics in design and approach


53

9.3- Intellectual Skills


3.1. Select appropriate mathematical and computer based methods for modeling and analyzing problems.

3.2. Design and/or create a process, component or system to meet specific needs, applying appropriate knowledge and principles.

3.3. Select appropriate solutions for engineering problems based on analytical thinking. 3.4. Adopt creative and innovative thinking in solving problems, and in designing products,

systems, components and processes. 3.5. Consider the applicability, economy and risk management in design. 3.6. Assess and evaluate effectively the characteristics and performance of components,

systems and processes. 3.7. Solve engineering design and production problems, often on the basis of limited and

possibly contradicting information. 3.8. Analyze results of numerical models and appreciate their limitations. 3.9. Maintain a systematic and methodic approach in dealing with new and advancing

technology. 3.10. Reach engineering judgments considering balanced costs, benefits, safety, quality,

reliability, and environmental impact. 3.11. Analyze systems, processes and components critically. 3.12. Assess risks, and take appropriate steps to manage those risks. 3.13. Select and appraise appropriate ICT tools to a variety of engineering problems. 3.14. Create new engineering components and processes through the synthesis of ideas from

a range of sources. 3.15. Use computational tools and software packages pertaining to the discipline and develop

required computer program.

9.4- General and Transferable Skills

The graduates must be able to: 4.1. Collaborate effectively within multidisciplinary team. 4.2. Work in stressful environment and within constraints. 4.3. Communicate effectively. 4.4. Demonstrate efficient IT capabilities. 4.5. Lead and motivate individuals. 4.6. Manage tasks and resources efficiently. 4.7. Search for information and engage life-long self learning. 4.8. Acquire entrepreneurial skills. 4.9. Refer to relevant literatures.

10- Structure of the Program and the methodology of learning strategy for achieving the competences. 10.1 Curriculum Overview The curriculum of the MDE program consists of 180 credits spread over 71 courses covering topics in Humanities and Social Sciences (HSS), Basic Sciences (BS), Engineering Sciences (ES), and Applied Engineering Sciences (AS) as required by the Supreme Council of Universities (SCU). Sample courses in each category are presented as follows. 10.1.1 Humanities and Social Sciences Courses

• English language • Humanities and Engineering • Ethics and Legislation


54

• Technical Writing • Communication and Presentation Skills • Risk Management • Fundamentals of Management • Foreign Language • Marketing • Selections of Life-long Skills

10.1.2 Basic Sciences Courses • Mathematics • Physics • Chemistry • Mechanics • Economics

10.1.3 Engineering Sciences Courses • Mechanics of Machines • Computer Engineering • Fluid Mechanics • Stress Analysis • Numerical Analysis • Thermodynamics • Heat Transfer

10.1.4 Applied Engineering Sciences Courses • Mechanical Design • Fluid Power Systems • Engineering Economy • Industrial Electronics • Casting, Forming and Welding • Machining • Turbo-machinery • Robotics and Mechatronics • Project Management

The curriculum gives the students the opportunity to select not only the major specialty but also several elective courses within the major. The student has more than 10% from the total credit hours in the bachelor degree chosen to his will. Students in the MDE program are also encouraged to participate in research through independent design and study projects. Moreover, the curriculum gives the students the opportunity to interact with industry and government agencies through two periods of industrial training internships. Students will be required to implement a major design project prior to their graduation. The following sections elaborate on the program requirements and present a sample study plan. 10.2 University Requirements The main purpose of a university education is not only to prepare students for successful careers but also to provide them with the knowledge and skills to develop a rational, well-rounded and successful personal identity. Moreover, Cairo University helps students to gain an appreciative understanding of the natural and cultural environments in which they live and their roles in the society and community services. The university requirements of the CHS bachelor programs consist of 24 credits (13.3% of total 180 credits), which are satisfied by completing twelve (12) courses: 1. Nine (9) compulsory courses equivalent to 18 credits (10.0%), as listed in Table 1a. 2. Three (3) elective courses equivalent to 6 credits (13.3%), as listed in Table 1b.

Table 1a Compulsory Courses of University Requireme nts (18 credits, 10.0% of total 180 credits)


55

Code Course Title Credits

1 GENN001 Humanities and Engineering 2

2 GENN002 English Language 2

3 GENN004 Computers for Engineers 2

4 GENN101 Technical Writing 2

5 GENN102 Fundamentals of Management 2

6 GENN201 Communication and Presentation Skills 2

7 GENN204 Accounting 2

8 GENN210 Risk Management and Environment 2

9 GENN221 Economics 2

Table 1b Elective Courses of University Requirement s (6 credits, 3.3% of total 180 credits)

Code Course Title Credits Group

1 GENN301 Ethics and Legislation 2

E-1(1)

2 GENN310 Advanced Risk Management 2

3 GENN311 Technical Writing in Arabic 2

4 GENN321 Foreign Language 2

5 GENN326 Marketing 2

6 GENN327 Selections of Life-long Skills 2

7 GENN331 Business Communication 2

8 GENN332 Service Management 2

Remarks:(1) Student selects at least three (3) cour ses equivalent to 6 credits

10.3 College Requirements

College requirements provide students with the knowledge and skills that are essential to develop a successful engineer. A college core that is common to all credit hours programs is implemented. This unified college core contains two categories of courses. The first category of college core courses includes courses of basic knowledge essential to all engineering graduates such as Mathematics, Physics, Mechanics, Graphics and Design, Manufacturing, and Chemistry. The second category includes courses that all students are required to undertake in order to develop certain intended learning outcomes common to all engineering graduates, such as Seminar, Industrial Training, and Graduation Project courses. The college requirements of the CHS bachelor programs consist of 45 credits (25.0% of total 180 credits), which are satisfied by completing nineteen (19) compulsory courses, as listed in Table 2.

Table 2 Compulsory Courses of College Requirements (45 credits, 25.0% of total 180 credits)


1 CHEN001 Chemistry 3

2 GENN003 Basic Engineering Design 2

3 MDPN001 Engineering Graphics 3


56


4 MDPN002 Fundamentals of Manufacturing Engineering 3

5 MECN001 Mechanics-1 2

6 MECN002 Mechanics-2 2

7 MTHN001 Introduction to Linear Algebra and Analytic Geometry 3

8 MTHN002 Calculus I 3

9 MTHN003 Calculus II 3

10 MTHN102 Multivariable Calculus and Linear Algebra 3

11 MTHN203 Probability and Statistics 3

12 PHYN001 Mechanics, Oscillations, Waves and Thermodynamics 3

13 PHYN002 Electricity and Magnetism 3

14 MDEN280 Seminar-1 1

15 MDEN281 Industrial Training-1 1

16 MDEN380 Seminar-2 1

17 MDEN381 Industrial Training-2 2

18 MDEN480 Graduation Project-1 1

19 MDEN481 Graduation Project-2 3

10.4 Discipline Requirements

Graduates of MDE program should acquire the knowledge and skills of the Mechanical Engineering discipline at large. In addition to the typical "Mechanical Engineering" courses, the discipline requirements include topics from other inter-related disciplines that are very essential to the formation of a modern mechanical design-engineering curriculum. The discipline requirements comprise 45 credits (25.0% of total 180 credits), which are satisfied by completing sixteen (16) courses, as listed in Table 3.

Table 3 Compulsory Courses of Discipline Requiremen ts: Mechanical Engineering (45 credits, 25.0% of total 180 credits)


1 CVEN125 Civil Engineering 3

2 EPMN101 Electrical Engineering Fundamentals 3

3 EPMN202 Industrial Electronics 3

4 EPMN303 Industrial Instrumentation 2

5 EPMN404 Programmable Logic Controllers 2

6 MCNN101 Thermodynamics 3

7 MCNN202 Fluid Mechanics 3

8 MCNN326 Heat Transfer 3

9 MDPN131 Material Testing and Metrology 3

10 MDPN161 Stress Analysis 3

11 MDPN414 Experimentation 2


57


12 METN132 Materials Science 3

13 MEPN345 Turbo-machinery-I 3

14 MTHN103 Differential Equations 3

15 MTHN201 Numerical Analysis 3

16 PHYN104 Optics and Sound 3

10.5 Major Requirements

The major specialty requirements include courses in areas necessary in the formation of mechanical designers; such as design methodologies, materials engineering, control and automation engineering. Few specialty courses appear at early stages of the MDE program. The major requirements include compulsory courses and electives courses, which provide advanced knowledge and skills in areas of Mechanical Design, Solid Mechanics, Industrial Engineering, Energy Systems, and Mechatronics. A student who wishes to complete the specialty of Mechanical Design Engineering must complete the minimum major requirements of 66 credits (36.7% of total 180 credits), which are satisfied by completing twenty-four (24) courses as follows: 1. Seventeen (17) compulsory courses equivalent to 46 credits (25.6%), as listed in Table 4. 2. Seven (7) elective courses equivalent to 20 credits (11.1%), as listed in Table 5.

Table 4 Compulsory Courses of Major Requirements: M echanical Design Engineering (46 credits, 25.6% of total 180 credits)


1 MDPN117 Machine Drawing 3

2 MDPN141 Metal Cutting Processes 3

3 MDPN242 Casting, Forming, and Welding 3

4 MDPN251 Kinematics of Machine Components 3

5 MDPN252 Machine Design I 3

6 MDPN253 Dynamics of Machine Components 2

7 MDPN262 Mechanics of Solids 3

8 MDPN313 Group Design Project 2

9 MDPN343 Sheet Metal Processing 3

10 MDPN353 Mechanism Design 2

11 MDPN354 Machine Design II 3

12 MDPN363 Finite Element Analysis 2

13 MDPN444 Quality Control 2

14 MDPN411 Computer Aided Design 3

15 MDPN422 Computer aided Manufacturing 2

16 MDPN457 Fluid Power Systems 3

17 MDPN464 Failure Analysis 3

18 MDPN471 Mechanical Vibrations 3

19 MDPN472 Automatic Control 3


58

Table 5 Elective Courses of Major Requirements: Mec hanical Design Engineering (20 credits, 11.1% of total 180 credits)

Code Course Title Credits Group

1 MDPN331 Engineering Operations Research 3

E-2(1)

2 MDPN413 Introduction to Mechatronics 3

3 MDPN421 Tribology 3

4 MDPN423 Robotics Engineering 3

5 MDPN424 Project Management 3

6 MDPN436 Engineering Economic Analysis 3

7 MDPN431 Sustainability and Design for Environment 3

8 MDPN432 Pressure Vessels and Piping 3

9 MDPN433 Hydraulic Servo Control 3

10 MDPN434 Work Design and Ergonomics 3

11 MDPN441 Design for Manufacturing 3

12 MDPN442 Advanced Finite Element 3

13 MDPN443 Special Topics in Mechanical Design 3

14 MDPN451 Composite Materials: Design and Manufacturing 3

15 MDPN452 Advanced Topics in Materials Engineering 3

16 MDPN461 Computer Integrated Manufacturing CIM 3

17 MEPN415 Power Generation 3

18 MEPN425 Renewable Energy 3

19 MEPN435 Internal Combustion Engines 3

20 MEPN445 Turbo-machinery-II 3

1 MDPN456 Material Handling Equipments 2 E-3(2)

Remarks: (1) Student selects at least five (5) courses from group E-2 equivalent to 15 credits, (2) Student selects at least one (1) course from gr oup E-3 equivalent to 2 credits 10.6- Mapping of program profile into Meta-profile based competency clusters

Meta profile Clusters Courses Basic and Mechanical Sciences

Mathematics, Physics, Chemistry, Mechanics Economics Mechanics of Machines, Computer Engineering, Fluid Mechanics, Stress Analysis, Numerical Analysis, Thermodynamics, Heat Transfer Fluid Power Systems, Industrial Electronics Casting, Forming and Welding, Machining, Turbo-machinery, Robotics and Mechatronics

Innovation and creativity Mechanical Design, Mechanism Design, Group Design Projects, Graduation Project Design for Manufacturing

Quality Quality Control Managerial and behavior Risk Management, Service Management, Industrial


59

skills training, Pojects Communication and interpersonal skills

Communication and Presentation skills, Foreign Languages, technical writing, Business Communication

Professionalism and Ethics Ethics and Legislation, Selections for lifelong skills, operation research,

Entrepreneurial Skills operation research, Project Management, Service Management

Sustainability Sustainability and Design for Environment Community Engagement Work Design and Ergonomics, renewable energy,

Sustainability and Design for Environment

10.7- Recommended Study Plane Freshman / 1 st Semester (Fall)

Freshman/ 2 nd Semester (Spring)

Cod

e

Course Name

Teaching Hours

Writ

ten

Exa

m

Subject Area(hours)

Lect

ures

Exe

rcis

es

Pra

ctic

al

Tot

al h

ours

Hum

. & S

oc. S

c.

Mat

h. &

B. S

c.

B. E

ng. S

c.

App

. Eng

. &

Des

. C

omp.

App

. &

ICT

Pro

j. &

Pra

ctic

e

Dis

cret

iona

ry

MECN002 Mechanics-2 1 2 1 4 2 4

Cod

e

Course Name

Teaching Hours

Writ

ten

Exa

m

Subject Area(hours) Le

ctur

es

Exe

rcis

es

Pra

ctic

al

Tot

al h

ours

Hum

. & S

oc. S

c.

Mat

h. &

B. S

c.

B. E

ng. S

c.

App

. Eng

. & D

es.

Com

p. A

pp. &

ICT

Pro

j. &

Pra

ctic

e

Dis

cret

iona

ry

MECN001 Mechanics-1 1 3 - 4 2 4

MTHN001 Introduction to Linear Algebra and Analytic Geometry

2 3 - 5 2 5

MTHN002 Calculus I 2 3 - 5 2 5

PHYN001 Mechanics, Oscillations, Waves and Thermodynamics

2 2 1 5 2 4.5 0.5

MDPN001

Engineering Graphics 1 - 5 6 2 1 1 4

GENN001

Humanities and Engineering 2 0 0 2 2 2

GENN004

Computers for Engineers 1 - 2 3 2 1 2

Total 11 11 8 30 14 3 18.5 1 3 4.5


60

CHEN001 Chemistry 2 2 1 5 2 5

MTHN003 Calculus II 2 3 - 5 2 5

PHYN002 Electricity and

Magnetism 2 2 1 5

2 4.5 0.5

MDPN002

Fundamentals of Manufacturing Engineering

2 1 2 5 2

3 2

GENN002

English Language 1 1 0 2

2 2

GENN003

Basic Engineering

Design 1 1 - 2

2 2

Total 11 12 5 28 14 2 18.5 5 2.5

Sophomore / 1 st Semester (Fall)

Cod

e

Course Name

Teaching Hours

Writ

ten

Exa

m

Subject Area(hours)

Lect

ures

Exe

rcis

es

Pra

ctic

al

Tot

al h

ours

Hum

. & S

oc. S

c.

Mat

h. &

B. S

c.

B. E

ng. S

c.

App

. Eng

. &

Des

. C

omp.

App

. &

ICT

Pro

j. &

Pra

ctic

e

Dis

cret

iona

ry

GENN101 Technical Writing 2 0 0 2 2 2

CVEN125 Civil Engineering 2 2 1 5 2 5

MCNN117 Machine Design Lab 1 0 6 7 2 2 2 3

METN132 Materials Science 2 2 1 5 2 4.5 0.5

MDPN161 Stress Analysis 2 2 1 5 2 4 0.5 0.5

MCNN101 Thermodynamics 2 2 1 5 2 4.5 0.5

MTHN102 Multivariable Calculus

and Linear Algebra 2 3 0

5 2 5

Total 11 11 10 34 14 2 9.5 15.5 2.5 4.5

Sophomore / 2 st Semester (Spring)

Cod

e

Course Name

Teaching Hours

Writ

ten

Exa

m

Subject Area(hours)

Lect

ures

Exe

rcis

es

Pra

ctic

al

Tot

al h

ours

Hum

. & S

oc. S

c.

Mat

h. &

B. S

c.

B. E

ng. S

c.

App

. Eng

. &

Des

. C

omp.

App

. &

ICT

P

roj.

& P

ract

ice

Dis

cret

iona

ry

GENN102 Fundamentals of

Management 1 1 - 2 2 2

EPMN101 Electrical Engineering

Fundamentals 2 2 1 5 2 4.5 0.5

MDPN131 Strength and testing

of Material 2 2 1 5 2 4.5 0.5


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MDPN141 Metal Cutting

Processes 2 2 1 5 2 4.5 0.5

MTHN103 Differential Equations 2 3 - 5 2 5

PHYN104 Optics and Sound 2 2 1 5 2 4.5 0.5

Total 11 12 4 27 12 2 14 9 0 2

Junior/ 1 st Semester (Fall)

Cod

e

Course Name

Teaching Hours

Writ

ten

Exa

m

Subject Area(hours)

Lect

ures

Exe

rcis

es

Pra

ctic

al

Tot

al h

ours

Hum

. & S

oc. S

c.

Mat

h. &

B. S

c.

B. E

ng. S

c.

App

. Eng

. &

Des

. C

omp.

App

. &

ICT

Pro

j. &

Pra

ctic

e

Dis

cret

iona

ry

GENN201 Communication

and Presentation Skills

1 2 - 3 2 3

GENN204 Accounting 1 1 - 2 2 2

MDPN251 Kinematics of

Machine Components

2 2 1 5 2 3 2

MCNN202 Fluid Mechanics 2 2 1 5 2 5

MDPN242 Casting, Forming,

and Welding 2 2 1 5 2 4.5 0.5

MTHN201 Numerical Analysis 2 3 - 5 2 5

MTHN203 Probability and

Statistics 2 3 - 5 2 5

Total 12 15 3 30 14 5 10 12.5

0 2 0.5

Junior/ 2 nd Semester (Spring)

Cod

e

Course Name

Teaching Hours

Writ

ten

Exa

m

Subject Area (hours)

Lect

ures

Exe

rcis

es

Pra

ctic

al

Tot

al h

ours

Hum

. & S

oc. S

c.

Mat

h. &

B. S

c.

B. E

ng. S

c.

App

. Eng

. &

Des

. C

omp.

App

. &

ICT

Pro

j. &

Pra

ctic

e

Dis

cret

iona

ry

GENN210 Risk Management and

Environment 1 2 - 3 2 3

EPMN202 Industrial Electronics 2 2 1 5 2 5

MDPN252 Machine Design 2 1 2 5 2 1 1 1 2

MDPN253 Dynamics of Machine

Components 1 2 1 4 2 2.5 1.5

MDPN262 Mechanics of Solids 2 2 1 5 3 4.5 0.5

MCNN326 Heat Transfer 2 2 1 5 2 4.5 0.5

MDEN280 Seminar-1 1 - - 1 2 1


62

MDEN281(0) Industrial Training-1 0 0 3 3 - 3♦

Total 11 11 9 31 14 4 3.5 15 3.5 5

♦♦♦♦ The student practices for 3 weeks Senior-1/ 1 st Semester (Fall)

Cod

e

Course Name

Teaching Hours

Writ

ten

Exa

m


Lect

ures

Exe

rcis

es

Pra

ctic

al

Tot

al h

ours

Hum

. & S

oc. S

c.

Mat

h. &

B. S

c.

B. E

ng. S

c.

App

. Eng

. &

Des

. C

omp.

App

. &

ICT

Pro

j. &

Pra

ctic

e

Dis

cret

iona

ry

GENN221 Economics 1 1 - 2 2 2

EPMN303 Industrial

Instrumentation 1 1 2 4 2 4

MDPN313 Group Design Project - - 6 6 6

MDPN343 Sheet Metal Processing

2 2 1 5 2 4 1

MDPN363 Finite Element

Analysis 1 1 2 4 2 2 2

MDPN353 Mechanism Design 1 2 1 4 2 2 2

XXXN4XX(2) Elective E-2 2 2 1 5 2 3.5 0.5 1

Total 8 9 13 30 12 2 0 2 13.5 4.5 2 6

Senior-1 / 2 nd Semester (Spring)

Cod

e

Course Name

Teaching Hours

Writ

ten

Exa

m


Lect

ures

Exe

rcis

es

Pra

ctic

al

Tot

al h

ours

Hum

. & S

oc. S

c.

Mat

h. &

B. S

c.

B. E

ng. S

c.

App

. Eng

. &

Des

. C

omp.

App

. &

ICT

Pro

j. &

Pra

ctic

e

Dis

cret

iona

ry

MEPN345 Turbo-machinery-I 2 2 1 5 2 4.5 0.5

MDPN354 Design of Power

Transmission Elements

2 2 1 5 3 3 1 1

MDEN380 Seminar-2 1 - - 1 2 1 GENN3XX(1) Elec. E-1 2 - - 2 2 2 GENN3XX(1) Elec. E-1 2 - - 2 2 2

MDPN4331 Engineering

Operations Research 2 2 1 5 2 2.5 1 1 0.5

XXXN4XX(2) Elect. E2 2 2 1 5 2 3.5 0.5 1

MDEN381(0) Industrial Training-2 6 ♦6 6

Total 13 8 10 31 15 5 0 2.5 12 3 8.5

♦♦♦♦The student practices for 6 weeks.


63

Senior-2/ 1 st Semester (Fall)

Cod

e

Course Name

Teaching Hours

Writ

ten

Exa

m


Lect

ures

Exe

rcis

es

Pra

ctic

al

Tot

al h

ours

Hum

. & S

oc. S

c.

Mat

h. &

B. S

c.

B. E

ng. S

c.

App

. Eng

. &

Des

. C

omp.

App

. &

ICT

Pro

j. &

Pra

ctic

e

Dis

cret

iona

ry

MDPN414 Experimentation 1 - 3 4 1 0.5 2.5

MDPN422 Computer aided Manufacturing

1 2 1 4 2 2 2

MDPN472 Automatic Control 2 2 1 5 2 1 3 0.5 0.5

MDPN457 Fluid Power

Systems 2 2 1 5 2 3.5 0.5 1

MDEN480 Graduation Project-

1 0 0 3 3 3

MDPN456 Material Handling

Equipment 1 3 - 4 2 1 3

XXXN4XX Elec. E(2) 2 2 1 5 2 3.5 0.5 1

Total 9 11 10 30 10 0 0 1 13 4 9 3

Senior-2/ 2 nd Semester (Spring)

Cod

e

Course Name

Teaching Hours

Writ

ten

Exa

m

Subject Area(hours)

Lect

ures

Exe

rcis

es

Pra

ctic

al

Tot

al h

ours

Hum

. & S

oc. S

c.

Mat

h. &

B. S

c.

B. E

ng. S

c.

App

. Eng

. &

Des

. C

omp.

App

. &

ICT

Pro

j. &

Pra

ctic

e

Dis

cret

iona

ry

EPMN404 Programmable Logic

Controllers 1 2 1 4 2 2 1 0.5 0.5

MDPN464 Failure Analysis 2 2 1 5 2 5

MDPN471 Mechanical Vibrations 2 2 1 5 2 3 1 1

MDEN481 Graduation Project-2 1 0 6 7 2 1 2 4

XXXN4XX Elec. E-2 2 2 1 5 2 5

XXXN4XX Elec. E-2 2 2 1 5 2 5 GENN3XX Elec. E-1 2 - 2 2 2 2

Total 23 4 2 33 14 2 0 2 5 3.5 5.5 15

Total teaching hours and subjects distribution over the subject areas

Se m es ter Teaching Hours Subject Area(hours)


64

Lect

ures

Exe

rcis

es

Pra

ctic

al

Tot

al h

ours

Wr.

Exa

m D

ur.

Hum

. & S

oc. S

c.

Mat

h. &

B. S

c.

B. E

ng. S

c.

App

. Eng

. &

Des

.

Com

p. A

pp. &

IC

T

Pro

j. &

Pra

ctic

e

Dis

cret

iona

ry

Freshman / 1st Semester (Fall)

11 11 8 30 14 3 18.5 1 0 3 4.5 0

Freshman / 2nd Semester (Spring)

11 12 5 28 14 2 18.5 5 0 0 2.5 0

Sophomore / 1st Semester (Fall)

11 11 10 34 14 2 9.5 15.5 0 2.5 4.5 0

Sophomore / 2nd Semester (Spring)

11 12 4 27 12 2 14 9 0 0 2 0

Junior / 1st Semester (Fall)

12 15 3 30 14 5 10 12.5 0 2 0.5 0

Junior / 2nd Semester (Spring)

11 11 9 31 14 4 0 3.5 15 3.5 5 0

Senior-1 / 1st Semester (Fall)

8 9 13 30 12 2 0 2 13.5 4.5 2 6

Senior-1/ 2nd Semester (Spring)

13 8 10 31 15 5 0 2.5 12 3 8.5

Senior-2 / 1st Semester (Fall)

9 11 10 30 10 0 0 1 13 4 9 3

Senior-2 / 2nd Semester (Spring)

23 4 2 33 14 2 0 2 5 3.5 5.5 15

Total of Five Years 120

104

74

304

133

27

70.5

54

58.5

26

44

24

% of Five Years

8.9

23.2

17.8

19.2

8.5

14.5

7.9

% NARS

9-12

%

20-2

6 %

20-2

3 %

20-2

2 %

9-11

%

8-10

%

6-8

%

10.8 Method of Learning Lectures and tutorials are adopted for learning. Tutorials include exercises sessions and/or lab according to the contents of each course. Some courses adopt untraditional methods of learning as shown in table 6.

Table 6 Some Courses use Non-traditional Methods of Learning Course code Course Method of Learning


65

MDEN 380 Seminar-2 Students will be required to present seminars on a subject assigned to (or chosen by) them about the latest technology relevant to the program. The grade depends on organization, quality, and content of both the presentation and the report prepared by the student. The course is graded as Pass/Fail grade-system.

MDEN 281 MDEN 381

• Industrial Training -1

• Industrial training -2

Industrial Training-1 Training on industrial establishments relevant to the program. Training lasts for total of 90 hours for industrial training -1 and 180 hours for industrial training -2. The program training advisor schedules follow up visits to the training venue and formally report on performance of trainee(s). A Mentor in the industrial establishment provides a formal report on the student's performance during training. The student submits a formal report and presentation to be evaluated by a panel of three members with one member being an external examiner appointed from industry or other colleges of engineering. The course is graded as Pass/Fail grade-system.

• MDEN 480 and MDEN 481

• MDPN 313

• Graduation Project-1 & Graduation Project-2

• Group Design Project

• Students undertake a major project as part of the program. The aim of the project is to provide the students, who work in groups, with an opportunity to implement appropriate concepts and techniques to a particular design. Students are required to select and research the expected project to be designed and implemented in the following course Graduation Project-2.

• Students in small groups will apply the knowledge acquired on the mechanics of machines and components and on mechanical design to handle the design of some mechanical modules. These will be selected such as to be of educational value and of an accuracy level commensurate with their functional requirements. The designs will be constructed and assessed as to the extent of verifying and coping with their requirements. The exam will be in form of a presentation by each group before their fellow students and peer examiners

MDPN 414 Experimentation Introduction to experimentation, Endurance test setups for mechanical components, acquisition, adjusting, plotting and interpretation of test results, extraction of reliability data. Experiments are oriented to four disciplines: Design and Tribology; Solid Mechanics; Metallurgy and Microstructure; Dynamics. The evaluation of students will be upon reports submitted by students, a written exam in Mid-Term and an Oral Exam by a panel of beer examiners.


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10.9- Student Assessment (Methods and rules for stu dent assessment)

Method (tool) Assessed ILO's

1- Written exam Knowledge and Understanding. Intellectual skills, Practice and Professional Skills

2- Quizzes and reports Knowledge and Understanding . Intellectual skills Practice and Professional Skills

3- Oral exams Knowledge and Understanding. Intellectual skills General and presentation skills

4- Practical Knowledge and Understanding. Intellectual skills Practice and Professional Skills

5- Project applied on a practical field problem

Knowledge and Understanding. Intellectual skills Practice and Professional Skills General and presentation skills

11.Mapping of MDE courses on Tuning Africa Competen ces

Tuning Africa Competences MDE courses Comments 1. Ability for conceptual

thinking, analysis and synthesis

Applied engineering sciences courses+ Projects based courses+ Industrial training

+ Graduation projects

MDE profile have high degree of coincidence with "Tuning Africa" competencies in skills related to use of IT and ME software tools, conceptual thinking, modeling and simulation, application of knowledge, planning and execution of projects, leadership, management, team work, communication and interpersonal skills.

2. Ability to translate knowledge into practice

3. Ability for creative and innovative thinking

4. Leadership, management and team work skills

5. Objective decision making and practical cost effective problem solving

6. Capacity to use innovative and appropriate technologies

7. Self-confidence, entrepreneurial spirit and skills

8. Professionalism, ethical values and commitment to UBUNTU*

9. Capacity for critical evaluation and self-awareness

Risk Management Need to be practiced more

10. Ability to learn to learn and capacity for lifelong learning

The research and the projects help the students acquiring this skill


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11. Communication and interpersonal skills

Communication and presentation skills

The projects and the industrial training enhances this skill

12. Flexibility, adaptability and ability to anticipate and respond to new situations

The students are encouraged to have their industrial training outside the country

13. Environmental and economic consciousness

• Economics • Engineering

Economic Analysis • Sustainability and

Design for Environment

14. Ability to communicate effectively in official/national and local language

The students during projects and the industrial training have chances to communicate officially with the factories and to apply for funds from different organizations. They also communicate with the labors, engineers and different employees. The students are encouraged to have their industrial training outside the country. Many foreign languages classes are available for the students like French, Spanish, Russian and Germany.

15. Ability to work independently

The activities of all courses enhances that skill.

16. Ability to work in an intra and intercultural and/or international context

The students practice that during training outside the country. They also participate in international students competitions such that Shell Echo Car, Baja SAE vehicle, Design a formula car and design of human power vehicle

17. Commitment to preserve African identity and cultural heritage

These two points should be addressed in the activities of the students

18. Ability to evaluate, review and enhance quality

19. Ability for conceptual thinking, analysis and synthesis

All courses

12- Program Admission Requirements


68

The criteria for admitting students to the program are the total score in the national secondary school examination (usually to exceed 94%) as well as a geographic factor: The number of students attended is suggested by the coordinator according to the program resources. The number has been defined by 40. The priority for admitting the program upon their admitting desires. The number has not reached ranges between 14- 33.

13- Regulations for Progression and Program Complet ion The student cannot register in a course unless he passed the prerequisites which are specified in the regulations. The student completes the program successfully when he/she completes 180 credits of the specified courses and his/her accumulated GPA should = > 2. The grades of Pass/Fail courses do not include in calculating the GPA.

14- Quality Assurance 13.1- Program Evaluation

Evaluator Tool

1- Students questionnaire 2-Staff End of Semester report 2- Alumni questionnaire 3- Stakeholders ( Employers) questionnaire 4-External Evaluator(s) (External Examiner(s)) Report 5- Other social parties Non

15- The National Accreditation The Faculty of Engineering, Cairo University has achieved accreditation from the National Authority for Quality Assurance and Accreditation of Education (NAQAAE), following the approval of the NAQAAE board meeting March 2016.


69

3.3.3. Cape Peninsula University of Technology Proposal of a New Programme Cape Peninsula University of Technology (CPUT) proposes to implement two (2) new bachelor’s degree programmes namely, A three (3) year, 360 credit, Bachelor of Engineering Technology in Mechanical Engineering BEngTech(Mech) degree and A further one (1) year, 120 credit, Bachelor of Engineering Technology Honours in Mechanical Engineering BEng Tech (Hons)(Mech) degree. The Department of Higher Education and Training in South Africa requires that all Universities of Technology replace the existing and old programs of National Diploma and B Tech degree with new programmes. The BEngTech(Mech) and BEngTech(Hons)(Mech) degrees are currently being designed with curriculum undergoing redevelopment, and thus have not been implemented yet. These degree programmes are designed to develop and produce highly skilled competent Technologists and Engineers. The two programmes taken together are equivalent to the four (4) year Bachelor of Science in Mechanical Engineering degree in South Africa and the five (5) year program in Tuning Africa. These programmes will be offered on an individual basis by CPUT. 2.1 New BEngTech Programme Proposal (Individual Off ered) Key Aspects

a) Bachelor of Engineering Technology in Mechanical Engineering, BEngTech

b) This qualification is primarily industry oriented. The knowledge emphasises general principles and application or technology transfer. The qualification provides students with a sound knowledge base in the field or discipline of Mechanical Engineering and the ability to apply their knowledge and skills to mechanical engineering career or professional contexts, while equipping them to undertake more specialised and intensive learning Programmes leading to this qualification tend to have a strong professional or career focus and holders of this qualification are normally prepared to enter the mechanical engineering niche area in the labour market. Specifically the purpose of educational programmes designed to meet this qualification are to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing engineering technologist or certificated engineer. This qualification provides:

1. Preparation for careers in mechanical engineering itself and areas that potentially benefit from mechanical engineering skills, for


70

achieving technological proficiency and to make a contribution to the economy and national development; 2. The educational base required for registration as a Professional Engineering Technologist with ECSA (on completion of BEngTech)

and/or Certificated Engineer (on completion of BEngTechHons). 3. Entry to NQF level 8 programmes e.g. Honours, Post Graduate Diploma and B Eng Programmes and then to proceed to Masters

Programmes. 4. For certificated engineers, this provides the education base for achieving proficiency in mining / factory plant and marine operations and

occupational health and safety.

Engineering students completing this qualification will demonstrate competence in all the Intended Learning Outcomes contained in the ECSA BEng Tech standard. The content of the educational programme when analysed by knowledge area shall not fall below the minimum credits in each knowledge area as listed below TABLE: Minimum Credits in Knowledge Areas Mathematical Sciences Basic Sciences Engineering Sciences Engineering Design & Synthesis Computing and IT Complementary Studies Available for re-allocation in above areas Total

42 28 140 49 21 28 112 420

c) The programme leading to the qualification is a three (3) year degree and shall contain a minimum of 420 credits with not less than 120 Credits at NQF level 7. Credits shall be distributed in order to create a coherent progression of learning toward the exit level. It is an NQF Level 7 qualification.


71

d) Graduates of this qualification become Technologists or Certificated Engineers.

Technologist

Professional Engineering Technologists are characterized by the ability to apply established and newly developed engineering technology to solve broadly- defined problems, develop components, systems, services and processes. They provide leadership in the application of technology in safety, health, engineering and commercially effective operations and have well-developed interpersonal skills. They work independently and responsibly, applying judgement to decisions arising in the application of technology and health and safety considerations to problems and associated risks. Professional Engineering Technologists have a specialized understanding of engineering sciences underlying a deep knowledge of specific technologies together with financial, commercial, legal, social and economic, health, safety and environmental matters. They work independently and responsibly, applying judgement to decisions arising in the application of technology and health and safety considerations to problems and associated risks.

Certificated Engineer Professional Certificated Engineers are characterized by the ability to apply established and newly developed engineering technology to solve broadly-defined problems, develop components, systems, services and processes in specific areas where a legal appointment is required in terms of either the Occupational Health and Safety Act, the Mines Health and Safety Act, or the Merchant Shipping Act, e.g. factories, mines and marine environments. They provide leadership in safety, health, engineering and commercially effective operations and have well-developed managerial skills. e) Graduates of this qualification can work in the following industries: Mining, Automotive, Manufacturing, Medical facilities, Power plants, Aerospace, Agricultural mechanisation, Energy systems, Food processing,


72

R&D institutions , Public works departments, Municipalities, Chemical processes, etc. f) Link of the competences with the agreed meta-profile

g) Definition of the competences and its level.

Competence 1: Problem Solving Apply engineering principles to systematically diagnose and solve broadly-defined engineering problems.

Competence 2: Application of scientific and engineering knowledge Apply knowledge of mathematics, natural science and engineering sciences to define and applied engineering procedures, processes, systems and methodologies to solve broadly-defined engineering problems.

Competence 3: Engineering Design Perform procedural and non-procedural design of broadly defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation.

Competence 4: Investigation Conduct investigations of broadly-defined problems through locating, searching and selecting relevant data from codes, data bases and literature, designing and conducting experiments, analysing and interpreting results to provide valid conclusions.

Competence 5: Engineering methods, skills, tools, including Information technology Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of broadly-defined engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.

Competence 6: Professional and Technical Communication Communicate effectively, both orally and in writing, with engineering audiences and the affected parties.


73

Competence 7: Impact of Engineering Activity Demonstrate knowledge and understanding of the impact of engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.

Competence 8: Individual and Teamwork Demonstrate knowledge and understanding of engineering management principles and apply these to one’s own work, as a member and leader in a team and to manage projects

Competence 9: Independent Learning Engage in independent and life-long learning through well-developed learning skills.

Competence 10: Engineering Professionalism Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of engineering technology practice. Comparing the competences of the 360 credit Bachelor of Engineering Technology (Mechanical) and 120 credit Bachelor of Engineering Skill Honours (Mechanical) and Generic Competences from Tuning Africa, we found strong commonality between the two that is based on moulding a graduate who is not only knowledgeable and skilled but also able to demonstrate Professionalism and ethical values at the work place. There is also a strong overlap between specific competences between the new CPUT degree programmes and Tuning Africa mechanical engineering specific competences h) Description of the expected learning outcomes related to the competences. ILO 1: Apply knowledge of Engineering science fundamentals; ILO 2: Communicate effectively with fellow engineers and the community at large; ILO 3: Practically demonstrate the in-depth technical abilities in at least one engineering discipline;


74

ILO 4: Identify problems, formulate and provide solutions; ILO 5: Function effectively individually and collaborate effectively in multi-disciplinary and multi-cultural teams, within the field. ILO 6: Lead or manage as well as be an effective team member; ILO 7: Understands social, cultural, global and environmental responsibilities of the professional engineer, and the need for sustainable development; ILO 8: Know and apply the principles of sustainable design and development; ILO 9: Use well-developed learning skills to engage in independent and life-long learning ILO 10: Understands professional and ethical responsibilities and commits to them; and is expected to undertake lifelong learning, and has the capacity to do so. i) Description of the methodology of learning strategy for achieving the competences

Our learning strategy and methodology of achieving the competences will be to inform all lecturing staff about the following on the key points on competence-based learning, alignment and ILOs?

• Each lecturer to familiarize him / herself with all the competences (Programme, Generic and subject Specific) • Understands that Competence Based Education (CBE) emphasizes the mastery of skills and concepts rather than credit hours and seat

time. • Understands the Intended Learning Outcomes (ILO’s) • Check and verify alignment of teaching and learning, teaching activities and assessments with ILO’s of a course of study • Inform learners about ILO’s in a form of a study guide. • Familiarize him / herself with the student’s expectations. • Learn how to inculcate and assess the ILO’s. • Check if teaching and learning activities match with assessed ILO’s • Arrive at final grade.


75

In order to achieve these desired outcomes, familiarize him / herself with the four common teaching and learning activities from Biggs.

Situation Teaching activity Learning activity Lecture Talk, explain clarify Listen, take notes, query,

discuss with peers, one-minute paper

Tutorial Set/answer questions and provide feedback

Pre-read, prepare questions, learn from peers, critique, analyse

Project Set brief, provide ongoing feedback

Apply, create, self-monitor, communicate, teamwork

Project based learning Set problems and provide feedback

Set learning goals, design, apply, access desired content and skills, integrate, solve problems

k) Specification of the units of the programme (courses, and modules) Sem Kn

Area Subject Name Level

5 Level

6 Level

7 Credits MS BS ES EDS CIT CS

Year 1 133 1+2 MS Engineering

Mathematics 21 21 21

1+2 ES Engineering Mechanics

14 14 14

1+2 EDS Engineering Drawing

14 14 14

1+2 MS Physics 28 28 28 1+2 CS Professional 14 14 14


76

Communication

1+2 CIT Computer Programming and Applications

14 14 14

1 BS Chemistry 14 14 14

2 CS Business Skills 14 14 14

Year 2 161 1+2 ES Thermodynamics 14 14 14 1+2 ES Mechanics of

Machines 14 14 14

1+2 ES Strength of

Materials + Applied Strengths

28 28 28

1+2 ES Electrotechnology 2

14 14 14

1+2 EDS Mechanical Engineering Design 2 + 3

21 21 21

1 ES Fluid Mechanics 14 14 14 1 EDS Computer Aided

Design (CAD) 14 14 14

1 MS Applied Mathematics (Differential

14 14 14


77

equations)

2 ES Hydraulics Machines

14 14 14

2 ES Steam Plant 14 14 14

Year 3 133

1+2 MS Engineering Design Project 4

28 28 28

1 ES Heat Transfer 4 14 14 14 1 BS Strength of

Materials 4 14 14 14

1 ES Fluid Mechanics 4

14 14 14

1 ES Engineering Mathematics 4

14 14 14

2 Project Management 4 (A+B)

7 7 14 14

2 ES Stress Analysis 4 14 14 14 2 CS Research

Methodology 4 7 7 7

Electives (Choose 1 )

14 14

2 ES Electrotechnology 3

*


78

2 ES Refrigeration & Aircon 4

14 14 *

2 CS Environmental Engineering 4

14 14 *

Total credits with electives 133 168 126 427 Totatal credits without electives 413 49 42 182 63 28 49

Knowledge areas MS BS ES EDS CIT CS Total spread of credits across knowledge areas 42 28 140 49 21 28

l) Check -up of the consistency of the programme with the com petences, the expected learning outcomes and activi ties that will lead you to the learning outcomes (overall consistency of the progr amme)

BEng. Tech Mechanical Engineering specific Competences

Subject Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Year 1 Engineering Mathematics

√ √

Engineering Mechanics

√ √ √ √ √ √ √ √ √ √

Engineering Drawing

√ √ √ √ √ √ √ √

Physics √ √ √ √ Professional Communication

√ √ √

Computer Programming

√ √ √ √ √


79

and Applications Chemistry √ √ Business Skills √ √ √ Practical Training 1

√ √ √ √ √

Year 2 Thermodynamics √ √ √ √ Mechanics of Machines

√ √ √ √ √

Mechanics of Materials

√ √ √ √

Electrotechnology 2

√ √ √

Mechanical Engineering Design 2 + 3

√ √ √ √ √ √ √ √ √ √ √

Fluid Mechanics √ √ √ √

Computer Aided Design (CAD)

√ √ √ √ √ √ √ √

Applied Mathematics (Differential equations)

√ √

√ √


80

Hydraulics Machines

√ √

Steam Plant √ √ √ √ √ √ √ √ √ √ Practical Training 2

√ √ √ √ √

Year 3 Engineering Design Project 4

√ √ √ √ √ √ √ √ √ √ √ √ √ √

Heat Transfer 4 √ √ √ √ Strength of Materials 4

√ √ √ √

Fluid Mechanics 4

√ √ √ √

Engineering Mathematics 4

√ √ √

Project Management 4 (A+B) See Adv Dip

√ √

Stress Analysis 4 √ √ √ √ √ Research Methodology 4

√ √ √

Electives (Choose 1 )

Electrotechnology 3

√ √ √ √

Refrigeration & √ √ √ √ √ √ √ √ √ √


81

Aircon 4 Environmental Engineering 4

√ √ √ √ √ √ √

Year 4 BEngTechHons Subject Name Applied Mathematics

√ √

Numerical Modeling and Programming

√ √ √ √ √ √

Computational Mechanics

√ √ √ √ √ √ √

Material Sciences √ √ √ √ Entrepreneurship √ √ √ √ √ √ Research Methodology

√ √ √

Design Optimization

√ √ √ √ √ √ √ √ √ √ √ √ √ √

Engineering Project

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √

m)


82

Cape Peninsula University of Technology Faculty of Engineering

Development of a New Program

Name of the program: Department of Mechanical Engineering Program Codes: BEngTech The degrees: Bachelor of Engineering Technology in Mechanical Engineering Length of the program: 3 years

Task-3 Definition of Implementation plan for Introduction of New Mechanical Engineering Programs at Cape Peninsula University of Technology # Sub-tasks CPUT-Comments A Approval of the Academic

board/ Senate This program is still at the early stages of design. It is still being developed at departmental level. Once completed, it will be tabled at a departmental meeting for discussions and approval as well as at a departmental advisory board approval. The advisory board consists of representatives from employers in industry. Once approved it is tabled at the Faculty board for approval and submission to the Academic Planning Committee. The process follows two steps namely: CPUT Internal Approval process Start HEQSF program design and approval process Align program to Faculty Strategic plan Mechanical Engineering department appoints new program design team Team consult CPUT Academic Planning Office on program design and approval process Mechanical Engineering Department conducts situational analysis Consult with stake holders Prepare draft curriculum Prepare DHET application form & HEMIS-CESM spreadsheet Submit DHET application & HEMIS-CESM spreadsheet to Faculty Board for approval Faculty submit to DHET application & HEMIS-CESM spreadsheet to senate Academic Planning Committee for approval

B Syllabus of each academic year

C Training academic staff D Development of teaching,

learning and assessment strategies

E Internal monitoring and quality assurance procedures

F Time table G Other issues


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Submit to Senate via Academic Planning Committee for approval Submit to DHET via Academic Planning Office & Office of the VC CPUT External Approval Process DHET application approved Complete HEQC on-line application form (consult with Academic Planning Office) Complete SAQA qualification registration (submit HEQC on-line application, SAQA registration forms & supporting documents to Academic Planning Office) Complete Business plan (Academic Planning committee submits on-line application form for approval) Submit to ManCom for approval (parallel HEQC submits SAQA registration form for public comment Academic Planning committee obtains funding approval from DHET With ManCom approval Academic Planning Office finalises phasing out of old programs and determine phase-in of new programme Academic department commences with preparation for the implementation of the new HEQSF programme

Customized Implementation plan for these new BEngTe ch Programs at CPUT

# Task

Academic Year Academic Year Academic

2016/2017 2017/2018 2018/2019

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

1

Mapping of BEngTech graduate competencies with Tuning Generic competencies

2 Mapping of BEngTech graduate competencies with Tuning ME competencies


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3 Assembly of ME stakeholders evaluation of ME past graduate cohorts

4

Development of draft curriculum and preparation of DHET application form & HEMIS-CESM spreadsheets

5

Submission of new BEngTech DHET application forms and HEMIS-CESM spreadsheets for approval by Faculty Board for submission to CPUT Academic Planning Committee(APC)

6

Approval of the new DHET application forms and HEMIS-CESM spreadsheets by CPUT Senate

7 Submission to DHET via Academic Planning Office & Office of the VC

8 DHET application approved

9 Complete HEQC on-line application form (consult with Academic Planning Office)

10

Complete SAQA qualification registration (submit HEQC on-line application, SAQA registration forms & supporting documents to Academic Planning Office)

11

Submit to ManCom for approval (parallel HEQC submits SAQA registration form for public comment

12 Academic Planning committee obtains funding approval from DHET

13

With ManCom approval Academic Planning Office finalises phasing out of old programs and determine phase-in of new programme

14 Academic department commences with preparation for the implementation of the new


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HEQSF programme

Note: Tasks # 1, 2, 3, 4 are conducted by a group of academics who some of them have been oriented to the Tuning methodology since the 1stGM in Cairo (October 2015) and are currently involved in the on-line training by the Tuning academy. n) Minimum Admission Requirements

1. National Matriculation Certificate or Equivalent (Grade 12) 2. Obtain a minimum pass at grade level 6 in Mathematics and Physical Science. 3. Obtain a minimum pass at grade level 5 for English 4. A matriculation endorsement to study a degree at university.

2.2 New BEngTech(Hons) Programme Proposal (Individu al Offered) Key Aspects

a) Bachelor of Engineering Technology Honours in Mechanical Engineering, BEngTech(Hons)

b) The Bachelor of Engineering Technology Honours degree is a postgraduate qualification, characterised by the fact that it prepares students for industry and research. This qualification typically follows a Bachelor's Degree, Advanced Diploma or relevant NQF level 7 qualification and serves to consolidate and deepen the student's expertise in a particular discipline and to develop research capacity in the methodology and techniques of that discipline. The Bachelor of Engineering Technology Honours Degree is a recognized qualification for registration as a Professional Certificated Engineer.

The Bachelor of Engineering Technology Honours Degree enhances the application of research and development as well as specialist and contextual knowledge to meet the minimum entry requirement for admission to a cognate Masters Degree. The Master's Degree programme is usually in the area of specialisation of the Bachelor Honours Degree.

