1. National Academic Reference Standards
Magdy Kassem
Suez Canal University

2. Objectives
The primary purposes of the National Academic Reference Standards (NARS) are to assist: -

3. Objectives
The primary purposes of the Academic Standards are to assist: -
higher education institutions in designing and validating programs of study

4. Objectives
The primary purposes of the Academic Standards and Benchmarking Statements are to assist: -
higher education institutions in designing and validating programs of study
academic reviewers and external examiners in verifying and comparing standards;

5. Objectives
The primary purposes of the Academic Standards and Benchmarking Statements are to assist: -
higher education institutions in designing and validating programs of study
academic reviewers and external examiners in verifying and comparing standards;
where appropriate, professional bodies during accreditation and review processes;

6. Objectives
The primary purposes of the Academic Standards and Benchmarking Statements are to assist: -
higher education institutions in designing and validating programs of study
academic reviewers and external examiners in verifying and comparing standards;
where appropriate, professional bodies during accreditation and review processes;
students and employers when seeking information about higher education provision.

7. Accreditation NARS Students Faculty Facilities Attainment Curriculum
level

8. Knowledge – Intellectual – Practical skills
Capstone
Project
Glob.
PBL
Mini projects
Developments
New Tech.
Specialization
Engineering
Sciences
Engineering
Design
Knowledge – Intellectual – Practical skills
Learning to Learn
Entrepreneurship
Foundation
Humanities
Mathematics
B.Sciences
Stakeholders

9. NARS NARS Characterization 1- What is Engineering
2. Attributes of an Engineer
3.NARS
(knowledge & understanding + skills ( Intellectual, Practical & transferable)
NARS Characterization
4. Engineering
5.Specialization

10. 2.The attributes of an engineer
Engineering NARS
1.What is Engineering?
2.The attributes of an engineer
the skilled application of a distinctive body of knowledge and Understanding
based on:
mathematics, science and technology, integrated with:
business and management,
which is acquired through education and professional formation in a particular
engineering discipline.
The engineer must be able to exercise original thought, have good
professional judgment and be able to take responsibility for the direction of
important tasks.
It is necessary therefore that undergraduate programs for engineering students
foster and inculcate the following knowledge and understanding, abilities,
and qualities of mind.

11. The attributes of an engineer
an ability to apply knowledge of mathematics, science and engineering concepts to the solution of complex engineering problems
an ability to design and conduct experiments and to analyze and interpret data
an ability to design a system, component or process to meet required needs
an ability to function within multi-disciplinary teams
an ability to identify, formulate and solve engineering problems
an understanding of professional and ethical responsibilities
an ability to communicate effectively
an ability to consider and avoid the detrimental impact of engineering solutions within social or global measures
an ability to use the techniques, skills and modern engineering tools necessary for engineering practice

12. NARS NARS Characterization 1- What is Engineering
2. Attributes of an Engineer
3.NARS
(knowledge & understanding + skills ( Intellectual, Practical & transferable)
NARS Characterization
4. Engineering
5.Specialization

13. المعرفة والفهم مهارات عملية مهارات وجدانية practical Intellectual
Knowledge
understanding
مهارات
عملية
مهارات
وجدانية
practical
Intellectual
مهارات
عامة
General&
transferable

14. Knowledge and Understanding Of:
- Mathematics ,science, engineering and ITC appropriate to the discipline.
- Design principles of a component, process or a system and their application to the specific discipline.
- Principles of problem solving and systems thinking.
- Professional ethics and social-economical impact of engineering solutions locally and globally.
- Modern engineering techniques for manufacturing and operational practice.
- Quality systems, codes of practice, safety requirements and environmental issues.
- Entrepreneurial and commercial practice.

15. Intellectual skills:
- Ability to use selected/appropriate mathematical, science, engineering and ICT knowledge in analysing and solving engineering problems.
- Ability to use appropriate scientific principles of mathematics, science, engineering and ITC to design, create and analysis a component, system, or process.
- Ability to commercialize knowledge.
Practical Skills:
- Use IT tools and experimental design techniques to design, test, analysis and interpretation of experiment and results.
- Use of measuring and laboratories equipment necessary for research and testing of design ideas and engineering practice.
- Ability to search for information.
- Ability to start up companies and manage projects

16. General and Transferable skills:
- Ability to function in a multidisciplinary team.
- Management of self/ Time, flexibility to adapt to change and working under contradictory conditions.
- Effective communication oral and in writing.
- Evidence based presentation and solution of problems.
- Management of data, knowledge and IT.
- Management and motivation of people.
- Providing leadership and vision.

