On Reform Of Engineering Education In The Arab Gulf States: A Focus On Pre Engineering “Prep Program”

Abstract

faces many challenges today. Changes in the external environment (e.g. reduced funding, increased costs, demands by industry for well-seasoned graduates, and rapid advances in technology) coupled with the quest for educational relevance in undergraduate engineering, are forcing colleges of engineering in the Region (the Arab Gulf States) to "rethink" engineering education and to undertake constructive steps towards reforming the current system.

On the Competencies of Engineering Educators in the Arab Gulf Region: Relevant Thoughts, Current Practices, and Challenges

“…Initially, colleges of engineering were founded in Riyadh, Jeddah, and later in Dhahran, Saudi Arabia. In the other smaller states of the Region, engineering colleges were founded soon after these states have gained their independence (12,13,14) .The strong political and economic ties between the States of the Region and some western countries-the USA in particular-has helped enormously in setting up, manning, and providing needed guidance to these fledgling institutions during their early years. The dramatic increase in oil revenues during the 70s, and 80s, coupled with lack of skilled professionals in areas deemed necessary for growth and development of oil-related industries of the Region, has been pivotal in the start-up of higher education in general and engineering education in particular.…”

“…Statistics have shown that over 80% of first year engineering students do attend the "prep year," during which students embark primarily on improving their English skills. (13) The author has proposed to reform the "prep year" by making it two years, and widening the scope of the subject matter to include (in addition to building up English language skills to a pre-set level), the following components:(i) math and science courses in preparation for engineering "gateway" courses;(ii) a practical hands-on "pre-college" training period; and,(iii) fostering a "proper learning environment" to help students acquire desirable attributes such as: analytical skills, curiosity and desire to learn, creative thinking, leadership skills, and the importance of team work. (13,14) Page 25.993.5…”

On Potential Applications of Cooperative Engagement Methods in The Arab Gulf Region: Drawbacks, Challenges, and Expectations

“…Colleges in Egypt and Iraq were influenced, at the time of their establishment, by the British system of education. (6,7,8) Engineering education in the Arab Gulf States (the Region beamed at here) started, in earnest, during the early to mid sixties. Initially, colleges of engineering were founded in Riyadh, Jeddah, and later, in Dhahran, Saudi Arabia.…”

“…In the other smaller states of the Region, engineering colleges were founded soon after these states have gained their independence. (6,7,8) The strong political and economic ties between the States of the Region and western countries-the USA in particular -has helped enormously in setting up, manning, and providing needed guidance to these fledgling institutions during their early years. The dramatic increase in oil revenues during the 70s, and 80s, coupled with lack of skilled professionals in areas deemed necessary for growth and development of oil-related industries of the Region, has been pivotal in the start-up of higher education in general and engineering in particular.…”

Cooperative Learning Protocols: Varieties and Obstacles

“…Additionally, an entrance exam and evidence of proficiency in English, a requirement imposed by many of these colleges, may exempt the applicant from a pre-engineering "prep year" administered as a separate unit from the college. Statistics have shown that over 80% of first year engineering students do attend the "prep year," during which students embark primarily on improving their English skills (7,8) . The author has proposed to reform the "prep year" by making it two years, and widening the scope of the subject matter to include (in addition to building up English language skills to a pre-set level), the following tasks:(i) math and science courses-in preparation for engineering "gateway" courses;(ii) a practical hands-on "pre-college" training period; and,(iii) fostering a "proper learning environment" to help students acquire desirable attributes such as: analytical skills, curiosity and desire to learn, creative thinking, and the importance of team work (7,8) Thousands of native Arabs (citizens of the Arab Gulf States) have completed their engineering education at one of the eight main public colleges (Table 1) of the Region, and have since occupied government positions or joined the private sector, side by side with expatriates.…”