Characteristic Profile of the Graduate:


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• Consolidates and deepens the graduates expertise in a specialised area of mechanical engineering discipline and develops research capacity in the methodology and techniques of mechanical engineering;

• Work independently and responsibly, applying original thought and judgment to technical and risk-based decisions in complex situations; and

• Have a broad, fundamentals-based appreciation of engineering sciences, with depth in specific areas, together with knowledge of financial, commercial, legal, social and economic, health, safety and environmental matters.

The content of the educational programme when analysed by knowledge area shall not fall below the minimum credits in each knowledge area as listed below TABLE: Minimum Credits in Knowledge Areas Mathematical Sciences Basic Sciences Engineering Sciences Engineering Design & Synthesis Computing and IT Complementary Studies Available for re-allocation in above areas Total

7 14 42 28 7 7 35 140

c) The programme leading to the qualification is a one (1)year degree, will contain a minimum of 140 credits including a research project of no less than 30 credits and no less than 120 Credits shall be at NQF level 8. Credits shall be distributed in order to create a coherent progression of learning toward the exit level.

d) Graduates of this qualification become Technologists or Certificated Engineers.


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e) Graduates of this qualification can work in the following industries: Mining, Automotive, Manufacturing, Medical facilities, Power plants, Aerospace, Agricultural mechanisation, Energy systems, Food processing, R&D institutions , Public works departments, Municipalities, Chemical processes, etc. f) Link of the competences with the agreed meta-profile

g) Competences for the program Competence 1 : Problem Solving Demonstrate competence to identify, formulate, analyse and solve complex engineering problems creatively and innovatively. Competence 2: Application of Scientific and Engineering Knowledge. Demonstrate competence to apply knowledge of mathematics, natural science and engineering sciences to the conceptualization of engineering models and to solve complex engineering problems. Competence 3: Engineering Design. Demonstrate competence to perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes of a complex nature. Competence 4: Investigations, Experiments and Data Analysis. Demonstrate competence to conduct investigations of complex engineering problems including engagement with the research literature and use of research methods including design of experiments, analysis and interpretation of data and synthesis of information to provide valid conclusions. Competence 5: Engineering Methods, Skills and Tools, Including Information Technology.


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Demonstrate competence to use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of complex engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints. Competence 6 Professional and Technical Communication. Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large. Competence 7: Impact of Engineering Activity. Demonstrate knowledge and understanding of the impact of engineering activities society, economy, industrial and physical environment. Competence 8: Individual, Team and Multidisciplinary Working. Demonstrate knowledge and understanding of engineering management principles. Competence 9: Independent Learning Ability. Demonstrate competence to engage in independent and life-long learning through well developed learning skills. Competence 10: Engineering Professionalism. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of engineering practice. Comparing the competences of the 360 credit Bachelor of Engineering Technology (Mechanical) and 120 credit Bachelor of Engineering Technology Honours (Mechanical) and Generic Competences from Tuning Africa, we found strong commonality between the two that is based on moulding a graduate who is not only knowledgeable and skilled but also able to demonstrate Professionalism and ethical values at the work place. There is also a strong overlap between specific competences between the new CPUT degree programmes and Tuning Africa mechanical


89

engineering specific competences h) Description of the expected learning outcomes related to the competences. ILO 1: Apply knowledge of Engineering science fundamentals; ILO 2: Communicate effectively with fellow engineers and the community at large; ILO 3: Practically demonstrate the in-depth technical abilities in at least one engineering discipline; ILO 4: Identify problems, formulate and provide solutions; ILO 5: Function effectively individually and collaborate effectively in multi-disciplinary and multi-cultural teams, within the field. ILO 6: Lead or manage as well as be an effective team member; ILO 7: Understands social, cultural, global and environmental responsibilities of the professional engineer, and the need for sustainable development; ILO 8: Know and apply the principles of sustainable design and development; ILO 9: Use well-developed learning skills to engage in independent and life-long learning ILO 10: Understands professional and ethical responsibilities and commits to them; and is expected to undertake lifelong learning, and has the capacity to do so. i) Description of the methodology of learning strategy for achieving the competences

Our learning strategy and methodology of achieving the competences will be to inform all lecturing about the following on the key points on


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competence-based learning, alignment and ILOs? • Each lecturer familiarize him / herself with all the competences (Programme, Generic and subject Specific) • Understands that Competence Based Education (CBE) emphasizes the mastery of skills and concepts rather than credit hours and seat

time. • Understand the Intended Learning Outcomes (ILO’s) • Check and verify alignment of teaching and learning, teaching activities and assessments with ILO’s of a course of study • Inform learners about ILO’s in a form of a study guide. • Familiarize him / herself with the student’s expectations. • Learn how to inculcate and assess the ILO’s. • Check if teaching and learning activities match with assessed ILO’s • Arrive at final grade.

In order to achieve these desired outcomes, familiarize him / herself with the four common teaching and learning activities from Biggs.

Situation Teaching activity Learning activity Lecture Talk, explain clarify Listen, take notes, query,

discuss with peers, one-minute paper

Tutorial Set/answer questions and provide feedback

Pre-read, prepare questions, learn from peers, critique, analyse

Project Set brief, provide ongoing feedback

Apply, create, self-monitor, communicate, teamwork

Project based learning Set problems and provide feedback

Set learning goals, design, apply, access desired content and skills, integrate, solve problems

j) Specification of the units of the programme (courses, and modules)


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Kn Area

Subject Name

Content Level 7

Level 8

Credits

MS NS

ES

EDS

CIT

CS

Year 1 S1 MS

+ ES

Applied Mathematics

Matrices; Eigenvectors and eigenvalues; maths to support transient flow (heat transfer) and all mathematical requirements for "Numerical Modelling"

0 18 18 9 9

S1 ES +

CIT


Programming (C++ and Python, Matlab, Modelica); Modeling and controlling linear, time-invariant systems. Use of differential equations and frequency domain approaches to modeling systems. Examine the response of a system to changing inputs, and external stimuli. Simulation.

0 18 18 9 9

S1 ES +

EDS


Static and dynamic linear FEA, CFD (Navier Stokes, laminar, transitional and turbulent flow), Heat Transfer (numerical analysis) of simple

0 18 18 9 9


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shapes) S1 NS Material

Sciences Interdisciplinary subject, spanning the physics and chemistry of matter, engineering applications and industrial manufacturing processes.

16 0 16 16

S2 CS Entrepre

neurship Law; Finances; Business Management; Ethics …

7 7 14 14

S2 CS Research Methodology

Generic Faculty offering 0 14 14 14

S2 MS+

EDS+ CIT

Design Optimization

Optimization of continuous, discrete, mixed variables; constrained/unconstrained optimization; formulation, solution and integration of optimization problems; topology and shape optimization; Multidisciplinary design optimization (intro).

0 18 18 5 9 4

S1

+ ES

+ Engineering

Design of a component or assembly using

0 36 36 18

18


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S2 EDS

Project "System Design"

ECSA Requirement: 120 Credits at NQF Level 8 30 12

2 152 14 16

45

36 13

28

Knowledge areas MS NS

ES

EDS

CIT CS

ECSA minimum credit requirements in knowledge areas: 7 14

42 28 7 7

k) Check-up of the consistency of the programme with the competences, the expected learning outcomes and activities that will lead you to the learning outcomes (overall consistency of the programme

BEng. Tech Hons

Mechanical Engineering specific Competences

Subject Name 1 2 3 4 5 6 7 8 9 10

11

12

13

14

15

16

17

18

19

Applied Mathematics

√ √


√ √ √ √ √ √


√ √ √ √ √ √ √

Material Sciences

√ √ √ √

Entrepreneurship √ √ √ √ √ √ Research Methodology

√ √ √

Design √ √ √ √ √ √ √ √ √ √ √ √ √ √


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Optimization Engineering Project

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √

l) Cape Peninsula University of Technology Faculty of Engineering

Development of a New Program

Name of the program: Department of Mechanical Engineering Program Codes: BEngTech(Hons) The degrees: Bachelor of Engineering Technology (Honours) in Mechanical Engineering Length of the program: 1 years

Task-3 Definition of Implementation plan for Introduction of New Mechanical Engineering Programs at Cape Peninsula University of Technology # Sub-tasks CPUT-Comments A Approval of the Academic

board/ Senate This program is still at the early stages of design. It is still being developed at departmental level. Once completed, it will be tabled at a departmental meeting for discussions and approval as well as at a departmental advisory board approval. The advisory board consists of representatives from employers in industry. Once approved it is tabled at the Faculty board for approval and submission to the Academic Planning Committee. The process follows two steps namely: CPUT Internal Approval process Start HEQSF program design and approval process Align program to Faculty Strategic plan Mechanical Engineering department appoints new program design team Team consult CPUT Academic Planning Office on program design and

B Syllabus of each academic year

C Training academic staff D Development of teaching,

learning and assessment strategies

E Internal monitoring and quality assurance procedures

F Time table G Other issues


95

approval process Mechanical Engineering Department conducts situational analysis Consult with stake holders Prepare draft curriculum Prepare DHET application form & HEMIS-CESM spreadsheet Submit DHET application & HEMIS-CESM spreadsheet to Faculty Board for approval Faculty submit to DHET application & HEMIS-CESM spreadsheet to senate Academic Planning Committee for approval Submit to Senate via Academic Planning Committee for approval Submit to DHET via Academic Planning Office & Office of the VC CPUT External Approval Process DHET application approved Complete HEQC on-line application form (consult with Academic Planning Office) Complete SAQA qualification registration (submit HEQC on-line application, SAQA registration forms & supporting documents to Academic Planning Office) Complete Business plan (Academic Planning committee submits on-line application form for approval) Submit to ManCom for approval (parallel HEQC submits SAQA registration form for public comment Academic Planning committee obtains funding approval from DHET With ManCom approval Academic Planning Office finalises phasing out of old programs and determine phase-in of new programme Academic department commences with preparation for the implementation of the new HEQSF programme

Customized Implementation plan for these new BEngTe ch(Hons) Programs at CPUT

# Task Academic Year Academic Year Academic


96

2016/2017 2017/2018 2018/2019 Q1

Q2

Q3

Q4 Q1

Q2

Q3

Q4

Q1

Q2

Q3

Q4

1

Mapping of BEngTech(Hons) graduate competencies with Tuning Generic competencies

2 Mapping of BEngTech(Hons) graduate competencies with Tuning ME competencies

3 Assembly of ME stakeholders evaluation of ME past graduate cohorts

4

Development of BEngTech(Hons) draft curriculum and preparation of DHET application form & HEMIS-CESM spreadsheets

5

Submission of new BEngTech(Hons) DHET application forms and HEMIS-CESM spreadsheets for approval by Faculty Board for submission to CPUT Academic Planning Committee(APC)

6

Approval of the new DHET application forms and HEMIS-CESM spreadsheets by CPUT Senate

7 Submission to DHET via Academic Planning Office & Office of the VC

8 DHET application approved

9 Complete HEQC on-line application form (consult with Academic Planning Office)

10

Complete SAQA qualification registration (submit HEQC on-line application, SAQA registration forms & supporting documents to Academic Planning Office)


97

11

Submit to ManCom for approval (parallel HEQC submits SAQA registration form for public comment

12 Academic Planning committee obtains funding approval from DHET

13

With ManCom approval Academic Planning Office finalises phasing out of old programs and determine phase-in of new programme

14

Academic department commences with preparation for the implementation of the new HEQSF programme

Note: Tasks # 1, 2, 3, 4 are conducted by a group of academics who some of them have been oriented to the Tuning methodology since the 1stGM in Cairo (October 2015) and are currently involved in the on-line training by the Tuning academy. m) Minimum Admission Requirements

1. A Bachelor of Engineering Technology in Mechanical Engineering or 2. Advanced Diploma in Mechanical Engineering or Equivalent. 3. Obtain a minimum pass aggregate of all subjects of 65% 4. Proficiency in English

2.3 New MEng Renewable Energy Programme Proposal Jo intly Offered Key Aspects a) Master of Science in Mechanical Engineering in Renewable Energy, MScEng(Mech)(Renewable Energy)


98

b) Graduate profile of holders of the Master of Engineering in Renewable Energy can: Analyse, synthesize and evaluate interdisciplinary knowledge to solve complex problems in the field of Renewable Energy Communicate methodological approaches within a team context both orally and in written form Appreciate multi-cultural differences with partners with a team/group Utilise innovative technologies for solving complex problems in the field of Renewable Energy Utilise entrepreneurial skills to convert RE ideas into realistic business models Capacity to undertake research in the field of RE c) The programme leading to the qualification is a two (2) year degree, will contain a minimum of 140 credits including a research project of no less than 30 credits and no less than 120 Credits shall be at NQF level 8. Credits shall be distributed in order to create a coherent progression of learning toward the exit level.

d) Potential Employability of Holders of this Masters degree in Renewable Energy are:

Experts in government and (inter/trans)national agencies R&D experts and managers in energy production and power generation companies Entrepreneurs (local, global) Consultants in the field(s) of Energy and sustainability Education and academia, research institutions Experts in NGO’s working in the areas of Energy and Environment

e)


99

f) Specific competences of the masters degree in renewable energy are: Effective design of RE products and systems Make feasibility studies of energy resources utlization Plan, design, analyze and develop RE conversion systems and devices Assess environmental, social and economic impacts Make investigations to optimize operating costs of energy systems Install, operate and maintain RE systems


100

Analyze and develop test set-ups for energy systems and devices Conduc energy audits and suggesting energy efficiency measures Implemenand evaluate energy conservation measures Network with developmental agencies, NGOs and other stakeholders g) Skills Additional to Technical Core Practical problem solving skills Analytical and modeling skills Reasoning skills Fault diagnosis-repair and maintenance skills Innovative product design skills Reporting /Communicative English Managerial/Organizational skills Behavioral and interpersonal skills h) NQF 9

i) Still to be discussed with the partner institutions

j) Still to be discussed with the partner institutions

k)


101


102

l) Not done yet


103

2.4 New MEng Mechatronics Programme Proposal Jointl y Offered This programme is work in progress and still needs to be discussed between partner institutions


104

3.3.4. Dilla University, Ethiopia Elaboration of harmonized/revised programme proposa l Proposal of harmonization of Bachelor of Science in Mechanical Engineering Programme Title Bachelor of Science in Mechanical Engineering Granting Institution Dilla University, Ethiopia Program Code BSc

College College of Engineering and Technology Degree Nomenclature Bachelor of Science Degree in Mechanical Engineering Length of the program Five years Number of semesters 10 Length of semesters 16 weeks Number of credits per year 60 ECTS Number of hours per credit On an average 27 hrs. but it ranges from 25 to 30 hrs. Academic hours 50 minutes Media of instruction English Justification for Revised program Higher Education Institutions (HEIs) in Ethiopia have embarked on major reform since last decade. For the reform to take effect, the institutions have used Business Process Reengineering (BPR) as a tool. In the reengineering of the Learning-teaching Core Process, modularization was proposed as a best way for the implementation of curricula and the production of competent global graduates. There are a number of reasons why HEIs opted for modularization. The first one is that the existing curricula are discipline based and the courses are fragmented. They are not organized around competences. As a result, the curricula do not enable HEIs to produce competent graduates. Students who drop out from universities are simply wastage because they cannot be certified in any of the competences as a result of the fragmented courses. The second reason is that the existing curriculum does not say anything about student work load which is very important for students’ success in their academic life. Only the contact hours that the instructor uses for classroom sessions determine the weight of courses in a curriculum. Hence student workload is one of the central points in the modularization. The third is that there is a loose connection between the world of education and the world of work because of the inherent problem of the existing curriculum. Furthermore, the traditional curriculum is focused on the teacher rather than the learner. However, in the last decades a paradigm shift has taken place, moving the emphasis from teaching to learning and a more student-centered curriculum. This change has impacted on the curriculum design process with a greater emphasis on the learning in terms of knowledge, skills and competencies within courses and modules. The major changes of the curriculum are including the following.

• Courses are arranged in modules. One of the advantages of such an approach is that a Professor can be made responsible for the management of a module and decide on the matters pertaining to it.

• More practiced oriented courses are added along with electives • The practical education aspect of each course, such as laboratory or workshop exercises,

project work and industrial visits, are enhanced and made explicit in the program. • A six-month industrial internship was introduced in the 8th semester. • A new course on Mechatronics is included in the curriculum to introduce to students PLC

and computer based automation of machinery. • A course on Total Quality Management is introduced with the objective of training

engineers who will play important role in quality improvement of manufactured products and/or technical services.

• A new course in Entrepreneurship that has the objective of training engineers for self-employment is introduced.


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• Courses that deal with appropriate technology for rural development are added in the relevant focus areas in order to promote agricultural led industrial development policy of the country.

• Elective groups focused on specialized application areas are introduced in the last four semesters. The advantages of grouping students in focus areas are:

• the education is streamlined to different areas of employment; • Convenient class size facilitates project and laboratory intensive education.

• In order to accredit the program by European accreditation institution, the introduction of European Credit Transfer System (ECTS) was necessary. ECTS credits are a value allocated to course units to describe the student workload required to complete them. They reflect the quantity of work each course requires in relation to the total quantity of work required to complete a full year of academic study at the institution, i.e, lectures, practical work, seminars, private work- in the library or at home- and examinations or other assessment activities. Credits thus express a relative value.

Structure of the program Taking into account the present Ethiopian industrial scenario, this new curriculum has been devised as a Broad-Based Mechanical Engineering program with a limited degree of streamlining through the introduction of elective subjects. A student can take a maximum of four electives in his/her area of interest so as to acquire specialized knowledge. These electives have been framed keeping their relevance and priority in the Ethiopian context. However, some element of flexibility has been reserved for future; where in the extent of specialization can be enhanced by enlarging the number and scope of elective subjects based on a need assessment. It is then expected that Mechanical Design, Thermal Engineering, Industrial & Manufacturing Engineering and Motor Vehicle Engineering might serve as focus areas for specialization or streamlining in the broad area of mechanical engineering. All the courses in the curriculum have been grouped under the following modules. A module consists of a number of coherent courses, which are assembled together to meet the objectives of the module. Such a module arrangement is envisaged to be helpful in facilitating organization of resources and planning of staff requirement in more structured way.


106

S.N. Module Name Module Code Total Cr.hrs

Total ECT

S Course Code

Courses clustered under the module

Cr.Hrs ECTS Module

Category

1 Humanities and Communications

HuCm-M1011

12 20

EnLa1011 Communicative English Skills 3 5

Basic CvEt1013 Civics and Ethics 3 5

EnLa1012 Basic Writing Skills 3 5

Phil1014 Logic and Reasoning Skill 3 5

2 Introduction to Economics Econ-M1021 3 3 Econ202 Introduction to Economics 3 3 Basic

3 Basic Engineering Skills MEng-M1031 7 11

Engg1031 Introduction to Engineering Skills 2 3

Basic MEng1032 Engineering Drawing 3 5

MEng1033 Basic Workshop Practice 2 3

4 Basic Eng'g Mathematics Math-M1041 8 12 Math1041 Applied Mathematics IB 4 6

Basic Math1042 Applied Mathematics IIB 4 6

5 Advanced Eng'g Mathematics and Computations

MEng-M2051 10 16

Math2051 Applied Mathematics IIIB 4 6

Basic MEng1052 Computer Programming 3 5

MEng2053 Numerical Methods 3 5

6 Basic Engineering Mechanics MEng-M1061 6 10 CEng1061 Engineering Mechanics I-Statics 3 5

Basic MEng1062 Engineering Mechanics II- Dynamics 3 5

7 Advanced Eng'g Mechanics MEng-M3072 6 10 MEng3071 Mechanisms of Machinery 3 5

Core MEng3072 Mechanical Vibration 3 5

8 Mechanics of Materials MEng-M2082 6 10 MEng1081 Strength of Materials I 3 5 Core

MEng2082 Strength of Materials II 3 5

9 Engineering Materials MEng-M2092 6 9 MEng2091 Engineering Materials I 3 4 Core


107

MEng2092 Engineering Materials II 2 3

MEng2093 Material Testing Laboratory 1 2


108

10 Probability and Research Methodology

MEng_M3101 5 7 Stat262 Probability and Statistics for Engineers 3 4

Basic MEng3102

Technical Writing and Research Methodology

2 3

11 Eng'g Thermo-Fluids MEng-M2112 9 15

MEng2111 Engineering Thermodynamics I 3 5

Core MEng2112 Engineering Thermodynamics II 3 5

MEng2113 Fluid Mechanics 3 5

12 Heat Transfer MEng-M3122 3 5 MEng3121 Heat Transfer 3 5 Core

13 Thermo-fluid Laboratory MEng-M3132 1 2 MEng3131 Thermo-fluid Laboratory 1 2 Core

14 Machine Drawing MEng-M2142 6 10 MEng2141 Machine Drawing 3 5

Core MEng2142 Machine Drawing with CAD 3 5

15 Machine Elements MEng-M2152 6 10 MEng2151 Machine Elements I 3 5

Core MEng2152 Machine Elements II 3 5

16 Integrated Machine Design Project and CAD

MEng-M3162 3 6 MEng3161 Machine Design Project 3 6 Core

17 Introduction to FEM MEng-M5172 3 4 MEng5171 Introduction to FEM 3 4 Core

18 Manufacturing Engineering MEng-M3182 6 8 MEng3181 Manufacturing Engineering I 3 4

Core MEng3182 Manufacturing Engineering II 3 4

19 Manufacturing Lab MEng-M4192 3 5

MEng4191 Workshop Practice II 2 3

Core MEng4192

Welding, Metal Forming and Casting Laboratory Practice

1 2

20 Energy Conversion Machines MEng-M4202 7 12

MEng3201 Turbomachinery 3 5

Core MEng4202 IC Engines & Reciprocating Machine 3 5

MEng4203 IC Engine and Turbomachine Lab 1 2

21 Thermal Systems Eng'g MEng-M5212 6 10 MEng5211 Power Plant Engineering 3 5

Core MEng5212 Refrigeration and Air Conditioning 3 5


109

22 Motor Vehicle Engineering MEng-M4222 3 4 MEng4221 Motor Vehicle Engineering 3 4 Core

23 Maintenance Engineering MEng-M5232 3 4 MEng5231 Maintenance and Installation of Machinery

3 4 Core

24 Industrial Management and Enterprerunership

IEng-M5242 6 8 IEng5241

Industrial Management and Engineering Economy

3 4 Core

IEng5242 Entrepreneurship for Engineers 3 4

25 Materials Handling Equipment MEng-M4252 3 5 MEng4251 Materials Handling Equipment 3 5 Core

26 Control Engineering I MEng-M4262 6 9 MEng3261 Instrumentation and Measurement 3 4

Core MEng4262 Fluid Power System 3 5

27 Control Engineering II MEng-M5272 6 10 MEng5271 Introduction to Mechatronics 3 5

MEng5272 Regulation and Control 3 5

28 Electrical Engineering ECE-M3282 6 8 ECE3281 Basic Electricity and Elcetronics 3 4

Core ECE3282 Electrical Machines and Drives 3 4

29 Industrial Internship MEng-M4292 15 30 MEng4291 Internship 15 30 Core

30 Mechanical Design Electives MEng-M5303 9 16

MEng5303 Machinery Design 3 6

Elective MEng5301 Product Design and Development 3 5

MEng5302 Introduction to Tribology 3 5

MEng5304 Rotor Dynamics 3 5

31 Thermal Eng'g Electives MEng-M5313 9 16

MEng5313 Thermo-fluid System Design 3 6

Elective MEng5314 Aerodynamics 3 5

MEng5312 Computational Heat Transfer and Fluid Flow

3 5

MEng4311 Gas Turbine and Jet Propulsion 3 5

32 Manufacturing Eng'g Electives MEng-M5323 9 16 MEng5323 Tools jigs and Die Design 3 6 Elective


110

MEng4321 CAD/CAM/CIM 3 5

MEng5322 Process Planning and Product Costing 3 5

MEng5324 Metal Processing Technology 3 5


111

33 Industrial Eng'g Electives MEng-M5333 9 16 MEng5333 Plant Layout and Design 3 6

Elective MEng5331 Operations Research 3 5

MEng5332 Quality Management 3 5

MEng5334 Industrial Systems Engineering 3 5

34 Rail Way Eng'g Electives MEng-M5343 9 16

MEng4341 Fundamentals Of Rail Ways Systems Engineering

3 5

Elective MEng5342a

Motive Power Design 3 5

MEng5343 Rail Vehicle Design 3 6

MEng5342b

Rolling Stock Design 3 5

35 Renewable Energy Eng'g Electives

MEng-M5353 9 16

MEng4351 Renewable Energy Technology I 3 5

Elective MEng5352 Renewable Energy Technology II 3 5

MEng5353 Design of Renewable Energy Systems 3 6

36 Sugar Eng'g Electives MEng-M5363 9 16

MEng4361 Introduction to Sugar Manufacturing 3 5

Elective MEng5363

Operation of Boilers, Steam Power Plants and Energy Audit

3 6

MEng5362 Fundaments Principles and Maintenance of Sugar Milling Machineries

3 5

37 Agro Machinery and Processing

MEng-M5383 9 16

MEng4371 Agro Machinery and Processing I 3 5

Elective MEng5372 Agro Machinery and Processing II 3 5

MEng5373 Agricultural Machinery Design 3 6

38 Motor Vehicle Eng'g Electives MEng-M5383 9 16 MEng5383 Heavy duty and Construction Equipment

3 5 Elective


112

MEng5382 Automotive Maintenance 3 6

MEng5381 Automotive Electical and Electronic System 3 5

39 Bachelor Thesis MEng-M5392 6 12 MEng5391 B.Sc. Thesis 6 12 Core

Total 185 301 185 301


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Intending Learning outcomes At the end of this program students should be able to:

� Demonstrate an understanding of knowledge to apply basic and applied mechanical engineering sciences necessary to solving engineering problems

� analyze needs and requirements when designing products � design a system, component or process to meet user needs � design, sequence and schedule production process of product � operate relevant computer software for design/analysis / optimization � determine the tools and equipment needed to do a job � interpret written directions, specifications, plans, and drawings � write specifications for mechanical and electrical equipment � Testing and inspection of products or processes, and evaluate quality or performance. � determine compliance of products with specifications � identify, formulate, and solve engineering problems � design and conduct experiments, as well as to analyze and interpret data � Engineering material identification/ prescription while differentiating availability vis-à-vis suitability � inspection and commissioning of equipment � plan , control equipment maintenance and determine life cycle costs � estimate and analyze product or service costs � apply mathematical analysis and computational methods for solving engineering problems � apply modeling, simulation and visualization techniques to mimic the system behavior for

predictive control and to test different solutions � Problem Identification through root-cause analysis � Problem solving using cause-effect relationships, logical thinking and with an open mind

(overcoming mental blocks) � comprehend scheme of things when configured/reconfigured assembled/disassembled by

visualization � group together things or actions in a specific order/pattern using a specific rule/set of rules � Understanding the implications of new information for both current and future problem-solving

and decision-making � Deductive reasoning: The ability to apply general rules to specific problems to produce

reasonable solution � Inductive reasoning: The ability to combine pieces of information to form general rules or

conclusions � Considering the relative costs and benefits of potential actions to choose the most appropriate

one � plan, organize, coordinate and control the work of subordinates � set priorities and assign work to other professionals � maintain records, prepare planning and performance reports � tell when something is wrong or is likely to go wrong � Identifying measures or indicators of system performance and the actions needed to prove or

correct performance, relative to the goals of the system � Managing one's own time and the time of others � Motivating, developing, and directing people as they work, identifying the best people for the job

Sectors of employment Graduates are expected to work in the following sectors:

• Automotive • Manufacturing and industrial automation • Aerospace


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• Defence system • Oil and gas technology • Mining industries • Agricultural mechanization • Energy system • Food processing • Chemical processes • Medical facilities • Research & Development institution

Meta profiles

Basic and Applied Mechnicaal Engineering

Design Quality

Energy

and

power

Manufacturing


115

Core Elements of a First Degree in Mechanical Engineering

Practice 20%

Analysis

20%

Design

20%

Basic and Appied Science of Mechanical Engineering

40%


116

Link of the competences with the agreed meta-profil e Cluster of competences

S.N. Module Name

Courses clustered under

the module

Design m

anufacturing

Basic and applied

Mech. E

ngg’s

Innovation and C

reativity

Quality

Professionalism

and E

thics

Managerial and

Behavioral skill

Com

munication and

Interpersonal skill

Entrepreneurial skill

Com

munity

Sustainability

1 Humanities and Communications

Communicative English Skills

x

Civics and Ethics

x

Basic Writing Skills

x

Logic and Reasoning Skill

x

2 Introduction to Economics

Introduction to Economics x

3

Basic Engineering Skills

Introduction to Engineering Skills

x x

Engineering Drawing x x x

Basic Workshop Practice x

4 Basic Eng'g Mathematics

Applied Mathematics IB x x

Applied Mathematics IIB x x

5

Advanced Eng'g Mathematics and Computations

Applied Mathematics IIIB

x x

Computer Programming x x x

Numerical Methods x x x

6

Basic Engineering Mechanics

Engineering Mechanics I-Statics

x

Engineering Mechanics II- Dynamics

x


117

7 Advanced Eng'g Mechanics

Mechanisms of Machinery x

8

Mechanics of Materials

Mechanical Vibration x

Strength of Materials I x

Strength of Materials II x

9 Engineering Materials

Engineering Materials I x

Engineering Materials II

x

10

Probability and Research Methodology

Probability and Statistics for Engineers

x

Technical Writing and Research Methodology

x x

11

Eng'g Thermo-Fluids

Engineering Thermodynamics I

x

Engineering Thermodynamics II

x

Fluid Mechanics x 12 Heat Transfer Heat Transfer x 13 Thermo-fluid

Laboratory Thermo-fluid Laboratory

x

14

Machine Drawing

Machine Drawing

x

Machine Drawing with CAD

x

15 Machine Elements

Machine Elements I

x

Machine Elements II

x

16 Integrated Machine Design Project and CAD

Machine Design Project

x

17 Introduction to FEM

Introduction to FEM

x

18 Manufacturing Engineering

Manufacturing Engineering I

x

Manufacturing Engineering II

x


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19

Manufacturing Lab

Workshop Practice II

x

Welding, Metal Forming and Casting Laboratory Practice

x

20

Energy Conversion Machines

Turbomachinery x IC Engines & Reciprocating Machine

x

IC Engine and Turbomachine Lab

x

21

Thermal Systems Eng'g

Power Plant Engineering

x

Refrigeration and Air Conditioning

x

22 Motor Vehicle Engineering

Motor Vehicle Engineering

x

23 Maintenance Engineering

Maintenance and Installation of Machinery

x

24 Industrial Management and Enterprerunership

Industrial Management and Engineering Economy

x

Entrepreneurship for Engineers

x

25 Materials Handling Equipment

Materials Handling Equipment

x

26

Control Engineering I

Instrumentation and Measurement

x

Fluid Power System

x

27 Control Engineering II

Introduction to Mechatronics

x

Regulation and Control

x

28

Electrical Engineering

Basic Electricity and Elcetronics

x

Electrical Machines and Drives

x


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29 Industrial Internship Internship x

30

Mechanical Design Electives

Machinery Design

Product Design and Development

Introduction to Tribology

Rotor Dynamics 31

Thermal Eng'g Electives

Thermo-fluid System Design

Aerodynamics Computational Heat Transfer and Fluid Flow

Gas Turbine and Jet Propulsion

32

Manufacturing Eng'g Electives

Tools jigs and Die Design

x

CAD/CAM/CIM x Process Planning and Product Costing

x

Metal Processing Technology

x

4. Competences 4.1 Generic competences

• Ability for conceptual thinking, analysis and synthesis • Professionalism, ethical values and commitment to UBUNTU • Capacity for critical evaluation and self-awareness • Ability to translate knowledge into practice • Objective decision making and practical cost effective problem solving skills • Capacity to use innovative and appropriate technologies • Ability to learn and capacity for lifelong learning • Flexibility, adaptability and ability to anticipate and respond to new situations • Ability for creative and innovative thinking • Leadership, management and team work skills • Communication and interpersonal skills • Environmental and economic consciousness • Ability to work in an intra and intercultural and/or international context • Ability to work independently • Ability to evaluate, review and enhance quality • Self-confidence, entrepreneurial spirit and skills • Commitment to preserve Africa identity and cultural heritage

4.2 Specific competences • Ability to apply knowledge of basic and applied sciences of mechanical engineering


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• Ability to identify, evaluate and implement the simplest, efficient and cost effective mechanical engineering solutions.

• Capacity to crate, innovate and contribute to technological development • Capacity to conceive, analyze, design and manufacturing mechanical engineering

products and systems • Skills in planning and executing mechanical engineering products • Capacity to supervise, inspect an monitor mechanical engineering systems • Capacity to operate, maintain and rehabilitate mechanical engineering systems • Skills in evaluating the environmental and socio economic impact of mechanical

engineering systems and processes • Capacity to model and simulate mechanical engineering systems and processes • Skills in selecting, mobilizing and administering material resources, tools and equipment

cost effectively • Capacity to integrate legal, economic and financial aspects in decision-making in

mechanical engineering projects • Capacity for spatial abstraction, graphic representation and engineering drawings • Providing mechanical engineering solutions to social problems for sustainable

development • Skills in safety and risk management in mechanical engineering • Capacity to interact with multidisciplinary groups towards developing integrated solutions • Skills in employing quality control techniques in managing materials, products, resources

and services • Capacity to conduct life cycle assessment for products and systems • Capacity to employ mechanical engineering skills to transform local natural resources in to

products or services through value addition 10. Task 3 10.1 Implementation plan Processes for approval

• Revision of the BSc in Mechanical Engineering at Department Level involving stakeholders (staff, employer, graduates and students)

• Presentation of the revised program to college academic committee for adoption and approval

• Presentation of the revised program to academic program for approval • Submission of the revised program to Senate for approval • Rolling out of the revised program

11. Teaching-Learning Methods - The core philosophy of the teaching-learning process would be focused at producing a graduate who is

• Sensitized towards community problems and who can bring about a palpable change

• Employable • Problem solver through knowledge application in the real life setting • Tuned towards continuous self-learning, and • Geared up to meet challenges and to carry forward the task of industrial and

national development 11.1 Methodology

The teaching-learning methods to be adopted, for the transfer and/or acquisition of knowledge and skill development includes

- Classroom Lectures backed up by Course-Work Projects, Tutorials and Assignments, - Lectures by Industry professionals and resource persons on a periodic basis - Interactive based “Blended E-Learning” and other such self-learning modules, - Workshop Practice and Laboratory Exercises, - Practical Demonstrations,


121

- Audio-Visual teaching materials, - Cut-Sectional Model Studies, - Wall mounted display charts - Field visits related to community development/intervention - Industrial visits. - Practical and development oriented design projects - Individual and group seminars/Presentations - Group tasks/discussions/Case studies - Brain storming sessions - Assembling/disassembling of real world prototypes

11.2 Assessment and review of teaching-learning pro cess To achieve quality assurance and to make the system self-correcting type in nature, a series of checks and counter checks would be in-built. Periodic assessment and updating of the teaching-learning methodologies for their impact and effectiveness would be undertaken through independent evaluation schemes involving all of the stakeholders. This also includes assessment of course outlines and the standard of their content in view of the rapid technological advances, the evolving trends of the labor market and a demand driven industrial environment. Achieving close relevance in the Ethiopian context and cost effectiveness of the methodologies/tools being employed, while fulfilling the requirements for international accreditation would be used as the guiding principles in this regard. 11.3 Course assessment and Method The function of assessment is to evaluate students’ achievement. However, assessment also serves to help students organize and develop learning. Feedback from assessment serves an important educational function and can help to develop skills and understanding of own strengths and weakness. The assessment strategy for the programme will be designed to ensure that students achieve the overall aims and learning outcomes of the programme, as well as the learning outcomes of the individual courses. The mix assessment method will allow students to develop their intellectual capabilities, as well as the key transferable skills. The mix assessments which are implementing to assess the course are:

• Essay and Report writing, Presentation, workshop, project work, laboratory exercise, quiz, tests and Examinations, group and individual work, thesis/ final year project wokk

13. Quality Assurance The quality of the programme offered by the Department is assessed by the performance of its graduates and the impact they bear on the industrial sector of the country. The quality assurance methods adopted by the Department include the following:

- in line with the University policy, student evaluations regarding the teaching-learning process are taken at the end of each semester;

- Feedback from employers and stakeholders is obtained through personal contacts formally and/or informally;

- Former graduates of the programme; - Students who go for higher studies in foreign institutions.

The current curriculum reform, though demanded by the Ministry of Capacity Building, is part of an ongoing practice in quality assurance.

14. Program Requirement 14.1 Admission requirements a) Regular students who fulfill the following criteria are eligible for admission to the Department:

- Preparatory complete with a pass in the national examination - Above average grades in Technical Drawing, Physics and Mathematics - Good performance in the assessment semester.

b) Students who complete 10+3 TVET programs related to mechanical engineering with very good performance and who have attended a bridging programme in physical sciences can be also


122

be considered for admission, although their acceptance will depend on availability of space. 14.2. Graduation Requirements

A student is required to take courses that will bring the total credit hours to 185 ± 3 (Total ECTS 300 ± 3). A minimum cumulative grade point average of 2.00 is required in all courses taken. In addition, a minimum grade point average of 2.00 is required in the core courses of the Department. Other requirements are same as those of Dilla University graduation requirements


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3.3.5. Ecole Nationale d’ingénieurs de Tunis

Département de Génie Mécanique

Proposition d’un Mastère de recherche : Mécanique e t Ingénierie

1- Identification du parcours

1-1- Rattachement du parcours

Domaine de formation ……Sciences et technologies de l’ingénieur (STI)…… Mention (s) ……Génie Mécanique………………………………… Parcours (ou spécialité) (1) P1 : Mécanique Numérique

P2 : Systèmes Vibro-acoustiques P3 : Systèmes Energétiques P4 : Procédés et Matériaux

Date de démarrage de la formation 2017-2018……………………………………………

1-2- Objectifs de la formation (compétences, savoir -faire, connaissances)

Le présent Mastère Recherche en MECanique et Ingénierie (MECI ) de l’ENIT vise à préparer les étudiants aux études doctorales menant aux métiers de la recherche et de l'enseignement supérieur. Il permet par ailleurs de mener des activités de recherche et de développement (R&D) dans le domaine de l’ingénierie permettant de créer des liens très utiles entre le monde universitaire et l’environnement industriel. La stratégie pédagogique suivie dans les enseignements du Master MECI vise une formation pluridisciplinaire de haut niveau couvrant un panel assez large relevant de disciplines inhérentes à la mécanique et au génie mécanique. Ainsi les enseignements seront orientés vers :

1- La présentation de différentes approches fondamentales et multiéchelles en mécanique et matériaux. Ces approches sont nécessaires pour la modélisation, la simulation numérique, la conception des systèmes mécaniques et pour le dimensionnement des structures,

2- L’approfondissement des connaissances théoriques et pratiques pour comprendre les phénomènes physiques régissant les interactions qualifiant les systèmes, les structures mécaniques et les procédés de mise en forme.

3- La présentation des méthodologies permettant la caractérisation des matériaux à des niveaux multiéchelles des points de vue : thermomécanique, vibro-acoustique, tribologique, métallurgique, physicochimique, leurs endommagements et leurs tenues en service (fatigue, corrosion, etc.)

Cette formation de haut niveau par la recherche permettra donc de donner les outils nécessaires aux étudiants pour contribuer au développement des technologies avancées et développer leur savoir et leur savoir-faire.

1-3- Conditions d'accès à la formation et pré-requ is

Seul le Master M2 recherche, dans la discipline de la mécanique et de l’ingénierie (MECI), sera dispensé à l’ENIT. Les candidatures à ce mastère seront ouvertes :

-Pour les étudiants ayant suivi avec succès le niveau du mastère M1 dans la spécialité génie mécanique

-Aux titulaires d’un diplôme national d’ingénieurs (DNI) en génie mécanique


124

-Aux élèves ingénieurs de l’ENIT inscrits en troisième année génie mécanique en fonction de leurs résultats durant les années précédentes. L’obtention du diplôme de Master recherche pour cette catégorie d’étudiants est conditionnée par l’obtention du DNI.

L’admission au mastère recherche MECI de l’ENIT est décidée après examen du dossier de candidature par la commission du Mastère de la discipline. Capacité d’accueil maximale par an : 20 places

1-4- Perspectives professionnelles du parcours

La formation de ce mastère devrait favoriser l’insertion des diplômés dans : - L’enseignement supérieur et la recherche scientifique et technologique - Les centres de recherche et de développement (R&D) dans le domaine de l’ingénierie - Les domaines du conseil, de l’expertise et les bureaux d’études

1-5- Perspectives de poursuite d'études supérieures pour les étudiants les plus distingués

Thèse de doctorat en Tunisie ou en cotutelle avec des partenaires à l’étranger

2- Descriptif détaillé du parcours

Université : Tunis El Manar Etablissement : ENIT Licence

Mastère Recherche

Domaine de formation : Sciences et technologies de l’ingénieur (STI)

Mention Génie Mécanique

♦ L’ensemble du master (M1 et M2) comprend 120 crédits (décret n° 1227, art. 05/01/08/2012) : 60 crédits en M1 seront considérés acquis pour une candidature retenue par la commission du mastère MR2-MECI et 60 crédits sont à valider pendant les deux semestres (S3 et S4) du Mastère recherche M2. ♦ Chaque semestre correspond à une validation de 30 crédits. ♦Les crédits reposent sur la charge de travail nécessaire à l’étudiant pour atteindre les résultats attendus à l’issue du processus de formation. Un crédit correspond à un volume de travail étudiant d'environ 14h (travail présentiel et non présentiel : équivalent à 420 h), (voir note de cadrage du LMD). ♦Dans le cadre de la formation du mastère recherche MECI, l’inscription au mastère M1 en génie mécanique n’est pas possible à l’ENIT. Il est à noter que cette formation concerne les semestres S1 et S2. ♦ La formation du Mastère Recherche (MECI) ne concerne que la période M2 qui s’étale sur deux semestres S3 et S4 (un semestre comporte 15 semaines) . Le semestre S3 sera consacré aux enseignements (Cours magistral, éventuellement complétés par des travaux dirigés ou des travaux pratiques ou projets). Dans le cas de réussite aux examens pendant le semestre S3, un stage d’initiation à la recherche acté par la rédaction d’un mémoire sera prévu pour le semestre S4. Des


125

participations à des séminaires et conférences au sein d’une unité ou laboratoire de recherche seront aussi prévues pour le semestre S4. ♦ Certains éléments constitutifs des unités d’enseignements (ECUE) du semestre S3 seront organisés en semaines bloquées. Tous les enseignements ont lieu à l’ENIT, campus universitaire El Manar. La présence aux séances d’enseignement est obligatoire. ♦ La formation du semestre S3 correspondra à une charge de 225 h d’enseignements présentiels et 195 h de travaux personnels non présentiels . Les éléments constitutifs des unités d’enseignements (ECUE) du semestre S3 sont regroupés en cinq Unités d’Enseignement (UE ) dont deux UE relèvent d’un parcours fondamental et trois UE représentant un parcours de spécialisation parmi la liste suivante :

P1 : Mécanique Numérique P2 : Systèmes Vibro-acoustiques P3 : Systèmes Energétiques

P4 : Procédés et Matériaux ♦ Il est à noter que l’ouverture d’un parcours de spécialisation sera décidée par la commission du Mastère. ♦ Pour le présent Mastère Recherche M2R (MECI), les crédits sont répartis comme suit :

Semestre 3 : enseignements : 30 crédits

-Un enseignement fondamental de 12 crédits (90 h présentiels + 78 h non présentiels)

-Un parcours de spécialisation de 18 crédits (135 heures + 117 non présentiels).

Semestre 4 : Stage du Mastère Recherche M2 : 30 cré dits

M2-Semestre S3 : Unités d’enseignement fondamental 12 crédits (90 heures présentielles + 78 non présen tielles)

N°

Unité d'enseignement

Type de l'UE

(Fondamentale

/ Transversale /

Optionnelle)

Elément constitutif d'UE (ECUE)

Volume des heures de formation

présentielles (15 semaines)

Nombre des

Crédits accordé

s

Coefficients

Modalité d’évaluatio

n

Cours TD

Travaux non

présentiels

ECUE (le cas échéant)

UE

ECUE (le cas

échéant)

UE

Contrôle continu

Régime mixt

e


126

E

nsei

gnem

ent F

onda

men

tal

UE-1-F Mécaniqu

e non-linéaire

F

UE-11-F Modélisation du comportement anélastique

15 7,5 22,5 3

6

3

6

X

UE-12-F Optimisation des structures

15 7,5 22,5 3 3 X

UE-2-F Mécaniqu

e des fluides

F UE-21-F Mécanique des fluides

30 15 33 6 6 6 6 X

60 30

78 12

12

M2-Semestre S3 : Unités d’enseignement du parcours P1 18 crédits (135 heures présentielles + 117 non prés entielles)

N°

Unité d'enseigneme

nt

Type de l'UE

(Fondamentale

/ Transversale /

Optionnelle)

Elément constitutif

d'UE (ECUE)



Nombre des

Crédits accordés

Coefficients

Modalité d’évaluation

Cours

TD

Travaux non

présentiels

ECUE (le cas

échéant)

UE

ECUE (le cas échéa

nt)

UE

Contrôle

continu

Régime

mixte

P1

: Méc

aniq

ue N

umér

ique

UE-1-P1

Modélisation

et mécanique non-linéaire

O

UE-11-P1 Modélisati

on et simulation

par EF

15

7,5

19,5

3

6

3

6

X

UE-12-P1 EF en

Mécanique non

linéaire

15

7,5

19,5

3

3

X

UE-2-P1

Mécanique et Fatigue

O

UE-21-P1 Mécanique

non linéaire

15

7,5

19,5

3

6

3

6

X

UE-22-P1 Fatigue et

rupture

15

7,5

19,5

3

3

X


127

des structures

UE-3-P1

Matériaux et

approches multi-échelles

O

UE-31-P1 Matériaux composite

s et approches

multi-échelles

15

7,5

19,5

3

6

3

6

X

UE-32-P1 Exploitatio

n des matériaux

15

7, 5

19,5

3

3

X

90 45 117 18 18

M2-Semestre S3 : Unités d’enseignement du parcours P2

18 crédits (135 heures présentielles + 117 non prés entielles)

N°

Unité d'enseign

ement

Type de l'UE

(Fondamentale /

Transversale /

Optionnelle)


d'UE (ECUE)



Nombre des Crédits

accordés

Coefficients


Cours

TD

Travaux non

présentiels

ECUE (le cas

échéant)

UE


nt)

UE Contrôl

e continu

Régime

mixte

P2

: Sys

tèm

es V

ibro

-Aco

ustiq

ues

UE-1-P2 Vibration

des systèmes

O

UE-11-P2 Etude

vibratoire des

systèmes tournants

15

7,5

19,5 3

6

3

6

X

UE-12-P2 Mécaniqu

e des vibrations

15

7,5

19,5 3

3

X

UE-2-P2 Dynamique des

systèmes et des structure

s

O

UE-21-P2 Dynamiqu

e des Systèmes

Multi-physiques

15

7,5

19,5

3

6

3

6

X

UE-22-P2 Vibro-

acoustique

15

7,5

19,5

3

3

X

UE-3-P2 O UE-31-P2 6 X


128

Traitement du

signal et acoustiq

ue

Analyse et

traitement du signal

15 7,5 19,5

3 3

6

UE-32-P2 Acoustiqu

e théorique

et numériqu

e

15 7,5

19,5

3 3 X

90 45 117 18 18

M2-Semestre S3 : Unités d’enseignement du parcours P3 18 crédits (135 heures présentielles + 117 non prés entielles)

N°

Unité d'enseign

ement

Type de l'UE

(Fondamentale /

Transversale /

Optionnelle)

Elément constituti

f d'UE (ECUE)



Nombre des Crédits

accordés

Coefficients


Cours TD

Travaux non

présentiels


nt)

UE


nt)

UE Contrôl

e continu

Régime

mixte

P3

: Sys

tèm

es E

nerg

étiq

ues

UE-1-P3 Modélisati

on et dynamique des fluides

O

UE-11-P3 Code

industriel en

mécanique des fluides

15

7,5

19,5 3

6

3

6

X

UE-12-P3 Dynamique des fluides

compressibles

15

7,5

19,5 3

3

X

UE-2-P3 Systèmes Energétiqu

es

O

UE-21-P3 Rayonne

ment thermiqu

e

15

7,5

19,5

3

6

3

6

X

UE-22-P3 Producti

on de l'énergie

15

7,5

19,5

3

3

X


129

électrique par voie

renouvelable

UE-3-P3 Systèmes Thermique

s et Transferts

O

UE-31-P3 Système

s thermiqu

es industriel

s

15

7,5

19,5

3

6

3

6

X

UE-32-P3 Transfert

de chaleur

15 7,5

19,5

3 3 X

90 45 117 18 18

M2-Semestre S3 : Unités d’enseignement du parcours P4

18 crédits (135 heures présentielles + 117 non prés entielles)

N°

Unité d'enseign

ement Type de

l'UE (Fondamentale /

Transversale /

Optionnelle)

Elément constituti

f d'UE (ECUE)



Nombre des Crédits

accordés

Coefficients

Modalité d’évaluatio

n

Cours

TD

Travaux non

présentiels

ECUE (le cas

échéant)

UE

ECUE (le cas

échéant)

UE

Contrôle conti

nu

Régime mixt

e

P4

: Pro

cédé

s et

Mat

éria

ux

UE-1-P4 Modélisati

on et simulation

des procédés

O

UE-11-P4 Modélisatio

n et simulation

de l’enlèveme

nt de matière

15

7,5

19,5 3

6

3

6

X

UE-12-P4 Etude des structures assemblées : cas du soudage

15

7,5

19,5 3

3

X


130

UE-2-P4 Interactio

n outil-pièce

et phénomèn

es d’endommagement

O

UE-21-P4 Interaction outil-pièce

et conséquen

ces induites

15

7,5

19,5

3

6

3

6 X

UE-22-P4 Analyse et caractérisa

tion des phénomèn

es d’endommagement

15

7,5

19,5 3

3

X

UE-3-P4 Caractéris

ation et exploitatio

n des matériaux

O

UE-31-P4 Caractérisation des matériaux

15

7,5

19,5 3

6

3

6

X

UE-32-P4 Exploitatio

n des matériaux

15 7,5

19,5

3 3 X

90 45

117 18

18

M2-Semestre S4 : Stage de Mastère M2 : 30 crédits ( 450h)

N°

Unité d'enseignement

Type de l'UE

(Fondamentale

/ Transversale /

Optionnelle)


d'UE (ECUE)



Nombre des Crédits accordés

Coefficients


Travail personnel encadré


nt)

UE

ECUE (le cas

échéant)

UE

UE-SM

Mémoire de

recherche

F

UE-SM Mémoire de recherche

450

30

Soutenance Mastère M2


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3- Descriptif des stages et des activités pratiques de fin d'études (objectifs, organisation, durée, lieu, activités, rapport de stage, soutenance de mémoire, valeurs en crédits, validation….) Le système d’évaluation est organisé en une session principale d’examens et une session de rattrapages (uniquement pour les modules à examen). Des tests ou mini projets peuvent éventuellement figurer en contrôle continu. La validation des enseignements du mastère M2 est déclarée pour l’étudiant ayant obtenu, en session principale ou en session de rattrapage, une moyenne générale supérieure ou égale à dix (10). Après avoir réussi la partie théorique (30 Crédits) chaque étudiant doit effectuer un stage de mastère recherche M2 d’une durée de 15 semaines (30 Crédits). Ce stage doit être acté par la remise d’un mémoire. Le stage de Mastère doit être préparé dans une structure de recherche tunisienne ou étrangère (laboratoire ou unité) ou dans un établissement disposant d’une structure de recherche. Les élèves-ingénieurs de l’ENIT effectuant un mastère recherche M2 en parallèle avec leur formation d’ingénieur en troisième année pourront bénéficier d’une prolongation de 3 mois pour finaliser leur stage de mastère. La soutenance de mastère aura lieu conformément aux textes en vigueur régissant le parcours LMD. En cas où le candidat n’a pas soutenu son mémoire de mastère avec succès une prolongation pourra lui être accordée.