17. -Definition of Knowledge Areas
NARS Characterization
A- Engineering
- Indicative Minimum curriculum
content by knowledge area
-Definition of Knowledge Areas
- NARS INDICATIVE CHARACTERIZATION
OF SUBJECT AREAS

18. 1. Indicative Minimum curriculum content by knowledge area%
Basic Sciences and Mathematics 25
Engineering Sciences
Engineering Design 20
Computing and IT 8
Socio-technical 10
Projects 6
Subtotal 94
Discretionary to reach at least the minimum total
Total
100

19. - Definition of Knowledge Areas
A. Mathematics:
B. Basic Science: (Physics, Chemistry, Mechanics,….) ,
C. Information and Communication Technology (ICT)
D. Socio-technical: (Environmental, Safety, Management ,
Entrepreneurial,……..)
E. Engineering Sciences
F. Engineering Design and Synthesis
G. MINIMUM LEARNING ASSUMED TO BE IN PLACE
At the entry level, the learner is assumed to be proficient in:
Mathematics
Physical Science.
English and the language of instruction

20. NARS Characterization
B-Specialization
- Introduction to
the specialization
- Criteria for Content of the programs
- Standard Outcomes for
the specialization
- Indicative Characterization of Subject Areas
-Teaching, learning and assessment
- Student attainment Level

21. Student Attainment Level
attributes A
Understanding of the subject and techniques is extensive extending beyond the information provided in the program.
Knowledge and techniques are applied quickly and readily to new situations, including any unseen or open-ended problems.
Both the problem and the solution can be critically appraised. New knowledge is acquired quickly and accurately; B
Understanding of the subject and techniques is good, but may be more confined to the program.
There is an understanding of what knowledge and techniques can be applied to new situations. The methodology for solving problems can be clearly demonstrated. New knowledge is readily acquired; C
Understanding of the subject and techniques is basic and selective.
There is recognition of what generic knowledge should apply to a new situation, but there may be less confidence in how to use it. The methodology for solving problems can be explained even if it cannot be applied. New knowledge is acquired with perseverance;

22. Attainment level Attributes A B C
Project or practical work is planned, executed and written up with little assistance. There is clear evidence of original thinking in the analysis and discussion of results, with excellent understanding of literature and of relevant practice. There is a clear plan of future work; B
Project or practical work is planned, executed and written up with guidance. Results are analyzed and discussed in a competent manner. There is good understanding of literature and relevant practice with suggestions for future work; C
Project or practical work is planned and executed with reasonable success but writing-up may require help. The full significance of the results may not be immediately identified and some assistance may be required in their interpretation and discussion. A list of essential literature may be quoted without critical analysis. There is an indication of future work;

23. Attainment level
attributes A
Routine calculations, explanations, interpretations and analysis are executed swiftly and accurately. Understanding of relevant facts and techniques is excellent. There is a fluency and confidence in method of approach; B
Routine calculations, explanations, interpretations and analysis are executed accurately. Understanding of relevant facts and techniques is good. There is a fluency and confidence in method of approach over most of the subject; C
Routine calculations, explanations, interpretations and analysis can be identified but may require checking and assistance to complete the task. There is general competence in answering questions concerning routine aspects. There is selective knowledge of terms and their application. Some assistance may be required in explaining fundamental concepts. Mistakes can be identified, but not necessarily rectified;

24. Attainment level
attributes A
Practical (or relevant) competence is clearly demonstrated. The ability to innovate is also clearly demonstrated; B
Practical or relevant competence is demonstrated over most of the range expected. The ability to innovate is demonstrated; C
practical or relevant competence is selective, but may be good in specific areas;

25. attributes A B C Attainment level
students have excellent transferable skills and time management ability. B
Students have good transferable skills and time management ability. C
Transferable skills may be good in certain aspects.

26. Thank you