4- Interliaisons entre les semestres du parcours, p asserelles, évaluation et progression Les élèves ingénieurs de l’ENIT en troisième année de la formation génie mécanique sont autorisés à présenter leurs candidatures pour le Mastère M2 recherche. Les critères de sélection des candidats, de validation des modules ainsi que le nombre d’étudiants admis sera décidé chaque année par la commission du mastère mécanique (M2R-MECI) avant la diffusion générale de l’appel à candidature. Un candidat élève-ingénieur de l’ENIT peut bénéficier d’une validation d’un ou plusieurs éléments constitutifs d'UE (ECUE). Cette validation est accordée par la commission du mastère si le candidat élève-ingénieur de l’ENIT justifie de résultats antérieurs suffisants. 5- Equipements pédagogiques et locaux

5.1 Equipements disponibles Laboratoire mécanique appliquée / matériaux

Machine de traction / fatigue Machine de torsion Banc d'équilibrage statique et dynamique des masses tournantes Microscope optique Fours Polisseuses

Laboratoire d’énergétique Moteurs à combustion Machines frigorifiques

Laboratoire conception/métrologie


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CATIA V5 Machine de prototypage Bras de mesurage Machine à Mesure Tridimensionnelle (MMT) Rugosimètre

Laboratoire fabrication Centre d’usinage UGV à 4 axes Tours et fraiseuses conventionnels Tours à commande numérique Machine d’électroérosion par enfonçage Rectifieuses

5.1 Equipements prévus Laboratoire composite

Etuve Pompe à vide

Laboratoire conception/métrologie

CATIA V6 Laboratoire d’énergétique

Banc d’essai de moteur à combustion interne à allumage commandé Machine frigorifique à compression Banc d’étude d’une micro turbine axiale à air comprimé Appareil d’étude de la combustion et de la stabilité de la flamme.

6- Partenariat

6-1- Partenariat universitaire

Etablissement Activités Nature et modalités des partenariats

LR-MAI-ENIT Mécanique Appliquée et Ingénierie

Recherche Accueil étudiants, stages,

encadrement, enseignement LR-LGC-ENIT Génie Civil


encadrement, enseignement LR-LAMSIN-ENIT Modélisation Mathématique et Numérique dans les Sciences de l'Ingénieur


encadrement, enseignement

UR-ENV-ENIT Energétique et Environnement



LR-MOED-ENIT Matériaux, Optimisation et Energie pour la Durabilité



Unité Signaux et Systèmes, ENIT Recherche Accueil étudiants, stages,

encadrement, enseignement LR-LASMAP-EPT structure et mécanique appliquée

Recherche Accueil étudiants, stages, encadrement, enseignement

Institut Préparatoire aux études d’Ingénieurs El MANAR

Enseignement Encadrement, enseignement


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6-2- Partenariat avec le milieu professionnel, écon omique et social


STELIA Aéronautique Stage de mastère / enseignement

ZODIAC Aéronautique Stage de mastère VALEO Automobile Stage de mastère

PSA Recherche et Développement,

Automobile Stage de mastère /

enseignement ESI Recherche et Développement Stage de mastère HUTCHINSON TUNISIE Recherche et Développement Stage de mastère

MICHELIN Recherche et Développement,

Automobile Stage de mastère

AIRBUS DEFENCE AND SPACE

Recherche et Développement, Aéronautique

Stage de mastère

STEG Electricité, Gaz, R&D Stage de mastère

SONEDE Exploitation et distribution des eaux, R&D

Stage de mastère

CETIME Conseil, R&D Stage de mastère

6-3- Autres types de Partenariat


ENSTA (Paris) Enseignement recherche Stage de mastère

ENSAM Cluny et Angers Enseignement recherche Stage de mastère

INSA de Lyon Enseignement recherche Stage de mastère

ENPC (Paris) Enseignement recherche Stage de mastère

INPG (Grenoble) Enseignement recherche Stage de mastère

ENISE (St-Etienne) Enseignement recherche Stage de mastère

ISAE Toulouse Enseignement recherche Stage de mastère

8-Fiches descriptives détaillées pour chaque élémen t constitutif d'UE (ECUE)

Eléments constitutifs

d'UE (ECUE) Contenus et objectifs

Enseignement Fondamental

UE-11-F Modélisation du comportement

anélastique

Objectifs Ce module d’enseignement porte sur la modélisation de comportements mécaniques dissipatifs (viscoélasticité, plasticité et endommagement) et leurs applications à la conception et le dimensionnement de pièces mécaniques et de structures. La prise en compte du comportement non élastique des matériaux est aujourd’hui très présente dans la pratique du dimensionnement : -les logiciels de calcul utilisés en génie mécanique et en génie civil incluent des modules de calcul non élastique ;


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-les normes actuelles de conception font constamment référence aux calculs aux états limites ultimes qui trouvent leurs justifications dans la théorie de la plasticité et de l’analyse limite.

Contenu 1. Viscoélasticité : Fluage, relaxation, principe de Boltzmann, calcul formel

(transformées de Laplace-Carson), Modèles 1D et Modèles 3D. 2. Calcul élastoplastique (1D) dans des structures à barres réticulées. 3. Le comportement élastoplastique 3D : Critère de plasticité, principe de Hill, loi

d’écoulement plastique, exemples de calcul 3D analytiques et numériques par éléments finis .

4. Analyse limite : Approche (statique) par l'intérieur de l’ensemble des chargements supportables, Approche (cinématique) par l'extérieur, Le théorème de Ahmed Friaa, Le théorème d'association et Exemples d’applications (structures à barres réticulées, tube et sphére sous pression.)

5. Thermodynamique des Milieux Continus et Comportements Standards GénéralisésApplication à la modélisation de l’endommagement et de la plasticité avec écrouissage

UE-12-F Optimisation des

structures

Contenu Introduction à l’optimisation des structures - Généralités (terminologie, formulation mathématique d’un problème d’optimisation de structures, méthodes de résolution classiques, etc.). -Méthodes de programmation mathématique (conditions d’optimalité, méthodes d’optimisation sans contraintes, méthodes d’optimisation avec contraintes). - Méthodes Méta-heuristiques. -Outils pour l’optimisation (plans d’expérience, méthodes d’approximation, étude de sensibilité). -Logiciels d’optimisation des structures. Mini-projets d’optimisation des structures

UE-21-F Mécanique des

fluides

Contenu -Notions Fondamentales -Deformations Dans Un Fluide – Lois De Comportement Et Equations Générales -Statique Des Fluides -Dynamique Des Fluides Parfaits Et Incompressibles -Ecoulements Dans Une Conduite -Analyse Dimensionnelle Et Similitude Des Ecoulements -Ecoulement Des Fluides Visqueux Et Incompressibles -Ecoulement A Potentiel Des Vitesses (Complémentaire)

Parcours P1 : Mécanique Numérique

UE-11-P1 Modélisation et simulation par

EF

Objectifs Ce module est dédie au métiers d’ingénieur de recherche et développement, de calcul et simulation et de conception pour des industries de l’aéronautique, automobile, constructions, électronique, …, utilisant et fabriquant des matériaux et systèmes complexes. Le recours la simulation numérique pour évaluer les champs de contraintes, déformations, endommagement… est désormais très fréquent. Longtemps cantonné à des calculs en élasticité linéaire, la simulation numérique est de plus en plus employée pour dimensionner des systèmes mécaniques dans


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des cas non linéaires complexes (plasticité, viscoplasticité, endommagement, grandes déformations, contact…). Le cours est destiné à apprendre aux étudiants les outils de modélisation et simulation numérique sur un logiciel de simulation numérique pour pouvoir répondre efficacement à ces questions précises. Contenu 1. Modélisation numérique d’un problème en élasticité linéaire isotrope incompressible Formulations mixte, hybride, … Projet sur Codes EF 2. Modélisation numérique d’un problème de contact de deux pièces mécaniques en élasticité linéaire isotrope Formulations pénalisée, avec multiplicateur de Lagrange, … Projet sur Codes EF 3. Modélisation numérique d’une pièce anti-vibratoire en caoutchouc par Codes EF Identification des propriétés du matériau, mise en données expérimentales, convergence du calcul sur Codes EF, erreurs, etc. 4. Modélisation numérique du pliage élastoplastique de pièces mécaniques par Codes EF. Identification des propriétés du matériau, mise en données expérimentales, convergence du calcul sur Codes EF, erreurs, etc.

UE-12-P1

EF en Mécanique non

linéaire

Objectifs Ce module est dédie aux métiers d’ingénieur de recherche et développement, de calcul et simulation et de conception pour des industries de l’aéronautique, automobile, constructions, électronique, …, utilisant et fabriquant des matériaux et systèmes complexes. Le recours la simulation numérique pour évaluer les champs de contraintes, déformations, endommagement… est désormais très fréquent. Longtemps cantonné à des calculs en élasticité linéaire, la simulation numérique est de plus en plus employée pour dimensionner des systèmes mécaniques dans des cas non linéaires complexes (plasticité, viscoplasticité, endommagement, grandes déformations, contact…). Le cours est destiné a donner aux étudiants les outils de modélisation numérique pour pouvoir répondre efficacement à ces questions précises.

Contenu 1. La notion d’élément fini (EF) isoparamétrique et la méthode des éléments finis. 2. Résolution approchée du problème d’équilibre en élasticité non linéaire unidimensionnel. Rappels sur le comportement élastique non linéaire. Formulation fortes et faible. Algorithmes itératifs de type Newton. Mini-projet sur Matlab 3. Résolution approchée du problème d’équilibre en élastoplasticité unidimensionnel. Rappels sur le comportement élastoplastique. Formulation fortes et faible. Algorithmes itératifs de type Newton et retour radial. Mini-projet sur Matlab 4. Résolution approchée du problème d’équilibre non linéaire tridimensionnel.


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Intégration locale, écriture des équations globales

UE-21-P1 Mécanique non

linéaire

Objectifs Le comportement des matériaux solides est à maitriser dès que l’on travaille dans le domaine de la tenue en service des matériaux, de leur transformation ou de leur fabrication. Les applications les plus directes seront le choix de matériau dans les phases de dimensionnement, ou le choix de procédés de transformation pour un matériau donné afin d’obtenir les propriétés optimales pour une application donnée et enfin la conception de nouveaux matériaux pour des applications émergentes. Les secteurs industriels concernés sont très larges, transport, énergie, construction mais aussi électronique ou santé. L’objectif de ce cours est de donner un état de l’art des modèles de comportement dissipatifs : plasticité, viscoplasticité et endommagement. Contenu 1. Comportement physique des matériaux solides Relations entre la microstructure des matériaux et leurs propriétés mécaniques en s’intéressant aux mécanismes élémentaires de déformation et de durcissement. 2. Comportement thermo-élastoplastique : phénoménologie, mécanismes, modélisation. Ecrouissage cinématique et isotrope, critère et fonction de charge, lois d’évolution, identification, … 3. Comportement thermo-élastoviscoplastique : phénoménologie, mécanismes, modélisation 4. Concept d'endommagement continu

UE-22-P1 Fatigue et

rupture des structures

Objectifs L’étudiant sera capable d’appliquer les critères de fatigue dans le cas de chargement polycyclique, de déterminer les lois nécessaires dans le domaine oligocycliques et comprendre la propagation de fissure en fatigue dans des applications adéquates.

Contenu - Introduction aux problèmes de la tenue des structures: fatigue et rupture. - Rappel sur les contraintes et les critères de plasticité - Critères de fatigue empiriques - Structures sous chargements cycliques : adaptation-accommodation-rochet - Trajets de chargements cycliques locaux. - Critères multiaxiaux de fatigue polycyclique - Introduction à la fatigue oligocyclique - Concentration de contrainte - Singularité de contrainte - Propagation de fissure en fatigue - Contrôle de rupture Etude de cas

UE-31-P1 Matériaux

composites et approches multi-

échelles

L’enseignement proposé traite essentiellement deux aspects. Le premier est un aspect matériaux où l’on définie brièvement les différents types de matériaux composites, leurs intérêts et leurs modes d’obtention. Le deuxième est un aspect comportement où l’on s’intéresse à la détermination des caractéristiques mécaniques du matériau. Nous évoquerons alors les propriétés d’anisotropie des matériaux composites et nous calculerons les coefficients élastiques caractéristiques du comportement de quelques empilement particuliers


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(unidirectionnel, stratifié quelconque, ...) en utilisant des approches d’homogénéisation et de passage micro-macro.

UE-32-P1 Exploitation des

matériaux

Objectifs -Comprendre les phénomènes physiques régissant le contact des pièces mécaniques (tribologie) -Proposer différentes méthodes de protection des surfaces par traitements superficiels Contenu Endommagement par frottement et usure -Sollicitations tribologiques/Frottement -Endommagement de surface Amélioration du comportement de la surface des pièces mécaniques par traitement superficiel -traitements mécaniques de surface : origine des contraintes, principe des traitements de précontraintes, les traitements mécaniques (le grenaillage). -traitements thermiques de surface : trempe classique, trempe superficielle (induction HF) -traitements thermochimiques de surface : cémentation, nitruration, carbonitruration, implantation ionique, traitement par LASER.

Parcours P2 : Systèmes Vibro-acoustiques

UE-11-P2 Etude vibratoire des systèmes

tournants

Objectifs : Mesures, analyses et calculs vibratoires pour la conception dans les bureaux d’étude et pour la maintenance industrielle. Contenu 1- Vitesses critiques des arbres - Balourd mécanique -Vitesses critiques -Méthodes de calcul de la vitesse critique- Méthode de Stodola- Méthode Rayleigh – Rayleigh Ritz- Méthode de Dunkerley- Analyse expérimentale. 2- Equilibrage des machines tournantes Définitions- Equations générales d’équilibrage- Equilibrage statique et équilibrage dynamique- Méthode d’équilibrage au labo (minimum d’amplitude, phase)- Méthode d’équilibrage in situ (matrice d’influence, méthode modale)- Instrumentation utilisée pour l’équilibrage- programmation de la méthode des matrices d’influence 3- Surveillance des machines tournantes Les instruments de mesure des vibrations- Différentes méthodes de maintenance- Courbe tridimensionnelle- Courbe de tendance- Comparaison relative et comparaison absolue- Normes internationales des vibrations 4- Diagnostic des défauts par analyse vibratoire Relations entre les vibrations et les forces excitatrices- Méthodes de reconnaissance des défauts des machines tournantes par analyse vibratoire- alignement – paliers – pignons – roulements

UE-12-P2 Mécanique des

vibrations

Objectifs Initier les étudiants aux phénomènes vibratoires et la conception en dynamique Contenu Rappels de systèmes à un degré de liberté : modèle, mise en équations, vibrations libres, vibrations forcées, intégrale de Duhamel, isolation, frottement sec.


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Systèmes à Plusieurs degrés de liberté : Mise en équation, écriture matricielle, systèmes conservatifs, fréquences propres, modes propres, réponse libre, réponse forcée, méthode de l’impédance, méthode modale. (amortissement proportionnel), Systèmes dissipatifs, pulsations propres amortissement modaux, modes propres, réponse libre, hypothèse de Rayleigh, vibrations forcées, intégration numérique. Vibrations des poutres en flexion ; méthode exacte fréquences propres et modes propres vibrations forcées à charge harmoniques, Méthode d’approximation de Rayleigh, Méthode de Rayleigh Ritz, Méthode des éléments finis.

UE-21-P2 Dynamique des Systèmes Multi-

physiques

Objectifs - Connaître les lois de comportement dynamique des systèmes élémentaires de la multi-physique, - Savoir élaborer un modèle dynamique en se basant sur l’homologie des systèmes multi-physiques, - Savoir étudier et analyser le comportement dynamique d’un système multi-physique complexe. Contenu Modélisation des systèmes élémentaires de la multi-physique - Systèmes mécaniques - Systèmes électriques - Systèmes fluides - Systèmes thermiques Homologies des systèmes dynamiques - Méthodologie de modélisation des systèmes composés - Notion d’impédances composées - Similarité des éléments - Similarité des signaux Modélisation dynamique des systèmes multi-physiques - Dynamique des systèmes complexes : - Systèmes électromécaniques - Systèmes hydromécaniques - Systèmes thermomécaniques

UE-22-P2 Vibro-acoustique

Objectifs -Comprendre les principes de modélisation dynamique d’une cavité acoustique, d’une plaque et du domaine d’interaction fluide-structure, -Savoir élaborer un modèle dynamique d’un système vibro-acoustique, -Connaître la procédure de résolution d’un problème de couplage vibro-acoustique. Contenu -Généralités sur les problèmes couplés fluide-structure, -Formulation variationnelle d’un système vibro-acoustique, -Résolution dynamique d’un problème de couplage vibro-acoustique, -Transparence acoustique des structures.

UE-31-P2 Analyse et

traitement du signal

Objectifs Ce cours introduit brièvement les outils Signaux et Systèmes à temps continu et discret dans le cas déterministe et aléatoire. Le cours aborde ensuite l'utilisation de ces outils dans le cadre d’applications


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génériques en Génie Mécanique. Cela concerne aussi bien l'analyse -en particulier spectrale- des signaux que leur traitement. Ceci est fait sous l'angle conception afin de développer l'aspect analyse critique d'une méthode de traitement du signal. Contenu -Caractérisations temporelles et fréquentielles des signaux aléatoires (SA) : Caractérisations statistiques (moments statistiques d'ordre 1 à 4) - Caractérisations fréquentielles (périodogramme, densité spectrale de puissance) – Stationnarité et ergodicité – Eléments d'analyse spectrale. Exemples de signaux, de systèmes et de traitements associés (bruit blanc, signal gaussien, canal acoustique, identification, débruitage, déconvolution,...). -Filtrage des SA : caractérisations temporelles et fréquentielles -Eléments de Filtrage optimal : filtrage de Wiener -Applications génériques : Identification de canal acoustique - Analyse spectrale de vibrations– Débruitage -...

UE-32-P2 Acoustique théorique et numérique

Objectifs -Développement des méthodes théoriques et numériques (Equations Intégrales (BIE) et Eléments finis de Frontière (BEM)) pour l’étude des problèmes de rayonnement acoustique dans un fluide en repos et en écoulement uniforme. -Etude de l'influence d’un fluide en écoulement uniforme sur le rayonnement des ondes acoustiques (peau d'échappement, climatiseur, réacteurs d'avions, etc.). Contenu -Méthodes de prédiction numérique en acoustique. -Méthode des éléments finis de frontière classique (BEM) dans un fluide au repos. -Méthode des éléments finis de frontière convectée. (Convected BEM) dans un fluide en écoulement uniforme subsonique. -Applications au calcul du rayonnement acoustique avec un fluide au repos et en écoulement uniforme.

Parcours P3 : Systèmes Energétiques

UE-11-P3 Code industriel en mécanique

des fluides

Objectifs Ce cours a pour objectifs de donner aux étudiants les éléments de base du traitement numérique des écoulements de fluides dans des systèmes industriels. Les différentes méthodes, présentées, traiteront les différents modèles de l'écoulement d'un fluide. Ainsi, on étudiera le cas des écoulements incompressibles, le cas des écoulements incompressibles visqueux et non visqueux (équations de Navier-Stokes, d'Euler, Stokes, …) et les conditions aux limites pour chaque cas. On insistera sur les différentes techniques de discrétisation des différents termes de l'équation régissant l'écoulement considéré. Les techniques de discrétisation des équations seront basées sur les volumes de contrôles. A la fin de cours l'étudiant sera apte à utiliser les logiciels existants d'une façon optimale. Contenu -Rappels des différents modèles de l'écoulement d'un fluide -Notions de génération de maillage


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-Conditions aux limites et initiales -Introduction à l’utilisation des codes CFD. -Étude numérique des équations d'Euler -Étude numérique des équations de Navier-Stokes -Applications industrielles

UE-12-P3 Dynamique des

fluides compressibles

Objectifs Il s’agit d’étudier le comportement des fluides compressibles dont la compressibilité est due essentiellement aux vitesses d’écoulement lorsque celles-ci deviennent comparables aux vitesses locales soniques. Il traite notamment le passage des régimes d’écoulement subsoniques aux supersoniques et l’étude des ondes de choc. La formulation est présentée dans le cas d’un écoulement stationnaire isentropique et unidimensionnel. Les applications concernent le cas des tuyères, des écoulements autour d’obstacles à profils minces et des écoulements internes dans les turbomachines à fluides compressibles. Contenu - Introduction – Effet de la compressibilité à grandes vitesses - Ecoulement permanent d’un fluide parfait (rappels) - Ecoulement de fluides compressibles – Définitions - Ecoulement isentropique unidimensionnel - Ondes de choc - Ecoulement adiabatique irréversible (Fanno) - Les profils minces - L’étude interne des turbines dans le cadre de la théorie unidimensionnelle des turbomachines (turbines à action et à réaction).

UE-21-P3 Rayonnement

thermique

Objectifs : Étude et analyse du mode de transfert qui est le rayonnement. Signification physiques des lois qui gèrent le rayonnement. Rayonnement entre différents types de corps, tels que noirs, gris et réels, et leurs représentations par analogie électrique. Contenu - Introduction - Physique de rayonnement - Propriétés de rayonnement – Loi de Kirchhoff - Facteurs de forme - Rayonnement entre les surfaces noires - Rayonnement entre les surfaces grise Rayonnement entre les surfaces réelles

UE-22-P3 Production de

l'énergie électrique par

voie renouvelable

Objectifs : - Prendre connaissance des sources non conventionnelles de production d’énergie électrique à échelle industrielle - Maitriser les exigences d’utilisation de ces sources - S’initier aux paramètres de décision et de choix de sources. Contenu :

- La définition et la caractérisation des énergies dites nouvelles ou renouvelables :

– Le solaire ; – L’éolien ; – La Biomasse, etc.

- L’évaluation du potentiel énergétique des sites ou sources.


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- Les indicateurs de rentabilité et d’attractivité du site selon : – Les infrastructures disponibles ; – La stratégie énergétique nationale ; – La maitrise technologique ;

- Détermination et étude des facteurs de réussite. - Orientations des recherches appropriées pour le développement des

renouvelables.

UE-31-P3 Systèmes thermiques industriels

Objectifs -Acquérir une méthodologie d’analyse des systèmes thermiques et frigorifiques industriels -Apprendre à concevoir de nouveaux systèmes thermiques industriels en fonction de la source d’énergie disponible (fossile, chimique, solaire, éolienne, thermique, géothermale…) et des besoins énergétiques et frigorifiques désirés -S’initier à l’élaboration d’un cahier de charge énergétique Contenu Moteurs Thermiques :

• Cycle de BEAU DE ROCHAS- OTTO • Cycle DIESEL • Utilisation du logiciel CYCLEPAD • Turbine à gaz • Applications : Utilisation du logiciel CYCLEPAD • Turbo-réacteurs et applications

Utilisation du logiciel CYCLEPAD Tuyère Turboréacteur

• nstallation motrice à vapeur

Cycle fondamental d’une installation motrice Consommation spécifique Cycle réel – rendement isentropique Amélioration des performances du cycle à vapeur : cycle de Hirn, cycle à resurchauffe de vapeur et soutirage de vapeur- réchauffage de l’eau

� Cycle combiné � Réseaux de chauffage ou cogénération � Applications

Utilisation du logiciel CYCLEPAD Cycle àvec surchauffe et resurchauffe (1) et (2) Installation motrice à vapeur à soutirage Systèmes combiné Cycle de cogénération

• nstallation frigorifique à compression de vapeur

Cycle frigorifique de base Systèmes étagés Systèmes à absorption Systèmes hybrides Applications : Utilisation du logiciel CYCLEPAD et étude de cas

• Systèmes tri-génératifs - Présentation des systèmes tri-génératifs

Applications : Utilisation du logiciel CYCLEPAD et étude de cas


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UE-32-P3 Transfert de

chaleur

Objectifs -Étude des deux principaux modes de transfert (conduction – convection) -Equation générale de conduction en permanent et transitoire – solutions analytiques des cas simples en régime permanent et quelques cas en transitoire. -Convection forcée et naturelle dans quelques configurations géométriques, avec étude des cas. Contenu -Loi de la conduction – généralités -Conduction dans les différents systèmes de coordonnées -Conduction en régime permanent sans génération -Conduction avec génération d’énergie -Transfert thermique des profilés minces -Conduction en régime transitoire -Introduction-Analyse dimensionnelle -Convection forcée dans un tube -Convection forcée autour des écoulements externes -Convection naturelle

Parcours P4 : Procédés et Matériaux

UE-11-P4 Modélisation et simulation de

l’enlèvement de matière

Objectifs -Introduction à la théorie de l’enlèvement de matière -Compréhension des mécanismes de coupe mis en œuvre à des échelles microscopique et mésoscopique -Analyse des mécanismes d’endommagement d’un outil de coupe et lois d'usure associées -Elaboration des modèles prédictifs de la coupe -Optimisation du processus de la coupe Contenu

- Introduction et compréhension des fondamentaux nécessaires à la physique de la coupe

- Approche multi-échelles de l’enlèvement de matière - Cas de l’outil coupant : paramètres classiques associés à la coupe et

hypothèses simplificatrices - Mécanismes de la formation du copeau - Qualification des outils coupants - Analyse des mécanismes d’endommagement d’un outil de coupe et lois

d'usure associées - Etude de l’interaction outil/pièce : approche mésoscopique - Modèles mécanistiques et analytiques appliqués à la coupe : calcul des

efforts de coupe - Bases fondamentales pour l'expertise d'un problème de coupe de

matériaux à usinabilité difficile - Contraintes de production et optimisation appliquées à l’usinage par outil

coupant - Approche couple outil-matière - Applications industrielles de l’UGV (usinage des voiles minces, moules,

etc.) - Approches de modélisation de l’enlèvement de matière : cas de la coupe

et de l’abrasion - Elaboration des modèles de coupe (UGV et usinage assisté) et intérêts. - Simulation de la coupe par Code EF


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UE-12-P4 Etude des structures

assemblées : cas du soudage

Objectifs : Modéliser et simuler les différents phénomènes thermomécaniques et métallurgiques mis en jeu au cours du soudage. Contenu Introduction générale sur le soudage Conception des structures soudées Métallurgie du soudage Aspect phénoménologique Soudabilité métallurgique des métaux Température de préchauffage Méthodes d’inspection en soudage Défauts de soudage Contrôles destructifs et non destructifs Modélisation et simulation des procédés de soudage Aspects phénoménologiques Modélisation thermique, métallurgique et mécanique Simulation numérique : Cas d’application

UE-21-P4 Interaction

outil-pièce et conséquences

induites

Objectifs Etude des aspects "Relation Procédés de Fabrication – Matériau - Mécaniques" en s’appuyant sur les caractéristiques de surface et leurs impacts sur la durabilité de pièces mécaniques.

Contenu - Outil-copeau et son interaction avec le processus de formation du

copeau Les techniques de coupe Les efforts de coupe Les différentes interactions outil-pièce Les aspects microscopiques et macroscopiques dans le processus de la formation du copeau

Les effets des paramètres de coupe sur les interactions du procédé - Usinabilité des matériaux

Définition de l’usinabilité Mesure de température de contact Les températures en usinage (précision et étalonnage) Les effets des paramètres de coupe sur les températures en usinage

- Intégrité des surfaces finies Les défauts de surfaces usinées Les différentes intégrités dues à la coupe Influence des combinaisons outil – lubrifiant – condition de coupe sur les intégrités de surface obtenues - Effets des paramètres du procédé de fabrication sur les caractéristiques

de surfaces finies Influence des combinaisons outil – lubrifiant – condition de coupe sur les caractéristiques microgéométriques Influence des combinaisons outil – lubrifiant – condition de coupe sur les caractéristiques microstructurales Influence des combinaisons outil – lubrifiant – condition de coupe sur les caractéristiques mécanique

- Impacts des effets des combinaisons matériaux – procédés sur la


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durabilité des pièces Les paramètres d’influence sur La tenue en service des surfaces usinées Les effets des paramètres de coupe sur la durabilité des matériaux usinés

UE-22-P4 Analyse et

caractérisation des phénomènes d’endommageme

nt

Objectifs -Présentation des principaux aspects inhérents à la mécanique de la rupture (sous sollicitations mécaniques extrêmes (chargement excessif) ou sous faibles contraintes (fatigue) ou sous forme de réactions électrochimiques avec l'environnement (corrosion sous tension)). -Etude de plusieurs exemples concrets traitant de la conception aussi bien l’analyse et la prédiction de la rupture des pièces mécaniques et par là d'y apporter remède.

Contenu -Rupture fragile -Notions de mécanique de la rupture -Facteurs d'intensité de contrainte -Rupture par fatigue -Techniques expérimentales -Exemples d'analyse et de vérification

UE-31-P4 Caractérisation des matériaux

Objectifs Présentation des principales techniques d'analyse et de caractérisation microstructurale des matériaux fondées sur l'utilisation des rayons X et des faisceaux d'électrons (rayonnement dont la longueur d'onde est plus petite ou du même ordre de grandeur que les distances interatomiques dans la matière condensée).

Contenu Physique des interactions rayonnement-matière

Généralités sur les interactions rayonnement matière Diffusion cohérente des rayonnements par les cristaux Propagation d'onde dans les cristaux

Caractérisation des matériaux par rayons X -Sources de rayons X, conditionnement et analyse des rayons X -Méthodes de caractérisation structurale par diffusion et diffraction des rayons

X Caractérisation des matériaux par faisceaux d'électrons

-Microscope électronique à transmission -Informations fournies par le microscope électronique à transmission -Microscope électronique à balayage -Micro analyse par faisceaux d'électrons.

UE-32-P4 Exploitation des

matériaux

Objectifs -Comprendre les phénomènes physiques régissant le contact des pièces mécaniques (tribologie) -Proposer différentes méthodes de protection des surfaces par traitements superficiels Contenu Endommagement par frottement et usure -Sollicitations tribologiques/Frottement -Endommagement de surface


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Amélioration du comportement de la surface des pièces mécaniques par traitement superficiel -traitements mécaniques de surface : origine des contraintes, principe des traitements de précontraintes, les traitements mécaniques (le grenaillage). -traitements thermiques de surface : trempe classique, trempe superficielle (induction HF) -traitements thermochimiques de surface : cémentation, nitruration, carbonitruration, implantation ionique, traitement par LASER.


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3.3.6. Egypt-Japan University of Science and Techno logy EJUST

a. Name of Program : Bachelor degree in Mechatronics Engineering (new)

b. Why is this program

The increasing demand for industrial automation calls for a new engineering skills which are combination of mechanical, electrical, computer, and control engineering. This motivates the development of Mechatronics program for undergraduate engineering which produces an innovate engineer ready to design and solve problems related to electromechanical and control problems.

c. The future fields of, sector of employment ( Wh ere can the graduate be employed?)

Mechatronics engineer can serve in automotive industry, in home automation and appliances. He can work in all fields involving robotics for manufacturing, assembly and services. He can also serve in industrial sectors which needs programmable logic control and supervisory control.

d. Duration of the program : 4 years.

e. Description of the degree profile of the new/rev ised programme

The meta profile of the new program is:

1- to graduate an engineer able to have an active role in addressing and providing solutions to current and potential future needs of regional and international industrials.

2- To develop advanced experimental skills practicing in modern laboratories applying to the problem based learning methodologies

3- To develop communication skills of preparing professional proposals, reports, articles and presentations in national and industrial scientific events and communities.

4- To develop integrated team work skills for interacting with other members from different specializations.

5- To establish strong and effective- cooperation with national and international research industrials relevant to mechatronics

6- To implement the recognition of Mechatronics degrees by international accreditation bodies of dual degree with Japanese partner universities.

f. Definition of the competences (Specify regardi ng the new/revised programme):

This is shown in table 1

Table 1

Specified Competences General competences 1. Competences to understand scientific background of mechanical engineering bases and apply to Mechatronics Engineering.

1. Competences to be able to communicate with engineers, partners and communities, of course including international community.

2. Competences to understand science background of control and computer systems and apply to Mechatronics Engineering.

2. Competences to describe the reports properly and to present to audiences.


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3. Competences to define specified problems and to solve them.

3. Competences to have a leadership and administrate the team.

4. Competences to design new Mechatronics systems.

4. Liberal arts and common sense.

5. Capacity to create, innovate and contribute to technological development

5. Competence of engineering ethics.

6.skills in designing and building Mechatronics systems

6. Ability to critical evaluation and self-awareness

7.Capacity to integrate electrical, mechanical and software modules to design Mechartronics system

7. commitment to life long learning.

8.Providing Mechatronics engineering solutions to social problems.

8. Flexibility and adaptability

g. Check the link between the competences and the a greed-upon or developed meta-profile

Table 2

Competence\Meta-profile

Meta- profile 1

Meta- profile 2

Meta- profile 3

Meta- profile 4

Meta- profile 5

Meta- profile 6

Specific 1 X X

Specific 2 x

Specific 3 x

Specific 4 X

Specific 5 x

Specific 6 X

Specific 7 x

Specific 8 x X

Generic 1 x

Generic 2 x

Generic 3 x x

Generic 4 x

Generic 5 x

Generic 6 x

Generic 7 x


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h. Describe the expected learning outcomes related to the competences.

1- Capacity to synthesis knowledge on the fundamental principles of mechanical, electrical, computer and control engineering relevant to complex industrial systems.

2- Ability to apply methodological approaches to analysis and evaluation of engineering systems with a view to optimising their operation regarding precision, reliability and repeatability.

3- Ability to interface mechanical, electrical and electronic systems in a programmable manner.

4- Capacity to conceive and design systems by utilising relevant and emerging technologies.

5-Capcity to critical review existing systems and develop innovative solutions to problems

i. Specify the units/courses/modules of the program me. The Mechatonics engineering program consists of the following courses 1. Basic science and engineering courses (physics, math, chemistry, mechanics) 2. Theory of Machines 3. Strength of Materials 4. Electronic Circuits 5. Microprocessors 6. Project Management 7. Mechanical Vibrations 8. Mechanical Design 9. Project Based Learning on MTE 10. Automatic Control 11. Pneumatic and Hydraulic Systems 12. Numerical Analysis 13. Mechatronics System Design 14. Robotics 15. Entrepreneurial Leadership 16. Senior Project Thesis 17. Humanities courses

j. Check the consistency of the programme with the competences, the expected learning outcomes and activities that will lead you to the learning o utcomes (overall consistency of the programme).

Under study

k. Quality assurance approval and accreditation of the programme (internal and external procedures).

The program is under approval

l. Eligibility and admission criterion

Internally all high school graduates with GPA above certain threshold, internationally this is not decided yet.

Generic 8 x


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3.3.7. Institut Supérieur de Techniques Appliquées, ISTA Kinshasa

Localisation Country : Republic Democratic of Congo, Central Africa Institution : Institut Supérieur de Techniques Appliquées, ISTA Kinshasa Subject area : Mechanical Engineering Type of Implementation : New Programme Official language : French Campus : Ndolo Barumbu Website : www.ista.ac.cd Name of the Programme : Master Professionnel avance et académique des Techniques Appliquées (Applications professionnelles de la Science et de Technologie). Programme Joint : ISTA Kin, ENSP de Brazzaville, ENSP de Yaounde & The Higher Institute of The Sahel, Maroua Task 2 Nouveau Programme : Maitrise Professionnelle et Académique en Technique s Appliquées : Génie Mécanique This High School Polytechnic of Central Africa has the specials for first cycle Bachelor Engineers in :

- Aerospace or Aviation Mechanical, - Electro-mechanical used directly in industry and others companies with first cycle during

fourth years : one of preparatory and three for undergraduate. These curricula are in revised now. The government asking a deeply revision to go to LMD System. Actually ISTA-Kinshasa has two cycles, the 2nd cycle prepare Master Engineer during two years in Mechanical Engineering with three options :

-Manufacturing Engineering, -Applied Mechanic and - Energetic Mechanic. The Ministry of High Education asked in the next year to begin System LMD with a revised programs. The present new program is for post-license. In this task we present the new program for Advanced Professionalization and Academization for one year two semesters, and the second year in laboratory or industries for prepare the report, The second year is the period of professionalization and academization. Objectifs Constats : Les ressortissants de Bac+4ans ne sont pas opérationnels, ils ont difficiles à être engagés directement. Encore ceux qui terminent le premier cycle et les deux ans de deuxième cycle, ne sont pas en mesure de le comparer au Master II. Il faut le recycler pour préparer un DEA de deux ans encore d’application en RD Congo en vue de passer aux recherches doctorales. L’Afrique a besoin pressant pour former et transformer de manière à ajouter une valeur aux potentialités non encore exploites, dont la professionnalisation couplée a l’académisation est un atout pour le développement de l’Afrique subsaharienne francophone. Le nouveau programme est de former les ingénieurs professionnels, ayant des aptitudes à pallier des réalisations pratiques et à effectuer des rechercher poussées dans les industries pour répondre aux questions sans réponses de des industries.


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L’ISTA-Kinshasa se propose des nouveaux programmes en génie mécanique : énergie renouvelable, Mécatronique, mécanique agricole, mécanique automobile et mécanique d’aviation et la biomécanique et biomécanique en collaboration avec les sections : électricité, météorologie, électronique, et maintenance. Work address of ISTA-Kinshasa: Institut Supérieur des Techniques Appliquées Avenue de l’Aerodrome 3930, Commune de Barumbu B.P 6593 KINSHASA 31 NDOLO, RD CONGO, AFRIQUE CENTRALE To incorporate in the degree of Engineer the engineering practice and social competences into education and professional research. METAPROFILE

1. Design and Objectives in relation with the needs analysis in the field of professionalization the job of engineer in mechanic.

ISTA Kinshasa stands for Manufacturing engineering, Sustainable Energy and Computational Engineering Competences at the Kinshasa Institute of Applied Sciences and Technology in the Democratic Republic Congo. It intends to create, promote and sustain appropriate educational structures and researches of various in theoretical and applied mechanic, manufacturing and Energetic technic of alternative energy resources to the production of energy for industry and transportation applications supported by computational engineering and suitable experimental techniques.

These include Biomass Energy, Wind Energy, Solar Energy, Hydroelectric Energy sources. Combined with the use of recycling, the use of clean alternative energies will help build a pole of competence or cross-disciplinary scientific centre that will ensure a new era of an envrionment-friendly and sustainable development at the centre of Africa for Africa. Various disciplines of mechanic .

- Availability and environmental and technological benefits; - Manufacturing engineering of Agricultural machines; - Various applications in Mechanic Field. - Combustion of Burner(foyers improved);

- Computational Fluid Dynamics (CFD) and drinking water;

- Computational Engineering (CE).

To address these challenges the present proposal proposes a high level study for graduate and training for Professionnal master candidates as described in clear objectives of:

• Creating ability of facing new applications and encouraging flexibility, adaptability and ability to anticipate and respond to new solutions;

• Encouraging leadership, management, team work and project oriented practice approach; • Promoting ability to work independently

• Creating ability to work in a intra and intercultural and/or international context

• Improving ability to evaluate, review and enhance quality; • Enhancing high performance computing ; • Developing and sharing innovative and appropriate technologies; • Committing to preserve and to add value to the African interconnection and cooperation

• Participating to promote environmental and economic consciousness


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All students will receive a high level formation and training in the forementioned domains through their curricula and Professional master a multi-disciplinary vision and a key training for developing professional skills. Therefore the candidates that will graduate from this program will be able to understand and answer most of the key issues of the related field in Central Africa context.

For the academics, the objectives some generic and specifics competencies are:

• Developing the ability to apply knowledge of the basic and applied sciences of energy engineering

• Design and manufacturing engineering for local production equipment’s and appropriated tools

• Enhancing skills in using information technologies, software and tools for mechanical engineering, especially for energy and computational engineering

• Improving the ability to identify, evaluate and implement the most appropriate technologies for the context in hand

• Developing the capacity to create, innovate and contribute to technological development • Creating the capacity to employ mechanical engineering skills to transform local natural

resources • Developing skills to planning and executing mechanical engineering projects • Promoting capacity to supervise , inspect and monitor energy systems • Enhancing capacity to operate, maintain and rehabilitate energy systems • Providing solutions to societal problems for sustainable development • Developing capacity to model and simulate energy systems and processes • Developing skills in evaluating the environmental and socio-economic impact of energy

projects • Incorporating capacity to conduct life cycle assessment for products and systems • Developing capacity to interact with multidisciplinary groups towards developing integrated

solutions • Ensuring capacity to integrate legal, economic and financial aspects in cost-effectively

decision-making in energy projects Joint new program's added value and distinctiveness for two Congo count ries and Cameroun

To the best of our knowledge, there is no previous project creating a Professional Advanced Centre (PAC) of competence or international partnership project focusing on this topic DR Congo between Cameroun and others countries of Europe and world.

This project with the search keywords "Manufacturing, renewable energy, combustion, mechatronic". Nevertheless they are some initiatives like, “Programme de mobilité universitaire INTRA-ACP mainly focused on mechanical engineering studies without specific focus, like:

“Appui à l’enseignement de master professionel en science de l’ingénieur en mécanique en Afrique Centrale including RDCongo, Congo, Cameroun and in the futur of others countries in the world.

Elegibility

The aims and effects of the education program are to build master student completed in the future by a doctoral formation.

Candidates holding a Bachelor of Science degree from everywhere in Africa in any major subject relevant to mechanical engineering, physical sciences, chemical and applied mathematics field.

The recruitment strategy has to promote at both national and international level.

The program itself includes four semesters with different modules. The first semester is divided into 4 modules:


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Module 1: Sustainable Resource Management, Fundamentals sustainable energy, sustainable foundations Economics, resource economics, energy policy, environmental performance, Sustainable biomass potential, promotion of renewable Energy, sustainable facility management, wood energy and community

Module 2: Academic research and project management, Communication and conflict management, project organization and planning, team and project management, Introduction to Research Methods

Module 3: Sustainable energy technology, systems engineering, Thermodynamics, fuel cells, wind power, hydropower, Biogas engine, wood-fired power plants, emissions and flue gas cleaning, CHP, biogas, pumps, combustion of timber

Module 4: Sustainable energy technology, building technology, Thermodynamics in the building, solar cooling, solar and District electrification, measurement technology, photovoltaics, wood combustion, Geothermal

In the second semester, each student worked two Projects. There are problems on the part of both participating universities offered in the laboratories of the Universities may be edited, as well as those that be designed in cooperation with companies.

The third semester provides students with the basics academic work. In addition, the Sustainable energy management modules, Mathematical modeling, business seminar and research project development offered.

Thesis In the fourth semester of the master's thesis will be made. The master thesis includes a temporal Frame of six months.

Doctoral students will be recruited among the best graduate students after the master study. The will be recruited as researcher assistants and paid by the government. This constitutes the main financial contribution of the congolese partner. Legally they can act like members of the institute staff. Thus, for instance, they may become members of committees and bodies of academic self-governance.

Scientific program: The doctoral program leans on the work of highly experienced research laboratories. As explained in the proposal, the partners have developed considerable experience and skills in the domain of the proposal. One of the originality is to link the different teams together with the corporate partners in order to suggest and develop new complementary perspectives combining mathematics and physics, chemistry and fluid mechanics, computation and experiments, all those different approaches keeping in mind final large scale application for industrial use by companies. Doing research: How to address research activities, methods and tools. Scientific upgrades and courses, transversal training, practice of documentary research, basic tools...

• Managing research: How to supervise/coordinate research projects: daily occupations of a supervisor, project management and teamwork, setting up proposals...

• Developing research: How to innovate and give value to research results: sensitization to entrepreneur’s line of work, start-up development, patent processes, intellectual property right...

• Imaging research: How to deal with imagination, creativity and complexity in research. How to develop new points of views to tackle the challenges and provoke breakthrough...

• Thinking research: What is the role of research and its social impact, what are the new challenges for people and society, how to set up the Society of Knowledge, what is the European position and strategy...

• Communicating research: How to communicate the research work: presenting the research results, international conferences, write a scientific report, popularization...

• the candidates: the centre of the training is to develop the personal and professional abilities of the candidates. All the forementionned activities, together with specific trainings


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and the mentoring system, will help them to discover their own skills, abilities and motivations, to get ready to recruitment...

Staff Mobility Program: In parallel with those actions, a staff mobility program is proposed. Each partner is committed to support 4-week incoming mobility per year for researcher from the partnership. This idea is conceived to cross-enrich regularly the different research environments of each partner and to give the opportunity to strengthen collaborations and connections.

Fundamentally, the first outcome of the program is skilled people. They will be well-trained candidates for Natural Gas combustion and its applications in a general context of environmental needs. After having followed the research program in an international environment, they should become high quality scientists/experts mastering the necessary tools and methodologies from a cross approach perspective (theory, computation and experimentation) and professionals able to address the main challenges in the domain. They will have the requested scientific level together with skills needed for their career: critical ISTA with its Energetics, process and material sciences research department and its Doctoral School in Engineering Sciences under creation;

L’ISTA-Kinshasa, avec ce projet d’appui à la formation des masters et doctorat en Mécanique, jouera un rôle important pour la contribution à la croissance économique de la RD Congo et des nombreux pays qui enverront leurs étudiants. La spécialité mécanique. C’ est un moteur de développement industriel pour l’Afrique. La RD Congo avec 70 millions d’habitants et plus de 4 000 universités et Instituts supérieurs a un problème réel de la relève de demain, en ressources humaines qualifiées spécialement des professeurs à thèses de doctorat dans son ensemble. La mobilité des professeurs et des étudiants améliorera la qualité des enseignements de 3è cycle agréé et facilitera l’avancement de recherche de nos chefs de travaux et des assistants qui couvrent environ 75 % des membres du corps académique et scientifique. Le rôle que l’ISTA-Kinshasa joue de former les angolais, les camerounais, les burundais, etc… sera redynamisé par l’initiative actuelle de l’Union européenne. Le projet concrétise à atteindre les objectifs du millénaire, à minimiser la fuite des cerveaux vers l’occident et à renforcer la coopération interafricaine. C’est le rôle qu’aura à jouer le « Projet Tuning Africa » dont aujourd’hui pour l’ingénierie mécanique nous nous sommes constitués et retrouvés à Yaoundé, qui sera un modèle de départ pour ce projet. Le rôle spécifique des organismes en terme de mobilité ne réside qu’aux subsides pour la mise en œuvre.

Sommer School Content Activity Supervised

Nom Rôle dans le projet Expérience principale

Léonard KABEYA MUKEBA Représentant Professeur et Expert

KASENGEDIA MUTOMBE Directeur Général Professe ur et « Sale Manager »

Bandi Alexendre Secrétaire Général Académique

Coordonnateur des recherches et enseignement du projet et Professeur

Lumpungu Boniface Administrateur du Budget Adminis trateur et Trésorier du Projet

Kabangu Mpinga Représentant Adjoint Sale Manager o f Library ISTA-Kin


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Training Title Methodology Hours (3h blocks)

Doing Research Scientific common upgrades, Bibliography, Basic collaborative tools

courses, conferences, seminars

18

Managing Research Project management, teamwork, answering proposals

mini-projects and seminars

27

Developing Research Innovation, entrepreneurship, patents, IP

workshops and round tables

9

Imaging Research Imagination, Creativity, Complexity

case studies and mini-projects

9

Thinking Research Social impact, new challenges, EU strategy

conferences and round tables

9

Communicating Research

Scientific communication, scientific english for conferences and papers, posters, Popularization

courses, simulated situations and mini-projects

18

Personal, Professional Development

Personal awareness, competency awareness, recruitment

seminars, simulations and mentoring

10

TOTAL Sommer School 100

Local language and culture

Local courses, outings and visits

2h/week

Scientific English Local courses 1.5h/week

local Scientific upgrades

Local complementary courses, seminars

tbd locally

Local seminars and conferences

Local tdb locally

Personal, Professional Develpoment

Local complementary inputs

tbd locally

B.3.1 Relevance and appropriate organisation of the mandatory mobility periods of the candidates in the participating institutions.

Mobility is essential for research. Candidates will have a first year mainly dedicated to their learning and knowledge development in one or the two co-tutelle institutions, followed by 3 semesters of intensive exchanges between the two. Then candidates will stand back during a last semester for the synthesis of the work. The doctoral Winter School will remain the main yearly event for gathering all stakeholders. Finally staff short mobility period will be encouraged.

Nowadays, mobility and international aperture is essential to a high quality research activity. The doctoral work is based on co-tutelles with a minimum of 12 months in each of the 2 involved


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partners most of the time on a semester or year basis. In order to keep a maximum of consistency of the research work, the program is organized in order to allow flexibility in term of mobility period. Nevertheless, all mobility periods will be defined within the doctoral agreement for each candidate at the beginning of his/her research work. The cooperation between ISTA-Kinshasa and ENSP Brazzaville is starting.

But some generic aspects will be retained in most cases. The first year (S1, S2) is mainly dedicated for the candidate to learn about the subject and its environment either in 2 partners or in one, depending on the subject. Candidate will have opportunity to get familiar with the scientific domain, the research teams, theoretical and technical aspects and will get into the subject and its challenges. Then come 3 full semesters during when the candidate produces and exchanges a lot. He needs dynamic and rapid semester exchanges (S3, S4, S5) with his/her 2 co-tutelle institutions. Finally, a last semester (S6) is devoted to stand back for finalizing the research work and to prepare the final manuscript and the defence. As example, few subjects may be already proposed with the 2 main mobility schemes:

In all cases, all candidates meet yearly during the Winter School. Scientific upgrades, seminars, exchange of ideas, presentation to experts and peers, etc... will be the main activities of the School together with professional development and training.

In parallel, the researcher mobility program (each institution commits to reserve 1 month of professorship per year for the program) should enhance greatly the interaction with the candidates and the research teams. It will allow a continuous follow-up of the candidates an, additionally, will allow a sharing of ideas and good practices. The research environments will be improved and widen by these candidates and staff fluxes. Moreover it will cement the Doctoral School, which will strengthen the existing collaborations and probably generate additional common research prospective.

B.3.2 Appropriateness and quality of joint supervision and monitoring of the candidate

activities to ensure the highest quality of the outcomes.

The candidates will be followed continuously by their co-supervisors, quarterly by direct stakeholders and yearly by the partnership. A mid-term defence is organised to verify that the doctoral work is on the good way for completion. An approval for preparing final defence is delivered by the partnership, which will be represented in all jury. A dispute settlement is ready, just in case.

As co-tutelle scheme is the base of the Doctoral School, each candidate will have 2 supervisors for his/her research work. Supervisors will be qualified and recognised experts from each partner with Accreditation to Supervise Research. They will be strongly involved in the activities of the candidates all along their stay in their lab but also when situated at remote co-partner lab. A regular quarterly meeting with all direct stakeholders will be organised to ensure a close joint monitoring. Thanks to the staff mobility program (1 month/year/institution of reserved invited professorship for the program), staff may move to follow the research development and to work with the candidate when in the co-partner.

Furthermore, candidates will present their work by a yearly poster session to the experts of the scientific committee and the Advisory Committee during the Winter School. The candidate and his/her work are challenged and questioned. In addition, a mid-term defence will take place after 18 months of work, during the Winter School of Feb year N+2 for candidates entered in Sept year N, in front of the committee and invited external experts. Following that defence, Short mid-term assessment report with recommendation for each candidate will be prepared and corrective action proposed (if needed). These reports will also be used for the program external evaluation.

During the Winter School Year Feb N+3, considering the evidences produced by the candidates and the report of the supervisors an approval to prepare the defence will be delivered by the


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Scientific Committee (checking the scientific aspects) and the Training Committee (checking the training criteria).

Finally, at least 1 representative of the scientific committee - who should not be from any of the 2 co-tutelle partners - will participate to the jury of final defence. Considering the evidence of fulfilment of all the criteria, a per-candidate label/diploma supplement will be delivered with the degree.

In case of unexpected dispute or performance problem arising during a research work, candidate and/or supervisors will refer to the scientific committee. The latter will nominate a group of 3 experts, 2 from the consortium and 1 external - but, to avoid conflict of interest, not from the 2 involved institutions - for investing the difficulty and interviewing the 2 supervisors and the candidate (all separately). Following the interview, the experts will present a short report with some recommendation for either pursuing the doctoral work, with specific arrangements to help the candidate and his/her supervisors, or, in the worse case, to take the regular measures against the defaulting stakeholder, the candidate, the supervisor(s) or anyone else.

B.3.3 Degree(s) awarded

To avoid any national law breach, the degree awarded is a "doctorate from Institution 1 in co-tutelle with institution 2 within the partnership". A diploma supplement, label of quality, will be delivered to the successful candidates.

The partnership considers that there are 3 distinctive kinds of degrees: • the full joint degree : 1 unique legal document signed by all partners AND relevant

national authorities (depending on the local laws). Most of the time, some legal aspects restrict the use of such a document (e.g. in France, the joint degree document is possible only if it is printed out on a French secured paper);

• the degrees in partnership : 2 or more legal documents referring to the partners and partnership framework, each being signed by the considered partners AND his relevant national authorities;

• the multiple/double degrees : 2 or more self standing legal documents without any reference to the partners and the partnership.

As the legal framework for real true joint degree with several members and relevant national authorities signatures is still very controversial and as the co-tutelle scheme is the scheme developed for joint research work within SECC program, the partnership has considered the opportunity to deliver "degrees in partnership" referring to the co-tutelle partner and the partnership. Then a successful candidate will be awarded 2 legal documents from the 2 involved co-tutelle institutions, fully delivered in the frame of a regular joint process i.e. 2 partners, 1 partnership, 1 research work, 1 common set of criteria, 1 defence, 1 thesis, 1 working language... the name of the respective degree is:

DOCTORATE IN " NAME OF THE SPECIALITY " FROM "NAME OF THE INSTITUTION (COUNTRY)"

IN CO-TUTELLE WITH " NAME OF THE CO-TUTELLE INSTITUTION (COUNTRY) " IN THE FRAMEWORK OF THE PROJECT PARTNERSHIP

Provisions for candidates fellowship holders (15% of the max. score)

B.3.4 Information and promotion strategy envisaged by the consortium to reach out potentially interested candidates

For the promotion campaign, the partnership will use indirect communication via ad-hoc internet tools and direct communication toward their own master students and students from targeted master programs, also via participation to forum, fair and events. In addition, information through all partners' networks, as ACP, Central African Universities and others, will be diffused.


157

As already experienced in several international programs, especially African mobility ones, communication is the key point for fulfilling the objectives and reaching candidates of quality. African and others candidates will be sought using internal communication (especially other category candidates from partner’s own master candidates) and external communication).

Indirect communication strategy will be developed using internet based information with a partnership official website promoting the program, linked, referenced and advertised by all the partners official websites. Brochure and programs will be downloadable and a help desk at disposal for assistance. An application database will be created for registration of candidates willing to apply.

Direct communication toward potential candidates will be developed either internally toward partner Master students either externally by developing synergies with some related Masters (Masters Courses and others...). Moreover communication will be developed for specific events like education forums/fairs organised by the partners themselves and by promotion African agencies and thematic conferences where partners will take part as the yearly Combustion Symposium.

B.3.5 Language policy of the consortium

English will be used as the working language, but French will be taught to help the social integration and culture awareness of candidates.

As English is the scientific language, the working language used within the program will be English. In all partner institutions, specific courses are offered to candidates for perfecting their level for oral communication and written skills in the context of a research activity, particularly for their thesis writing and publications. For a candidate entering the program in September year N, the training will be 3-folds with:

- A levelling in oral communication from September to December year N (2hours/week) - Scientific English Classes from January year N+1 to September year N+3 (1.5h/week) - Specific Workshops during the yearly Vacancies School: Presentation skills, writing

abstract and papers, thesis writing, inter-cultural communication, and more depending on the yearly context to be decided by the consortium.

Implementation/management costs A provisional "business plan" is proposed as shown in table 5.2. The partnership receive 50 000€ per edition added by a part of participation costs and some associate partner sponsorship to be asked each year. Budget has been prepared for the first 3 editions. This period of time will be used to find additional and secured support to go beyond the end of DAAD participation.

Groupe cible

Master Doctorat Personnel TOTAL Pourcentage

Groupe Cible (GC) 1

5

3 2 10 ... %

Groupe Cible (GC) 2

10

6 4 20 ... %

TOTAL

15 09 06 30

Distribution par type de mobilité

... %

... %

... %


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Distribution indicative des mobilités individuelles dans les cohortes respectives

Type de mobilité Cohorte 1 Cohorte 2 TOTAL

Master 20 25 45

Doctorat 5 3 8

Personnel 1 1 2

TOTAL 26 29 55

Type de mobilité

Mobilités entrantes Mobilités sortantes

GC1 GC2

P

ays

XX

XX

X

Par

tena

ire 1

Master 6 4 10

Doctorat 8 7 15

Personnel 1 1 2

Total - Pays XXXXX 15 12 27

P

ays

XX

XX

X*

Par

tena

ire 2

Master

Doctorat

Personnel

Total - Pays XXXXX

P

ays

XX

XX

X

Par

tena

ire 3

Master

Doctorat

Personnel

Total - Pays XXXXX

Annual Graduate School People Nights per diem

(€) Courses or activities (€)

Max Travel

Particap. TOTAL

KG Meeting (3/partner - local staff) 9 2 80 300 4140

Doctoral and Master supervisors 15 2 80 300 6900

Teaching/training 10 1 80 300 300 6800


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Participation cost to travel & accommodation of candidates

24 8 30 150 9360

1 seminar diner 60 30 1800

1 cultural visit/event 60 30 1500

TOTAL EXPENSES (€) 30500

Participation to Winter School from Management costs

19000

Participation from partners and/or sponsors (T.I.M.E. and companies)

11500

TOTAL INCOMES (€) 30500

Table 5.4: Graduate School provisional budget.

B.3.6 Internal evaluation and external quality assessment

As international standard institutions, the 3 partners have developed an Quality Assurance plan. This project will enrich it by specific indicators, regular feedback loops, reporting and a 3-year based external evaluation process. In addition, quality of each doctoral work will be closely monitored by the scientific committee.

L’ISTA a instauré toute une Cellule Qualité Contrôle et une Cellule LMD ( licence master et doctorat). La vision du Comité de Gestion est que l’ISTA soit une industrie du svoir technologique et aussi une usine dont les applications seront effectives. Des petites unités de production sont en train d’être installées telle que : le Centre de Contrôle d’automobile, Une Unité de production en chaudronnerie, la fabrication des bateaux. Grâce aux progrès fournis, l’ISTA Kinshasa regorge le Représentant de tous étudiants de tout le pays. L’ISTA -Kinshasa par les biais de ses enseignants et ses étudiants nombreux marchés sont décrochés pour le marché public.

QUALITY OF THE PROGRAM AND SUPERVISION

1. A yearly internal feedback from stakeholders: key-people, staff, supervisors and candidates through questionnaire and direct feedback;

2. Continuous indicators defined by the partnership (number of applications/year, quality of applications, citizenship/gender of applicants, successful defences, co-publication, incident, failure...). Those indicators will be managed by the COF and yearly published;

3. A yearly Quality report to be prepared by the COF and presented during training of research. External Evaluation Committee constituted by the Advisory Committee members (Companies, a representative from candidates) and external experts );

4. An official labelization of the program (e.g. ISO9001).

QUALITY OF THE CANDIDATE AND HIS/HER OUTCOMES

1. A yearly poster discussion of each candidates during the Project Programm; 2. A 18 month mid-term defence of each candidates in front of the Scientific committee

(KG1) during the School (Feb Year N+2 for candidates entered Sept Year N). Corrective actions maybe proposed if needed;

3. Considering the evidences produced by the candidates and the report of the supervisors during the School Year Feb N+3, an Approval to prepare the defence delivered in conjunction by the Scientific Committee (KG1) and the Training Committee (KG2);


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4. Considering the evidence of fulfilment of all the criteria, a per-candidate label/diploma supplement delivered with the degree.

For each item, corrective loops are active and the Coordination Committee (KG3) is in charge to prepare and set up the corrective action for the sake of the program Quality. In a same way, in case of difficulty for some candidate, the Committee is in charge to refer to the concerned people for corrective actions with 3 possible issues:

- the candidate (respectively the partner) corrects the failure and fulfil the requirement of the program. Then he goes on with the normal cohort.

- the candidate (respectively the partner) corrects partially the failure but still doesn't reach the requirement of the program. Then he can be declared as not eligible anymore for the program (and loose the fellowship and all the relative ISTA & ENSPs partnership diploma and label), but may goes on under the acceptation of the involved institutions within their classical co-tutelle frame and their own resources.

- the candidate doesn't correct the failure. Then he is excluded from the program and from the partner institutions and looses the fellowship.

PROGRAMME DE MASTER SCIENCES DE L’INGENIEUR OU DE DIPLOME D’ETUDES

APPROFONDIES DE L’INSTITUT SUPERIEUR DE TECHNIQUES APPLIQUEES DE KINSHASA (I.S.T.A)

I. DE LA FINALITE DE LA FORMATION

Le Master en Sciences de l’Ingénieur, première année des études doctorales ; est

une formation à et par la recherche. Il s’agit de la phase d’initiation qui permet à l’étudiant d’acquérir les pratiques de base de la recherche et de développer ses aptitudes de créativité et d’innovation. C’est une étape nettement distincte de l’enseignement par sa finalité de former les spécialistes de niveau élevé de maîtrise épistémologique et méthodologique de leur discipline.

Il se déroule sur une année complète et comprend des enseignements théoriques, des séminaires de recherche et un stage. Ceci s’effectue en général dans un laboratoire universitaire, ou dans un laboratoire industriel après accord du Directeur. II. DES OBJECTIFS

II. 1. DES OBJECTIFS EDUCATIONNELS Le troisième cycle d’études que l’Institut Supérieur de Techniques Appliquées organise, consolidant la formation de l’Ingénieur diplômé en le faisant évoluer en osmose avec les problèmes concrets et complexes pour un concept développement durable appliqué à la formation de l’Ingénieur, a les objectifs éducationnels suivants : 1. Contribuer par l’enseignement à la formation d’hommes et des femmes aptes à provoquer le développement intégral de la société. Analyser des problèmes complexes et réels, formuler des solutions techniques accompagnées de considérations économiques et organisationnelles. 2. Former des cadres masters de niveau deux(II) ou diplômés d’études approfondies de haut niveau, aux qualités intellectuelles, professionnelles, humaines et morales éprouvées. 3. Former de hauts cadres masters de niveau deux(II) ou diplômés d’études approfondies

adaptés à l’avenir, suffisamment entraînés pour agir à contre courant, capables de transformer la société d’aujourd’hui et de construire la société de demain tel le souhaite la communauté.


161

S’adapter à des contextes de travail variés nécessitant la compréhension de problèmes relevant de plusieurs secteurs de spécialistes.

4. Former des spécialistes de recherche et de développement avec les compétences

incontournables dans l’élaboration des solutions appropriées aux différents problèmes que pose la société ; transformateurs en relation directe avec des secteurs scientifiques et techniques en plein développement.

5. Approfondir les connaissances dans la spécialité et d’en repousser les frontières, de comprendre et d’évaluer la littérature scientifique et de développer la maitrise des méthodes rigoureuses de raisonnement, d’expérimentation et d’industrialisation. Ensuite favoriser l’éclosion des idées neuves, le développement des aptitudes professionnelles et scientifique et affecter les solutions propres et spécifiques du pays et vers celles du monde international.

6. Faire preuve d’un sens de responsabilité, de rigueur dans la gestion, de respect des

personnes, d’esprit d’abnégation, de méthode de travail, d’organisation, de créativité dans la recherche des solutions réalistes et simples ayant une capacité de programmation, d’un souci de rendement et d’efficacité.

7. Offrir des moyens d’éducation permanente et d’autres services éducatifs à la communauté

entière et sur les questions sensibles en science et technologie. II. 2. DES OBJECTIFS INSTITUTIONNELS

Le diplôme de master en science de l’ingénieur ou de diplômé d’études approfondies vise :

1. Permettre au candidat de poursuivre des études avancées et des recherches originales, de

façon autonome, dans les diverses disciplines de la mécanique.

2. Comprendre et évaluer la littérature en vue d’acquisition d’une méthode rigoureux de raisonnement et d’expérimentation.

3. Sanctionner la recherche personnelle universitaire et préparer la conception et l’élaboration

d’une contribution originale en une thèse de doctorat.

III. ENSEIGNEMENT ET PROFIL DE CADRE A FORMER

III. 1. NECESSITE DE L’ENSEIGNEMENT

Le système éducatif de l’enseignement supérieur et universitaire forme des hommes et des femmes diplômés de premier et de deuxième cycle d’études, dont un simple regard sur les membres du corps académique, du point de vue de leur nombre et de leur âge moyen, le constat amer est que le nombre des professeurs n’augmentent pas assez rapidement par rapport aux besoins d’encadrement des étudiants en nombre des professeurs. Le nombre des bénéficiaires des bourses de doctorat à l’étranger est resté non évolutif conditionné par les critères d’âge. C’est pourquoi les besoins de formation en Master et Doctorat en sciences de l’Ingénieur exprimé est de former annuellement deux mille cinq cents


162

docteurs de manière à atteindre au bout d’un certain temps un taux d’encadrement sur le standard international. C’est ainsi que l’Institut Supérieur de Techniques Appliquées de Kinshasa / Ndolo a été autorisé pour assurer pour la formation doctorale élitiste de troisième cycle de Master et Doctorat en science de l’Ingénieur. Ces apports technologiques dus à cette formation constituent une source catalyseuse de développement générant de facto la croissance de tous les indicateurs de développement intégral, pour tout décollage technologique et économique.

III. 2. PROFIL DU CADRE A FORMER

A l’issue de cette formation, les cadres formés seront de très haut niveau dans les divers domaines de sciences de l’Ingénieur, dans celui de la recherche et du développement à la fois académique et industriel.

L’intégration du cadre formé peut se faire harmonieusement dans des ministères, des industries, des sociétés où s’exercent les activités techniques, dans l’armée, dans la marine, dans l’aviation. Les débouchés ultérieurs existent dans les grands établissements d’enseignement et/ou de recherche et dans les secteurs industriels de pointe ( GECAMINES, MIBA, REGIDESO, SNEL,…).

Le cadre formé progresse dans son organisation ou son insertion dans le marché du travail, approfondit ses connaissances pour proposer des solutions aux problèmes spécifiques complexes et multiformes du domaine technique, développe une capacité de synthèse, une rigueur, un sens critique dans un domaine en constante évolution et des habiletés de communication.

Il pourra poursuivre ses études doctorales dans un laboratoire de recherche académique ou industrielle. A l'issue de ce doctorat, les débouchés sont les suivants :

• les métiers de l'enseignement et de la recherche universitaire, • les métiers de la recherche académique : chargé de recherche dans des organismes nationaux

ou internationaux. • les métiers de l'industrie orientés vers la recherche et le développement.

IV. CONDITIONS D’ADMISSION

IV.1. Conditions pour le Master en Sciences de l’Ingénieur

L’admission au master de niveau deux (II) (D.E.A.) d’un candidat se fait suivant les conditions ci-après :

� Avoir obtenu au moins soixante pour cent (60%) des points sur l’ensemble des notes obtenues aux deux premiers cycles en techniques appliquées

� Avoir un diplôme d’ingénieur en techniques appliquées ou un diplôme équivalent � Avoir produit pour le candidat qui est en cours d’emploi, une recommandation de son

employeur et de deux de ses anciens professeurs � Avoir un certificat d’aptitude physique � Avoir satisfait à un entretien/ entrevue devant la commission.


163

Le dossier d’admission devra comprendre :

� Un formulaire d’inscription � des pièces d’identité + 4 photos passe - ports � des copies des titres académiques et de curriculum vitae � Articles publiés, brevets d’invention � un exemplaire de mémoire, ou un travail de fin d’études � Les programmes complets des enseignements, suivis et détaillés � Une attestation de revenus pour les étrangers. � Une lettre de motivation et projet de recherche essentiel.

L’inscription est confirmée par le paiement de frais d’inscription et d’études dont le taux est fixé annuellement par le Conseil de l’Institut. Selon le type d’études, des frais supplémentaires peuvent être envisagés.

VI.2. Condition d’admission en thèse de doctora t

• Avoir eu au moins un diplôme de Master et avoir un encadreur qui apprécie un projet de recherche conduisant aux travaux originaux.

• Avoir une bonne moralité et d’une grande valeur d’initiative. ALLOCATION D’ETUDES, BOURSES

Les étudiants peuvent obtenir une allocation d’études. Le nombre des allocations est fixé, chaque année dans le cadre de la coopération gouvernement avec les pays amis ou les organismes de Nations unis.

Les étudiants étrangers peuvent :

- Soit avoir obtenu une bourse de leur pays, - Soit faire la demande, auprès des services culturels de leur pays d’origine en accord

avec la RD Congo. D’autres organismes peuvent être susceptibles d’accorder les bourses ou des compléments des bourses .

V. PROGRAMME D’ETUDES

V. 1. DUREE DU PROGRAMME

Ce programme de maitrise de niveau deux (D.E.A) s’échelonne sur une durée au plus deux années. Après la maitrise de niveau deux (D.E.A) le candidat dispose de trois années au moins pour préparer et soutenir sa thèse de doctorat.

Dans la mesure du possible, la première année est consacrée à l’ensemble des séminaires et cours inscrits au programme ; la deuxième année à la rédaction de la dissertation et à l’évaluation.

V. 2. GRADE ACADEMIQUE

Le programme organisé dans le département de génie mécanique pour les options respectives suivantes :

� Chaleur et énergie Thermodynamique Appliquée � Mécanique des fluides


164

� Mécanique Informatique et modélisation mécanique � Mécanique des structures et Matériaux � Mécanique de vibration � Fabrication Mécanique, Productique et tribologie � Energétiques des systèmes mécaniques � Procédés industriels � Biomécanique (Prothèses et orthèses) � Aérospacial, Transport et environnement

Confère au candidat à l’issue de cette formation le grade de Master en sciences de l’ingénieur ou D.E.A en Mécanique.

Cours pour une durée d’un à deux ans de Mas ter

N° 1 ère Année N° 2 ème Année 01 Aérodynamique compressible et

incompressible 01 Conférences scientifiques

02 Calcul de structures par éléments finis

02 Complément de calcul des éléments finis & Systèmes multivariables

03 Turbomachines et Combustion

03 Théorie d’optimisation des équipements industriels.

04 Commande à temps continu et numérique des procédés industriels

04 Organisation, exploitation et conception des unités de production mécanique

05 Complément de mécanique des structures

05 Projets de génie mécanique

06 Conférence scientifique et technique en mécanique

06 Actionneurs hydrauliques et pneumatiques

07 Description et construction des machines transmission mécanique de puissance

07 Technique numérique en mécanique des fluides

08 Droit industriel et législation sociale,

08 Entreprenariat (élaboration de plans d’affaires, mécanismes de soutien à de création d’entreprise, cas d’entreprenariat

09 Electronique de puissance et Maintenance assistée par l’ordinateur

09 Management et Business Plan

10 Equipement Thermique énergies……, théorie et application

10 Gestion de la production industrielle

11 Etudes des matériaux métalliques, structures et propriétés

11 Simulation et modélisation des systèmes couplés

12 Machines à fluides 12 Gestion des projets

13 Projets de construction des machines 13 Simulation de la créabilité 14 Systèmes logiques 14 Gestion d’entreprises 15 Productique &Technologie des

fabrications mécaniques avancées 15 Marketing et positionnement de

produit


165

16 Implantation des cycles thermiques dans la zone froides et la révolution énergétique – thermodynamique appliquée, simulation des installations thermiques

16 Qualité, sécurité, …

17 Cinématique industrielle divers systèmes mécanique ……. pour ordinateur

17 Conception des machines et fabrication des prototypes

18 Construction industrielles et structures chaudronnées

18 Mesures d’analyses des signaux

19 ………….. 19 Réclamation et présentation des TFE en sigle

20 20 Stage long 21 21 Séjour par……………..

V. 3.PROGRAMME D’ETUDES

V. 3.1.OPTION : CHALEUR ET ENERGIE

V. 3.1.1.PROGRAMME D’ETUDES

Code descriptif

Intitulé de la matière

Volume horaire Théorique

[ H] Pratique

[ H] Total [ H]

GEMEC -01 GEMEC -02 GEMEC -03 GEMEC -04 GEMEC -05

I.Composante pédagogique

Méthodologie de la recherche scientifique Techniques de communication Informations psychopédagogiques spécialisées Management II.Composante Scientifique

Huit (8) cours de tronc commun, un cours à option et deux séminaires au moins à choisir avec l’accord du Département de génie mécanique parmi les cours ou les séminaires figurant au programme Langue étrangère : anglais

Rédaction d’une dissertation

30 30 30

30

30x10

30 -

- - - -

15x10 -

30 30 30

30

450

30 -

Nombre total d’heures

450 150 600


166

Initiation pratique à la recherche

A l’issue du tronc commun, les étudiants se repartissent dans les différents laboratoires d’accueil du DEA, de janvier à juin. Ils y bénéficient à l’acquisition et/ou de l’approndissement des connaissances, tout en s’initiant réellement à la recherche. Ils sont placés sous la responsabilité d’un chercheur ou d’un enseignant – chercheur confirmé et reconnu. Ils commencent à faire de la recherche et doivent écrire un mémoire ( environ 25 pages ou plus) en fin de stage. Ils peuvent aussi définir le champ de recherche de leurs futures thèses de doctorat.

Il n’y a pas de rémunération, prévue pour les stages en laboratoire.

- le tronc commun est sanctionné par un examen écrit dans la

proportion de 90/120.

- les options sont sanctionnées par un examen écrit et oral.

DEROULEMENT DE LA FORMATION

Enseignement Théoriques et méthodologique

1. Tronc Commun Il se déroule sous forme de cours d’un séminaire de calcul numérique et d’un projet informatique. Il faut intervenir des enseignants intersections.

Thermodynamique et thermique

Thermodynamique axiomatique, thermodynamique hors équilibre. Fluctuation consommés des fluides. Convection. Conduction en régime in stationnaire. Rayonnement. Transfert de masse et de chaleur.

Calcul scientifique et automatique

Interpolation polynomiale, Résolution numérique des équations différentielles. Introduction à l’optimisation. Programmation structurée, Construction Systématique et performances des programmes. Eléments d’analyse. Modélisation et identification des systèmes.

Métrologie

Principes fondamentaux caractérisation de la mesure et des capteurs.

Energétique des procédés industriels

Méthodes d’utilisation optimales de l’énergie. Les critères d’optimisation.

2. OPTIONS


167

Energétique des systèmes mécaniques

Réacteurs idéaux (Bilan de matière et de chaleur combinaison des réacteurs, applications aux réacteurs solide/gaz utilisés à des flux à gaz des pris énergétique, réacteurs à lit fluidise.

Rayonnement et méthodes, spécifiques de calcul : les potentialités des thermiques de monte carlo ; applications aux calculs de facteur de forme et aux recharges dans les milieux semi transparents. Les différentes méthodes de radiosité, application au contrôle thermique passif de satellites. Différentes méthodes de calcul des facteurs de forme : application aux enceintes dans l’habitat.

Conduction convection – rayonnement : couplages

Couplage – sensibilité – raccordement. Couplages en convection. Couplage dans les échanges radiatifs (gaz réels). Equations de transfert et de l’énergie. Couplages en convection. Couplages dans les échanges radiatifs (gaz – réels). Equation de transfert et de l’énergie. Couplage conduction- rayonnement dans un gaz réel.

Elément de couplages convecto – radiactifs ‘’ application à la conversion naturelle d’une méthodologie d’analyse des couplage

V. 3.1.2.PRESENTATION DU PROGRAMME DES SEMINAIRES ET D ES COURS

VOULUME H ORAIRE CODE DESCRIPTIF

GEMEC-01 GEMEC-02 GEMEC-03 GEMEC-04 GEMEC-05

MECCE- 01 MECCE - 02 MECCE- 03 MECCE- 04 MECCE- 05 MECCE- 06 MECCE- 07

MECCE- 08 MECCE-09 MECCE-10 MECCE-11

INTITULE DE LA MATIERE Cours généraux

Méthodologie de la recherche scientifique Techniques de communication Q Informations psychopédagogiques spécialisées

Management Anglais technique et scientifique Cours de tronc commun Analyse fonctionnelle, distribution et Topologie

Analyse statistique multi variable et EDF Théorie avancée de turboréacteurs Transfert de chaleur

Transfert thermique par convection naturelle Equipements de transfert de chaleur Thermique de l’énergie solaire Analyse de la conversion d’énergie

Cours à option Un cours à choisir parmi les suivants : Champ et ondes

Combustion Optimisation des systèmes énergétiques

séminaire au choix parmi les suivants

Sujets spéciaux sur la turbulence Sujets spéciaux sur le transfert de chaleur approfondi

VOLUME HORAIRE

30 30 30 6 30 30 6

45 6 45 6 45 45 45 45

45 45 45 45 45

45 45


168

L’initiation pratique à la recherche (stage) est sanctionné, en juillet par la présentation de recherche devant en jury, dont la composition est établie par les membres du conseil scientifique de la section. Le responsable du stage fait partie du jury pour le suivi du projet. On évalue l’appréciation générale.

La présentation orale, le fond et la forme.

Laboratoire de Mécanique de fluides

- Equipe instabilité Turbulence, combustion

Mots clefs : instabilité, turbulence, milieux poreux diphasique, hydraulique, convection, séchage solaire, stockage thermique, conditionnement, conversation.

V. 3.2.OPTION : FLUIDES

V. 3.2.1.PROGRAMME D’ETUDES

Code descriptif



[ H] Pratique

[ H] Total [ H]






30 30 30

30

30x10

30 -

- - - -

15x10 -

30 30 30

30

450

30 -


450 150 600


169

V. 3.2.2. PRESENTATION DU PROGRAMME DES SEMINAIRES ET DES COURS

• Aérodynamique compressible et incompressible théorie 28/prot 28/ crédits 4 • Combustion et bruleurs 14 T + 7 HP crédits 2 Mécanique des structures et matériaux Mots clefs : Matériaux composites, structures, essais, modélisation, contraintes et déformations. V. 3.3. OPTION : CONCEPTION-SIMULATION

V. 3.3.1. PROGRAMME D’ETUDES

Code descriptif



[ H] Pratique

[ H] Total [ H]






30 30 30

30

30x10

30 -

- - - -

15x10 -

30 30 30

30

450

30 -


450 150 600

1. Analyse spéciale



MECFL- 01 MECFL - 02 MECFL- 03 MECFL- 04 MECFL- 05 MECFL- 06 MECFL- 07 MECFL- 08 MECFL- 09 MECFL - 10 MECFL- 11 MECFL-SE-01 MECFL-SE-02



Management anglais technique et scientifique Cours de tronc commun Analyse spectrale Analyse statistique multi variable, ED & EDP

Mécanique de fluide I que de fluide II/Machines à fluides

Éléments finis en mécanique de fluide Outils informatiques dans le calcul de la dynamique de fluide Génération de maillages, modélisation géométrique et visualisation

Mécaniques de fluides assistée par ordinateur Cours à option Un cours à choisir parmi les suivants :

Méthodologie de la conception mécanique Méthodes stochastiques appliquées Méthodes numériques


Sujets spéciaux sur la mécanique de fluides Sujets spéciaux sur éléments finis la mécanique des fluides

VOLUME HORAIRE

30 30 30 6 30

30 6

45 6 45 45 45 45 45

45 45

45 45 45

45 45


170

2. Analyse statique multi variable 3. Analyse de la conversion d’énergie (Bilans, thermique,..) 4. Transport de la chaleur et équipement 5. Mécanique des fluides et CFD 6. Méthodes des éléments finis, génération des maillages 7. Tubelogie 8. Fiabilité et mentenabilité des systèmes océaniques 9. Techniques de modélisation en …… 10. Dessin optimale…. 11. Resistance des matériaux armées ( ……. 12. Vibrations mécaniques 13. Rotatique Industrielle 14. Théorie ……………….avancée. 15. Modélisation des machines du ………

V. 3.3.2.PRESENTATION DU PROGRAMME DES SEMINAIRES ET D ES COURS



MECSI- 01 MECSI - 02 MECSI- 03 MECSI- 04 MECSI- 05 MECSI- 06 MECSI- 07 MECSI- 08

MECSI- 09 MECSI - 10 MECSI- 11

MECSI-SE-01 MECSI-SE-02 MECSI-SE-03



Management Anglais technique et scientifique Cours de tronc commun Analyse fonctionnelle, Distribution et Topologie Analyse statistique multi variable, Ep & EDP

Design optimal des systèmes mécaniques

Tribologie Systèmes et asservissements hydrauliques

Krigeage en CAO et FAO Fiabilités et maintenabilité des systèmes mécaniques

Techniques de modélisation en biomécanique Cours à option Un cours à choisir parmi les suivants :

Simulation des systèmes Conception des systèmes mécatroniques

Modélisation et identification


Sujets spéciaux sur la simulation avancée Sujets spéciaux sur la conception avancée Sujets spéciaux de génie mécanique

VOLUME HORAIRE

30 30 30 6 30 6 30

45 6 45 45

45 45 45

45 45

45 45 45

45 45 45


171

V. 3.4. OPTION : STRUCTURES ET MATERIAUX


Code descriptif



[ H] Pratique

[ H] Total [ H]






30 30 30

30

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30 -

- - - -

15x10 -

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172


V. 3.5. OPTION : DYNAMIQUE –BRUIT ET VIBRATION


Volume horaire



MECSM- 01 MECSM - 02 MECSM- 03 MECSM- 04 MECSM- 05 MECSM- 06 MECSM- 07 MECSM- 08 MECSM -09 MECSM- 10



Management Anglais technique et scientifique Cours de tronc commun Analyse Fonctionnelle, Distribution et topologie Analyse statistique multi - variable, EP, EDP

Mécanique des corps déformables Analyse élastique des plaques et des coques

Résistances des matériaux avancés Eléments finis, concept et applications Analyse expérimentale des contraintes

Matériaux métalliques, caractérisation et utilisation Cours à option Un cours à choisir parmi les suivants :

Mécanique de la rupture Endommagement par fatigue-fluage

Un séminaire au choix p armi les suivants

VOLUME HORAIRE

30 30 30 6 30 6 30

45

6 45 45

45 45 45

45 45

45 45


173

V. 3.5.2. PRESENTATION DU PROGRAMME DES SEMINAIRES ET DES COUR

Théorique [ H]

Pratique [ H]

Total [ H]






30 30 30

30

30x10

30 -

- - - -

15x10

- -

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3.6. OPTION : FABRICATION


Code descriptif



[ H] Pratique

[ H] Total [ H]






30 30 30

30

30x10

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- - - -

15x10 -

30 30 30

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450

30 -


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175


V. 3.7. OPTION : CONVERTISSEUR D’ENERGIE MECANIQUE



MECFA- 01 MECFA - 02 MECFA- 03 MECFA- 04 MECFA- 05 MECFA- 06 MECFA- 07 MECFA- 08 MECFA -09 MECFA- 10

MECFA-SE-01 MECFA-SE-02


Méthodologie de la recherche scientifique Techniques de communication Q Informations psychopédagogiques spécialisées Management Anglais technique et scientifique Cours de tronc commun Analyse Fonctionnelle, Distribution et topologie Analyse statistique multi - variable, EP, EDP

Robotique industrielle Intégration de la conception et de la fabrication

Analyse des systèmes de production flexible héorie d’usinage avancée

Conception d’assemblage Modélisation des machines en fabrication mécanique Cours à option Un cours à choisir parmi les suivants : Ingénierie simultanée

Méthodes numériques

Un séminaire au choix parmi les suivants

spéciaux sur le génie mécanique I Sujets spéciaux sur la fabrication

VOLUME HORAIRE 30 30 30 6 30 30 6

45 6 45 45

45 45 45

45 45

45 45

45 45


176


Code descriptif



[ H] Pratique

[ H] Total [ H]






30 30 30

30

30x10

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- - - -

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177




MECCM- 01 MECCM - 02 MECCM- 03 MECCM- 04 MECCM- 05 MECCM- 06 MECCM- 07 MECCM- 08

MECCM -09 MECCM- 10 MECCM- 11

MECCM-SE-01 MECCM-SE-02


Méthodologie de la recherche scientifique Techniques de communication Q Informations psychopédagogiques spécialisées Management Anglais technique et scientifique Cours de tronc commun Analyse numérique Fiabilité des systèmes mécaniques

Simulations des systèmes mécaniques Méthodes stochastiques appliquées

Méthodes des éléments finis Mécaniques des fluides et turbulence Algorithmes

Analyse de la conversion d’énergie Cours à option Un cours à choisir parmi les suivants : Optimisation des systèmes thermiques, hydrauliques et pneumatiques

Turbomachines Hydraulique et pneumatique industrielle


Sujets spéciaux sur les turbomoteurs Sujets spéciaux sur éléments de vibration

VOLUME HORAIRE 30 30 30 6 30 30 6

45 6 45 45

45 45 45

45 45

45

45 45

45 45


178

V. 3.8. OPTION : PRODUCTION INDUSTRIELLE


Code descriptif



[ H] Pratique

[ H] Total [ H]


III.Composante pédagogique

Méthodologie de la recherche scientifique Techniques de communication Informations psychopédagogiques spécialisées Management IV.Composante Scientifique Huit (8) cours de tronc commun, un cours à option et deux séminaires au moins à choisir avec l’accord du Département de génie mécanique parmi les cours ou les séminaires figurant au programme Langue étrangère : anglais


30 30 30

30

30x10

30 -

- - - -

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30 30 30

30

450

30 -


450 150 600


179


V. 3.9. OPTION : TRANSPORT ET ENVIRONNEMENT



MECPI- 01 MECPI - 02 MECPI- 03 MECPI- 04 MECPI- 05 MECPI- 06 MECPI- 07 MECPI- 08 MECPI -09 MECPI- 10 MECPI- 11 MECPI-SE-01 MECPI-SE-02





Analyse de la conversion d’énergie Cours à option Un cours à choisir parmi les suivants :

Transport de masse –chaleur et leurs transformations réactionnelles

Analyses des systèmes flexibles Chauffage , climatisation et réfrigération


Sujets spéciaux sur les procédés chimiques, thermiques et agro-industriels

Sujets spéciaux sur la commande automatique des systèmes de production et les automates programmables

VOLUME HORAIRE 30 30 30 6 30 30 6

45 6 45 45

45 45 45

45 45

45

45 45

45 45


180


Code descriptif



[ H] Pratique

[ H] Total [ H]


V.Composante pédagogique

Méthodologie de la recherche scientifique Techniques de communication Informations psychopédagogiques spécialisées Management VI.Composante Scientifique Huit (8) cours de tronc commun, un cours à option et deux séminaires au moins à choisir avec l’accord du Département de génie mécanique parmi les cours ou les séminaires figurant au programme Langue étrangère : anglais


30 30 30

30

30x10

30 -

- - - -

15x10 -

30 30 30

30

450

30 -


450 150 600


181




MECTE- 01 MECTE- 02 MECTE- 03 MECTE- 04 MECTE- 05 MECTE- 06 MECTE- 07 MECTE- 08 MECPI -09 MECPI- 10 MECPI- 11

MECPI-SE-01 MECPI-SE-02





Analyse de la conversion d’énergie Cours à option Un cours à choisir parmi les suivants :

Industries et moyens de transport automobiles, es, maritimes et aériens

Gestion et exploitation des réseaux de transport Gestion et exploitation des moyens de transport


spéciaux sur la problématique de l’environnement

Etude systémique des réseaux de transport

VOLUME HORAIRE 30 30 30 6 30 30 6

45 6 45 45

45 45 45

45 45

45

45

45

45


182

3.3.8. Jimma University, Ethiopia 1. Name of the new or revised programme. Name of the Programme (Revised) Sustainable Energy Engineering

Degree Level M.Sc

School Mechanical Engineering

Year of Activation 2010-2011; Revised version 2016-2017 onwards

Official length of the programme 2 years

Official languages English

Campus Kito Furdisa Campus, Jimma Institute of Technology, Jimma University

Chair of the program Dr. A.Venkata Ramayya

Website of the school ju.edu.et/Institute of Technology/School of Mechanical Engineering

Website of the degree programme ju.edu.et/Institute of Technology/School of Mechanical Engineering

Reference office Director, Post Graduate Studies, research and Publication

Address and email of the school School of Mechanical Engineering, Jimma Institute of Technology, Kito Furdisa Campus, P.O.Box;378, Jimma, Ethiopia [email protected], [email protected]

Phone number +251919142891

2. Justification of the new programme or rationale for the revision of the existing programme

The current energy outlook is challenging to say the least. Whether governments are chiefly concerned with economic growth, environmental protection or energy security, it is clear that a continuation of current energy trends will have many undesirable consequences at best, and risk grave, global threats to the well-being of the human race at worst. The situation in developing countries is in many ways more difficult than that for developed countries. Not only are there obvious resource constraints, but also a significant part of the population may lack access to basic energy services. Yet, developing countries also have some advantages. They can learn from past experience, avoid some of the policy missteps of the last half century and have an opportunity to “leapfrog” directly to cleaner and more efficient technologies. Fortunately many essential elements of a sustainable energy transition can be expected to mesh well with other critical development objectives, such as improving public health, broadening employment opportunities, nurturing domestic industries, expanding reliance on indigenous resources and improving a country’s balance of trade. The role and the need for pursuing sustainable energy engineering in the present context thus assume greater significance.

In this backdrop, Ethiopia has adopted Climate Resilient Green economy strategy as a way forward and is planning to develop the green economy strategy based on four pillars:


183

● Improving crop and livestock production practices to increase food yields, hence food security and farmer income, while reducing emissions ● Protecting and re-establishing forests for their economic and ecosystem services, including as carbon stocks ● Expanding electric power generation from renewable sources of energy fivefold over the next five years for markets at home and in neighboring countries ● Leapfrogging to modern and energy-efficient technologies in transport, industry, and buildings To realize the set targets and goals on account of this, there is a strong need for Technology Transfer and development of human and institutional capacity. Currently there is an acute scarcity of highly qualified academic staff in Ethiopian Higher Education Institutions. Research shows that technology transfer is more successful and more likely to produce innovation when the host institution has the requisite technical and managerial skills. Thus, there is an urgent need to develop skills to produce, market, install, operate and maintain sustainable energy technologies in developing countries. Ensuring that as much of this capacity-building as possible takes place in local communities and that companies based in the host country have the potential to provide additional benefits in local job creation and economic development because project developers and operators are likely to be more effective if they have close ties to the population that will use the technology.Sustainable Energy Engineering enables development of long-term solutions to meet the world's rapidly growing energy needs using alternative energy sources such as wind, solar and biomass.

In this backdrop, the existing Master program in Sustainable Energy Engineering has been revised to make it an output oriented curriculum in line with the emerging needs assessment.This revised Sustainable Energy Engineering program aims to develop an understanding of the social and environmental requirements for the sustainable generation and distribution of energy in a rapidly growing world economy, and of the current and emerging technologies that can be applied to meet these requirements. Alternative technologies such as wind power, solar power, tidal power, wave power, geothermal power, hydro power, pumped storage and bio mass are all covered and the program aims at producing graduates who can design technologies that will support society in the future and for generations to come

3. Identify the future fields, sectors of employmen t of graduates

• Experts in government and (inter/trans)national agencies • R&D experts and managers in energy production and power generation

companies • Entrepreneurs (local, global) • Consultants in the field(s) of Energy and sustainability • Education and academia, research institutions • Experts in NGO’s working in the areas of Energy and Environment • Process industries

4. Describe the Length and level of the programme The two year Master program with 120ECTS and modularized is developed with 70% core content and 30% elective subjects catering to three different tracks, namely Renewable energy systems, Energy efficiency and conservation apart from energy policy and economics. The core content involves thermodynamics, transport phenomena, design for sustainability, energy and environment including climate change, principle of energy conversion, renewable energy systems and their design, instrumentation and controls for energy systems, energy economics and integrated system design project. The core structure is contexualized based on the need assessment in Ethiopia where in Hydropower and Wind energy Engineering are mandatory while promoting the principles of sustainable energy engineering in general. The student has an option to


184

take three elective courses either all from any of the three speciality streams mentioned earlier or even spread among the three areas. One semester will be earmarked for thesis work by research apart from another course named Developmental team training program, where in students would spend six weeks in assigned local communities affecting development in physical and verifiable real terms while working with stakeholders and pooling the required resources by themselves. This is intended to promote inter sectoral collaboration and coordination among different development agencies, Government agencies etc while encouraging working in teams comprising professionals from different disciplines so as to inculcate interdisciplinary approach. An individual research based thesis will follow after the DTTP. Innovation and creativity would be emphasized in the broader domain of relevance, technical feasibility and economic viability. Interdisciplinary approaches and systems based thinking would be highlighted while proposing sustainable solutions. Further studies Since the nature of the course as such is interdisciplinary, upon graduation, the student can pursue further study leading Doctoral degree in different speciality areas such as

• Renewable Energy • Energy Systems Engineering • Thermofluids Engineering • Computational Fluid Dynamics • CDM • Climate change • Environmental Engineering • Industrial Ecology • Energy Management

5. Description of the degree profile of the new p rogramme or a revised programme in terms of generic and/or subject-specific competence s

5.1 Vision To engage in continuous pursuit of excellence and aspire to be the best in this part of Africa

5.2 Mission To impart need based futuristic curriculum in the ever green arena of Mechanical Engineering to educate professionally competent, ethically strong and technologically superior graduates who will contribute to the innovative product and process design development, who shall become the flag bearers of this nation and who in turn shall improve the quality of life of the human race.

5.3 Goals � To Develop future professionals with problem identification/solving skills and positive

attitudes to serve the society in the area of Sustainable Energy Engineering; � To produce technically sound and practically competent engineers of global standard; � To train professionals equipped with relevant knowledge and skills, who would

contribute to the development of the country; � To bring out professionals who are not mere government expectants for jobs, but job

creators; � To reorient the education system to be more practical, research oriented and problem

solving; and � To address the demands of the new education policy of the country

5.4 Generic Competences


185

1)Analyse, synthesize and evaluate interdisciplinary knowledge to solve complex problems in the field of Sustainable Energy 2)Appreciate the social and environmental requirements for the sustainable generation, distribution and utilization of energy in a rapidly growing economy, and of the current and emerging technologies that can be applied to meet these requirements. 3)Knowledge and critical understanding of the core skills in energy resources, converters and systems applications for a more sustainable future 4)To critically review existing practices and develop original and creative solutions to problems within the domain; 5)Promote endogenous knowledge production and management 6)Facilitate the development of dialogue, networks, cooperation, collaboration, and partnerships with the relevant stakeholders 7)Utilise innovative technologies for solving complex problems in the field of Sustainable Energy Engineering 8)Communicate and work effectively with peers and academic staff in a variety of tasks, demonstrating appropriate levels of autonomy and responsibility 9)Appreciate multi-cultural differences with partners within a team/group 10)Utilise entrepreneurial skills to convert sustainable Energy ideas into realistic business models

5.5 Specific competences

1)Make feasibility studies of energy resources 2)Plan, design, analyze and develop renewable energy conversion systems and devices 3)Assess environmental, social and economic impacts of energy systems 4)Make investigations to optimize operating costs of energy systems 5)Install, operate and maintain renewable energy systems 6)Analyzing and developing test setups for testing energy systems and devices to assess the quality, safety and reliability of performance of the systems 7)Making energy auditing and suggesting energy efficiency improvement measures 8)Implementing and evaluating energy conservation measures 9)Renewable Energy resources assessment and study 10)Research and development for innovation in Reneawable energy Technologies 11)Energy policy formulation and strategic plan development 12)Renewable Energy project appraisal and managemen 13)Energy efficiency improvement and optimization 14)Renewable Energy conversion technology dissemination 15)Rural electrification 16)Plan and execute a significant project of research, investigation or development in a specialist area within the renewable energy arena, demonstrating extensive, detailed and critical understanding of that specialty

5.6 Mate Profile


186

6. Definition of the competences

The competencies stated both generic and specific are self explanatory at Master level program. The broader range and scope can also be ascertained from the diagram with the linkages associated. Various expected learning outcomes associated with design, optimization, installation and efficient operation of renewable energy systems are essentially embedded with the concept of sustainability as a common thread

Solar Energy

Energy

Efficiency &

Conservation

Energy

Economics &

Management

Thermodynamic

s &

Transport

Innovation

&

Creativity

Wind energy

Bio energy

Hydro

Geo

Nuclear HEnergy

Storage

Electrical drives & Controls

Entrepreneurship

Multiculturalism

Hybrids


187

7. Check the link between the competences and the a greed-upon or developed meta-profile

As can be seen from the table given below, the program profile has been designed to realize various domain elements of the Meta profile

Sl. No

Domain Courses designed linked to domain in the meta Profile

1 Solar Energy Solar Thermal Engineering

Solar Photovoltaic Engineering 2 Bio energy Bioeenrgy systems

Bioenergy Systems

3 Geo Geothermal Energy

4 Hydro Hydro power Engineering 5 Wind Wind Energy Engineering 6 Thermodynamics and Transport Advanced Transport Phenomena

Advanced Transport Phenomena Lab.


188

Thermodynamics for Energy Conversion 7 Energy Efficiency and

conservation Energy Auditing Energy Efficiency and conservation Waste Heat Recovery and cogeneration Energy Efficiency and Demand side management Energy System Modeling and Simulation

8 Energy Storage Distributed Generation Systems and Storage 9 Energy Economics and

Management Energy and Environment Energy Economics, Finance and Management Energy Management and Economics

10 Electrical Machines and Controls

Instrumentation and Controls for Energy Systems Electrical Machines and Drives

11 Hydrogen and Nuclear Introduction to Sustainable Energy Systems 11 Innovation and Creativity Computational Techniques for Energy Systems

Computational Lab Renewable Energy Lab Integrated Energy Palnning Systems engineering/Systems Analysis

Integrated Sustainable Energy System Design Networking ((including stakeholder involvement and partnership) Energy Policy Frameworks and climate change Renewable Energy Policy and Planning Thesis Scientific Reserach Methods

12 Entrepreneurship Project Management and Entrepreneurship 13 Multiculturalism Developmental Team Training Program

Seminar

8. Specify the level of the competences described i n the new or revised degree profile in each component of the programme (it may vary betwee n the competences)

GC Name of the Generic Competency Level; 1 Analyse, synthesize and evaluate interdisciplinary knowledge to solve complex

problems in the field of Sustainable Energy 2

2 Appreciate the social and environmental requirements for the sustainable generation, distribution and utilization of energy in a rapidly growing economy, and of the current and emerging technologies that can be applied to meet these requirements.

3

3 Knowledge and critical understanding of the core skills in energy resources, converters and systems applications for a more sustainable future

3

4 To critically review existing practices and develop original and creative solutions to problems within the domain;

2

5 Promote endogenous knowledge production and management 2 6 Facilitate the development of dialogue, networks, cooperation, collaboration, and

partnerships with the relevant stakeholders 3

7 Utilise innovative technologies for solving complex problems in the field of Sustainable Energy Engineering

2


189

8 Communicate and work effectively with peers and academic staff in a variety of tasks, demonstrating appropriate levels of autonomy and responsibility

3

9 Appreciate multi-cultural differences with partners within a team/group 2 10 Utilise entrepreneurial skills to convert sustainable Energy ideas into realistic

business models 2

SSC Name of the Subject Specific Competency Level

1 Make feasibility studies of energy resources 2 2 Plan, design, analyze and develop energy conversion systems and devices 2 3 Assess environmental, social and economic impacts of energy systems 2 4 Make investigations to optimize operating costs of energy systems 2 5 Install, operate and maintain renewable energy systems 2 6 Analyzing and developing test setups for testing energy systems and devices to

assess the quality, safety and reliability of performance of the systems 1

7 Making energy auditing and suggesting energy efficiency improvement measures 3 8 Implementing and evaluating energy conservation measures 3 9 Renewable Energy resources assessment and study 1 10 Research and development for innovation in Reneawable energy Technologies 2 11 Energy policy formulation and strategic plan development 1 12 Renewable Energy project appraisal and managemen 2 13 Energy efficiency improvement and optimization 3 14 Renewable Energy conversion technology dissemination 1 15 Affecting Rural electrification for improving energy access in off-grid areas 2 16 Plan and execute a significant project of research, investigation or development in

a specialist area within the renewable energy arena, demonstrating extensive, detailed and critical understanding of that specialty

3

9. Describe the expected learning outcomes related to the competences

– Capacity for effective design of Sustainable Energy products and systems – Carry out Techno-economic feasibility studies for evaluation of energy resources

utlization – Able to Plan, design, analyze and develop sustainable energy conversion

systems and devices – Ability to assess environmental, social and economic impacts – Perform optimization of operating costs of energy systems – Capacity for Installation, operation and maintenanace of sustainable energy

systems – Capacity to analyze and develop test set-ups for energy systems and devices – Ability to conduct energy audits and suggesting energy efficiency measures – Accomplish Implementation and evaluation of energy conservation measures – Ability to formulate strategies to realize UN goals for sustainable Development – Able to network with developmental agencies, NGOs and other stakeholders

10. Specify the units/courses/modules of the progra mme

Modules Module Module Name List of Courses Cr.hr. Course No


190

No.

01 Sustainable Energy Systems

Introduction to Sustainable Energy Systems 2 SEE 6011 Thermodynamics for Energy Conversion 3 SEE 6012

02 Energy Management Energy and Environment 2 SEE 6021

Project Management and Entrepreneurship 2 SEE 7022 Energy Management and Economics 2 SEE 7021

03

Computational Techniques for Energy Systems

Advanced Flow and Transport Phenomena 3 SEE 6031

Advanced Flow and Transport Phenomena Lab

1 SEE 6033

Computational Methods in Energy systems 3 SEE 6032 Computational Methods in Energy systems Lab

1 SEE 6034

04 Instrumentation and Controls for Energy Systems

Instrumentation and Controls for Energy Systems

3 ECE 6041

Electrical Machines and Drives 3 ECE 6042

05

Elective Renewable Energy stream

Solar Thermal Engineering Solar Photovoltaic Engineering Integrated Sustainable Energy System Design Project Bioeenrgy systems-I; Thermochemical Bioenergy Systems-II; Biochemical Geothermal Energy Engineering

3 SRE 6051 SRE 6052 SRE 6053 SRE 6054 SRE 6055 SRE 6056

06

Elective Energy efficiency and conservation stream

Energy Efficiency and Conservation Energy Auditing Waste Heat Recovery and Cogeneration Systems engineering/Systems Analysis Energy System Modeling and Simulation Integrated Sustainable Energy System Design Project

3 SEC 7061 SEC 7062 SEC 7063 SEC 7064 SEC 7065 SRE 6053

07

Elective Energy policy and economics stream

Integrated Energy Planning Networking ((including stakeholder involvement and partnership) Energy Policy Frameworks and climate change Renewable Energy Policy and Planning Energy Efficiency and Demand side management Energy Economics, Finance and Management

3 SEP 7071 SEP 7072 SEP 7073 SEP 7074 SEP 7075 SEP 7076

08 Wind Energy Wind Energy Engineering 3 SEE 6082

09 Hydropower Hydropower Engineering 3 SEE 7091

10 Renewable Energy Practice

Renewable Energy Lab 1 SEE 7101


191

11 Energy storage Distributed Energy systems and Storage 3 SEE 6111

12 Seminar & Research Methods

Scientific Research Methods 3 ROIT 7119

Seminar 1 SEE 7133

13 Community Based Education

Developmental Team Training Program 3 DTTP 7002

14 Research Thesis 12 SEE 7152

Course offering schedule

Semester I S.No. Course Code Course Title Cr.Hr. ECTS Lect-Tut-Prac 1 SEE 6011 Introduction to Sustainable Energy Systems 2 4 2-0-0 2 SEE 6031 Advanced Flow and Transport Phenomena 3 6 2-3-0 3 SEE 6021 Energy and Environment 2 4 2-0-0 4 ECE 6041 Instrumentation and Controls for Energy Systems 3 6 2-2-1 5 SEE 7091 Hydropower Energy Engineering 3 6 2-3-0 6 SEE 6033 Advanced Flow and Transport Phenomena Lab 1 2 0-0-3

Total 14 28 10-8-7

Semester II S.No. Course Code Course Title Cr.Hr. ECTS Lect-Tut-Prac 1 SEE 6032 Computational Techniques for Energy systems 3 6 2-3-0 2 SEE 6012 Thermodynamics and Energy Conversion 3 6 2-3-0 3 SEE 6111 Distributed Energy systems and Storage 3 6 2-3-0 4 Elective Elective I 3 6 2-3-0 5 SEE 6082 Wind Energy Engineering 3 6 2-3-0 6 SEE 6034 Computational Lab 1 2 0-0-3

Total 16 32 10-15-3

Semester III S.No. Course Code Course Title Cr.Hr. ECTS Lect-Tut-Prac 1 SEE 7021 Energy Management and Economics 2 4 2-2-0 2 Elective Elective II: 3 6 2-3-0 3 Elective Elective III: 3 6 2-3-0 4 SEE 7022 Project Management and Entrepreneurship 2 4 2-2-0 5 SEE 7133 Seminar 1 2 0-0-3 6 ROIT7119 Scientific Research Methods 3 6 2-3-0 7 SEE 7101 Renewable Energy Lab 1 2 0-0-3

Total 15 30 10-13-06

Semester IV

S.No. Course Code Course Title Cr.Hr. ECTS Lect-Tut-Prac


192

1 DTTP 7002 Developmental Team training program 3 5 0-0-5

2 SEE 7152 Thesis 12 25 0-0-30

Total 15 30 0-0-35

List of Electives : Renewable Energy stream

Elective Sl.No. Course Code Course Title Cr.Hr. ECTS Lect-Tut-Prac 1 SRE 6051 Solar Thermal Engineering 3 6 2-3-0 2 SRE 6052 Solar Photovoltaic Engineering 3 6 2-3-0 3 SRE 6053 Integrated Sustainable Energy System Design

Project 3 6 2-3-0

4 SRE 6054 Bioenergy systems-I; Thermochemical 3 6 2-3-0 5 SRE 6055 Bioenergy Systems-II; Biochemical 3 6 2-3-0 6 SRE 6056 Geothermal Energy Engineering 3 6 2-3-0

List of Electives : Energy Efficiency and Conservat ion stream Elective

Sl.No. Course Code Course Title Cr.Hr. ECTS Lect-Tut-Prac 1 SEC 7061 Energy Efficiency and Conservation 3 6 2-3-0 2 SEC 7062 Energy Auditing 3 6 2-3-0 3 SEC 7063 Waste Heat Recovery and Cogeneration 3 6 2-3-0 4 SEC 7064 Systems engineering/Systems Analysis 3 6 2-3-0 5 SEC 7065 Energy System Modeling and Simulation 3 6 2-3-0 6 SRE 6053 Integrated Sustainable Energy System Design

Project 3 6 2-3-0

List of Electives - Energy policy and economics str eam

Elective Sl.No. Course Code Course Title Cr.Hr. ECTS Lect-Tut-Prac 1 SEP 7071 Integrated Energy Planning 3 6 2-3-0 2 SEP 7072 Networking ((including stakeholder involvement

and partnership 3 6 2-3-0

3 SEP 7073 Energy Policy Frameworks and climate change 3 6 2-3-0 4 SEP 7074 Renewable Energy Policy and Planning 3 6 2-3-0 5 SEP 7075 Energy Efficiency and Demand side management 3 6 2-3-0 6 SEP 7076 Energy Economics, Finance and Management 3 6 2-3-0

Contents of Study Programme/ Educational curricula

Year 1 courses : SEE 6011- Introduction to Sustainable Energy Systems Energy systems trends and directions; Review of energy reserve. production and consumption trends in Ethiopia and the world. Use of energy and its impact on the environment i.e greenhouse gas emissions and pollution ; Energy policy considerations and design of future sustainable energy systems; Exergy as a measure of the quality of energy, and exergy destruction as an indicator for environmental impact; exergy analysis; sustainability and the role of technology and engineering in the context of addressing environmental problems; Sustainability metrics; Principles of Sustainable Design, UN goals for Sustainable Development Energy production, distribution, utilization, conservation and energy storage options


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A survey of energy resources and technologies such as solar, wind, biomass, hydro, tidal, wave, ocean thermal, Geothermal, fossil fuels and nuclear energy; Energy carriers including hydrogen and bio-fuels as appropriate; SEE 6031 - Advanced Flow and Transport Phenomena By the end of this course, the students will acquire a basic understanding and overall perspective on momentum, heat and mass transport in energy systems and will be in a position to estimate pressure drops, heat losses and other system losses associated for the characterization of energy system performance In addition, the ability to formulate real life problems for complete flow field predictions for assessment of heat, mass and momentum transfer will be acquired.A unified treatment at an adavanced level will be applied SEE 6021 – Energy, Environment and Climate Change Fuel cycles for conventional and non-conventional energy resources; sustainability of energy resources; relationships between environmental impacts and the conversion or utilization of energy; measure of system and process efficiency; detailed study and analysis of fossil fuel based energy systems including conventional and advanced power generation, synthetic fuels production, and industrial processes; technological options for multimedia (air, water, land) pollution control; mathematical modeling of energy-environmental interactions and tradeoffs and their dependency on technical and policy parameters; methodologies for energy and environmental forecasting; Environmental impact assessment of projects; applications to issues of current interest Climate change-effects, mitigation strategies and CCS ECE 6041 - Instrumentation and Controls for Energy Systems Measurement error analysis; Transducers and their response, active and passive transducers; Signal conditioning. Transducers and measurement systems for: Displacement, velocity, acceleration, torque, pressure, fluid velocity, flow rate, temperature, flue-gas composition, and solar radiation; Data transmission, processing, display and recording; Basic concepts of control engineering and structure of controls for different energy systems. SEE 6033 - Advanced Flow and Transport Phenomena Lab The design, execution, and evaluation of physical experiments in the areas of thermodynamics, fluid mechanics and heat transfer relevant to energy systems operation, monitoring and control with special emphasis on the transport phenomena involved SEE 6012 - Thermodynamics for Energy Conversion Short recapitulation of the fundamentals of engineering thermodynamics: first law, energy balance of closed and open systems, second law, entropy and irreversibility. Extended definition of exergy and environment. Chemical exergy. Exergy of fuels. Exergy efficiencies. Value diagrams. Application for heat exchanging equipment and combustion processes. Exergy losses of basic processes: fuel conversion, heat transfer, turbines, compressors. Exergy analysis and optimisation of conventional power stations (boiler/steam cycle): boiler: air preheating, steam conditions, feedwater temperature;steam cycle: selection of working fluid, friction losses in boilers, losses in condensor and piping, feedwater pump, extraction feed water heating. Gas turbine processes, losses and optimization:Closed cycle GT process: pressure ratio, turbine inlet temperature, cycle configuration (intercooling, recuperation, reheat);open cycle GT process: cycle configuration, value diagram;combined cycle systems: exergy losses HRSG, multiple pressure steam cycles, supplementary firing; Combined heat and power production (CHP): thermodynamic principle of CHP, evaluation criteria, applications, power to heat matrix. Fuel cells: calculation of reversible


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power and reversible cell voltage, effect of irreversibilities on cell performance, Nernst equation and some characteristics of SPFC (PEMFC), MCFC and SOFC, exergy losses in fuel cell systems. Refrigeration cycles and heat pumps: properties of working fluids, processes with mixtures, absorption processes, water/lithium bromide systems, ammonia/water systems SEE 6032 - Computational Methods for Energy Systems Methodology and features of FDM/FEM/FVM along with their application domain, Generalized coordinate transformation; Grid generation; Computational method for inviscid flow, viscous incompressible flow and viscous compressible flow. Numerical solution of 2D steady state Heat Conduction; Non-linear transient heat conduction including problems with phase change; Numerical Solution of thermal boundary layer for laminar flow, turbulence modeling; Heat transfer in boiling and condensation; Radiative heat exchange with absorbing and emitting gases; Modeling of combined modes of heat transfer. Mini Projects and exercises on problems relevant to energy system componenet s and systems as such SEE 6082 - Wind Energy Engineering Basic principles of fluid dynamics/mechanics, wind climate, Weibull, windshear, turbulence. linear momentum theory, wind kinetic energy, aerodynamic shapes,(different types of turbines (horizontal and vertical axis turbines), wind turbine design factors (interference/perturbation factors, power coefficient, force coefficient, torque coefficient, dynamic matching), efficiencies and speed control systems, high speed low torque machines, low speed high torque machines (electricity generation and water pumping wind turbines), mechanical-to-electrical coupling. Energy storage. Status, technology, market, BEM, airfoil/ blade design. Annual yield, farm efficiency, capacity factor, dynamics, principles of modeling. Wind energy conversion system configuration and control; Economics of wind power.Ethiopian wind mapping and projects scenario SEE 7091 - Hydropower Engineering Feasibility study, Head and discharge measurement. Turbine selection and flow control - hydraulics of impulse and reaction turbines, including Pelton; cross-flow; propeller (i.e. Kaplan); Francis; and kinetic energy (free-flow) turbines; spiral and draft tube hydraulics, Cavitations, Specific speed and turbine sizing and selection, Runner design, Unsteadiness in hydraulic machines, Gearing and power generator design, Powerhouse equipment and layout. Automatic control and control systems, Power marketing, macro and micro hydel-pros and cons, role of decentralized power generation for sustainability. Tidal and wave power extraction SEE 6034 - Computational Lab Hands on practice with development of C programs and commercial codes like MATLAB, ANSYS & FLUENT focusing on energy systems development and their analysis, assessment of the impact of design modifications and iterative redesign for realizing imposed performance requirements; In addition energy systems optimization using software like Codepro, Polysun,EES, RETSCREEN and ENERGYPLUS will be utilized to acquire hands on practice Year 2 courses: SEE 7113 - Distributed Energy Systems and Storage


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Distributed energy systems and their significance-economy of sclae versus economy of numbers; Range of distributed generation systems Fuel Cell Systems & Technologies, Electrochemistry of Fuel Cells, Energy from hydrogen, hydrogen’s properties, production methods, storage, conversion to usable energy, costs, drivers for market penetration, and safety issues, Introduction to sources of energy from nuclear power, Electric vehicles, Hybrid vehicles. Types of energy storages: sensible and latent, phase changing material (PCM), compressed air, pumped hydro, thermo-chemical energy storage and batteries, Innovative energy storage devices. SEE 7021 - Energy Management and Economics This course covers theoretical and empirical topics related to energy demand and consumption, energy production and supply, energy markets, public energy policies and regulation affecting (international) energy markets - with a strong emphasis on environmental effects and a focus on sustainable (alternative) energy sources. The course examines energy taxation, price regulation, energy efficiency and policies for controlling emissions. Energy efficiency and energy conservation- opportunities and strategies of different sectors: energy auditing. Supply and demand side energy management. Special attention will be given to factors affecting the development of more sustainable energy sources. Energy project planning and management ROIT7119 – Scientific Research Methods

The course is organized to provide students with the theoretical and practical support needed to choose appropriate research topic after considering criteria for selection, prepare statement concerning the topic selected for the study, prepare review of the literature related to the topic, develop research objectives, develop research design and methods, develop project work plan, prepare plan for identification and use of project staff, prepare budget for the research project, acquire the knowledge and skills to collect and analyze data, plan for dissemination of findings, develop research paper writing skill, and undertake literature appraisal SEE 7133 Seminar The student will select a topic of his choice and must give a seminar presentation that covers latest advances and emerging trends pertinent to the topic of selection. He must also submit a report. The work must cite past work done and a critical analysis from his own perspective SEE 7162 – Thesis The thesis aims at making the student to demonstrate his/her ability to conduct independent research. The expected outcomes may be contribution to knowledge, incremental improvement in an area of knowledge, or the application of known techniques in a new area. . Although the student will work under the direction of a supervisor, the quality and content of the work must be a reflection of the ability of the candidate. It is expected that innovative and creative ideas/new thoughts be developed while using standard research methodologies and existing current literature towards development, utilization, operation and control of existing or new sustainable energy systems. The subject chosen for the dissertation will be by mutual agreement between supervisor and student and should incorporate elements of the course work while also being relevant to the general field of sustainable energy. Where practical, the area of research chosen should be appropriate to the developmental needs in the local context and priorities.


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DTTP -7002: Developmental Team Training Program To work in an assigned local community for a duration of 6 weeks in a team comprising post graduate students from other technology disciplines with the aim of carrying out a developmental work in physical terms. The financial resources required are to be pooled by the members themselves and the the work proposed need to be implemented in physically verifiable terms. Elective Subjects SEE 6052-Solar Thermal Engineering Solar radiation geometry, optics and materials for solar collectors, solar heating devices for water and air, modeling, performance and testing; solar concentrating collectors and sizing; Tracking modes and systems; solar cookers, stoves and furnaces; solar ponds; solar thermal power generation.Solar dish stirling enegines, Solar Tower, Solar chimney,CFLR technology and emerging trends in CSP; Design of solar thermal systems and analysis and performance prediction; Heat losses and their calculations, effects of wind on solar thermal converters. Heat storage systems. SEE 7052-Solar Photovoltaic Engineering Solar cells: advanced semiconductor devices as a new source of energy for the 21st century, which deliver electricity directly from sunlight. photovoltaic energy materials (band structure of solids, semiconductors, energy band gap and photon energy ranges), material properties suitable for PV production, production of semiconductor junctions for solar cell applications, processing of PV grade materials (purification and doping), controlled crystal growth for solar cell application; current-voltage characteristics of solar cells, encapsulation techniques, solar panels and modules; solar PV systems design, solar cell efficiencies and fill factors, solar cell manufacturing processes. The guidelines for design of a complete solar cell system for household application are explained. Cell and module efficincies, loss contributing factors, eemrging solar cell technologies, Silicon nano dots etc.,The cost aspects, market development, and the application areas of solar cells are presented. SEE 6062 Bioeenrgy Systems-I (Thermochemical) Introduction, Biomass characterization and conversion processes; Biomass conversion systems (fixed bed, fluidized bed, entrained flow; transport processes, fluidization, mixing) – Modeling of biomass conversion, perfectly stirred reactor and plug flow reactor, application in CFD, Conversion of small particles& modes. Combustion process analysis- Gasification process analysis -Pyrolysis process analysis. Emissions; Nox and tar (emissions and harmfulness; cleaning devices), Energy efficient biomass stoves, Bagasse based cogeneration SEE 7062 Bioeenrgy Systems-II (Biochemical) Bio-fuels and their production, Raw mateiral characterization for bio fuels, molecular structure; Alcoholic fermentation; Hydrous and anhydrous ethanol, Production process outline details, sugar and starch based crops, Cellulosic ethanol production process and developments-Acid versus enzymatic hydrolysis; Transesterification and the reaction, Biodiesel production process and details, raw materials; Standards for bioethanol and biodiesel; Testing procedures; Operation of IC engines with Bioethanol and biodiesel Anaerobic digestion-stages in the process; types of digesters and design features,Pros and cons of different deisgn classes, effect of oerating conditions and the role of TDS on biogas yield; Biogas


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utilization and gas holder capacity estimation; Biogas enhancement and purification strategies; Mathematical modeling of anaerobic digestion; Socioeconomic befits and impacts; Economics of biogas digesters; Biogas stoves and design features; Biogas digesters and their sizing by design SEE 6072 - Geothermal Energy Engineering Geothermal well test analysis and monitoring; Direct and Indirect Use of Geothermal Resources, Geothermal Power Plants; The design, thermodynamics performance, and economics of geothermal power plants for electricity generation – direct (dry) steam plants, single-, double-, and multiple-flash plants; binary-cycle plants, hybrid plants (including Kalina), and combined heat and power (CHP) plants. Power plant efficiency, Power plant equipment or components including turbines, generators, condensers/evaporators/heat exchangers, separators, pipes, pumps production/injection wells, etc. Corrosion or scaling potential, Capital cost, operation and maintenance (O&M) costs. Environmental impacts of geothermal utilization, and mitigation. Geothermal resource development-Ethiopian scenario. SEE 7121 - Integrated Sustainable Energy Systems Design Students are expected to design an integrated sustainable energy system as a mini-project work. An integrated energy system is a whole system concept. It includes knowledge, data collection, literature review, design, analysis, optimization, incorporation of storage or back up options and drawing up manufacturing strategy, long term utilization of resources, and payback period calculation projections. This full-fledged design project work need to be carried out in any one of the following areas:

- Solar Thermal Systems - Solar PV System - Wind Energy Conversion System - Small Scale Hydro-Power Systems (Pico/micro/mini) - Geothermal Energy Systems - Bio-Energy Systems; Biomass, Biogas and Biofuel Systems - Fuel Cells - Reactors (gasification/Pyrolysis, etc) - Hybrid Vehicles, etc.

Waste Heat Recovery and Co-generation Role of energy efficiency, energy conservation and energy management; Cogeneration and evaluation of cogeneration schemes; waste heat recovery schemes and equipment; Role of pinch point and analysis; Design of waste heat recover boilerts, heat exchangers, economizers and air preheaters; Regenerative heat exchangers Cogeneration, trigeneration and quadgeneration Ethiopian energy scenario

Project Management and Entrepreneurship The course aims at imparting to the students knowledge of theories and commonly used processes of project cycle management and Logical Framework Approach (LFA), and will cover the tools and techniques for identification, analysis, design, implementation, monitoring and evaluation of sustainable development of energy programmes and projects. In addition, it is intended to equip the student with entrepreneurial skills, the setting up of SSI’s, market evaluation; Knowledge and skill for the description of manufacturing processes, machinery


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requirements, system design of SSI and ability for identification of small industry and product market. Energy Efficiency and Conservation Role of energy efficiency in energy conservation; Energy conservation in steam generation and distribution,Energy conservation in buildings-green buildings and solar passive architecture; Electrical energy conservation;Energy conservation in lighting system; Energy conservation opportunities in different sectors-domestic, commercial, agricultural, tranmsport and industrial Energy Auditing History of energy use,Methods of energy auditing, familiarization with the systems, existing energy consumption pattern, field survey,approach to analysis of fuel and electricity figures,energy saving potential by good house keeping,electricity, waste heat reciovery; Energy auditing equipment and details Energy Efficiency and Demand Side Management This course discusses energy efficiency, demand response, and the institutional options for delivery of energy efficiency in Africa. The module examines different demand side management / energy efficiency measures that can reduce energy demand for the end user, that can manage and control loads from the utility side. Challenges for implementing energy efficiency and demand side management programs will also be examined. Networking (including stakeholder involvement and partnership) This course provides the students a thorough grounding in the rationale and benefits of stakeholder engagement, and how it relates to energy issues in an African context. It will provide an understanding of both the theory and methodology for effective stakeholder engagement, and will provide practical, hands-on recommendations for understanding stakeholders, understanding influences of power and interest, and how to align all the different stakeholders focused on project outcomes Energy Policy Frameworks and Climate Change This unit aims to impart knowledge and broad understanding of energy policy formulation within the broad context of climate change. The course starts with a broad overview of climate change and the contribution of electrical energy production and consumption. The process for national energy formulation is discussed. Case studies of typical energy policy statements focusing on the linkages between Global and National energy policy objectives are undertaken. Strategies and instruments for policy implementation are discussed from legal, regulatory and commercial perspectives. Systems Engineering / Systems Analysis This course will provide the concepts underlying systems engineering / systems analysis and design, with specific focus on their application in energy technology assessment in the real world. This is aimed at providing the students with skills for assessing the breadth of energy systems throughout multiple networks. It will provide different approaches that account for systems view in energy technology assessment. These will include: project management techniques, systems optimization techniques, technology portfolio analysis, technology systems studies and system dynamics. It will introduce various software for undertaking such analysis


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Integrated Energy Planning This course will introduce the students to the energy planning process which involves estimation of the energy demand and the identification of a mix of appropriate energy resources and technologies to meet the demand. Integrated energy planning is a methodology that enhances the planning process and at the same time ensures that planning is well coordinated, taking account of the sectoral issues. In this context, this course focuses on the development of integrated energy planning in the different states in Africa, and its linkages in energy policy formulation and broader national goals. Energy Economics, Finance and Management This course aims to impart knowledge and skills for undertaking economic and financial assessment of renewable energy projects as well as understanding of basics of financing and the financial disciplines appropriate for running these projects. This will include basic principles for calculating project viability metrics such as net present value, levelised cost of electricity, payback time and internal rate of return as well as value at risk. The process of preparing bankable projects will be explained with typical case studies. The financial management of renewable energy projects is described giving examples of best practice. It covers financial accounting, management accounting and corporate finance including an understanding of capital market operation. Sources and financing mechanisms for renewable energy projects are discussed including funding mechanisms under the Kyoto Protocol as well as other green initiatives. Renewable Energy Policy and Planning The module provides an overview of the key issues within renewable energy policies, including drivers of the energy market, market structures and concepts, international climate policies, main actors, interests and instruments. Second subject of the module are political frameworks and support mechanisms for the market introduction of renewable energy technologies. Knowledge about support mechanisms is essential in order to understand how markets for renewable technologies function so as to calculate projects accordingly. Knowledge is relevant for the RE policy framework and support mechanisms to enable business to become an important part of the global energy supply chain 11. Describe the methodology of learning strategy f or achieving the competences - The core philosophy of the teaching-learning process would be focused at producing a graduate who is:

• Sensitized towards community problems and who can bring about a palpable change; • Employable; • Problem solver through application of knowledge in the real life setting; • Tuned towards continuous self learning, and • Geared up to meet challenges and to carry forward the task of industrial and national

development.

Methodology

The teaching-learning methods to be adopted, for the transfer and/or acquisition of knowledge and skill development include:

• Classroom lectures backed up by course-work projects, tutorials and assignments;

• Lectures by industry professionals and resource persons on a periodic basis;


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• Interactive based “Blended E-Learning” and other such self learning modules;

• Workshop practice and laboratory exercises; • Practical demonstrations; • Audio-Visual teaching materials; • Cut-sectional model studies; • Wall mounted display charts; • Field visits related to community development/intervention; • Industrial visits; • Practical and development oriented design projects; • Individual and group seminars/presentations; • Group tasks/discussions/case studies; • Brain storming sessions; and • Assembling/disassembling of real world prototypes.

Taking a cue from the dictum of learning which says “You may hear and forget, you may see and remember but you do and learn”, action oriented and student-centered learning would be emphasized as the modus operandi while underlining the significance of inducing curiosity for continuous self learning as the catalyst for effective assimilation of knowledge and its application in concrete situations.

Media/Tools

• Blackboards • White boards • Overhead projectors • LCD projectors • Audio-visual equipment • ICT related peripherals and software

. Skills to be Developed in Addition to Technical Core Competencies Due emphasis would be given in the teaching-learning process, not only towards the building of technical and professional core competencies but also for imparting and developing the following:

• Practical problem solving skills; • Analytical and modeling skills; • Computer-related skills; • Reasoning skills; • Fault diagnosis-repair and maintenance skills; • Innovative product design and development skills; • Drafting skills; • Reporting /Communicative English; • Managerial/Organizational skills; and • Behavioral and interpersonal skills

12. Check the consistency of the programme with the competences, the expected learning outcomes and activities that will lead you to the l earning outcomes (overall consistency of the programme)


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Overall Consistency

Generic Competencies realized by module/ course design

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Subject Specific Competencies realized by module/ course design

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Realization of different components of the Meta profile

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Learning Outcomes Realized by module/course design

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Activities • Integrating theory with practice • Individual course projects • Virtual reality simulations and testing for new product

development • Seminars on current and emerging trends • Industrial visits • Integrated Sustainable Energy System Design project • Filed intervention for affecting development in real and

verifiable terms through Developmental Team Training Program (DTTP)

• Individual Thesis

13. Quality assurance approval and accreditation of the programme (internal and external procedures)

The revised curriculum has been evaluated by the Sustainable Energy Engineering chair council, and subsequently approved by the School of Mechanical Engineering academic council. The next stage of approval is from th Institute of Technology Academic council as part of the dynamic curriculum revision since this is an existing program only with revised curriculum. This approval ensures automatic approval from the Jimma University senate. All Jimma University study programs approved by the senate are deemed to be accredited by Higher Education Relevance and Quality Assurance Directorate (HERQA) of the Federal Ministry of Education, Government of


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FDR of Ethiopia. There is a dedicated office for Academic Quality Assurance in JiT that oversees and monitors the quality of all study programs. The quality of the program offered by the school is assessed by the performance of its graduates and the impact they bear in the industrial sector of the country. The quality assurance methods adopted by the school include the following:

• In line with the University’s policy, students’ evaluations regarding the teaching-learning process are taken at the end of each semester;

• Feedback from employers and stakeholders is obtained through personal contacts formally and/or informally through tracer studies

• Suggestions from former graduates of the program; • Students who go for higher studies in foreign institutions.

Organizational chart and staffing

The program is hosted in the School of Mechanical Engineering under the over all supervision of the Dean, Dr.-Ing. Getachew Shunki (Assistant Professor). However the program will be coordinated and run by the sustainable Energy Engineering Chair within the school under the charge of Dr.A.Venkata Ramayya (Professor)

Information system and documentation

Jimma University E mail system with [email protected] will be assigned to all admitted students. There is an online registration system along with online grade submission along with continuous assessment. The students have access to scientific journals and periodicals through HINARI with password protected feature. There is also an e-granary set up in library system and also access to a wide array of collection of e-books. Blended E-learning is promoted and the course management along with its data base is under the management of the specific instructor Assessment Competency based education and peer-to-peer learning are being implemented with student centred learning approaches. Students are evaluated based on a continuous assessment principle and grading will be on a fixed scale method as follows;

Letter Grade Mark scored out of 100

Grade Point

Managing

Director

Finace

Scientific

Director

School of ECE School of ME

Sustainable Ener

Engineering Chair

Reseach

Coordinator

Course

Coordinator

Community service

coordinator

School of Civil &

Water

Director, PG

studies, Research

and Publication


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A+ ≥ 90 4.0 A 85 – 89.9 4.0 A- 80 – 84.9 3.75 B+ 75 – 79.9 3.5 B 70 – 74.9 3.0 B- 65 – 69.9 2.75 C+ 60 – 64.9 2.5 C 50 - 59.9 2.0 C- 45-49.9 1.75 D 40 – 44.9 1.0 Fx 30 – 39.9 0 F <30 0 I Incomplete

NG No Grade

14. Eligibility and admission requirements

Admission – Students holding a Bachelor degree in Mechanical, Electrical, Energy,

Environmental, Chemical and Process Engineering; – Students holding a Bachelor Degree in Chemistry or Applied Physics, together with

a work experience related to RE can be considered after passing an entrance examination

– Bachelor degree courses are adopted as a tool to bridge the gap and harmonize applicant’s background such as Power Plant Engineering, Electrical Machines and Drives, etc.

– The applicants must appear and qualify through an entrance examination – The student must possess a minimum CGPA of 2.75 out of 3.0

Advising

The admission announcement will be made through radio broadcasting, print media, university web site and through e-mail communication. Apart from this notices will be displayed in Jimma Institute of Technology, Jimma University. These announcements will generally be made during the first week of July every year. The entrance examination will be conducted during the end of August every year and results will be announce in the first week of September. The registration of admitted students will be done during the third week of September every year.

Academic support system

Computer lab facilities, library, internet access apart from student cafeteria and staff lounges will be open to all post graduate students. Recreational facilities such as fitness center, sports facilities and hobby clubs are available upon membership. The post graduate students have to look for accommodation themselves even though assistance is provided in getting one. Academic Calendar The Academic calendar will be posted on the Jimma University web site www.ju.edu.et

There may be minor change in dates from year to year but generally the academic calendar for first semester starts from last week of September with class work ending by middle of January followed


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by examinations that would get completed by the end of January. After a month semester break the second semester class work starts by first of March with class work ending by the middle of June. The examinations will be over by the end of June. The annual convocation will take place in the second week of July every year.

The summer vacation for students will be from third week of July to second week of September. Any minor changes will be notified on the University web site

Academic profile of faculty The CVs will be found on the Jimma University website

www.ju.edu.et/Institute of Technology


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3.3.9. Kwame Nkrumah University of Science and Tech nology, Kumasi, Ghana

DEPARTMENT OF MECHANICAL ENGINEERING

A) REVISED PROGRAMME: MASTERS IN RENEWABLE ENERGY T ECHNOLOGIES

B) Degree profile and subject-specific competences:

In 2011, The Kwame Nkrumah University of Science and Technology (KNUST), Ghana, through an EDULINK Programme mounted an MSc Programme in Renewable Energy Technologies (RETs) by e-Learning, in an effort to address the problems of:

• Limited number of skilled engineers in renewable energy technologies including solar photovoltaic (PV), wind and biofuels, and

• Low knowledge of Renewable Energy (RE) Technology on the part of key actors in the public and private sectors, including energy policy makers and small/medium scale entrepreneurs

The MSc programme, since then, has trained over fifty engineers and scientists in RE technologies across the sub Saharan Africa (SSA) region. To improve the programme, in order to address unique challenges relevant to SSA and conduct research of relevance to the sub-region, a proposal was made for the revision of the masters programme to include an MPhil and PhD components as per the new categorisation of graduate programmes in the School of Graduate Studies at The Kwame Nkrumah University of Science and Technology. Subject-specific competences that students will acq uire after completion of the MSc programme will be :

- Ability to size and build renewable energy plants - Ability to analyse, synthesize and evaluate interdisciplinary knowledge to solve complex

problems in the field of renewable energy - Ability to plan, design, analyse and develop RE conversion systems and devices - Ability to assess environmental, social and economic impacts - Ability to install, operate and maintain RE systems - Capacity to analyse and develop test set-ups for energy systems and devices - Conduct energy audits and suggest energy efficiency measures - Implement and evaluate energy conservation measures - Capacity to operate, maintain and rehabilitate RE systems - Capacity for spatial abstraction, graphic representation and engineering drawings

Generic competences that the students will acquire after completion of the programme will be:

- Ability to learn how to learn and capacity for lifelong learning - Ability to conduct research - Leadership, management and team work skills - Communication and interpersonal skills - Ability to communicate effectively in official/ national and local Language - Ability for creative and innovative thinking - Ability to work independently - Professionalism, ethical values and commitment to Ubuntu - Self-confidence, entrepreneurial spirit and skills

C) Duration and Degrees of the Programme


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The following shall constitute the separate departmental requirements for the award of degrees in MSc RETs:

(a) MSc. in Renewable Energy Technologies (MSc RETs ): i. For degree in MSc RETs, the minimum time for completing the programme is fifteen

(15) months or three academic semesters. ii. Candidates must pass all six (6) core courses and four (4) elective courses, in addition

to a successful thesis presentation. iii. A minimum CWA of 55.00% must be obtained to qualify for graduation. However, a

score of 50.00% shall be the pass mark for all required taught courses in each course. The student must achieve a minimum of forty-four (44) credit hours total, consisting of taught courses, laboratory work and thesis.

iv. The candidate shall pass the oral examination with at least a score of 50.00%.

KNUST will award the MSc Renewable Energy Technologies degree following the approval of examination results by the University Academic Board. Degrees will be delivered at graduation ceremonies of the KNUST. The awards shall be in the varied category as follows:

i. Masters of Science, Renewable Energy Technologies (MSc. RETs) D) Employment Opportunities At the end of the programme, the successful participant shall be able to undertake activities including: (a) Pursuing high-level research in the area of renewable energy (b) Working in government ministries and agencies as experts to assist in policy formulation and implementation of renewable energy projects (c) Working in industry as professional engineers (d) Providing mechanical engineering consultancy services in the area of energy (e) Working in energy generation companies (f) Teaching at higher academic institutions/universities E) Definition of Competences for the Revised Progra mme (See definition and level of competencies) Admission Requirements: Candidates must have a 1st or 2nd class degree in engineering or science at a reputable university. A candidate with 2nd class lower who has at least two years experience in the energy sector will be invited for interview. F) Expected Level of Achievement of Competences [Specify the level of competences described in the revised programme] Subject specific competence level 3 was used for all courses. Levels of competencies for the generic competencies are shown in the table of level of competencies. G) Description of the Expected Learning Outcomes [Which learning outcomes do you want to achieve]


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i. Ability to describe the various RE technologies and assess their economic and

technical viability ii. Ability to understand the nexus between energy policy, gender and development iii. Ability to size and build renewable energy plants iv. Analyse, synthesize and evaluate interdisciplinary knowledge to solve complex

problems in the field of Renewable Energy v. Ability to install, operate and maintain RE systems vi. Ability to carry out economic, social and environmental impact assessments vii. Ability to conduct energy audits and suggest energy efficiency measures viii. Capacity to implement and evaluate energy conservation measures ix. Professionalism, ethical values and commitment to Ubuntu (respect for

the well-being and dignity of others; good will. H) Methodology of Learning/Teaching Strategy of the Programme The implementation of the MSc Programme shall be via e-Learning platform and shall comprise of two main phases:

• The first phase is dedicated to teaching and learning of taught courses, including tutorial, group discussions, laboratory work (practical activities) and field visits.

• The second phase is concerned with thesis work.

The mode of delivery of the taught courses provides student access to course materials as well as communication with course facilitators/tutors via Internet; The Institute of Distance Learning’s (IDL) MOODLE platform will be used to facilitate these activities. Facilities on the MOODLE platform like chat, discussion forums, and e-mail which enhances communication will be available to enhance learning. Access to video recordings of materials will also be provided to students through MOODLE. In addition to the on-line materials, students will be provided with soft copies of the course notes on CD for easy reference and flexible off-line studies. The programme is intensive and would require at least 30 hours a week of personal study to guarantee success. Students who encounter difficulties related to their studies or have grievances/complaints or suggestions to enhance the programme quality will have the opportunity to communicate these difficulties or grievances to a Complaint Desk (http://energycenter.knust.edu.gh/). A number of face-to-face sessions will also take place on the KNUST campus. These sessions will provide occasions for practical work, site visits, writing of examination and quizzes, thesis presentations and discussions with course facilitators and administrators. The MSc/MPhil Programme will encourage students to propose thesis projects that require sustainable energy solutions, and also relate to real-life problems, preferably from their work places. The staff of the Programme will validate the thesis project and may solicit the participation of the establishments to which students belong in the area of project supervision. The student will present a thesis report which must be defended orally to a panel of examiners constituted from KNUST staff, and other professionals from academia and industry. I) Composition of the Programme


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1. MSc/MPhil RETs MSc and MPhil students must obtain at least forty-four (44) and fifty-six (56) credit units respectively, to successfully complete the programme . The credits earned must include at least thirty (30) credit units from taught courses and two (2) credits from laboratory work. MSc students shall do twelve (12) credits from thesis over one semester, whilst MPhil students shall do twenty-four (24) credits from thesis over two semesters. Taught Course Structure (Core and Optional/Elective Courses are indicated by C and O respectively) Year One (Semester One) Students must select at least two optional courses in addition to the three core courses Code Title Credit Hours T P C RET 551 Introduction to RE Technologies (C) 3 1 3 RET 553 Computer Aided Engineering (C) 3 2 3 RET 555 Energy Policy, Gender& Planning(C) 3 0 3 RET 571 Liquid Biofuel Production Systems (O) 3 1 3 RET 573 Biogas Technology (O) 3 1 3 RET 575 Solar Thermal Technology (O) 3 1 3 RET 577 Small Hydropower Technology (O) 3 1 3 Total 15*/21** Year One (Semester Two) Students must select at least two optional courses in addition to the three core courses Code Title Credit Hours T P C RET 550 Research Methods (C) 2 2 3 RET 552 Energy & Environment (C) 3 1 3 RET 554 Project Analysis and Management (C) 3 1 3 RET 572 Solar PV Technology(O) 3 1 3 RET 574 Wind Power Technology (O) 3 1 3 RET 576 Bio-energy Technology (O) 3 1 3 RET 678 Hybrid Energy Systems (O) 3 1 3 Total 15*/21** Residential Session Code Title Credit Hours T P C RET 599 Renewable Energy Laboratory 1 3 2 Total 2 Year Two (Semester One) Code Title Credit Hours T P C RET 697 Research Project (C) 0 26 12


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Total 12 Year Two (Semester Two) T P C RET 698 Research Project (C) 0 26 12 Total 12 * Minimum credit hours registered for the semester ** Maximum credit hours registered for the semester

IMPLEMENTATION PLAN FOR REVISED PROGRAMME A) Process of Approval of Revised Programme by Acad emic Board The revised programme will be discussed at the Mechanical Engineering Departmental Board meeting and then forwarded to the College Board where the Provost is the Chair for further discussions. The College Board after making sure that the programme meets all requirements and ready for accreditation will then, in consultation with the School of Graduate Studies, recommend it for approval at the University Academic Board. B) Syllabus of Each Academic Year This section is already presented as part of the taught course structure. C) Strategy for Training Academic Staff in the Revi sed Programme Selected academic staff will be sent to academic institutions which have collaborations or partnerships with KNUST (locally or internationally) for post-doctoral positions to be trained in the new courses. Resource persons in the revised course modules will also be invited to give a workshop to academic staff handling the revised courses. D) Development of Teaching, Learning and Assessment Strategies/Tools towards the Revised Programme The teaching is a mixed mode of face-to-face and online. End of year examinations will be conducted face-to-face at KNUST every summer where students who are ready can apply to take part. During this period, all laboratory exercises will also be conducted. Any student who does not get permission from his employer can defer and take it the following year. If a significant number of students are not able to attend the summer session, we can arrange another session in October or November for them. The assessment strategies are as follows:

- Self-assessment at the end of each sub-unit - Online quizzes at the end of each unit - Unit assignment - End of semester examination

E) Internal Monitoring and Quality Assurance Proced ures -Students assessment of lecturers at the end of each semester for each course. The assessment forms then go to the University Quality Assurance and Planning Unit (UQAPU) for evaluation and feedback for lecturers. Examination questions are vetted through internal peer-review mechanism. Examination results are discussed at Departmental Examiners Board meetings and College Board


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before going to the audit team. After auditing, the results then go to the academic board for final approval. F) Proposed Timetable for the Implementation of the Revised Programme Table 1.0 Year One Semester One Week/Day Monday

[6 - 8 PM] Tuesday [6 - 8 PM]

Wednesday [6 - 8 PM]

Thursday [6 - 8 PM]

Friday [6 - 8 PM]

Week 1 RET 551 RET 553 RET 555 RET 571 RET 573 Week 2 RET 575 RET 577 RET 551 RET 553 RET 555 Week 3 RET 551 RET 553 RET 555 RET 571 RET 573 Week 4 RET 575 RET 577 RET 551 RET 553 RET 555 Week 5 RET 551 RET 553 RET 555 RET 571 RET 573 Week 6 RET 575 RET 577 RET 551 RET 553 RET 555 Week 7 RET 551 RET 553 RET 555 RET 571 RET 573 Week 8 RET 575 RET 577 RET 551 RET 553 RET 555 Week 9 RET 551 RET 553 RET 555 RET 571 RET 573 Week 10 RET 575 RET 577 RET 551 RET 553 RET 555 Table 2.0 Year One Semester Two Week/Day Monday

[6 - 8 PM] Tuesday [6 - 8 PM]

Wednesday [6 - 8 PM]

Thursday [6 - 8 PM]

Friday [6 - 8 PM]

Week 1 RET 550 RET 552 RET 554 RET 572 RET 574 Week 2 RET 576 RET 578 RET 550 RET 552 RET 554 Week 3 RET 550 RET 552 RET 554 RET 572 RET 574 Week 4 RET 576 RET 578 RET 550 RET 552 RET 554 Week 5 RET 550 RET 552 RET 554 RET 572 RET 574 Week 6 RET 576 RET 578 RET 550 RET 552 RET 554 Week 7 RET 550 RET 552 RET 554 RET 572 RET 574 Week 8 RET 576 RET 578 RET 550 RET 552 RET 554 Week 9 RET 550 RET 552 RET 554 RET 572 RET 574 Week 10 RET 576 RET 578 RET 550 RET 552 RET 554

Link of Subject-Specific Competences (SSC) with agr eed Meta-profile

SSC No.

Competence Link to…

1 Ability to size and build renewable plants plant RE Conversion Systems 2 Ability to analyse, synthesize and evaluate

interdisciplinary knowledge to solve complex problems in the field of renewable energy

Research Project

3 Ability to select and design appropriate small hydropower for specific sites

Small Hydropower

4 Ability to design wind turbine at different wind speeds

Wind Energy Technology

5 Ability to plan, design, analyse and develop RE conversion systems and devices

RE Conversion Systems

6 Ability to assess environmental, social and Energy and Environment


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Link of Generic Competences (GC) with agreed Meta-p rofile GC No.

Competence Link to…

1 Ability to learn how to learn and capacity for lifelong learning

2 Ability to conduct research Research Method 3 Leadership, management and team work skills Project Management 4 Communication and interpersonal skills Research Project 5 Ability to communicate effectively in official/ national

and local language Research Method

6 Ability for creative and innovative thinking Computer Aided Engineering

7 Ability to work independently Research Project 8 Self-confidence, entrepreneurial spirit and skills Project Management 9 Ability to translate knowledge into practice Research Project 10 Ability for conceptual thinking, analysis and synthesis Research Method 11 Professionalism, ethical values and commitment to

Ubuntu Project Management

economic impacts 7 Capacity to design and build biogas plants Biogas technology 8 Skills in energy policy formulation Energy Policy and Gender 9 Ability to install, operate and maintain RE systems RE Conversion Systems 10 Analyse and develop test set-ups for energy

systems and devices RE Conversion Systems

11 Ability to analyse and assess impact of RE on grid performance

Hybrid Electric and Grid connected

12 Conduct energy audits and suggest energy efficiency measures

Energy Policy and Gender

13 Implement and evaluate energy conservation measures

RE Conversion Systems

14 Capacity to operate, maintain and rehabilitate RE systems

15 Capacity for spatial abstraction, graphic representation and engineering drawings

Computer Aided Engineering

16 Ability to manage RE Project Project Management 17 Ability to carry out research Research Method 18 Ability to design liquid biofuels production systems Liquid biofuels production

systems 19 Capacity to build systems for the application of solar

energy for heating water, electricity generation etc. Solar Thermal


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Definition and level of competences Courses Semester Generic

competences (GC Levels)

Subject Specific Competences (SSC Level 3)

Intended Learning Outcomes A graduate of this course should have:

Introduction to RE Technologies (C)

1 GC1(2), GC2(3), GC(3), GC7(3)

SSC1, SSC2, SSC3, SSC4, SSC6, SSC7, SSC9, SSC10, SSC13, SSC14

Ability to describe the various RE technologies and assess their economic and technical viability for a particular site

Computer Aided Engineering (C)

1 GC1(2), GC2(3) SSC15 Ability to use computer graphics and modeling techniques to facilitate the development RE systems

Energy Policy, Gender & Planning (C)

1 GC1(2), GC2(3), GC11(2)

SSC8 Understand the nexus between energy policy, gender and development

Liquid Biofuel Production systems (O)

1 GC1(2), GC2(3), GC6(3), GC7(3)

SSC10, SSC11, SSC18

Carry out environmental impacts of using ethanol as a transportation fuel – engine exhaust emissions, impact on GHG emissions and impact on farm land and food production

Biogas Technology (O)

1 GC1(2), GC2(3), GC5(2), GC6(3), GC7(3)

SSC1, SSC2, SSC5, SSC7, SSC11

Describe the types and models of simple and advanced bio-digesters and appraise household and institutional plants, and bio-latrines

Solar thermal 1 GC1(2), GC2(3), SSC1, SSC2, Design of flat plate collectors


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Technology (O)

GC(2)5, GC6(3), GC7(3)

SSC5, SSC11, SSC13, SSC19

and heat transfer analysis of flat-plate collectors as well as application to air heating, water heating and distillation

Small Hydropower Technology (O)

1 GC1(2), GC2(3), GC5(2), GC6(3), GC7(3)

SSC1, SSC2, SSC3, SSC5, SSC9 SSC11

Select and design the appropriate turbine for a particular hydropower site

Research methods (C)

2 GC1(2), GC2(3), GC5(2), GC7(3), GC11(2)

SSC17 Carry out qualitative and quantitative research, design of surveys and questionnaires and conduct case study design and learn different interview techniques

Energy & Environment (C)

2 GC1(2),GC2(3), GC5(2), GC7(3), GC11(2)

SSC6, SSC12 Apply the principles of sustainable development in project analysis and evaluation

Project Analysis Management (C)

2 GC1(2), GC2(3), GC11(2)

SSC16 Understand Project Management process and business integration models

Solar PV Technology (O)

2 GC1(2), GC2(3), GC6(3), GC7(3)


Describe the basic structure and characteristics of solar cells in single-crystalline, multi-crystalline, thin film silicon as well as emerging technologies

Wind Power Technology (O)

2 GC1(2), GC2(3), GC6(3), GC7(3)


Determine the available power in wind using the wind power density and Betz's limit

Bio-energy Technology(O)

2 GC1(2), GC2(3), GC6(3), GC7(3)


Evaluation of the Economics of ethanol production in Africa drawing on existing production economics from Brazil, the United States and the EU

Hybrid Energy Systems (O)

2 GC1(2), GC2(3), GC6(3), GC7(3)


Carry out modeling of Power System components (generator, transformer, and transmission line), generation and consumption of active and reactive power


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3.3.10. Université de Lubumbashi, Democratic Republ ic of Congo MEng Electromechanical Engineering Key aspects Some questions Reviewers’ Comments

1 MEng Electromechanical Engineering

Does the name reflect the aims and purpose of the programme?

This is a proposal for revision of a programme. Oui, le nom correspond au programme

2 Justification of the new programme or rationale for the revision of the existing programme

Why is this new/revised programme being introduced?

Justification for the programme is missing Obligation de s’arrimer au système LMD et de répondre de manière efficiente à la demande de la société consommatrice de nos produits, d’avoir des cadres bien formés répondant à un profil bien identifié.

3 Identify the future fields, sectors of employment of graduates

Does the description help students to have a clear idea of future sectors of employment or further study possibilities?

This is missing A. Administration publique B. Privés, principalement secteurs des mines et de l’énergie C. ONG - spécialistes en production, transport et distribution de l'énergie électrique ( centrales hydroélectriques, centrales thermiques, etc.) - cadres bien formés dans le domaine de la maintenance des engins et équipements industriels ( entreprises minières, etc.) - cadres bien formés dans le domaine de la conception, de la fabrication et de la construction mécanique ( Entreprises manufacturières, etc.) - cadres bien formés dans le domaine de contrôle des processus industriels ( fonderie, ateliers mécaniques, etc.) - cadres bien formés dans l'organisation et la gestion des unités de production ( Brasseries, société de transport, etc.) - cadres bien formés dans le calcul des unités de production d'énergie ( sociétés ferroviaires ou de transport et distribution d’électricité etc.)

Is the language comprehensible to prospective students? Is the list of potential occupations sufficiently detailed?


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4 Describe the duration/length and level of the programme

Is it clear what the length of the programme is?

The duration of the programme is provided 2 ans au niveau master

Is the programme at Bachelor or Master’s level? Is a possible progression from this degree to further study made clear?

5 Description of the degree profile of the new/revised programme

Does the description include both generic and subject-specific competences?

This is missing � démontrer la maîtrise d'un solide corpus de connaissances en sciences fondamentales et sciences de l'ingénieur, lui permettant d'appréhender et de résoudre des problèmes qui relèvent de l'électromécanique (axe 1). 1. Identifier et mettre en oeuvre les concepts, lois, raisonnements applicables à une problématique donnée faisant appel à plusieurs disciplines de la mécanique et de l'électricité :

• L'électricité (au sens large) • L'énergie électrique (transport,

qualité, gestion...) • L'électrotechnique

(conversion, commande, actionnement...)

• L'électronique (électronique digitale, instrumentation...)

• L'automatique • L'informatique (temps réel) • La mécanique (modélisation,

conception...) • La thermodynamique et la

thermique • La dynamique des fluides • La robotique et

l'automatisation

2. Identifier et utiliser les outils de modélisation et de calcul adéquats pour résoudre des problématiques liées aux disciplines (ci-dessus).

3. Vérifier la vraisemblance et confimer la validité des résultats obtenus au regard de la nature du problème posé, notamment en ce qui concerne les ordres de grandeurs et les unités dans lesquelles les résultats sont exprimés.

� organiser et de mener à son terme une démarche d’ingénierie appliquée au

Does the description of the degree profile include all the necessary elements of competences in terms of knowledge, skills, attitudes, values, etc?


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développement d’un produit (et/ou d’un service) répondant à un besoin ou à une problématique particulière dans le domaine de l'électromécanique (axe 2). . 1. Analyser le problème à résoudre ou le besoin fonctionnel à rencontrer, inventorier les fonctionnalités et contraintes, formuler le cahier des charges dans un domaine où les contraintes techniques et économiques sont prises en compte.

2. Modéliser le problème et concevoir une ou plusieurs solutions techniques en y intégrant les aspects mécaniques, électriques, électroniques ou informatiques et répondant au cahier des charges.

3. Évaluer et classer les solutions au regard de l'ensemble des critères figurant dans le cahier des charges : efficacité, faisabilité, qualité ergonomie et sécurité dans l'environnement considéré (exemples : trop couteux, trop complexes, trop dangereux, trop difficile à manipuler).

4. Implémenter et tester une solution sous la forme d'une maquette, d'un prototype et/ou d'un modèle numérique.

5. Formuler des recommandations pour améliorer une solution technique, soit pour la rejeter, soit pour expliquer les améliorations à y apporter dans la perspective d'en faire un produit opérationnel.

� organiser et de mener à son terme un travail de recherche pour appréhender un phénomène physique ou une problématique inédite relevant de l'életromécanique (axe 3). . 1. Se documenter et résumer l'état des connaissances actuelles dans le domaine de la mécanique et de l'électricité.

2. Proposer une modélisation et/ou un


217

dispositif expérimental (par exemple dans le domaine de la régulation thermique) en construisant d'abord un modèle mathématique, en réalisant à partir de celui-ci en laboratoire, un dispositif permettant de simuler le comportement du système, en testant les hypothèses qui y sont relatives.

3. Synthétiser dans un rapport les conclusions de sa recherche, en mettant en évidence les paramètres clés et leur influence sur le comportement du phénomène étudié (choix des formes et matériaux, environnement physio-chimique, conditions d'exploitation...).

� contribuer, en équipe, à la réalisation d’un projet pluridisciplinaire et de le mener à son terme en tenant compte des objectifs, des ressources, allouées et des contraintes qui le caractérisent (axe 4). . 1. Cadrer et expliciter les objectifs d'un projet compte tenu des enjeux et contraintes qui caractérisent l'environnement du projet.

2. S'engager collectivement dans un environnement pluridisciplinaire (mécanique et électricité) sur un plan de travail, un échéancier (environnement qui peut être conflictuel).

3. Prendre des décisions en équipe lorsqu'il y a des choix à faire : que ce soit sur les solutions techniques ou sur l'organisation du travail pour faire aboutir le projet.

� communiquer efficacement oralement et par écrit (en français et idéalement dans une ou plusieurs langues étrangères) en vue de mener à bien les projets qui lui sont confiés (axe 5).

. 1. Identifier les besoins du client : questionner, écouter et s'assuer de la bonne compréhension de toutes les dimensions de sa demande et pas seulement les aspects techniques.


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2. Argumenter et convaincre en s'adaptant au langage de ses interlocuteurs : techniciens, collègues, clients, supérieurs hiérarchiques.

3. Communiquer sous forme graphique et schématique ; interpréter un schéma, présenter les résultats d'un travail, structurer des informations.

4. Lire, analyser et exploiter des documents techniques (normes, plans, cahier des charges...).

5. Rédiger des documents écrits en tenant compte des exigences contextuelles et des conventions sociales en la matière.

6. Faire un exposé oral convaincant, en utilisant les techniques modernes de communication.

� faire preuve de rigueur, d'ouverture, d'esprit critique et d'éthique dans son travail. Tout en tirant parti des innovations technologiques et scientifiques à sa disposition, il prendra le recul nécessaire pour valider la pertinence socio-technique d'une hypothèse ou d'une solution (axe 6). . 1. Appliquer les normes et s'assurer de la robustesse de la solution dans les disciplines de la mécanique et de l'électricité.

2. Relativiser les solutions en élargissant le spectre à des enjeux non-techniques (le domaine de l'énergie et du climat, la prise en compte des aspects environnementaux et sociaux).

3. Faire preuve d'esprit critique vis-à-vis d'une solution technique.

4. Autoévaluer son propre travail.


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6 Definition of the competences (Specify regarding the new/revised programme)

Are the competences defined in a user-friendly way so that they are comprehensible to both students and other staff?

Competences that are not adequately defined are provided

7 Check the link between the competences and the agreed-upon or developed meta-profile

This is missing

8 Specify the level of the competences described in the new or revised degree profile in each component of the programme (it may vary between the competences)

Does the document make clear the importance of the development of competences to different expected levels?

This is missing a. Insuffisant : la compétence n’est pas développée suffisamment pour que l’ingénieur puisse résoudre des problèmes courants b. Faible : la compétence est développée, mais l’ingénieur devra approfondir sa compétence pour résoudre des problèmes courants c. Acceptable : la compétence est bien développée et permet à l’ingénieur de résoudre la majorité des problèmes courants d. Supérieur : la compétence est très bien développée et permet à l’ingénieur de résoudre des problèmes courants et complexes. Les niveaux visées sont c et d.

Are the levels well explained?

9 Describe the expected learning outcomes related to the competences

Have learning outcomes been formulated?

The expected learning outcomes are provided but directly linked to the competences

Are they clear and well-formulated with an action verb, content and context? If so, are these measurable?

Can each learning outcome be related to at least one of the competences? Has each competence been expressed in at least one learning outcome? If a student achieves all of the intended learning outcomes will they have developed all of the competences in the programme to an appropriate


220

level?

10 Specify the units/courses/modules of the programme

Is there a list of the courses/module/units that make up the programme?

These are missing Oui, voir cours et modules ci-dessous

11 Describe the methodology of learning strategy for achieving the competences

Are common learning and teaching activities described?

This is missing La pédagogie par d’apprentissage par projets, commencée en bachelier, se poursuit en master. Le projet de 1er master peut être soit une réalisation technique individuelle préparant au mémoire. En 2ème master, le mémoire de fin d'études est complété par des projets plus courts, organisés au cours des travaux pratiques. En dernière année, les étudiants peuvent consacrer 8 semaines à effectuer un stage en entreprise. Le mémoire de fin d'études peut être ou non couplé à ce stage. La filière organise également, en dehors des heures de cours et de travaux pratiques, des conférences destinées à faire connaître aux étudiants les différentes problèmes et recherches en cours. Les cours se déroulent en séance de deux heures avec vidéoprojecteurs et tableau noir. Obligation de fournir support du cours aux étudiants. Travaux pratiques en salle ou a domicile et/ou en groupe cotées -Exposés et participations aux séminaires. Evaluation classique : interrogations et examens.

Are examples given?

Is assessment addressed?

12 Check the consistency of the programme with the competences, the expected learning outcomes and activities that will lead you to the learning outcomes (overall consistency of the programme)

Does each unit/module/course contribute to the achievement of at least one learning outcome?

This is not provided

Le diplôme d'ingénieur civil électromécanicien favorise une formation pluridisciplinaire et la capacité à gérer les problèmes d'interface que pose l'intégration de plusieurs disciplines au sein d'un équipement ou d'un système. Il intègre les disciplines de l’électricité et de la mécanique en un ensemble cohérent où la primauté est donnée aux

Are all of the learning outcomes covered in the units/modules/courses of the programme? Is there a progressions of the learning outcomes towards the development of each competence?


221

Are complex competences addressed in sufficient length and depth in the programme?

connaissances de base en vue de faciliter l'approfondissement ou la réorientation des connaissances en cours de carrière. Les étudiants acquerront des connaissances et compétences nécessaires pour devenir : • des spécialistes en production mécanique, automatique, thermodynamique et énergétique. • des hommes de terrain capable de mettre en pratique les compétences et d’utiliser les outils performants de la recherche et de la technologie • des managers qui gèrent des projets en équipe

Le programme d'ingénieur civil électromécanicien conduit ainsi à la formation d'ingénieurs bien armés pour suivre l'évolution technique et s'adapter aux besoins du marché de l'emploi et aux mutations d'entreprises qu'il implique.

Cette formation pluridisciplinaire privilégie l'acquisition de compétences en combinant théorie et pratiques ouvrant à des aspects d’analyse, de conception, de fabrication, de production, de recherche et de développement, et d’innovation en y intégrant des aspects éthiques, et de développement durable.

Are teaching and learning activities appropriate for the learning outcomes of each unit/course/module? Do the assessment methods for each unit/module/course measure the achievement of all the unit learning outcomes? Are the learning outcomes, teaching and learning activities and assessment tasks aligned logically?

13 Quality assurance approval and accreditation of the programme (internal and external procedures)

This is missing, will have to provide procedure of approval Il existe des procédures et une structure implantée au sein de notre université qui fait le suivi de l’assurance qualité au travers d’un certain nombre de mécanismes. Un exemple c’est l’évaluation des enseignants par les étudiants a la fin des cours de manière anonyme au travers d’un questionnaire.

14 Eligibility and admission requirements

Are the admission and selection requirements specified w.r.t. prospective students?

This is not described Accès inconditionnel aux porteurs d'un grade académique de bachelier en sciences de l'ingénieur, orientation Ingénieur civil. accès inconditionnel aux porteurs d'un grade académique de ce master avec une autre finalité;


222

accès aux porteurs d'un grade académique étranger reconnu similaire aux grades académiques valorisé par le jury pour 180 ECTS au minimum, sous réserve d'acceptation du dossier d'admission. Toute personne titulaire d'un diplôme de bachelier (ou équivalent) dans un domaine apparenté délivré par une université reconnue peut déposer sa candidature sous réserve d'acceptation du dossier d'admission. le candidat ou la candidate devra prouver sa connaissance du français ecrit et parlé.

Cours et modules des du master en électromécanique


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3.3.11. Université de Yaounde I

Mention : Master de recherche . PROGRAMME D’ENSEIGNEMENT EN CONCEPTION DES STRUCTUREE Avec le développement rapide de l'infrastructure et de l'industrie au Cameroun , il y a un besoin croissant des diplômés formés au niveau de Master avec spécialisation en Conception des structures. La pratique du métier d’ingénieur du Génie Civil et mécanique au Cameroun connaît des profondes mutations depuis quelques décennies. L’ordinateur s’est substitué à la calculette ainsi qu’à la table à dessin. Le traditionnel abaque a été détrôné par un assortiment varié, constamment mis à jour, des logiciels hautement performants et de plus en plus sophistiqués. Les technologies de l’information et de la communication ont pris pied dans le génie civil et mécanique, comme d’ailleurs dans tous les secteurs clef de l’économie. Les programmes de formation d’aujourd’hui et de demain doivent intégrer ces facteurs. Ils doivent être renforcés en mathématiques et en informatique de manière à permettre à l’élève ingénieur :

• de construire ses algorithmes et d’en faire la mise en œuvre par ordinateur. • De faire de la recherche documentaire en ligne. • De s’exercer dans les laboratoires et des chantiers virtuels entièrement disponible sur

internet. Dans un environnement socio économique qui ne se prête guère à l’investissement dans la formation post universitaire ; le jeune diplômé doit être suffisamment outillé pour :

• Travailler dans des Bureaux d’Etudes. • Diriger un chantier ou une installation d’equipements techniques depuis la

programmation jusqu’à l’exécution. • Répondre aux appels d’offres. • Produire un dossier d’exécution. • Réaliser un montage de projet de financement.

Les programmes de conception des structures, que nous proposons intègrent toutes ces préoccupations et permet aux futurs ingénieurs que nous formons, d’exercer non seulement dans le domaines de conception des structures mais aussi dans les domaines des banques, des assurances, de l’environnement et au sein des collectivités locales. OBJECTIFS ET COMPETENCES

Ce master comporte deux options : GENIE CIVIL en materiaux sols et structures et GENI E MECANIQUE en Calcul des structures.

Les objectifs scientifiques de ce master visent à donner aux étudiants une formation méthodologique aux métiers de la recherche en privilégiant dans les enseignements une vision de synthèse des grandes classes de méthodes permettant d’aborder les problèmes de conception des structures . Les enseignements sont organisés sous forme de Cours Magistraux, de Travaux Dirigés et de Travaux Pratiques. En dehors des heures présidentielles, il sera demandé aux étudiants de fournir un investissement supplémentaire pour chaque UE suivi. Le stage de recherche en associant différentes approches méthodologiques et en visant le développement des aptitudes de créativité et d’innovation doit préparer les étudiants aux études doctorales ou à une activité de recherche-développement industrielle.


224

I.GENIE CIVIL - MATERIAUX SOLS ET STRUCTURES Cette spécialité a pour objectif de former des cadres scientifiques de haut niveau maîtrisant les méthodes actuelles de la recherche et de l'ingénierie en materiaux sols et structures . L'accent est mis sur les concepts physiques et les méthodes : modélisation ; simulation numérique et métrologie de pointe. Le programme de master en materiaux sols et structu res développe non seulement des compétences génériques au génie mais aussi renforcent ses compétences spécifiques qui suivent :

• Capacité àcoordonner, gérer, superviser et contrôler la construction • Capacité à traduire et interpréter les données et/ou les dessins en construction effective • Capacité à concevoir, quantifier et calculer des paramètres et capacité à modéliser et à

simuler des systèmes, des structures, des projets et des processus • Capacité à analyser, reconfigurer et appliquer des dessins pertinents, des données et des

technologies. Capacité à transmettre les exigences du projet en croquis et les expliquer aux clients

• Capacité à reconstruire, à entretenir, à réhabiliter et à rénover les infrastructures • Capacité à contrôler les coûts, la qualité et le temps requis pour la construction • Capacité à analyser des données ou des informations (par exemple des données

d’enquête, information des sols, etc.) • Capacité à identifier le besoin de construction par type et par structure. Capacité à

identifier les différentes options pour réaliser la construction • Engagement envers les mesures pour la santé et la sécurité. Capacité à introduire et

maintenir les mesures de sécurité dans la construction et dans les matériaux • Capacité à tester la qualité de matériaux • Capacité à gérer et aborder les défectuosités et les problèmes de qualité • Capacité à analyser et prendre des décisions basées sur les mathématiques et d’autres

principes abstraits • Connaissance des standards nationaux et internationaux de la construction • Aptitudes à développer des technologies et des matériaux construction nouveaux,

appropriés et durables • Capacité à finaliser des implications financières, identifier des responsabilités légales et

opérer dans les cadres appropriés • Connaissance des installations et des équipements • Compréhension de base de la gestion contractuelle et financière, y compris les assurances

et les garanties • Aptitudes en Conseil environnemental et en impact social,connaissance du contexte et des

défis de développement Crit ère d’admission Le candidat doit avoir le diplôme d’ingénieur en génie civil ou autre domaine similaire avec MGP superieur à 3. II. GENIE MECANIQUE Cette spécialité a pour objectif d'initier à la recherche fondamentale et appliquée, en développant des compétences scientifiques théoriques, numériques et expérimentales, dans le domaine de conception des structures mécaniques et de ses applications Des compétences spécifiques développées dans ce master sont :


225

• Aptitude à identifier, évaluer, et implémenter les technologies les plus appropriées du contexte actuel.

• Capacité à créer, innover, et contribuer au développement technologique. • Capacité à concevoir, analyser, modéliser et fabriquer les produits et les systèmes

mécaniques. • Compétence en planification et exécution des projets mécaniques. • Capacité à superviser, inspecter et surveiller les systèmes mécaniques • Capacité à opérer, maintenir, et réhabiliter les systèmes mécaniques • Compétence en évaluation environnementale et en analyse des impacts socio-

économiques dans les projets mécaniques. • Capacité à opérer, maintenir, et réhabiliter les systèmes mécaniques. • Compétence dans la sélection, la mobilisation et l’administration des ressources

matérielles, des outils et des équipements tout en minimisant les coûts • Capacité à intégrer les aspects juridiques, économiques et financiers dans la prise de

décision concernant les projets mécaniques. • Aptitude à la visualisation spatiale, à la représentation graphique et au dessin technique. • Capacité à fournir, dans le cadre du développement durable, des solutions mécaniques

aux problèmes réels de la société. • Compétence en sécurité et management des risques des systèmes mécaniques. • Capacité à utiliser les technologies informatiques (logiciels et autres outils) pour

l’ingénierie mécanique. • Capacité à interagir au sein de groupes multidisciplinaires pour le développement des

solutions intégrées. • Capacité à interagir au sein de groupes multidisciplinaires pour le développement des

solutions intégrées. • Capacité à utiliser les techniques de contrôle qualité dans la gestion des matériels, des

produits, des ressources et des services. • Capacité à conduire l’estimation du cycle de vie des produits et des systèmes mécaniques. • Aptitude à employer des compétences en ingénierie mécanique pour transformer les

ressources naturelles locales en produits ou services avec une valeur ajoutée.

Crit ère d’admission : Le candidat doit avoir le diplôme d’ingénieur en génie mécanique ou autre domaine similaire avec MGP superieur à 3.


226

CM TD TP PR

GCM 611 Mécanique et thermodynamique des milieux continus 2 2 1 4

GCM 621 Méthodes d'optimisation des Structures 2 1 1 1 4

GCM 631 Métrologie (Essais et mesures) 2 1 1 1 4

GCM 641 Modélisation des Structures. Comportements non linéaires &

comportement des matériaux solides

2 2 1 4

GC 651 Géotechnique Avancée, interaction sol - structures et

ouvrages

2 2 1 4

GC 661 Ingénierie des matériaux et Multimatériaux 2 2 1 4

GC 671 Dynamique des sols et structures 2 2 1 3

GC 681 Matériaux Structures : Comportements limites 2 2 1 3

16 14 1 1 8 30

GC 612 Mémoire de fin d'études 30

30

GCM 611 Mécanique et thermodynamique des milieux continus 2 2 1 4

GCM 621 Méthodes d'optimisation des structures 2 1 1 1 4

GCM 631 Métrologie (Essais et mesures) 2 1 1 1 4

GCM 641 Modélisation des Structures. Comportements non linéaires &

comportement des matériaux solides

2 2 1 4

GM 651 Fiabilité et Maintenance des systèmes 2 2 1 4

GM 661 Optimisation avancée 2 2 1 4

GM 671 Technique d'ordonnacement 2 2 1 3

GM 681 Automatique industriel avancé 2 2 1 3

16 14 1 1 8 30

GM 621 Mémoire de fin d'études 30

30

OPTION: GENIE CIVIL- MATERIAUX SOLS ET STRUCTURES

Total

OPTION: GENIE MECANIQUE-_________________________________

MASTER RECHERCHE GENIES: CONCEPTION DES STRUCTURES

CODE DE

L'UEINTITULE DU COURS

Charge hebdomadaire Nbre

d'UE

Nbre de

crédits

2è SEMESTRE: INITIATION A LA RECHERCHE

Total

Total

2è SEMESTRE: INITIATION A LA RECHERCHE

1er SEMESTRE: ENSEIGNEMENTS THEORIQUES

Total

1er SEMESTRE: ENSEIGNEMENTS THEORIQUES


227

DESCRIPTION DES PROGRAMMES

• TRONC COMMUN :

CODE& INTITULE DE L'UE

GCM 611 : Mécanique et thermodynamique des milieux continus

SEMESTRE : 1 TYPE DE L’UE : Fondamentale CREDITS : 4 CM (28h), TD (14h) , TP (0 h) 30 ETUDIANTS

PROFILS ENSEIGNANTS : Enseignant Chercheur PREREQUIS S’IL Y A LIEU : Cours de Mécanique des Mi lieux Continus (cycle d’ingénieur)

Description des liens

du cours avec le programme

Objectifs Ce cours vise à fournir aux étudiants les outils théoriques nécessaire à la compréhension et à l’élaboration des lois de comportement permettant de décrire le comportement mécanique des matériaux. Dans ce cours les fondements de la thermodynamique des milieux continus en grande déformation y sont présentés. Ces connaissances sont indispensables aussi bien pour exploiter les essais mécaniques que pour comprendre les résultats fournis par les code de calcul industriel.

Compétences requises :

Description du syllabus

Rappels de la mécanique des milieux continus classique (principe d’objectivité, symétrie matérielle, cinématique, contraintes, lois de conservation et principes thermodynamiques). Notion de loi de comportement, description de la réponse thermomécanique des matériaux (élasticité non linéaire, thermo élasticité). Lois d’écoulement, notions des variables internes. Application : à la viscoélasticité, à l’élastoplasticité, à la visco-élastoplasticité et à l’endommagement. Les TP porterons sur les techniques de calage des paramètres des modèles et la présentation de l’architecture d’un code de calculs aux éléments finis.

Méthodes d’enseignement

exposés, e-learning, vidéos, expérimentation

Activités d’apprentissage

Lectures préparatoires, prise de notes, travaux d’équipes, travaux individuels en classe et hors de classe, , devoirs, travaux pratiques, projets, recherche

documentaire. Charge de travail hors

du cours (TPE) 30 heures

Ressources requises Equipe pédagogique


228

Bibliographie Manuel de rhéologie des géomatériaux sous F. Darve. Presses des Ponts et Chaussées. Calcul à la rupture et analyse limite par J. Salençon. Presses des Ponts et Chaussées La maintenance, « mathématiques et méthodes. P. Lyonnet. Tec et Do.1992

Modalités de l’évaluation de l’UE

CC (20%), TP (20%), Examen final (60%)

Évaluation de l’enseignement

Présence au cours, contrôles continus, examen.


GCM 613 : Méthodes d’optimisation des structures


PROFILS ENSEIGNANTS : Enseignant Chercheur PREREQUIS S’IL Y A LIEU : Cours de Recherche Opérationnelle, Analyse mathématique et Mécanique de Milieux continus, Calcul des Structures (cycle d’ingénieur).



Objectifs Donner aux élèves ingénieurs des outils d’aide à la conception et à l’optimisation des structures et systèmes mécaniques.



Formulation d’un problème d’optimisation (terminologie, rappels mathématiques, écriture des problèmes sans (ou avec) limitation : applications mécaniques). Plan d’expérience (intérêt, relation avec l’optimisation, plan factoriels complets, exemples).Méthodes d’approximation. Méthodes de minimisation. Application au Calcul des structures (calcul de la sensibilité, mise en œuvre, logiciels). Identification, Méthodes d’optimisation globale et cas des variables discrètes (recuit simulé, algorithme évolutionnaires, exemples). Optimisation topologique (principe, aspect théorique, application en élasticité : méthode Ole et Sigmund, méthode Eso, algorithme évolutionnaires). Quelques approfondissements (sensibilité de l’optimum sis à vis d’un paramètre, contraintes actives, élimination des limitations d’égalité, région de confiance..)




lectures préparatoires, prise de notes, travaux d’équipes, travaux individuels en classe et hors de classe, , devoirs, travaux pratiques, projets, recherche

documentaire.


229

Charge de travail hors du cours (TPE)

30 heures


Bibliographie Recherche Opérationnelle pour l’ingénieur. Hêche F. J. et al en 2volumes 2001. Cours de recherche opérationnelle. Henry L. A. 228 pages. Presses de l’ENPC 1995. Programmation linéaire appliquée. Baillargeon G. 442 pages 1996.






GCM 615 : Métrologie

SEMESTRE : 1 TYPE DE L’UE : Fondamentale

CREDITS : 4 CM (28h), TD (0 h) , TP (0 h) 30 ETUDIANTS PROFILS ENSEIGNANTS : Enseignant Chercheur

PREREQUIS S’IL Y A LIEU : Cours de Probabilités et statistiques, Analyse des données et de Physique (cycle d’ingénieur).



Objectifs la métrologie (essais et mesures) occupe une place très importante dans les sciences de l’Ingénieur et dans l’industrie des matériaux (depuis l’extraction de la matière première jusqu’à l’élaboration des produits finis). Les objectifs visés par cette Unité d’Enseignement est de familiariser le futur chercheur à toutes les techniques indispensables pour la conduite d’un essai et la mesure d’un paramètre.



Statistiques de la mesure. Instrumentation : potentiométrie, thermostats, capteurs…etc. Principes de conception des plates formes expérimentales et applications. Principe de conception d’essais pour validation des modèles ou lois de comportement et applications.




230




du cours (TPE)


Bibliographie Normes ISO série 9000 et 14000


CC (20%), TP (20%), Examen final (60


Présence au cours, contrôles continus, examen, projet.


GCM 641 : Modélisation des structures. Comportement s non linéaires &Comportement des matériaux solides


PROFILS ENSEIGNANTS : Enseignant Chercheur PREREQUIS S’IL Y A LIEU : UE GCM 611



Objectifs Proposer les outils et méthodes nécessaires pour la modélisation et le calcul des structures en construction civile.



Programme : Méthodes des puissances Virtuelles (principes, théorie des poutres, des plaques et coques). Classification rhéologique des solides réels, thermo élasticité, Calculs des structures élastiques (poutres, plaques et coques, Méthodes des éléments finis en déplacement). Comportement des solides anélastiques (viscoélasticité, viscoplasticité, plasticité). Calculs des structures élastoplastiques et élasto- viscoplastiques. Calcul à la rupture et analyse limite. Comportement des solides endommageables. Calcul d’amorçage des fissures dans les structures





documentaire.


231


30 heures


Bibliographie Manuel de rhéologie des géomatériaux sous F. Darve. Presses des Ponts et Chaussées. Calcul à la rupture et analyse limite par J. Salençon. Presses des Ponts et Chaussées.





• OPTION : GENIE CIVIL - MATERIAUX SOLS ET STRUCTUR ES


GC 651 : Géotechnique avancée : interaction sol str ucture et ouvrages

SEMESTRE : 1 TYPE DE L’UE : Fondamentale CREDITS : 4 CM (28h), TD (0 h) , TP (0 h) 30 ETUDIANTS

PROFILS ENSEIGNANTS : Enseignant Chercheur PREREQUIS S’IL Y A LIEU : Géotechnique I et II (Cycle d’ingénieur) et UE GCM 611



Objectifs Proposer les outils et méthodes nécessaires pour la modélisation et le calcul des interactions sols structure en construction civile.



Modélisation des sols (Lois de comportement : construction des modèles élastoplastiques, détermination expérimentale des paramètres des modèles, simulation des essais de laboratoire et validation. Application à la simulation du comportement dynamique d’un barrage en terre). Renforcements des sols (colonnes ballastées, géotextiles et géomembrannes, pneusols, la terre armée, inclusions et nappes approche théorique). Interaction sol structures, dynamique des sols, Calcul remblais, stabilité talus, Barrages.




232




du cours (TPE)


Bibliographie Manuel de rhéologie des géo matériaux sous F. Darve. Presses des Ponts et Chaussées. Colonnes Ballastées par A. Dhouib.





GC 661 : Ingénierie des Matériaux et multi matériau x


PROFILS ENSEIGNANTS : Enseignant Chercheur PREREQUIS S’IL Y A LIEU : Cours des Matériaux et UE GCM 611



Objectifs Proposer les outils et méthodes nécessaires pour l’élaboration, la caractérisation, la modélisation du comportement des matériaux et multi matériaux.



Introduction, géo matériaux, matériaux composites à matrice céramiques, matériaux métallique, matériaux organiques. Les polymères et les géopolymères. Les matériaux pour l’optique et l’électromagnétisme.







Ressources requises


233

Equipe pédagogique Bibliographie Traitée des Matériaux en 20 volumes. Presses Polytechniques et universitaire

Romandes.





CODE& INTITULE DE

L'UE GC 671 : Dynamique des sols et structures.


PROFILS ENSEIGNANTS : Enseignant Chercheur PREREQUIS S’IL Y A LIEU : UE GCM 651



Objectifs Tout en utilisant les bases de la dynamique, ce cours met l'accent sur les points particuliers, essentiels pour la compréhension du comportement sismique des structures. Son objectif est de présenter aux concepteurs et "modélisateurs" d'ouvrages et d'équipements les principes et les méthodes parasismiques adaptés aux divers projets industriels. Il constitue une bonne approche de la réponse sismique des structures et des installations industrielles. On suivra le cheminement des sollicitations sismiques en étudiant le comportement des sols, des bâtiments et équipements, en insistant sur leurs particularités respectives et en analysant leurs interactions.



Retour d'expérience. Rappels de la dynamique. Analyse sismique déterministe linéaire. Approche probabiliste. Comportement des sols sous sollicitations sismiques. Le rôle de la ductilité. Interactions sol structures et comportement des fondations .Règlements, codes et normes. Conception parasismique des ouvrages….






du cours (TPE)


234


Bibliographie Dynamique des Sols par Alain Pecker. Génie Parasismique sous la direction de Davidovici.




Présence au cours, contrôles continus, examen, projet.

CODE& INTITULE DE

L'UE GC 681 : Matériaux et structures : couplages et com portements limites


PROFILS ENSEIGNANTS : Enseignant Chercheur PREREQUIS S’IL Y A LIEU :



Objectifs Proposer les outils et méthodes nécessaires pour la modélisation du comportement limite des matériaux et structures.



Notations, théorie du comportement limite, théorie du calcul à la rupture, critères de résistance usuels et fonction π(…). Analyse limite. Calcul à la rupture et dimensionnement. Problème plan des calculs à la limite de la rupture.








Bibliographie Manuel de rhéologie des géomatériaux sous F. Darve. Presses des Ponts et Chaussées. Calcul à la rupture et analyse limite par J. Salençon. Presses des Ponts et Chaussées.




235



CODE& INTITULE DE

L'UE GC 612 : Mémoire de fin d’études

SEMESTRE : 2 TYPE DE L’UE : Fondamentale CREDITS : 30 CM (h), TD (0 h) , TP (0 h) 30 ETUDIANTS


• OPTION : GENIE MECANIQUE


GM 651 Fiabilité et Maintenance des systèmes


PROFILS ENSEIGNANTS : Enseignant Chercheur PREREQUIS S’IL Y A LIEU : Probabilité et statistiques (cycle d’ingénieur)



Objectifs Ce cours en s’appuyant sur les concepts mathématiques probabilistes et fiabilistes, vise à approfondir les méthodes de détermination de la fiabilité, de la disponibilité et de la maintenabilité des systèmes. Les étudiants chercheurs à l’issu de cette formation doivent être de proposer une politique de maintenance sur la base de l’analyse des données issu du comportement des systèmes étudiés.



fiabilité, disponibilité et sûreté des systèmes. Estimation des paramètres des lois de probabilité régissant les durées de vie et de réparation des systèmes. Modèles d’évaluation de la fiabilité des systèmes en série, en parallèle. Redondance passive et active. Fiabilité et disponibilité des systèmes réparables. Renouvellement. Diagnostic de panne. Arbre de défaillance. AMDEC. GMAO.





documentaire.


236



Bibliographie La maintenance, « mathématiques et méthodes. P. Lyonnet. Tec et Do.1992




CODE& INTITULE DE

L'UE GM 661 Optimisation avancée


PROFILS ENSEIGNANTS : Enseignant Chercheur PREREQUIS S’IL Y A LIEU : Analyse mathématique, Analyse Numérique (cycle ingénieur)



Objectifs A l’issu de cet enseignement, les étudiants chercheurs doivent être en mesure de modéliser les problèmes d’optimisation, connaître et comprendre les principales techniques d’optimisation et leur applications. Ce cours à pour objectifs de sensibiliser le futur chercheur à la complexité croissante des problèmes d’optimisation posés et à l’évolution des techniques actuelles d’optimisation.



modèles d’optimisation, optimisation linéaire et dualité, optimisation convexe, dualité et formulation conique, optimisation non linéaire et conditions d’optimalité. Méthodes de point intérieur, complexité algorithmique. Méthodes de la plus forte pente, Newton, quasi newton, différences finies. Méthodes des gradients conjugués. Recherche linéaire et région de confiance. Optimisation sans dérivés. Condition de Khun et Tucker. Méthodes du gradient projeté et du gradient réduit. Méthodes des pénalités et lagrangiennes. Eléments de théorie de graphe. Programmation dynamique, approche méta heuristique pour la résolution des problèmes d’optimisation difficiles.





documentaire.


237


30 heures


Bibliographie Papadimitriou et Steiglitz combinatorial Optimisation (algorithms and complexity). Dover Pub., 1998 . Charon Germa et Hudry. Méthodes d’optimisation combinatoires. Masson 1997. Gordran et Minoux. Graphe et algorithmes. Eyrolles 2nd édition 1998.





CODE& INTITULE DE

L'UE GM 671 Technique d’ordonnancement


PROFILS ENSEIGNANTS : Enseignant Chercheur PREREQUIS S’IL Y A LIEU : Cours d’optimisation (cycle d’ingénieur)



Objectifs ce cours est centré sur l’ordonnancement de la production dans les unités manufacturières a pour objectif d’aborder les aspects mathématiques de l’ordonnancement d’atelier sous contraintes cumulatives. Il fourni au futurs chercheurs les méthodes permettant de modéliser les problèmes d’ordonnancement ainsi que leur complexité et par la suite de les résoudre par les différentes méthodes présentées



la fonction ordonnancement et éléments fondamentaux. Les aspects mathématiques, Modèles de base. Problèmes à une machine, problème à machines parallèle. Flow –shop, job shop. Ordonnancement sous contraintes de ressources cumulatives, méthodes sérielles, analyse sous contraintes, résolution par séparation et évaluation





documentaire.


238



Bibliographie L’ordonnancement P., Lopez. Economica 1999. Problèmes d’ordonnancement à contraintes de ressources, algorithmes et complexité. Université Pierre et Marie Curie. Paris 1984. Theory of scheduling. Conway, Maxwell, Miller, Addison Weslay, 1967




CODE& INTITULE DE

L'UE GM 681 Cours avancés d’automatisme industriel


PROFILS ENSEIGNANTS : Enseignant Chercheur PREREQUIS S’IL Y A LIEU : Pré requis : Cours d’automatique industriel (cycle d’ingénieur)



Objectifs a l’issu de cet enseignement, l’étudiant doit être à mesure d’appréhender de manière fine la problématique de l’automatisme en milieu industriel par la prise en main d’outils d’automatique. D’innover en proposant des solutions pertinentes sur la base des connaissances acquises en cours.



Outils pour l’automatique : PLC, DCS, SCADA, Hybrid, DCS/PLC, stratégie de l’évolution de l’automatique, audit de contrôle, critère de performance, application aux industries de l’énergie, du traitement des eaux, de l’agroalimentaire et brassicole, à l’industrie du ciment et du bâtiment.









239

Bibliographie Modalités de

l’évaluation de l’UE CC (20%), TP (20%), Examen final (60%)



CODE& INTITULE DE

L'UE GM 612 : Mémoire de fin d’études

SEMESTRE : 2 TYPE DE L’UE : Fondamentale CREDITS : 30 CM (h), TD (0 h) , TP (0 h) 30 ETUDIANTS



240

3.3.12. University of Malawi Proposal of Revision of the Bachelor of Engineering in Mechanical Engineering at the University of Malawi-The Polytechnic Programme Title: Bachelor of Engineering - Mechanical Engineering Awarding Institution: University of Malawi Program Code: BME Faculty: Faculty of Engineering Final Award: BEng (Hon) - Mechanical Engineering Length of the program: Five years Student Workload (Hrs/wk): 60 Number of Semesters: 10 Length of Semester: 15‐16 Weeks Credit Points/Semester: 60

Total Degree Credit Points: 600 Language of Instruction: English RATIONALE FOR THE REVISION OF THE EXISTING MECHANIC AL ENGINEERING PROGRAMME Background Africa has diverse systems of higher education. This diversity limits recognition of university degrees, thereby restricting academic mobility. The African Union Commission (AUC) therefore developed the African Union (AU) Harmonisation Strategy for higher education to facilitate the mutual recognition of qualifications and to enhance intra-African academic and graduate mobility and employability. The Harmonization Strategy was endorsed by the third Conference of Ministers of Education of the African Union (COMEDAF III), in 2007. In the implementation of the AU Harmonisation Strategy: the AUC is working jointly with United Nations Education Science and Culture Organisation (UNESCO) and Association of African Universities (AAU) to facilitate the ratification and implementation of the Addis Convention (revised Arusha Convention); and designing common curriculum development frameworks to enable comparability of learning outcomes in African Universities. It is in this context that the project on African Higher Education Harmonisation and Tuning was agreed as a worthy initiative of the Joint Africa-European Union Strategy. Tuning is a methodology for designing and delivering degree programmes. Tuning approach advances the discourse towards a Continental Qualification Framework and an African Credit Transfer System. One area of focus of the Tuning initiative is curriculum development involving 110 Universities in Africa in eight subject areas in Agriculture, Civil Engineering, Mechanical Engineering, Medicine, Teacher Education, Applied Geology, Economics, and Higher Education Management. Our participation as Malawi in this project is in the Mechanical Engineering subject area, hence the revision of the programme at the Polytechnic. Mechanical Engineering Programme


241

Mechanical engineering plays a central role in the socio-economic growth and development of countries and is one of the oldest engineering disciplines. Mechanical engineering is inseparable from the history of determination to achieve constant innovation and improvement. African countries are all categorised as developing, differing only in the level of the development. Developing countries are characterised by primary resource based economies. Beneficiation of the primary resources in African countries cannot be possible without mechanical engineering. Mechanical engineering industry supports most of the sectors such as agriculture, manufacturing, transport, construction, electronics, to name a few, all need its products and services. The revision of the programme has been necessitated by the need to harmonise the curricula in higher education in Africa. The revision of programme has coincided with its five year cycle review period. The Tuning methodology has provided a vehicle to undertake the review of the curriculum using the agreed-upon generic and subject specific competences. The revised programme will be comparable to other mechanical engineering programmes in other African countries that will offer programmes based upon the same agreed-upon competences. POTENTIAL EMPLOYABILITY OF HOLDERS OF BENG IN MECHA NICAL ENGINEERING Graduates will be employable in a wide range of industries including:

• Automotive • Manufacturing and industrial automation • Medical facilities • Aerospace • Defence Systems • Marine Technology • Oil and Gas Technology • Mining Industries • Agricultural mechanisation • Energy systems • Food processing • Chemical processes, etc. • Research and Development Institutions

Progression Routes Graduates of the BEng (Hon) in Mechanical Engineering could progress as follows:

• Pursue MEng, MSc, DEng, PhD. • Study for professional qualifications. • Get involved in consultancy services. • Venture in entrepreneurships.

PROGRAM PROFILE The following represents the profile of the revised Mechanical Engineering programme at the University of Malawi – The Polytechnic. The desirable competences for the Mechanical Engineering graduates are presented alongside their definitions. These competences have been adopted from the agreed upon list of competences developed during the Tuning Africa project phase I. Definition of the competences


242

The revised programme has adopted the agreed competences to address the some shortfalls that were observed during the review of the current Mechanical Engineering programme. The competences have been defined as follows: Table 1: Brief analysis of the generic competencies from a Mechanical Engineering

perspective No Competence

Definition of competence

1 Ability for conceptual thinking, analysis and synthesis.

A key function of Mechanical Engineering, like many other disciplines, is to provide solutions to real-life problems. This competence represents the ability to formulate mental representations of possible solutions to a problem (a ME problem in the ME context) along with consideration of the dimensions, implications and merits and of each possible solution.

2 Professionalism, ethical values and commitment to UBUNTU (respect for the well-being and dignity of fellow human beings).

This is the quality of ensuring adherence to professionally accepted norms and guidelines governing the practice of a profession relating to what is right and fair to all stakeholders in a transaction, project or system (including ME system) from a legal, moral or human dignity point of view.

3 Capacity for critical evaluation and self-awareness.

This is the ability to carefully and correctly assess and judge systems or situations with a view to determining their merits, value or shortcomings and to present an overall picture of such systems (and by extension ME systems) as a basis for decision making.

4 Ability to translate knowledge into practice.

This relates to the capacity to adjust, modify or adapt gained knowledge and bring it bear or a real life problem or situation. In the ME context such knowledge must result in the solution of an ME problem.

5 Objective decision making and practical cost effective problem solving skills.

This is the ability to make straightforward, unbiased (ME) decisions including in the arena of cost-conscious (ME) problem solving, not influenced by friendship, emotional, retaliatory, or other such considerations that might otherwise cloud the process or reduce its validity in the eyes of stakeholders.

6 Capacity to use innovative and appropriate technologies.

This represents the ability to see or discover new or progressive ways in which (ME related) technology can be put to use to fit the context of a given situation.

7 Ability to learn to learn and capacity for lifelong learning.

This is the readiness, willingness, and the power to assimilate, update, upgrade, and enhance (ME) knowledge on a continuing basis throughout one’s life.

8 Flexibility, adaptability and ability to anticipate and respond to new situations.

This is the ability to think fast and be able to foresee how (ME) systems may change or new (ME) situations may arise and how to respond appropriately to such new circumstances to protect or preserve the said systems.

9 Ability for creative and innovative thinking.

This is the ability to originate completely new ideas (or concepts in the ME parlance), or other ideas, which while not being new, may be applied to new situations toward finding solutions to problems.

10 Leadership, management and team work skills.

These are skills (including conscientious work ethic, personal integrity and efficiency and planning capabilities) that enable one to function effectively in team or group work situations (including ME work groups), especially where directing and management


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of such groups is the responsibility of the person in question. 11 Communication and

interpersonal skills. Basically, at the universal level, this is the ability to be clear and articulate in verbal and body language expression as well as success in relating smoothly with people. In the ME context the communication extends far beyond verbal expression to include proficiency in communicating technical information through media such as engineering drawings and sketches and symbols and models, as well as correct understanding and usage of technical terms in the verbal communication itself.

12 Environmental and economic consciousness.

This is the ability to develop a keen awareness of the connection or link between economic activity and environmental degradation and to take steps within one’s power to mitigate or limit such degradation where possible. For mechanical engineers this means understanding fully the environmental implications of mechanical engineering products, activities and installations and the responsibility that this places on them to ensure preservation of the environment.

13 Ability to work in an intra and intercultural and/or international context.

This is the ability to work well with people of all races or ethnic background whether in one’s home base or in a foreign setting. It calls for understanding of cultures other than one’s own and may require adapting to the idiosyncrasies pertaining to those cultures. For mechanical engineering this requires familiarity with local and national norms and standards as well as international standards governing ME design and manufacturing such as those issued by national standards institutions and the ISO.

14 Ability to work independently.

This is the ability to work well, i.e. efficiently and effectively under no supervision (productivity consciousness). It requires being knowledgeable about one’s work and which sources to consult for further information, the ability to plan one’s work, and the ability to direct and manage one’s time effectively to achieve desired results. For a mechanical engineer this means he/she must know what sources, including handbook sources, to consult for technical information without depending unduly on colleagues, especially on small projects.

15 Ability to evaluate, review and enhance quality.

This is the ability to determine the quality status of an entity and take appropriate steps to enhance that quality. For a mechanical engineer it is the capacity to use appropriate tools to assess the quality status of a ME system or product and to use similar tools such as statistical quality control/assurance techniques to enhance the quality of those ME systems/products.

16 Self-confidence, entrepreneurial spirit and skills.

This is the quality of being sure of oneself in terms of the acumen and ability to deliver good results from the business point of view. For mechanical engineers such self-confidence usually derives from the authority of technical competence and proficiency. It therefore requires the ability to learn fast on the job to drive out the self-doubt syndrome usually associated with first-time practitioners and to build progressively this authority of competence which can alone produce self-confidence without overconfidence.

17 Commitment to preserve African identity and

This is pride of the African in his/her cultural heritage and an enduring commitment to preserve that heritage through differentiation where possible or necessary so the African


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cultural heritage. identity stands out in bold relief. The implications of this for the African mechanical engineer should reflect proudly in ME product differentiation whenever possible to reflect this identity.

Table 2: Brief analysis of the subject specific com petences in Mechanical

Engineering No Competence

Definition of competence

1 Ability to apply knowledge of the basic and applied sciences of mechanical engineering.

This is the ability first to draw, and second to understand a connection between a real-life situation or problem and the Mechanical Engineering (ME) sciences and how these sciences can be used to model and or solve those real-life problems.

2 Ability to identify, evaluate and implement the most appropriate technologies for the context in hand.

It is the ability to recognize the needs of any given situation with a capacity not only to assess the mechanical engineering requirements of such situation but be able to apply the simplest, most efficient and cost effective Mechanical Engineering solutions to them.

3 Capacity to create, innovate and contribute to technological development.

This is the ability to contribute to the improvement of technology through the introduction and implementation of new concepts or ideas that work to make the technology better.

4 Capacity to conceive, analyze, design and manufacture mechanical products and systems

This competence enables a Mechanical Engineer to originate the idea for a new Mechanical Engineering product or system and to take it systematically through the full gamut of product realization activities/procedures until system a real ME product or system is actualized.

5 Skills in planning and executing mechanical engineering projects.

These are skills in Project Management such as planning, Scheduling and logistics mobilization applied to Mechanical Engineering Works and assignments.

6 Capacity to supervise, inspect and monitor mechanical engineering systems.

Ability to be in full charge and control of active Mechanical Engineering systems with capability to track closely the behaviour of such systems to effect appropriate adjustments meant to maintain the system at a desired level.

7 Capacity to operate, maintain and rehabilitate mechanical engineering systems.

Given an existing Mechanical Engineering system, this is the capability to cause the system to function properly as designed and to retain it in a state fit for continued use.

8 Skills in evaluating the environmental and socio-economic impact of mechanical projects.

This is the ability to understand and appreciate the environmental degradation potential and implications of Mechanical Engineering products, activities and installations and the adverse environmental effects that can be caused by the end-of-life retirement of such systems.

9 Capacity to model and simulate mechanical engineering systems and processes.

This is the ability to evolve acceptable representations of real Mechanical Engineering systems that can be studied for purposes of optimization of the key performance parameters of such systems.

10 Skills in selecting, mobilizing and administering material resources, tools and equipment cost-effectively

Possession of practical knowledge of the properties, structure and behaviour of Mechanical Engineering related materials, components and equipment that enables him/her to properly select and mobilize them for acceptable functionality while achieving cost and quality optimization.

11 Capacity to integrate legal, economic and financial aspects in decision-making in mechanical engineering

Capacity to design, manufacture or operate Mechanical Engineering products or systems within legal constraints while ensuring that design for economic manufacture and assembly principles is followed.


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projects. 12 Capacity for spatial

abstraction, graphic representation and engineering drawings.

Capacity to conceptualize 2- and 3-dimentional mental representations of mechanical systems and translate these into solid and other models using either the computer or manual engineering drawing methods.

13 Providing mechanical engineering solutions to societal problems for sustainable development.

Ability of the engineer to relate and connect well with his/her socio-economic setting as a foundation for offering practical real solutions to real problems in the community

14 Skills in safety and risk management in mechanical engineering systems

Skills in safety management imply an ability to appreciate and anticipate all the safety loopholes in a mechanical engineering system and take appropriate and systematic steps to ensure their elimination or protection against them by actual action. Risk management skills involve identifying all possible risks, classifying or rating them in terms of their magnitude and frequency and taking appropriate steps to mitigate them, paying attention to the most threatening ones.

15 Skills in using information technologies, software and tools for mechanical engineering.

This is the ability to leverage information and communication technologies including computer software, to impact the Mechanical Engineering function in its dimensions for the purposes of achieving speed, higher quality, consistency and repeatability as well as cost reduction.

16 Capacity to interact with multidisciplinary groups towards developing integrated solutions.

This represents the ability to learn fast and to have fair knowledge of the disciplines that commonly interact with Mechanical Engineering systems so that when working within a multi-disciplinary environment, the Mechanical Engineer will be literate enough to communicate effectively with engineers and professionals from other disciplines.

17 Skills in employing quality control techniques in managing materials, products, resources and services.

An appreciation and understanding of Total Quality principles that assure quality into Mechanical Engineering products and systems from conceptualisation to system realisation. These must include knowledge of statistical methods of quality assurance and control.

18 Capacity to conduct life cycle assessment for products and systems

This is the ability to consider in detail, all the important stages in the life of Mechanical Engineering systems in terms of their individual, as well as their collective and total impact on issues such as product development, acquisition, installation and usage costs, as well as product/system end-of-life retirement and disposal costs and how these activities might impact adversely on the physical environment.

19 Capacity to employ mechanical engineering skills to transform local natural resources into products or services through value addition

Ability to indigenize Mechanical Engineering by working together with other engineers to come out with Mechanical Engineering systems that exploit local natural resources by converting them into commercially useful products and systems.

THE MECHANICAL ENGINEERING PROGRAMME REVIEW PROCESS The current Mechanical Engineering programme was reviewed by comparing the core elements of the Mechanical Engineering curriculum, competence requirements and its intended learning outcomes with those developed during the Tuning Africa project. While the current Mechanical


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Engineering programme has a list of intended outcomes, it does not have defined competences (knowledge, skill and attitudes) and meta-profile.

Fig. 1: Current Mechanical Engineering Fig. 2: Core Elements of Mechanical Programme

Engineering Curriculum

Series1;

Practice;

15; 15%

Series1;

ME

Sciences

; 41;

41%

Series1;

Comput

er

Applicat

ions &

Analysis

; 16; …

Series1;

Languag

e &

Commu

nication

Skills; 8;

8%

Series1;

Manage

ment

Skills;

11; 11%

Series1;

Design;

9; 9%

Mechanical

Engineering

Percentage Credit

Distribution

Analysis 20%

Practice 20%

Design 20%

Basic and Applied Sciences of Mechanical Engineering 40%

Core Elements of Mechanical Engineering Curriculum


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Fig. 3 The Agreed Upon Mechanical Engineering Meta- Profile- Graphical Version Mapping of Programme Profile into Meta-profile base d competency clusters Modules of the Mechanical Engineering (ME) programme have been clustered based on the agreed competency clusters. Table 3: Mapping of Programme Modules into Meta-pro file Competency Clusters Competency clusters ME Modules Basic and Applied ME Sciences

College Algebra, Engineering Drawing, Physics, Chemistry, Calculus I & Trigonometry, Electrical Science, Mechanical Science, Civil Technology, Calculus II, Programming for Engineers, Engineering Materials, Thermo-fluids, Linear Algebra, Statics & Dynamics, Computer Aided Drawing, Manufacturing Technology & Processes, Probability and Statistics, Strength of Materials, Fluid mechanics I & II, Electronics, Engineering Thermodynamics I & II, Engineering Thermodynamics II, Electrical Power and Machines, Machine Elements Design, Measurements & Instrumentation, Numerical Methods, Dynamics, Industrial Attachment, Control Systems, Solid Mechanics, Final Year Project, Power Plant Engineering, Heat and Mass Transfer, Finite Element Analysis, Mechanical Vibrations

Innovation and Creativity Engineering Drawing, Programming for Engineers, Computer Aided Drawing, Group Project, Machine Elements Design, Industrial Attachment, Final Year Project, Finite Element Analysis

Quality Project Management, Plant Maintenance and Reliability, Engineering and Society

Managerial and Behavioural Skills

Engineering Management, Group Project, Organizational and Managerial Communication, Industrial Attachment, Project Management, Business Management & Entrepreneurship, Plant Maintenance and Reliability, Production Management

Communication and Interpersonal Skills

English for Academic Purposes, Business Communication, Engineering Drawing I & II, Organizational and Managerial Communication, Industrial Attachment, Business Management & Entrepreneurship ,Project Management

Professionalism and Ethics Industrial Attachment, Project Management, Engineering and Society


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Entrepreneurial Skills Business Management & Entrepreneurship Community Engagement Industrial Attachment, Business Management &

Entrepreneurship, Engineering and Society Sustainability Energy Management and Audit, Engineering and Society


249

Linking Modules of BEng in Mechanical Engineering w ith Clusters of Competencies (and Components of Met a-Profile) Clusters of competencies Notes Core Knowledge Skills Attitudes D

esign, m

anufacture and operate m

echanical

Mechanical

engineering sciences

Innovation and creativity

Quality

Professionalism

and ethics

Managerial and

behavioural

Com

munication

and

Entrepreneurial

skills

Com

munity

engagement

Sustainability

These are

components of

the agreed upon m

eta-profile

Sem

ester I

College Algebra x x English for Academic Purposes

x

Engineering Drawing I x x x x Physics x Chemistry x Introduction to Computers

x x

Sem

ester II

Calculus I & Trigonometry

x x

Business Communication

x x

Electrical Science x Mechanical Science x Civil Technology x Engineering Drawing II x x x x

Second Y Calculus II x x


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Organizational and Managerial Communication

x x x

Engineering Practice x x x Programming for Engineers

x x x

Engineering Materials x x Thermo-fluids x x

Sem

ester II

Linear Algebra x x Statics & Dynamics x x Electrical Technology x Computer Aided Drawing

x x x x

Manufacturing Technology & Processes

x x

Industrial Studies x

Third Y

ear Sem

ester I Probability and Statistics x

Strength of Materials x x Fluid mechanics I x Electronics x Engineering Management

x

Engineering Thermodynamics I

x

Sem

ester II

Electrical Power and Machines

x

Group Project x x x


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Machine Elements Design

x x x

Numerical Methods x Measurements & Instrumentation

x

Dynamics x x Year 4 Semester II Industrial Attachment

x x x x x x x

Sem

ester I

Project Management x x x x Control Systems x Engineering Thermodynamics II

x

Solid Mechanics x Engineering Design x x x Fluid Mechanics II x

Year 5

Sem

ester I

Energy Management and Audit

x

Final Year Project x x x x x Power Plant Engineering

x

Heat and Mass Transfer x Finite Element Analysis x x x Computer Applications x x x

Sem

ester II

Business Management & Entrepreneurship

x x x x

Plant Maintenance and Reliability

x x x

Engineering and Society x x x x x


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Mechanical Vibrations x Production Management x x

Total 25 40 11 4 4 12 11 1 4 2


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Observations The following observations were made about the current programme:

i. The basic and applied Mechanical Engineering sciences as well as the community engagement and sustainability issues are adequately covered.

ii. The design, manufacturing, practice and quality components are rather weak. iii. The innovation and creativity is incorporated in most modules but is not as strong as the

managerial content. iv. The ability to communicate effectively in official national language is adequately covered

but not in local language. v. The legal and the ethical aspects are covered. vi. The curriculum has high managerial and behavioural content. vii. Entrepreneurship skills are covered.

INTENDED LEARNING OUTCOMES (ILOs) FOR THE REVISED P ROGRAMME At the end of this programme students should be able to:

1. Demonstrate knowledge of basic and applied mechanical engineering sciences necessary to solving engineering problems.

2. Identify mechanical engineering problems. 3. Solve mechanical engineering problems. 4. Design and manufacture appropriate systems or products to meet local needs. 5. Analyse a variety of problems in engineering by means of appropriate applications of

engineering principles and mathematical techniques. 6. Employ indigenous resources in solving mechanical engineering problems. 7. Generate two- and three- dimensional representations of mechanical systems using

different methods. 8. Combine legal, economic and financial aspects in decision-making in engineering projects. 9. Apply knowledge of the basic and applied mechanical engineering science in solving

engineering problems. 10. Manage engineering projects effectively. 11. Manage material resources; and quality of products, processes and service effectively. 12. Develop, plan and implement effective maintenance policies and strategies. 13. Evaluate the social, economic and environmental implications of engineering decisions and

projects. 14. Design experiments in mechanical engineering. 15. Conduct experiments in mechanical engineering. 16. Appraise the life cycles of products and mechanical systems. 17. Demonstrate the multidisciplinary nature in the solution of mechanical engineering

problems. 18. Establish effective maintenance policies and strategies. 19. Produce clear and accurate presentations and scientific or technical reports. 20. Use computational tools and packages effectively in calculations and analysis. 21. Apply effective communication skills. 22. Apply highest degree of occupational health and safety standards at work place. 23. Demonstrate effective problem-solving skills in theoretical and practical contexts. 24. Demonstrate independent and effective reasoning and self-learning. 25. Contribute effectively and constructively in a multi-disciplinary team. 26. Manage time, workloads and deadlines. 27. Evaluate own abilities, performance and understanding. 28. Identify ethical issues. 29. Apply ethical principles in mechanical engineering. 30. Relate theoretical knowledge with practical experience through working in industrial

environments. 31. Formulate business ideas so that they are able to start enterprises.


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LINKING COMPETENCES TO INTENDED LEARNING OUTCOMES A ND EXPECTED LEVELS Both generic and subject specific competences have been linked to the intended learning outcomes in Table 4, where “G” and “S” stand for generic and subject specific competences respectively. In addition the expected levels for ILOs have been outlined based on the Blooms Taxononmy as follows:

1. Knowledge - remembering previously learned material. The skill may involve recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain.

2. Comprehension - the ability to grasp meaning of material. This skill may be shown by translating material from one form to another (words or numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects).

3. Application - the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories.

4. Analysis - the ability to break down material into its component parts so that its organizational structure may be understood. This skill may include the identification of the parts, analysis of the relationship between parts, and recognition of the organizational principles involved.

5. Synthesis - the ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information).

6. Evaluation - the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgements are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them.

Table 4: Linking Competences to Intended Learning O utcomes and Expected Levels S G Intended Learning Outcomes Level 1 Demonstrate knowledge of basic and applied mechanical engineering

sciences necessary to solving engineering problems. 1, 2

2 1 Identify mechanical engineering problems. 1 4 1 Solve mechanical engineering problems. 3 3,4 9 Design and manufacture appropriate systems or products to meet local

needs. 5

4 1 Analyse a variety of problems in engineering by means of appropriate applications of engineering principles and mathematical techniques.

4

19 6,9 Employ indigenous resources in solving mechanical engineering problems.

3


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12 9 Generate two- and three- dimensional representations of mechanical systems using different methods.

5

11 5 Combine legal, economic and financial aspects in decision-making in engineering projects.

5

1 4 Apply knowledge of the basic and applied mechanical engineering science in solving engineering problems.

3

5 6,10 Manage engineering projects effectively. 5 10,17 6, 10,15 Manage material resources; and quality of products, processes and

service effectively. 5

7 6, 10 Develop, plan and implement effective maintenance policies and strategies.

3

8 3,5,12 Evaluate the social, economic and environmental implications of engineering decisions and projects.

6

4 Design experiments in mechanical engineering. 5 4 6 Conduct experiments in mechanical engineering. 3 18 Appraise the life cycles of products and mechanical systems. 6 16 13 Demonstrate the multidisciplinary nature in the solution of mechanical

engineering problems. 3

7 Establish effective maintenance policies and strategies. 5 11 Produce clear and accurate presentations and scientific or technical

reports. 3

9,15 Use computational tools and packages effectively in calculations and analysis.

3

11 Apply effective communication skills. 3 14 Apply highest degree of occupational health and safety standards at

work place. 3

13 4,8 Demonstrate effective problem-solving skills in theoretical and practical contexts.

3

7,8,14 Demonstrate independent and effective reasoning and self-learning. 3 10 Contribute effectively and constructively in a multi-disciplinary team. 5 6 10 Manage time, workloads and deadlines. 5 3 Evaluate own abilities, performance and understanding. 6 2, 17 Identify ethical issues. 1 2, 17 Apply ethical principles in mechanical engineering. 3 13 Relate theoretical knowledge with practical experience through working

in industrial environments. 4

16 Formulate business ideas so that they are able to start enterprises. 5


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Table 5: Linking the Intended Learning Outcomes to Programme Modules S G ILOs Modules 1 Demonstrate knowledge of basic

and applied mechanical engineering sciences necessary to solving engineering problems. (1, 2)

College Algebra, Engineering Drawing, Physics, Chemistry, Calculus I & Trigonometry, Electrical Science, Mechanical Science, Civil Technology, Calculus II, Programming for Engineers, Engineering Materials, Thermo-fluids, Linear Algebra, Statics & Dynamics, Computer Aided Drawing, Manufacturing Technology & Processes, Probability and Statistics, Strength of Materials, Fluid mechanics I & II, Electronics, Engineering Thermodynamics I & II, Electrical Power and Machines, Machine Elements Design, Measurements & Instrumentation, Numerical Methods, Dynamics, Control Systems, Solid Mechanics, Power Plant Engineering, Heat and Mass Transfer, Finite Element Analysis, Mechanical Vibrations.

2 1 Identify mechanical engineering problems. (1)

Group project, Final year project, Machine elements design, Engineering design

4 1 Solve mechanical engineering problems. (3)

College Algebra, Engineering Drawing, Physics, Chemistry, Calculus I & Trigonometry, Electrical Science, Mechanical Science, Civil Technology, Calculus II, Programming for Engineers, Engineering Materials, Thermo-fluids, Linear Algebra, Statics & Dynamics, Computer Aided Drawing, Manufacturing Technology & Processes, Probability and Statistics, Strength of Materials, Fluid mechanics I & II, Electronics, Engineering Thermodynamics I & II, Electrical Power and Machines, Machine Elements Design, Measurements & Instrumentation, Numerical Methods, Dynamics, Control Systems, Solid Mechanics, Power Plant Engineering, Heat and Mass Transfer, Finite Element Analysis, Mechanical Vibrations.

3,4 9 Design and manufacture appropriate systems or products to meet local needs. (5)

Group project, Final year project, Machine elements design, Engineering design, Engineering practice, Manufacturing technology and processes, Engineering materials, Computer Aided Drawing, Computer applications

4 1 Analyse a variety of problems in engineering by means of appropriate applications of

Dynamics, Control Systems, Solid Mechanics, Thermodynamics, Fluid mechanics, Power Plant Engineering, Heat and Mass Transfer, Finite Element Analysis, Mechanical Vibrations.


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engineering principles and mathematical techniques. (4)

19 6,9 Employ indigenous resources in solving mechanical engineering problems. (3)

Group projects, Final year projects, Engineering design, Manufacturing technology and processes, Engineering materials

12 9 Generate two- and three- dimensional representations of mechanical systems using different methods. (5)

Engineering drawing I &II, Introduction to computers, Programming for Engineers, Computer aided design, Finite Element Analysis, Computer Applications, Group projects, Final year project

11 5 Combine legal, economic and financial aspects in decision-making in engineering projects. (5)

Industrial studies, Engineering and Society, Engineering management, Business Management & Entrepreneurship, Project management

1 4 Apply knowledge of the basic and applied mechanical engineering science in solving engineering problems. (3)

Group project, Final year project, Machine elements design, Engineering design, Engineering practice, Manufacturing technology and processes, Finite element analysis

5 6,10 Manage engineering projects effectively. (5)

Project management, Engineering management, Business Management & Entrepreneurship, Communication for engineers, Production management, Engineering and Society

10,17 6, 10,15

Manage material resources; and quality of products, processes and service effectively. (5)

Project management, Engineering management, Industrial studies, Production management, Manufacturing technology and processes, Engineering practice, Engineering materials

7 6, 10 Develop, plan and implement effective maintenance policies and strategies. (3)

Plant Maintenance and Reliability, Measurements and instrumentation, Energy management and audit

8 3,5,12 Evaluate the social, economic Project management, Production management, Manufacturing technology and processes,


258

and environmental implications of engineering decisions and projects. (6)

Engineering practice, Engineering materials

4 Design experiments in mechanical engineering.(5)

Final year project

4 6 Conduct experiments in mechanical engineering. (3)

Mechanical Science, Engineering Materials, Thermo-fluids, Statics & Dynamics, Manufacturing Technology & Processes, Strength of Materials, Fluid mechanics I & II, Engineering Thermodynamics I & II,

18 Appraise the life cycles of products and mechanical systems. (6)

Engineering design, Plant Maintenance and Reliability, Engineering materials.

16 13 Demonstrate the multidisciplinary nature in the solution of mechanical engineering problems. (3)

Group project, Engineering and society, Industrial attachment

7 Establish effective maintenance policies and strategies. (5)

Plant Maintenance and Reliability

11 Produce clear and accurate presentations and scientific or technical reports.(3)

Communication for engineers, Group project, Industrial attachment, Final year projects

9,15 Use computational tools and packages effectively in calculations and analysis. (3)

Introduction to computers, Programming for Engineers, Computer aided design, Finite Element Analysis, Computer Applications, Final year projects

11 Apply effective communication skills. (3)

Communication for engineers, Group project, Final year projects, Industrial attachment, English Language Skills

14 Apply highest degree of occupational health and safety standards at work place. (3)

Engineering practice, Engineering and society, Manufacturing technology and processes, Industrial attachment


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13 4,8 Demonstrate effective problem-solving skills in theoretical and practical contexts. (3)

Engineering design, Final year project, Group project

7,8,14 Demonstrate independent and effective reasoning and self-learning. (3)

Industrial attachment, Final year project, Engineering design

10 Contribute effectively and constructively in a multi-disciplinary team. (5)

Group project, Industrial attachment

6 10 Manage time, workloads and deadlines. (5)

Engineering design, Project management, Communication for engineers English Language Skills

3 Evaluate own abilities, performance and understanding. (6)

Industrial attachment, Final year project

2, 17 Identify ethical issues. (1) Engineering and society 2, 17 Apply ethical principles in

mechanical engineering. (3) Engineering design, Final year project, Industrial attachment

13 Relate theoretical knowledge with practical experience through working in industrial environments. (4)

Industrial attachment, Industrial studies, Engineering practice

16 Formulate business ideas so that they are able to start enterprises. (5)

Engineering management, Business Management & Entrepreneurship


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LEARNING AND TEACHING ACTIVITIES The following methods will be used: Lectures, tutorials, demonstrations, workshop practice, and laboratory experiments Examples of activities include: solving problems, conducting experiments, industrial visits. METHODS OF ASSESSMENT

The proposed methods of assessment for the degree programme are as follows:

- Continuous assessment: Consists of laboratory work, take home assignments, sit-in/short tests and/or quizzes, mini projects and mid-semester tests.

- Examinations: Will be closed book at the end of each semester. These will typically be three hour examinations.

- End of year projects/dissertations: These will be assessed through oral presentations, project reports; and where applicable, the completeness and performance of the product or prototype.

- Industrial attachment: Will be assessed based on the report from the industrial and academic supervisors, students’ log book and final reports.

ADMISSION REQUIREMENTS Admission will be based on the expectation that the applicant will be able to fulfil the objectives of the Faculty of Engineering (FoE). Every candidate must satisfy the University of Malawi general entrance requirements as determined by its Senate. The normal requirements for entry into the Mechanical Engineering programme are:- (i) Entry to year one will be based on six credits including Mathematics, Science1 and

English at MSCE or its equivalent. (ii) Entry to year two will be based on the following:

• A-Level, at least C grade with three subjects which should include Mathematics and Science at A-level; or

• City and Guilds Advanced Technician Diploma Full Certificate in Engineering in addition to item (i) above,

(iii) Entry to year three may be allowed to candidates with a diploma from a recognised institution in the relevant engineering field or equivalent.

IMPLEMENTATION PLAN The implementation of the proposed revision of the BEng in Mechanical Engineering will follow the plan outlined thus: Processes for Approval

• Revision of the BEng in Mechanical Engineering at Departmental Level involving stakeholders (staff, industry, Malawi Institution of Engineers, graduates and students).

• Presentation of the revised program to Faculty of Engineering for adoption and approval.

1 Science shall mean Chemistry, Physical Science and Physics


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• Presentation of the revised program to the College wide academic committee for approval.

• Submission of the revised program to Senate for approval.

• Rolling out of the revised program.

SYLLABUS OF EACH ACADEMIC YEAR OF THE PROGRAMME The current syllabi will be revised to incorporate changes to address gaps identified. STRATEGIES FOR TRAINING OF STAFF The majority of staff for the programme are already in place. In-house training of staff on Tuning methodology will be organised. INTERNAL MONITORING AND QUALITY ASSURANCE The internal monitoring and quality assurance procedures involve:

• Programme is reviewed and approved various University academic committees.

• Development of course delivery outlines for each Module by the staff members responsible.

• Examinations are internally and externally moderated.


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4. DOCUMENT 2: Staff Development Strategy for Tun ing Africa II

I Staff Development Strategy II Brief Report on Feedback from the first Africa TUNING II On-Line Course III Tuning Online Course No 1 IV Tuning Online Course No 2 V Workshop Outline (5 original SAGs, Day 2, morning) VI Staff Development Session (5 original SAGs, Day 2, 14.00-16.00) VII Template for Day 2 14.00-16.00 session VIII Checklist for Workshop Planning

I. Staff Development Strategy

Rationale

Africa II is focussed on implementing the curriculum design done in Africa I. This will mean planning real courses in subject teams, stewarding the proposals through institutional systems, and beginning, where possible, actual teaching of the course or programme. The staff development elements provides active learning activities to assist this process through the provision and co-development of a structured staff development package. This is a hands-on approach to real sustainability through which the power of the project is transferred to the participants and through them to others. It is an enriched approach to disseminating project outcomes in which participants are enabled to use their experience and provided with tools to develop active learning workshops and to design materials to facilitate staff development activities both face-to-face and online. The proposed approach will thus further support the scholars in the project and beyond by developing members’ capacity to lead staff development for their colleagues at their HEIs and in the country; a key element of the approach is the involvement of the colleagues as both participants and co-designers/developers. Outcomes of the staff development approach

• Subject Area group (SAG) members from all participating universities will be offered an opportunity to further develop their experience of and skills in conducting focussed familiarization workshops and presentations on student centred learning; (benefit to participating institutions)

• National and international African bodies will have a larger visible pool of experts on which to draw for further developmental work related to the harmonization processes. (widening pool of expertise in TLA in Africa sustai nability)

• All participants will benefit from engagement in and reflection on a wide variety of learning centred activities that can be used in their work; (direct benefit to students and university reform of the curriculum)

• Some participants will have co-designed and co-facilitated workshops; and some coordinators of the online course teams will have co-tutored on-line courses. This will support them in the role of staff developers or mentors for other academics. It


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will also provide additional elements to sustain the work of the project partly through practical staff development, and partly through better understanding of the AU Harmonization agenda; (real sustainability)

• Participation at all levels in single and multi-disciplinary groups will devolve ownership from the Tuning team to the Tuning participants and their institutions; (ownership and sustainability)

• The Tuning methodology itself will have been enriched by the inclusion of a unique innovative element, transferable to other projects (innovation and transfer)

These outcomes will help to ensure that Tuning Africa II project helps to build capacity, devolve ownership, provide a stronger base for sustainability, and develop an African framework for structured dissemination. Previous successful staff development work around sustaining project implementation has included a number of key strategies for success (Carless D 2014 with annotations from the development task force). This proposal can be seen to contain most of these as well as the shift of ownership which Tuning sees as crucial.

1. Achieving the commitment and support of middle management such as Deans and Heads of Department;

2. using a combination of bottom-up and top-down processes; 3. building the project around a series of both traditional academic and

‘scholarship of teaching’ products; 4. utilising prestigious overseas consultants to raise the profile of the project and

provide input; 5. collaborating with the educational development units in the university and other

national bodies where applicable; 6. producing tangible products such as handbooks, guides etc.; 7. publishing the processes in a research journal.

Current and proposed staff development activities for Tuning Africa II

On-line courses

The Tuning Academy has developed a suite of on-line courses as part of its resources provision. The first course was successfully piloted in 2015 with academics in the Tuning MEDA project from three subject areas, one group of whom were located in an African country. 1. Course 1: Course Design for Outcomes Based Lear ning in Higher Education This is currently being undertaken by institutional teams from the 5 Subject Area Groups (SAGs) that completed Africa I; it is tutored by Deusto staff, and will be offered to the three later joining SAGs and additional new members of the original SAGs (if this is requested) in October. This second cohort will be tutored by (volunteer) outstanding graduates of the current online course, supported by the course directors. 2. Course 2: Practical Assessment for Learning This will be offered to the 5 original SAGs from the end of October 2015, tutored by Tuning staff, and to the 3 other SAGs after they have completed Course 1. The latter group will also be tutored by selected volunteers from Africa II who have successfully completed the On-line course 1. They will be supported by the course directors. 3. Course 3: Teaching for active Learning in Highe r Education (exact title to be


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confirmed) This will be offered in the final year of the project. It is envisaged that volunteer African colleagues will collaborate with Tuning staff in the design of this course.

Workshops

Several workshops are proposed, both face-to-face and online, to be conducted at General Meetings and between General Meetings. In addition to those already planned, others may be proposed in the future (in particular we are looking to provide at least one in the Portuguese language). Stage 1: Third to Fourth General Meetings At the Third General Meeting (Accra) there will be a face-to-face workshop open to current participants of Tuning Africa II. This will be followed, between the Third and the Fourth General Meetings by workshops organised by participants. The 5 SAG teams who have done online course 1 will be asked to do a workshop after the Accra Meeting (the teams they have established during Online Course 1 could be the source of co-developers). This practice activity between the two General Meetings will enable others who wish to take a staff developer role in their institutions/countries to be identified. This activity will be voluntary. The face to face workshop in Accra will comprise a series of focussed learning activities, followed by deconstruction & analysis of the format to provide a template for workshop planning. This procedure makes the method of the workshop clear to the participants, allows for fine-tuning to suit the context, and allows for creative application in their own topics. The face to face workshop will have a parallel on-line version provided by the Tuning Academy to demonstrate one way of making the material available to a wider audience. African colleagues who specialise in ODL will have a special role in critiquing this. Between the Third and the Fourth General Meetings the volunteers can either replicate the Accra workshop in their own institutions, or use it as a model and conduct a workshop on a selected range of topics. Participants will be encouraged to make a parallel on-line version which they can share among their subject area colleagues (again a voluntary activity). This introduction of practice in developing on-line workshops potentially extends the reach of participants’ staff development work outside their own institutions. All participants will be asked to conduct a simple needs analysis (including a description of what staff development opportunities are available); groups who develop a workshop may also prepare a proposal for another workshop on a topic relevant to their context (emailed to the Task Force) before the next General Meeting. Stage 2: Fourth to Fifth General Meetings The face-to-face workshop at the Fourth General Meeting will be based on the needs analysis and topics suggested between the Third and Fourth General Meeting. It will consist of a short workshop on a popular theme from recommendations made by participants, and will ideally be conducted by a team of colleagues from the SAGs, (but if not, then by the staff development task force); followed by a second workshop in which two parallel activities can take place: a) colleagues can work together in peer-groups, to critique and improve the proposals prepared since the Third General Meeting; and b) colleagues can review some of the on-line workshops with inputs from the ODL experts


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within the project group. Between the Fourth and Fifth General Meetings, participants will conduct their own workshops both face to face and on-line if they wish, and submit the materials to be used potentially on the website and by others. They will also prepare a poster presentation on aspects of staff development, to be used at the final meeting. During this period volunteers who have achieved outstanding success on the on-line courses will be given the opportunity to co-design the third Tuning course with the course designers from the Tuning Academy. This is seen to be an important opportunity for the visible shift of the locus of control from project managers to project participants. Stage 3: Fifth General Meeting In this final General Meeting there will be a summing-up workshop. First part: poster-conference; second part: discussion and ways forward. It is important to allow a period of time for reflection and discussion.

Exchange scheme – actual or virtual

In order to further promote cross-continental collaboration and make full use of existing expertise in the scholarship and practice of university teaching, an exchange scheme will be developed and, if possible, tested during Tuning Africa II at in-country level or inter-country where existing links obtain. It will be based on matching needs to expertise. Those offering expertise in an area of course design, teaching, learning, assessment or programme evaluation can advertise either online or face to face workshops through the Tuning website; those who feel they need further staff development in an area offered can make direct contact. Further discussion about how the scheme can work most effectively, and how to raise funds for it, will take place in Accra with the participants, with the TAPAG, and the Tuning Management Committee. Nevertheless, the development of on-line materials can be linked very closely to this initiative as well.

Developing Resources on the Tuning website

Groups are already working on the development of the website (work until March was reported in Addis). Through workshops and courses and the direct focus of Tuning work it is planned to include a wider range of resources on the web site. It is planned that the workshops and the implementation work of Tuning Africa II will contribute strongly to this. This resource, and other Tuning staff development activities, will be available to academics in Africa as well as all other Tuning project ‘alumni’. Any colleagues from projects who provide materials will have them acknowledged by name unless they prefer not to – this would, of course, include naming the collaborators in the development of the on-line course. II. Brief Report on Feedback from the first Africa TUNING II On-Line Course Summary This report is based on the feedback from 52 of the participants – those who had completed the course within the main time limit [4o others have since completed]. Results were overall very positive and contained some relevant feedback for the course designers and tutors. The course content and tutorial support gave satisfaction – there were very few negative comments on the content, although some respondents suggested extra content that would


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suit them. One major issue was the timing of the course – many felt that it was too extended for the circumstances of working staff. There were in fact a number of teams who did not complete the whole course. One solution to this is to provide the course in three parts each of which could be completed sequentially. There were some organizational issues around the team structure of the course: some asked that everyone should be able to input materials on the Platform, others asked for more face to face interaction. The first of these requests is a pedagogical and a technical point related to the encouragement of team interaction and the numbers of participants. The second point re face to face conferencing at some point in the course, while also technically challenging, can perhaps be included.

Results

The course had 9 ILOs:

1 Practise structured reflection on your teaching, your students' learning, as well as on your own professional development and yourself as a lifelong learner.

2 Develop a working knowledge and shared language about the theories underpinning competence-based learning, and their value for enhancing student learning

3. Consider what competences your students are expected to develop during the degree programme as a whole;

4 Select competences that directly relate to or can best be developed within your course;

5. Write learning outcomes that enable students to develop these competences; 6. Practise sequencing learning outcomes; 7. Compile an archive of teaching techniques, learning activities and assessment

methods appropriate for your work; 8. Consider different ways of assessing student achievement of outcomes; 9. Design a proposal for further improving or a course from the point of view of the

alignment of teaching, learning and assessment techniques or a proposal for a new competence-based student-centred course;

Participants were asked to rate these on a scale of 1 to 4 (1 low satisfaction). Results were as follows:

ILO 1 2 3 4 1 7 45 2 11 41 3 8 44 4 10 42 5 10 42 6 12 40 7 1 11 40 8 14 38 9 1 19 30

Comments on the ratings: ILOs 6 and 7 scored slightly lower than the first 5. Although most participants submitted work that demonstrated their ability to deconstruct competences into ILOs, the sequencing


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of these is not really something that can be ‘mastered’ in theory only – they have to be done in action in course planning and implementation. ILO 7 refers to collating a summary of potential teaching, learning and assessment techniques applicable to various ILOs. This exercise did not work as well as intended, largely because it was a collaborative exercise on the platform FORUM, an aspect of the course which did not function very well – feedback was sparse, and commentary even sparser. ILO 8 is unsurprisingly lower than others since the assessment issue was dealt with briefly in this introductory course – mainly through reading and peer interaction (see previous comment on ILO 7) ILO 9 refers to the capstone tasks – tough summary exercises in which participants had to a) plan a workshop for colleagues (demonstrating their understanding of the issues), and b) revise an existing course or design a new one within a programme they are working on. Although the tasks within the course all contribute to this final capstone exercise, many participants do not seem to have used the course strategically in order to make these two exercises more readily accessible. Participants were asked ‘In what other aspects (if any) has (participation in) this course been useful for you?’ Two broad categories emerged: (1) general insights into teaching, learning and assessment; and (2) teamwork and self-development for learning 1/ General insights ranged from comments on useful methods, to deeper comments on how the course had changed their thinking about teaching in HE. Several simply commented on general satisfaction that TUNING II had provided this extra resource. Examples of the deeper comments are:

� “Participation in this course has made me more conscious of my teaching, ensuring that I make it student centred, having established the importance of ILOs before i start teaching a module”

� “It helps in refocusing one’s work, work that we always took for granted”

2/ Eleven commented on the value of the teamwork for their personal development. The course was administered in teams, these needed management by coordinators and also cooperation from the team members. This was not a straightforward enterprise, given that all team members were working full time, and some were dispersed in different locations at times.

� “I gained a lot learning from other members in my team as well as from members of other teams. Learning is indeed collaborative.”

� “I have developed skills of teamwork and collaborative learning (from tutors, my colleagues from my own group and other groups, my own, counted for my professional development”

� “It has made me a better leader”

� “It has improved my team work attitude”


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These comments were reinforced in the answers to the general question: ‘What two or three things on the course did you particularly enj oy?’ Many again commented on the great value that working in teams had had for them. Some examples of comments:

� “Working with colleagues on a weekly basis as students, gaining new knowledge in the field of learning and thinking of programmes in terms of graduate profiles (what competences should be developed?)”

� “Great interaction with my colleagues experimenting doing tasks alone, technical support, teamwork, competition between the teams.”

� “The interactive sessions with team members.” In a later question about what could be done to improve the course a few dissenting voices were noted, in which the team organization was criticized. These few comments perhaps reflect the closed door mentality of some of us in HE, where there is not either perceived time or culture for discussion in teams. Nevertheless, the course directors are aware of the problems that teamwork can present and have the matter under review – not to eliminate it, but to make the processes more user friendly for all.

� “The group classes are not as effective. If it is possible to design per individual participant, its effectiveness will improve”

� “I think it will be better if the course is administered on individual basis not group”

� “Make room for members of the group to make submissions and interact with faculty staff”

Time and timing were two issues commented on by 15 of the respondents. In general they made the point that the course provided too short a period for working staff. Of course this has to be weighed against the fact that on line courses of longer duration may occasion higher dropout.

� “Increase the time limit It was a good course but it needed to be done in more time because it is really part time studies in view of other full time work at the university.”

� “There is need to extend the duration of the programme.” � “Targets could be stretched a little like what finally happened”

The range of time that participants spent on the course did not actually vary widely. 46 responded. And the majority of these devoted between 1 and 6 hours a week to the course, which is in line with the expected workload for the course:

Time spent per week

1 to 3 hours 4 to 6 7 to 10 More than 11 21 16 5 4

Some also commented that TUNING needs to take into account the rhythms of university life – examination times, holidays etc. Several participants felt the need to have more interaction with other teams and suggested


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a SKYPE conference halfway through the course as one solution. At the same time others commented that the joint FORUM in the course was under-utilized. This is not actually contradictory, since what they are asking for is more inter-team interaction. Other questions in the end of course questionnaire were for internal use: they dealt with particular aspects of the value or not of different blocks. This information was taken into account when the course was reviewed for the next cohorts in Africa and elsewhere.

Numbers

Out of 47 universities who started the course 18 completed:2

� University of Zimbabwe (team coordinated by Rosemary MOYANA) � University of the Western Cape (team coordinated by Melanie LUCKAY) � Université Mohammed Premier (team coordinated by Ahmed ELAMRANI) � Moi University (team coordinated by Stanley SHITOTE) � Tanta University (team coordinated by Ragaa ABDELHAKIM) � Benue State University Makurdi (team coordinated by Emmanuel Edoja ACHOR) � Suez Canal University (team coordinated by Badr ABDELHADY) � University of Ilorin (team coordinated by Olubunmi Abayomi OMOTESHO) � Universidade Eduardo Mondlane (team coordinated by Eugénia Flora Rosa

COSSA) � University of Nigeria, Nsukka (team coordinated by Chijioke Jonathan OLELEWE) � Egypt-Japan University of Science and Technology (team coordinated by Suzuki

MASAAKI) � University of Swaziland (team coordinated by Henry R. MLOZA BANDA) � Mogadishu University (team coordinated by Mohamed HASSAN NOOR) � Université Nangui Abrogoua (team coordinated by Taky Hortense ATTA EPSE

DIALLO) � University of Malawi - The Polytechnic (team coordinated by Moses Chinyama) � Open University of Tanzania (team coordinated by Honoratha M. K. MUSHI) � Alexandria University (team coordinated by Alsaeed ALSHAMY)

5 are working on the final tasks (block 7)

� Université des Sciences, des Techniques et Technologies de Bamako (team coordinated by Seydou DOUMBIA)

� Kwame Nkirumah University of Science and Technology (Mechanical Engineering team coordinated by Gabriel TAKYI)

� Kwame Nkirumah University of Science and Technology (Civil Engineering team coordinated by Kwaku Amaning ADJEI)

� National Open University of Nigeria (team coordinated by Ibrahim O. SALAWU) � University of Health Sciences (team coordinated by Abdulfetah Jibriil ARARSO)

5 others have a very good chances of completing the course

� Katyavala Bwila University (team coordinated by ) � Botho University (team coordinated by Jane Ebele ILOANYA) � Ahmadu Bello University (team coordinated by Yusuf Dada AMARTEY) � University of Namibia (team coordinated by Erkkie HAIPINGE) � Universite de Thies (team coordinated by Fatou Bintou SAR/SARR)

2 By the time this booklet went into printing


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III. Tuning Online Course No 1

Course design for outcomes based learning in higher education

What for? To help the implementation process

• Build teams : 5++ academics per HE per SAG participate in the on-line Tuning exercise

• Make a step forward : focus on individual courses (always within the context of a common degree programme)

Competence developed:

Devise or revise an outcomes-based course that forms part of a higher education degree p making sure that it is based on outcomes and focuses on students’ learning and competence development

Intended learning outcomes:

Upon successful completion of this course, you will be able to:

1. Apply working knowledge and shared language about the theories underpinning competence-based learning, and their value for enhancing student learning when discussing higher education courses/syllabi and curricula.

2. Relate competences which students in your subject area need to develop during the

degree programme as a whole with those you can help them develop through your course(s)

3. Write learning outcomes of different levels of complexity for your course(s) 4. Sequence learning outcomes according to their level of complexity and the learning

dynamics 5. Compare different teaching techniques, learning activities and assessment methods

and select those which can help your students achieve your course ILOs 7. Evaluate the alignment of teaching, learning and assessment techniques at the level

of a course; and identify inconsistencies 8. Use structured reflection in order to question, appraise and decide on ways to further

enhance your teaching, your students' learning, as well as on your own professional development as a lifelong learner

Workload:

6-10 hours of work per each of the first 6 blocks, 10-12 hours of work for Block 7

Who is eligible?


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Universities of the 3 new SAGs who can form teams of 5-10 academics who (1) work at the department involved in design or revision of a degree programme in the framework of the Tuning Africa II project and (2) commit themselves to completing the course. Additional teams (of academics working at other departments of your university) will be accepted depending on the total demand.

Important dates:

By 1 November 2016 – Team members and coordinators should fill in the online course enrolment form [name, surname, university, subject area, passport number (required to be granted access to the online platform), email, role (team member or team coordinator), pre-course self-assessment questionnaire].

15 November 2016 – Beginning of the course (those registered before 1

November will be given access to the platform several days prior to the course in order to get acquainted with the online platform and the course format, structure and requirements).

Working mode:

• Online (interaction with other teams and the course tutors) + Off-line (within institutional teams)

• In institutional teams who meet face-to-face or online to organise their work for each block, complete their individual part of work and then meet again to prepare a common answer

• All team members have access to course materials and discussions, but only one team member (rapporteur) posts or uploads the team responses to the platform

Assessment

1) Individual self-assessment before and after the course 2) Peer-assessment among teams 3) Tutor support and feedback for all teams on key course tasks 4) Tutor assessment of the team’s final course proposal Course structure:


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IV. Tuning Online Course No 2 Practical assessment FOR learning What for: To help with the implementation process Continue building teams and contributing to the ins titutional staff development initiatives (5++ academics in each team) Make a step forward : focus on assessment at the level of individual courses (always within the context of a common degree programme) Competence developed: Design and use assessment to promote learning Intended Learning Outcomes: By the end of the course you will be able to: 1. Describe your current assessment practices (what you assess and how you

assess it) using appropriate vocabulary. 2. Design assessment tasks for your courses at an appropriate level. 3. Develop criteria for success for assessment tasks which are comprehensible to

students and other staff. 4. Choose appropriate ways of giving students feedback and feedforward. 5. Collect evidence about your students’ perspectives on assessment 6. Encourage the development of your students’ assessment literacy for current and

life - long learning. 7. Evaluate and organise more effectively staff and student workload in relation to

assessment.


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8. Develop an assessment plan for an identified ILO 9. Explain the system and practices of assessment within your culture, institution and

programme. 10. Evaluate your assessment practices in relation to how effective they are in

promoting and assessing student learning. 11. Propose a detailed plan for how and where assessment can be improved in one of

your courses. Workload: 6-10 hours of work per each of the first 6 blocks, 10-12 hours of work for Block 7 Who is eligible? Universities of the five original SAGs whose teams have completed Tuning Online Course No1 Important dates:

By 15 November 2016 – All interested universities should fill out the online enrolment form

1 December 2016 – Beginning of the course Course structure: 7 blocks in total, divided into 3 parts

� Part 1 – Block 1- Block 3: o Describe your current assessment practices (what you assess and how

you assess it) using appropriate vocabulary; o Evaluate your assessment practices in relation to how effective they are in

promoting and assessing student learning; o Design assessment tasks for your courses at an appropriate level. o Develop criteria for success for assessment tasks which are

comprehensible to students and other staff

� Part 2 – Block 4 – Block 6 o Choose appropriate ways of giving students feedback and feedforward. o Collect evidence about your students’ perspectives on assessment o Encourage the development of your students’ assessment literacy for

current and life - long learning o Evaluate and organise more effectively staff and student workload in

relation to assessment.

� Part 3 – Block 7 o Develop an assessment plan for an identified ILO o Explain the system and practices of assessment within your culture,

institution and programme o Propose a detailed plan for how and where assessment can be improved

in one of your courses Working mode:


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• Online (interaction with other teams and the course tutors) + Off-line (within institutional teams)

• In institutional teams who meet face-to-face or online to organise their work for each block, complete their individual part of work and then meet again to prepare a common answer

• All team members have access to course materials and discussions, but only one team member (rapporteur) posts or uploads the team responses to the platform

Assessment

1) Individual self-assessment before and after the course 2) Peer-assessment among teams 3) Tutor support and feedback for all teams on key course tasks 4) Peer-assessment among teams, self-assessment within teams and tutor

assessment of the team’s final course task

V. Workshop Outline (5 original SAGs, Day 2, morning)

Part One: Workshop on the scholarship of teaching, learning and assessment: active learning through lectures. Part one comprises a hands on workshop in which you will be real participants. The workshop focuses on developing active learning activities that can enrich the learning opportunities you offer to your students during lectures. Not all of us learn in the same way, and providing a variety of short activities can enable all students to have access to their stronger preferences for learning style. This session will be group based, in non- subject specific groups of 6 or 7. After the morning session, we shall email to all of you a very complete set of notes covering everything we do this morning, plus references that we perceive as useful for those who wish to read more background. Part Two: Workshop on designing interactive worksho ps In Part Two we shall deconstruct the Part One workshop and develop an initial set of guidelines for workshop planning. This document will be circulated by email immediately after the workshop so that you can use it in the SAG working groups. NB If you have joined Tuning for the first time today, for example if you have come to stand in for a colleague, please send an email saying you are a new participant to Maria Yarosh at [email protected] (so that you can also receive the workshop materials by email) VI. Staff Development Session (5 original SAGs, Day 2, 14.00-16.00)

14.00 – 18.00 Subject area groups have two main ta sks for the afternoon. First, to

explore the potential that institutions can offer w ith regard to staff development workshops, and to consider their staff development needs. Second, groups will return to their new and revised programme plans, developed prior to this meeting, and discuss key issues.


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14.00 – 16.00 Staff Development

Introduction: The Tuning Africa projects offer opportunities for the SAG members to work together on plans to reform higher education in line with the African Union Strategy of Harmonization. The number of those directly involved is necessarily limited, but this does not mean that the valuable work being done is limited to this small group. In Tuning Africa I many SAG members did important work disseminating the information about the project and harmonization. It is expected that such initiatives will continue for Tuning Africa II, this time aiming to increase capacity building. With the Tuning Online course One some SAG members have already started capacity building within their own institutions through the development of teams working on the basic concepts in the Tuning methodology. An effective tool for capacity building is the interactive workshop where participants are both informed, exchange experience and try out new ideas or techniques. Workshops are compact and can be developed to address very particular needs. This is where individual and SAG level expertise puts you in the best position to help. You can identify local needs and you are also the best people to make judgements about how to address these. At the same time, Tuning can offer back up in the form of workshop development, such as we are doing today, guidelines, space in forthcoming meetings, and collegial support from the staff development team. Outputs:

� A map of what staff development each member already has in place � A list of institutional strengths/potential offers � A list of key needs by institution � Suggested plans for how institutional needs can be confirmed after the meeting � A list of the support needed in order to prepare and deliver a workshop � An outline plan for a workshop

Task one: FILL IN TEMPLATE 30 mins

1) Individuals complete the template (see “Template for Day 2 14.00-16.00 session” below)

2) The whole group brainstorms how to find out an accurate picture of a. institutional needs for staff development (column four in the template) b. what workshop topics can be offered by the institutions in the SAG

(column 3) The Coordinator then fills in a common electronic version of the template on laptop and sends it by email to all SAG members. SAG members are requested to send their updated templates to the coordinator by 15 November 2016, who will then forward a collated template to all members and to Maria Yarosh ([email protected]) and Arlene Gilpin ([email protected]). Task 2 Start planning a workshop – 1 hour

1) The SAG members select one common topic from those needs identified in


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task 1 2) They then split into small groups (up to 4 people) and, using the “Checklist for

Workshop Planning”, each group plans an outline for a 2 hour workshop on the agreed topic

3) Groups briefly present their plans (there will be four or five, depending on the number of the SAG members)

4) The SAG discusses the plans, checking that all elements are present from the guidelines

5) Members list any questions or doubts that have arisen, and what support would be needed to carry out a workshop

Task 3 – 10 minutes SAG members make a (voluntary) commitment to either replicate the workshop from the morning or work with the one just planned. You may also plan a workshop on another topic if either of these are inappropriate for your context. The coordinator records your decision, collects plans and questions and doubts (Task 2 outputs) and sends these to Arlene Gilpin ([email protected]) and Maria Yarosh ([email protected]), who will provide feedback. VII. Template for Day 2 14.00-16.00 session

Name of Institution

Staff development already available

[What does the institutions already

provide for staff development?]

Strengths

[If you were asked to provide a workshop for colleagues where does

your expertise lie in Teaching, Learning

Assessment?]

Needs

[What areas of teaching learning

and assessment do you think you and your colleagues

would like to have a workshop on?]

VIII. Checklist for Workshop Planning Some questions to help to evaluate your workshop plan


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1. Have you obtained some background information about the group and their working environment? (in the case of your own department this may or may not be essential)

2. Have you stated clearly what the intended outcomes or outputs are so that participants will know what they can get out of the workshop?

3. Have you checked that these are appropriate for the needs of the group at the moment?

4. Do your activities reflect all four aspects of Kolb’s learning cycle, giving opportunities for doing, reflecting, learning and using information, and planning for action?

Simplified diagram of Kolb’s cycle of learning

5. Is the balance between ‘information giving’ and ‘experiential or experimental’

(doing) activities appropriate for the topic? 6. Have you planned for a variety of information giving activities? 7. Have you planned for a variety of experiential or experimental activities? 8. Have you planned for a variety of interaction patterns –

plenary/individual/pairs/groups etc? 9. Have you included a planning activity in which participants think about how they

can implement what they have learnt together? 10. Is the planning activity designed to elicit a concrete plan for implementation? 11. Have you allowed time – and do you have a plan – for giving feedback at

necessary points in the workshop? 12. Is the feedback only given by you, or is there peer feedback as well? 13. Have you thought about how you will obtain feedback from the participants about

their experience of the workshop? 14. Have you included the opportunity for the participants to reflect on their own

learning experience as well as sharing reactions to the workshop? 15. Have you included opportunities where you can ask participants to help in the

tasks, e.g. as note takers, observers, providers of information, etc? 16. Have you checked the wording of instructions, questions, questionnaires etc etc

with a colleague (or two) to make sure they are clear? Other questions relevant to you to be added by the SAG members during the afternoon workshop…


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5. DOCUMENT 3: State of the Art of Credit in the Af rican Higher Education System

1. Introduction

One of the challenges facing African higher educational system is the difficulty in transferring part or whole of a study from one region to the other or from one institution to another. This is because there is no reliable tool for measuring student achievement in a transparent way and there is no defined system which allows for adequate recognition of degree between institutions and between countries. The concept of ‘credit’ refers to the amount of learning contained in a qualification or part-qualification (SAQA, 2014). In the Bologna system, credits reflect the total workload required to achieve the objectives of a program – objectives which are specified in terms of the learning outcomes and competences to be acquired – and not just through lecture hours. It makes study programs easy to read and compare for all students, local and foreign, and therefore facilitates mobility and academic recognition (Khelfaoui, 2009). Little information is available on how partial period of study is recognized both between universities and countries in Africa In Africa, there is no common and reliable means of measuring and transferring acquired knowledge. In some countries, the concept of credit has limited understanding and different meanings and different applications. There is need to recognize and understand the different types of Credits systems being used in different parts of Africa. This study was carried out to find out the different types of credit systems in African countries. It is hoped that this will make comparability and transferability of period of studies in the continent possible. This process will promote comparability of degrees, diploma and certificates and will help in the development of the African higher education space as well as promote mobility of staff and students in Africa.

2. Methodology This study was carried out through a questionnaire systems distributed to country participants in the Tuning Africa Phase 2 program. Country participants with an average of 4 institutional membership in each country were requested to complete some questionnaires and clarify their completion with their national regulatory agencies or the Ministry of Education officials in their countries where the former does not exist. Responses were received from 35 of Africa, as in Table 1. The analysis of the various country reports constitute the focus of this presentation

3. Results

3.1Status of Regulatory Agencies in African countri es Among the 35 countries covered in this survey, twenty five of them have national regulatory agencies. Three of the five countries in North Africa in this study have national regulatory agencies. All the countries in North Africa under this study are committed to the Licentiate-Masters-Doctorate (LMD) reforms.


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Table 1: Status of National Regulatory Agencies in the countries under study

In southern Africa, there are well established quality assurance regulatory agencies in Botswana, Lesotho, Mozambique, Namibia and South Africa. The Ministry of education currently carry out regulatory functions for higher education in Angola, Madagascar, Malawi and Mauritius. All the southern African countries under this study have credit systems, except Angola In East Africa, Djibouti and Somalia have no national QA regulatory agencies, while Burundi, Eritrea, Ethiopia, Kenya, Rwanda, Tanzania and Uganda have well established national quality assurance agencies. In West Africa, the Ministry of Education and ‘Conseil Africain et Malgache pour l'Enseignement Supérieur’ (CAMES) provide regulatory functions for higher education institutions in the French speaking countries of Benin, Burkina Faso, Cote-D’Ivoire and Senegal while Cape Verde, Mali and Nigeria have established national regulatory agencies. Only three countries were covered in Central Africa under this study. Higher education regulations in Cameroon is under the CAMES system, while that of the Democratic Republic of Congo is under the control of the Ministry of Education. Zimbabwe has a national Quality Assurance Regulatory Agency for higher education. The number of countries with national higher education regulatory agencies has increased since the report of Materu (2006) on the same subject.

Region Countries covered in the study

Countries covered by the Study

Countries with Established Quality Assurance

Regulatory Agencies in the study

Northern 5 Algeria, Egypt, Libya, Morocco, Sudan, Tunisia

Egypt, Libya, Sudan, Tunisia

Southern 10 Angola, Botswana, Lesotho, Madagascar, Malawi,

Mauritius, Mozambique, Namibia, South Africa,

Swaziland

Botswana, Lesotho, Mozambique, Namibia, South

Africa,

East 9 Burundi, Djibouti, Eritrea, Ethiopia, Kenya, Rwanda, Somali, Tanzania, Uganda

Burundi, Eritrea, Ethiopia, Kenya, Rwanda, Tanzania,

Uganda, West 8 Benin, Burkina-Faso, Cape-

Verde, Cote-D’Ivoire, Mali, Mauritania, Nigeria, Senegal

Conseil Africain et Malgache pour l'Enseignement Supérieur (CAMES) for Benin, Burkina-Faso, Cote-D’Ivoire, Mali, and Senegal. Regulatory agencies in Cape Verde, Mali, Nigeria

Central 3 Cameroon, Democratic Republic of Congo (DRC),

Zimbabwe

Cameroon and Zimbabwe

TOTAL 35


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3.2 Existence of Credit System In North Africa, all the five countries under this study are committed to the LMD programs, and credit systems operates in their higher education institutions. However, not all the Universities in the five countries employ the Credit system. Some Universities are still using the old British system. In southern Africa, only Angola has no Credit system. All the other 8 countries have one form of Credit system or the other. All universities in Madagascar, Mauritius, Namibia and South Africa practice the Credit system. As in the case of the North African countries, not all universities in Botswana, Lesotho, Malawi, Mozambique and Swaziland currently operate the Credit system. In East Africa, credit system started with Kenya in 1968 and the latest country to adopt the system is Burundi in 2012. It is only in Somalia that the Credit system does not exist in east Africa. Some of the countries, such as Djibouti has not been able to apply the credit system to their medical programs. In West Africa, the credit system started in 1968 in Nigeria and developed widely between 2008 and 2010 in other countries. Some programs in Medicine are exempted from the credit system In Central Africa, Credit system started in Cameroon in 2007 and has just been introduced to Zimbabwe in 2016. The Democratic Republic of Congo (DRC) has no Credit system. Most universities in Cameroon operate the LMD while not all universities in DRC and Zimbabwe operate the Credit system. LMD is at Pilot phase in University of Lumumbashi (DRC). In Zimbabwe, 15 Universities have committed to change from Course Unit System to Credit system. CAMES Document on LMD reforms available in Cameroon. There are various publications in the different regions on their operations of credit system. Countries where these publications have been produced include Algeria, Madagaskar, Mozambique, South Africa, Nigeria, Cameroon and other countries under the CAMES protocol. 3.3 How Credit is measured Generally, the process of accreditation includes peer reviews, site visits and a report to judge quality, capacity, outcomes and need for improvement. In North Africa, credit is measured in terms of the teacher contact hours with the learners. In some case, both the staff contact hours and the time taken for the students to carry out independent studies are taken into consideration. But in Tunisia, Credit is measured on the quality of the curriculum and quality assurance of institutions. In southern Africa, most of the countries use the Notional hours including contact time, structured learning, workplace earning ,assessment, and self-study ( 1 credit=10 notional hours). However, in Mauritius, Credit is based on Staff contact hours (1 credit unit = I hour of lectures or 3 hrs. practical or I hr tutorial for 15 weeks). In many countries of East Africa, Contact Hours and Independent work of students are employed in determining the credit. However, in Ethiopia and Djibouti, contact hours are employed for measuring Credit. In West Africa, credit is measured using the staff contact hours only. In Nigeria, one credit unit means a course work of one hour lecture or three hours of practical or one hour of Tutorial, over a fifteen week semester term.


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Similarly, contact hours is used to measure credit in Central Africa. There are few universities using both the contact hours and the students learning hours in the calculation of credits. 3.4 Value of Credit in different programs Credit does not have the same value in all the countries and regions as shown in Table 2. One credit load is made up of 20 to 25 hours of teaching and learning hours. In some other institutions, 1 hour of teaching over a period of 15-16 hours or practical classes of 2 – 3 hours over a semester made up of 15-16 weeks. Table 2: Values of One Unit in different Regions Type of Credit System

Value of One Credit Unit Course

Region Where Applicable

Contact Hours Teacher’s Work-load.

1 hr. of lecture over 15 weeks Northern Africa, West 2 hrs of Practical over 15 weeks

Northern Africa

20-25 teaching and learning hours

Northern Africa

3 hours of Practical for 15 weeks

Western Africa

1 hour of Tutorials for 15 weeks

Western Africa, Northern Africa

Learners’ Centred

10 hours of notional hours made up of including contact time, structured learning, workplace earning, assessment, and self-study.

Southern Africa, Eastern Africa

15- 18 hours of notional hours made up of including contact time, structured learning, workplace earning, assessment, and self-study.

East Africa

15 hours Lectures + 10 hours of independent work

East Africa

In many countries in southern Africa, credit is calculated using Notional hours including contact time, structured learning, workplace earning, assessment, and self-study ( 1 credit=10 notional hours). In Eastern and Central Africa, Contact Hours and Independent work of students are employed in determining the value of credits. (a) I unit=10 notional hours) (b) 1 credit=15-18 contact hours or students workload (c) I Unit = 15 hrs Lectures + 10 Hrs. Independent work. In many countries of West Africa, contact hour is used in determining credit. Some of the features include: (a) (I credit = I contact hour or 3 hours of practical or 1 hour of Tutorial per week for 15 weeks (b) 1 credit=20 hours The credit load per year varies from institution to institution and from country to country, as shown in Table 3. Table 3 : Credit Load per Year Region Credit Points Per Year


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North 30- 60 units South 18-60 units East 36-60 units West 30 units, 48 units, 60 units Central 36 – 60 units The credit load for the various programs are different among the regions as shown in Table 4. Table 4 : Credit Loads for Different Programs

Region Bachelor

Masters

Doctorate

Northern 120-180 36 units or 130-136 units

No information provided

Southern 60, 100, 120 credits 60, 120, 180 120, 360, 480 credit

East In Burundi, 180 ( But 420 for Medicine and 240 for Engineering) () 60, 135, 120, 180 units for others bachelors programs depending on the program

120-136. 360

West 180-360 36 - 180 120 Central 108 - 180 120 300

4. Discussion From the study, the following findings can be deduced about the state of the art of credit in African higher educational system.

• Credit system has been known in the African Higher Educational system for many years.

• Credit system development is differentiated depending on a country’s level of development. Some countries in Africa have not developed their credit system.

• African universities consider credit as a measure of measuring the load of the teacher rather than as an expression of the volume of leaning based on defined learning outcomes and associated workload.

• In many African institutions, credit is measured based on the contact time with the teacher.

• Credit does not have the same value in all the countries and regions (Anglo-phone and Franco-phone credit systems differ)

• There is currently no credit transfer system among institutions in Africa • The load of credit is not comparable among the institutions in Africa

5. Recommendations

• There is need to have a common agreement on the definition and value of credit in the African higher educational system in order to promote transferability and comparability.

• There is need for agreement on the Workload of a credit unit


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• There is need to agree on number of credit units for each year and for the different programs ( i.e. Bachelors, Masters and Doctorate)

• There is need for a harmonized continental credit system that balances Anglo-phone and Franco-phone countries.

• National qualifications framework may become regional frameworks to promote comparability of degrees in Africa and cross-border mobility of students and skilled workers, peer reviewers and external examiners across regions. From the RECs, the continental credit system can easily be drawn.

6. References Khelfaoui, H (2009) The Bologna process in Africa: globalization or return to ‘colonial situation’ . JHEA / RESA 7, 21-38 Materu, P (2006) Higher Education Quality Assurance in Sub-Saharan Africa Status, Challenges, Opportunities, and Promising Practices. World Bank Working Paper No. 124 South African Qualification Framework ( 2014) Policy for credit accumulation and transfer within the national qualification framework. Pg. 4


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6. DOCUMENT 4: Consultation Process Survey on STUDENTS WORKLOAD

Proposal for PARTICIPATING UNIVERSITIES

At the Second General Meeting of the project held in Ethiopia, a strategy was defined for estimating student workload through a questionnaire survey.

A) WHAT TO CONSULT ABOUT?

The survey aims to estimate the real hours of work needed by a student to pass the unit/course/module from the point of view of both academics and students. This requires that each Subject Area Group chooses the same SEMESTER in an Undergraduate DEGREE PROGRAMME.

For example: Bachelor in Agricultural Sciences from the University XYZ is structured in 6 semesters (3 years duration). The survey will be conducted with reference to the fifth semester of studies.

The semester marked in red is the academic period selected to implement the survey. In such semester according to this programme (used only as an example) there are 4 units/courses/modules:


285

The survey will be conducted for EACH UNIT/COURSE/MODULE . All the academics who have taught the 4 units/courses/modules in the semester will be surveyed. Some students who have taken and passed any or all of the four units/cours es/modules will also be surveyed .

B) WHO TO CONSULT?

The subjects of study are the academics and students of ALL units/courses/modules in the selected semester.

Every participating university of the Tuning Africa project will conduct surveys to:

1) Academics who have taught these units/courses/modules in the chosen semester (main academics of the unit/course/module, teaching assistants, etc.).

2) Students who have passed the unit/course/module for which they will be surveyed. It is desirable that the student sample is composed of an equal number of students who have obtained very good grades, medium grades and low grades.

C) HOW MANY TO CONSULT?

1) Academics : ALL teachers who have taught the units/courses/modules that are included in the selected semester must be surveyed.

2) Students : 12 students who have passed each of the units/courses /modules included in the selected semester must be surveyed (where there are fewer students who passed the unit/course/course, the total number who have passed will be surveyed).

For example, in Bachelor in Agricultural Sciences quoted above, at least 40 students should be surveyed in total and at least 4 academics. As the survey is conducted PER UNIT/COURSE/MODULE, it may be that one student who, having passed more than one of the units/courses/modules is included in several surveys.

Year Semester Unit/Course/module

Minimum number of

respondents (Teachers)

Minimum number of

respondents (Students)

3 5

Crop Production Technologies 1 12 Posharvest Management and Agricultural Produce Processing 1 12

Project I 1 12


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Agricultural Management and Marketing 1 12

Total 4 48 D) WHAT FORMAT TO USE FOR THE CONSULTATION?

The survey will be conducted for EACH UNIT/COURSE/MODULE , both for students and academics. Annex I is the questionnaire for Academics and Annex II is the questionnaire for Students. The questionnaires consist of 6/7 questions . The questionnaires will be answered on paper and will be managed by the representative of the University in the Tuning Africa project.

E) HOW TO CARRY OUT THE CONSULTATION?

There are 3 steps to follow in relation to the consultation:

1) Preparation of the consultation

Each University participating in each subject area must send to the project manager (MaríaOrtíz Coronado) the following information:

1. Name of the Programme in which the study will be c onducted: (e.g. Bachelor of Education.) 2. Duration of the Programme in years (e.g. 4 years.) 3. Chosen Semester : (e.g. 5th semester.) 4. Name of the Units/Courses/Modules covered in that p eriod: e.g.

i. Unit/Course/Module a: (e.g. Crop Production Technologies.) ii. Unit/Course/Module b: (e.g. Postharvest Management and Agricultural Produce Processing.) iii. Unit/Course/Module c: (e.g. Project I.) iv. Unit/Course/Module d: (e.g. Agricultural Management and Marketing.) v.Unit/Course/Module …

5. Number of calendar weeks in the semester __________ 6. Academic hour in your university is ______ minutes . 7. Number of credits per year (if applicable) __________ 8. Number of hours per credit (if applicable) __________

This information should be sent before 30 March 2016.

Questionnaires will be available on a Web site and access will be possible with a user code that will be supplied. Thus, each of the participating universities in each subject area will have a code to access the questionnaires for students as well as a code to access the questionnaires for academics.

2) Conducting the surveys

In each participating University the subject area should identify the academics and students undertaking the survey. Students and academics should be convened to briefly explain the purpose of the survey. The questionnaire should then be distributed in printed form, and completed during the meeting. This procedure facilitates the collection of information, since in a short session the explanatory talk and data collection can easily be performed.


287

3) Loading surveys in the On-line application

The completed questionnaires on paper must be loaded into the on-line application. The Tuning representative in the subject area or an appointed administrative assistant at each University must enter the data from each questionnaire on the website. There will be some funding available for this work. No printed questionnaires should be sent to the pro ject coordination as everything will be entered in an on -line form.

The data must be uploaded by 30 August 2016 . From that date on the information that has not been loaded into the Online Consultation will not be taken into account for the analysis.

F. WHAT IS THE WORK SCHEDULE FOR PARTICIPANTING UNI VERSITIES?

30/03/2016 Delivery by participating universities of the information on the academic period and subjects to be considered in the survey.

30/04/2016 Start of the survey process.

30/08/2016 End of survey process.

With all the information gathered, the project coordination will create the report, including statistical tables and charts that will be discussed at the Third General Meeting in October 2016.


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Annex I

Questionnaire for Academics

Dear Colleague,

This study is part of the Tuning Africa II project. We are conducting a survey to estimate the workload of students by collecting information from ACADEMICS and STUDENTS. Please fill out the form and answer the questions in the unit/course/module which was taught by you during the last academic year. The collected data will be totally anonymous and confidential.

The project Tuning Africa II appreciates your collaboration in providing us with this information.

Instructions for completion:

Each University has informed Points 1-9 by 30 March 2016. You are invited to respond to the items 10-15. Please underline or circle one answer ("Yes" or "No"), if answer is “Yes” please specify the amount of time.

1. Subject area: _________________________________________________________ 2. University: ___________________________________________________________ 3. Programme: _________________________________________________________ 4. Semester/year3_________ 5. Unit/Course/Module___________________________________________ 6. Number of calendar weeks in the semester __________ 7. Academic hour in your university is ______ minutes. 8. Number of credits per year (if applicable) __________ 9. Number of hours per credit (if applicable) __________

10. How many CONTACT HOURS4 in total are there in your unit/course/module during the SEMESTER? ......... hours

11.

From the list below, specify the types of INDEPENDENT WORK you require in the unit/course/module during the SEMESTER. Enter the estimated number of hours which, in your opinion, the student should spend in order to complete the independent study in the unit/course/module.

a. Reading materials (including internet search) Yes, ... hours No b. Fieldwork (site visits, etc.) Yes, ... hours No c. Laboratory work (not counting in contact hours) Yes, ... hours No

d. Preparation of assignments (essays, reports, design work, modelling, interviews, presentations, etc.)

Yes, ... hours No

e. Preparation and follow- up work for scheduled classes

f. Preparation for assessment, final examinations, tests, etc. (summative assessment).

Yes, ... hours No

3Only in case semesters are not equal in duration or in case of a trimester system you are asked to respond to this item for a full academic year. 4Contact hours represent the amount of time spent on face to face teaching in a particular unit/course/module (Including lectures, seminars, clinical practices, supervised labs, project work and field work) as well as on-line interaction in the framework of a learning module and personal counselling.


289

g. Other (specify): ........ hours No

12.

How many hours does an AVERAGE student need to complete all the requirements of your unit/course/module in this SEMESTER (taking into account CONTACT HOURS and INDEPENDENT WORK)?

........... hours

13.

How many hours does an AVERAGE student need to complete all the requirements of your unit/course/module per WEEK (taking into account CONTACT HOURS and INDEPENDENT WORK)?

........... hours

14. When planning your unit/course/module, did you estimate the hours students will have to spend on independent work?

Yes No

15. Did you take students’ expectations into consideration when planning the workload for your course?

Yes No

16. Did you take students’ feedback into consideration when planning the workload for your course? Yes No

Thank you for participating in the survey.


290

Annex II

Questionnaire for Students

Dear,

This study is part of the Tuning Africa II project. We are conducting a survey to estimate the actual workload of students by collecting information from ACADEMICS and STUDENTS. Please fill out the form and answer the questions in the unit/course/module that you have studied, finalized and passed in the last academic year. The data collected will be totally anonymous and confidential.

The project Tuning Africa II appreciates your collaboration in providing us with this information.

Instructions for completion:

Points 1-9 are pre-filled by the university staff. You need to respond to the items 10-15. Please underline or circle one answer ("Yes" or "No", if answer is “Yes” please specify the amount of time.

1. Subject area: _________________________________________________________ 2. University: ___________________________________________________________ 3. Programme: _________________________________________________________ 4. Semester/year5_________ 5. Unit/Course/Module___________________________________________ 6. Number of calendar weeks in the semester __________ 7. Academic hour in your university is ______ minutes. 8. Number of credits per year (if applicable)__________ 9. Number of hours per credit (if applicable)__________

10. How many CONTACT HOURS6 in total were you given to study this unit/course/module during the SEMESTER?

......... hours

11.

Using the list below, specify the types of INDEPENDENT WORK you used in the unit/course/module during the SEMESTER. Under g. add any other ways of learning that you use that are not included here. Enter the estimated number of hours that you needed to complete the independent work on unit/course/module.

......... hours

a. Reading materials (including internet search) Yes, ... hours No

b. Fieldwork (site visits, etc.) Yes, ... hours No

c. Laboratory work (not counting in contact hours) Yes, ... hours No

d. Preparation of assignments (essays, reports, design work, modelling, interviews, presentations, etc.)

Yes, ... hours No

5 Only in case semesters are not equal in duration or in case of a trimester system you are asked to respond to this item for a full academic year. 6Contact hours represent the amount of time spent on face to face teaching in a particular unit/course/module. (including lectures, seminars, clinical practices, supervised labs, project work and field work) as well as on-line interaction in the framework of a learning module and personal counselling..


291

e. Preparation and follow- up work for scheduled classes Yes, ... hours No

f. Preparing for assessment final examinations, tests, etc. (summative assessment).

Yes, ... hours No

g. Other (specify): .......... hours No

12. How many hours did you spend in the SEMESTER to complete all the requirements of this unit/course/module (taking into account CONTACT HOURS and INDEPENDENT WORK)?

........... hours

13. How many hours per WEEK did you spend (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of this unit/course/module?

14.. At the beginning of the unit/course/module, were you informed about the number of hours planned for independent work?

Yes No

15. Were you given the opportunity to provide feedback about the workload in this unit/course/module?

Yes No

Thank you for participating in the survey.


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7. DOCUMENT 5: Results of consultation on Student Workload in Africa 1. Data editing, cleaning &checking and consistency The raw database went through the standard process of editing, cleaning and checking for extreme, invalid or inconsistent values. Given the nature of the survey, where individuals were asked to give rough estimates referred to the number of hours devoted to different academic activities within different time periods (semester, week), some inconsistencies and errors were to be expected. At the same time, and as it happens in many surveys, some questions were left unanswered sometimes or individuals assigned values which could be considered as inconsistent. The process of data checking/cleaning was performed on each of the variables separately. Careful analysis was carried out observing the distribution of different variables to decide what could be considered as inconsistent within each variable based on the analysis of outliers. As it could be expected, the number of outliers was higher among students than among academics. 2. Calculating results Results are displayed according to areas and regions always divided into academics and students. The methodology implies that in order to include a given academic institution in the final results, at least one value was requested for all courses constituting one given semester. Table 1: Distribution of countries per region

Region

Countries covered by the Study

Northern

Algeria, Egypt, Libya, Morocco, Mauritania, Tunisia

Southern

Angola, Botswana, Lesotho, Madagascar, Malawi, Mozambique, Namibia, Swaziland, South Africa, Zambia, Zimbabwe

East

Djibouti, Ethiopia, Kenya, Mauritius, Rwanda, Somalia, Sudan, Tanzania, Uganda, Eritrea, South Sudan

West

Benin, Burkina Faso, Cape Verde, Cote d'Ivoire, Ghana, Mali, Nigeria, Senegal

Central

Burundi, Cameroon, Democratic Republic of Congo

TUNING AFRICA

ACADEMIC WORKLOAD STUDY

Deusto, October 2016

How many CONTACT HOURS* in total were you given to study this unit/course/module along the SEMESTER?* Contact hours: the amount of time spent on training in contact with the teacher or otherstaff of the university in the study of a particular unit/course/module. It includes lectures,seminars, clinical practices, labs, project work and field work (supervised).

Mean values for each area and group

01Academics Students

Academics Students

Agricultural Sciences 231,00 346,30Applied geology 365,25 413,05Civil Engineering 346,67 324,21Economics 271,78 301,16Higher Educ. Manag. 126,17 183,26Mechanical Eng. 313,72 320,56Medicine 389,08 337,06Teacher Education 323,08 254,01

Total CONTACT HOURS to study this unit/course/module along the

SEMESTER (1)

How many CONTACT HOURS in total were you given to study this unit/course/module along the SEMESTER?

02

0,00 200,00 400,00 600,00 800,00 1000,00

Agricultural Sciences

Applied geology

Civil Engineering

Economics

Higher Educ. Manag.

Mechanical Eng.

Medicine

Teacher Education

Students

Academics

Academics Students

North 302,24 316,36West 272,95 306,20South 359,74 307,28East 286,58 304,21Central 348,75 339,05


SEMESTER (1)

How many CONTACT HOURS* in total were you given to study this unit/course/module along the SEMESTER?* Contact hours: the amount of time spent on training in contact with the teacher or otherstaff of the university in the study of a particular unit/course/module. It includes lectures,seminars, clinical practices, labs, project work and field work (supervised).

Mean values for each region and group

Academics Students 03

How many CONTACT HOURS in total were you given to study this unit/course/module along the SEMESTER?

04

0,00 200,00 400,00 600,00 800,00 1000,00

North

West

South

East

Central

Students

Academics

05

Mean values for each area and group. The final column containing the total is the sum of all previous columns

Specify the types of INDEPENDENT WORK you promote in the unit/course/module along the SEMESTER.Enter the estimated number of hours which, in your opinion, should the student have in order to complete self-work on unit/course/module.

Specify the types of INDEPENDENT WORK you use to learn the unit/course/module along the SEMESTER.Enter the estimated number of hours that you needed to complete self-work on unit/course /module.

Academics Students

Academics Students Academics Students Academics Students Academics Students Academics Students Academics Students Academics Students Academics Students

Agricultural Sciences 93,50 116,73 33,67 22,54 29,50 22,77 47,67 68,16 53,83 41,97 75,17 211,30 9,00 4,58 342,33 488,05Applied geology 89,92 79,71 50,92 57,26 45,58 44,41 61,58 78,64 65,17 42,91 62,17 137,16 2,83 1,19 378,17 441,28Civil Engineering 183,50 161,86 59,67 27,98 53,50 34,43 141,90 120,70 130,58 92,24 161,33 200,35 13,25 24,82 743,73 662,40Economics 106,17 111,36 11,67 11,83 9,50 2,46 50,44 58,09 75,83 68,06 114,41 131,53 1,56 12,60 369,57 395,92Higher Educ. Manag. 99,21 120,17 14,08 15,88 1,00 3,91 70,63 79,88 35,42 72,53 85,71 134,04 18,75 20,12 324,79 446,53Mechanical Eng. 186,53 117,92 17,44 9,22 51,14 47,57 113,53 96,78 22,78 34,93 122,33 124,29 0,00 3,31 513,75 434,01Medicine 140,98 121,67 46,08 40,31 61,67 41,33 43,34 31,50 114,22 61,34 81,81 101,72 0,00 1,57 488,10 399,43Teacher Education 167,50 170,59 22,70 32,85 22,48 23,79 92,84 127,33 80,81 90,73 112,85 243,79 12,43 6,18 511,62 695,26

INDEPENDENT WORK

Reading texts or literature

Fieldwork (site visits, etc. not supervised)

Laboratory work (not supervised)

Preparation and execution/

presentation of written work

Working with Internet sources

Preparing for interim assessment, final

examOther TOTAL

Total INDEPENDENT WORK to learn the unit/course/module along the SEMESTER

06

0,00 200,00 400,00 600,00 800,00 1000,00


Applied geology

Civil Engineering

Economics

Higher Educ. Manag.

Mechanical Eng.

Medicine

Teacher Education

Students

Academics

Specify the types of INDEPENDENT WORK you promote in the unit/course/module along the SEMESTER.Enter the estimated number of hours which, in your opinion, should the student have in order to complete self-work on unit/course/module.

Specify the types of INDEPENDENT WORK you use to learn the unit/course/module along the SEMESTER.Enter the estimated number of hours that you needed to complete self-work on unit/course /module.

Academics Students

Academics Students Academics Students Academics Students Academics Students Academics Students Academics Students Academics Students Academics Students

North 96,66 83,31 27,53 21,11 17,86 23,72 64,87 66,08 67,28 65,95 88,54 118,40 1,09 0,62 363,82 379,20West 129,51 121,89 39,86 28,07 40,85 30,20 78,40 90,27 78,94 58,88 101,42 197,26 7,92 7,11 476,90 533,67South 202,36 164,87 13,75 29,43 31,43 10,54 105,81 94,06 89,60 66,55 139,07 203,52 16,93 18,96 598,94 587,93East 176,18 159,77 32,21 25,96 38,94 27,16 81,60 94,16 70,62 69,93 117,10 141,15 7,13 12,98 523,78 531,11Central 48,75 46,91 29,00 28,88 32,50 43,67 90,00 46,70 57,50 50,23 87,25 98,16 0,00 4,47 345,00 319,02

INDEPENDENT WORK

Reading texts or literature

Fieldwork (site visits, etc. not supervised)

Laboratory work (not supervised)

Preparation and execution/

presentation of written work

Working with Internet sources

Preparing for interim assessment, final

examOther TOTAL

07

Total INDEPENDENT WORK to learn the unit/course/module along the SEMESTER

8

0,00 200,00 400,00 600,00 800,00 1000,00

North

West

South

East

Central

Students

Academics

(1) As shown on Slide 1(2) As shown on Slide 7

9

TOTAL NUMBER OF HOURS PER SEMESTER AS THE RESULT OF THE SUM OF THE PREVIOUS RESULTS

Academics Students Academics Students Academics Students

Agricultural Sciences 231,00 346,30 342,33 488,05 573,33 834,35Applied geology 365,25 413,05 378,17 441,28 743,42 854,33Civil Engineering 346,67 324,21 743,73 662,40 1090,40 986,61Economics 271,78 301,16 369,57 395,92 641,34 697,08Higher Educ. Manag. 126,17 183,26 324,79 446,53 450,96 629,78Mechanical Eng. 313,72 320,56 513,75 434,01 827,47 754,57Medicine 389,08 337,06 488,10 399,43 877,18 736,50Teacher Education 323,08 254,01 511,62 695,26 834,70 949,27


SEMESTER (1)

Total INDEPENDENT WORK to learn this unit/course/module

along the SEMESTER(2)

TOTAL(1)+(2)

Total CONTACT HOURS and INDEPENDENT WORK to learn the unit/course/module along the SEMESTER

10

0,00 200,00 400,00 600,00 800,00 1000,00


Applied geology

Civil Engineering

Economics

Higher Educ. Manag.

Mechanical Eng.

Medicine

Teacher Education

Students

Academics


Academics Students

% Contact hours vs Independent Work

11

59,71%

40,29%

Contact hours

Independent w ork

41,51%

65,92%

Contact hours

Independent w ork

Applied Geology

Academics Students


12

50,87% 49,13%

Contact hours

Independent w ork

48,35%

51,15%

Contact hours

Independent w ork

Civil Engineering

Academics Students


13

68,21%

31,79%

Contact hours

Independent w ork

32,86%

67,14%

Contact hours

Independent w ork

Economics

Academics Students


14

57,62%

42,38%

Contact hours

Independent w ork

56,80%43,20%

Contact hours

Independent w ork

Higher Education Management

Academics Students


15

72,02%

27,98%

Contact hours

Independent w ork

70,90%

29,10%

Contact hours

Independent w ork

Mechanical Engineering

Academics Students


16

62,09%

37,91%

Contact hours

Independent w ork

57,52%

42,48%

Contact hours

Independent w ork

Medicine

Academics Students


17

55,64%44,36%

Contact hours

Independent w ork

54,23%45,77%

Contact hours

Independent w ork

Teacher Education

Academics Students


18

61,29%

38,71%

Contact hours

Independent w ork

73,24%

26,76%

Contact hours

Independent w ork

TOTAL NUMBER OF HOURS PER SEMESTER AS THE RESULT OF THE SUM OF THE PREVIOUS RESULTS

Academics Students Academics Students Academics Students

North 302,24 316,36 363,82 379,20 666,06 695,56West 272,95 306,20 476,90 533,67 749,85 839,88South 359,74 307,28 598,94 587,93 958,67 895,22East 286,58 304,21 523,78 531,11 810,36 835,31Central 348,75 339,05 345,00 319,02 693,75 658,07


SEMESTER (1)

Total INDEPENDENT WORK to learn this unit/course/module

along the SEMESTER(2)

TOTAL(1)+(2)

19

(1) As shown on Slide 3(2) As shown on Slide 9

Total CONTACT HOURS and INDEPENDENT WORK to learn the unit/course/module along the SEMESTER

20

0,00 200,00 400,00 600,00 800,00 1000,00

North

West

South

East

Central

Students

Academics

North

Academics Students


21

54,62%45,38%

Contact hours

Independent w ork

54,52%45,48%

Contact hours

Independent w ork

West

Academics Students


22

63,60%

36,40%

Contact hours

Independent w ork

63,54%

36,46%

Contact hours

Independent w ork

South

Academics Students


23

62,48%

37,52%

Contact hours

Independent w ork

65,67%

34,33%

Contact hours

Independent w ork

East

Academics Students


24

64,64%

35,36%

Contact hours

Independent w ork

63,58%

36,42%

Contact hours

Independent w ork

Central

Academics Students


25

49,73% 50,27%

Contact hours

Independent w ork

48,48% 51,52%

Contact hours

Independent w ork

26

How many hours does an AVERAGE student need to complete all the requirements of the unit/course/module in this SEMESTER (taking into account CONTACT HOURS and INDEPENDENT WORK)?

How many hours did you spend in the SEMESTER to complete all the requirements of the unit/course/module (taking into account CONTACT HOURS and INDEPENDENT WORK)?

Academics Students

Mean values for each area and group

Academics Students


Hours needed to complete all the requirements of the unit/course/module in this SEMESTER (taking into account

CONTACT HOURS and INDEPENDENT WORK)

Hours needed to complete all the requirements of the unit/course/module in this SEMESTER (taking into account CONTACT HOURS and INDEPENDENT WORK)

27

0,00 200,00 400,00 600,00 800,00 1000,00


Applied geology

Civil Engineering

Economics

Higher Educ. Manag.

Mechanical Eng.

Medicine

Teacher Education

Students

Academics

28

How many hours does an AVERAGE student need to complete all the requirements of the unit/course/module in this SEMESTER (taking into account CONTACT HOURS and INDEPENDENT WORK)?

How many hours did you spend in the SEMESTER to complete all the requirements of the unit/course/module (taking into account CONTACT HOURS and INDEPENDENT WORK)?

Academics Students

Mean values for each region and group

Academics Students


Hours needed to complete all the requirements of the

unit/course/module in this SEMESTER (taking into account

CONTACT HOURS and INDEPENDENT WORK)

Hours needed to complete all the requirements of the unit/course/module in this SEMESTER (taking into account CONTACT HOURS and INDEPENDENT WORK)

29

0,00 200,00 400,00 600,00 800,00 1000,00

North

West

South

East

Central

Students

Academics

30

Respondent reported directly the total number of hours per week (both contact hours and independent work)

How many hours per WEEK does an AVERAGE student study (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of the unit/course/module?

How many hours per WEEK did you spend (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of the unit/course/module?

Academics Students

Academics Students


Hours PER WEEK (both CONTACT HOURS AND INDEPENDENT WORK) to

complete all the requirements of the unit/course/module

Hours PER WEEK (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of the unit/course/module

31

0,00 40,00 80,00 120,00 160,00 200,00


Applied geology

Civil Engineering

Economics

Higher Educ. Manag.

Mechanical Eng.

Medicine

Teacher Education

Students

Academics

32

Respondent reported directly the total number of hours per week (both contact hours and independent work)

How many hours per WEEK does an AVERAGE student study (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of the unit/course/module?

How many hours per WEEK did you spend (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of the unit/course/module?

Academics Students

Academics Students


Hours PER WEEK (both CONTACT HOURS AND INDEPENDENT WORK) to

complete all the requirements of the unit/course/module

Hours PER WEEK (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of the unit/course/module

33

0,00 40,00 80,00 120,00 160,00 200,00

North

West

South

East

Central

Students

Academics

34

Planning the workload for your

unit/course/module, consider necessary to include hours for independent work

Student's expectations and evaluation into consideration when

planning the workload

Aware of the number of hours planned for

the students for independent work

Professor guided you at the beginning of the

unit/course /module on the necessary work load

of each part of the Independent work

Agricultural Sciences 54,55% 48,96% 51,52% 34,99%Applied geology 71,43% 46,89% 49,21% 25,65%Civil Engineering 76,36% 54,09% 50,91% 49,36%Economics 52,94% 28,51% 37,65% 19,00%Higher Educ. Manag. 85,71% 66,73% 75,51% 38,97%Mechanical Eng. 75,34% 60,58% 47,95% 28,21%Medicine 53,13% 28,08% 40,63% 35,86%Teacher Education 58,62% 42,02% 47,41% 29,63%

%Answers from academics saying yes to... %Answers from students saying yes to...

Planning the workload for your

unit/course/module, consider necessary to include hours for independent work

Student's expectations and evaluation into consideration when

planning the workload

Aware of the number of hours planned for

the students for independent work

Professor guided you at the beginning of the

unit/course /module on the necessary work load

of each part of the Independent work

North 59,60% 26,23% 47,68% 32,42%West 62,87% 42,69% 52,69% 22,89%South 56,73% 42,54% 63,46% 37,34%East 76,60% 65,64% 45,74% 52,25%Central 74,55% 74,68% 16,36% 10,85%

%Answers from academics saying yes to... %Answers from students saying yes to...

35

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