The Qualifying of Engineering Education in Developing Countries
to Adapting the Arrogance Growth
SARA NADA1, *, MOHAMED HAMED2
1Department of Economics, Faculty of Economy & Political Sciences, Cairo University, Cairo, EGYPT
2 Department of Electrical Engineering, Faculty of Engineering, Port Said University, Port Said, EGYPT
Abstract: - The paper investigates a concept for increasing the number of superior students in the education system. The
current research emphasizes the production of an excellency engineer, not the normal one. A real model (10 years) of a
Faculty of Engineering in Egypt is based on low student density in either lecture or practice (Exercise). The distribution of
excelled graduates is calculated for ranks 1st, 2nd, and 3rd. The courses are classified into three groups basic sciences,
special engineering, and general engineering courses. The graduation of arrogant students is obtained for different fields
according to grades. The percentage distribution for the excellency grades is obtained within the period of study. The
trend activity for superior enforcing the students is calculated and analyzed. The prediction for the growth in different
departments is determined and discussed. The study is exposed to the importance of Arabic the language and how to deal
with in b universities within the union of all Arab efforts together in one crucible to promote the Arab nation and quickly
adapted to the international level. It is included that the honor degree may be canceled, and the concept of examinations
should be modified.
Keywords: - Basic Sciences, COVID-19, Curriculum Grouping, Labor Market, Surpassing Graduation.
Received: June 25, 2021. Revised: February 15, 2022. Accepted: March 20, 2022. Published: April 19, 2022.
1. Introduction
Globally, education (a constructive means for nations’
progress) is an essential tool for the progress of nations, and it
is expressed in various specializations to develop its effective
value in nation-building. Thus, economists determine
education as a key factor for the general national income,
which is the primer indicator of economic growth besides
raising the national social level [1-2].
Chiefly, engineering education is based on theoretical study
geared towards actual application while technical education
depends on the operational aspects of theories applicable
engineeringly to be integrated into a single system, namely
technical engineering education as presented in Egypt in the
form of faculties of engineering and technology. Education in
human (society wealth) resource tumor is vigorous due to the
economic dependency on workforce size and quality (in the
era of knowledge economics as a mental capital) [3-4].
Principally, advanced countries are accused of education to
maintain a high level as they may find the specific criteria for
time keeping up with the practical developments and
theoretical innovations. Contrary, many countries require a
great effort since they are working to achieve a standard level
approving the actual progress according to annual UNESCO
reports [4]. For example, the ratio of engineering students to
the total number of students at universities in Libya at 93/94
was 9.8 and became 7.5 in 95/96 as a negative value (Table
A1 in the Appendix).
Table A1 illustrates the ever-increasing expulsion of students
in universities, (i.e., the youth’s desire to learn), that
characterizes the educational system in Libya and
consequentially in Arab countries. Looking at the graduation
change, Table A2 in the Appendix presents the sample of
Egypt [3-4].
Education quality is a vital source for society’s growth since it
is the most significant means of enlightenment. Contrary,
unguided, and unsubstantiated education is purely theoretical
because of the leadership lack although wider horizons may
concern individuals and sometimes society. Rarely, resources
and programs, increasing or decreasing, may promote
improved outputs by controlling multiple variables when
linking education outcomes to the labor market [5-8].
A framework for the human tumor in education had to be
inserted at key points: (free education and opportunities,
education for women's rights, freedom of opinion for men and
women under proper national legislation and duties, cultural
differences appreciation for society’s benefit, education to
achieve women's legitimate aspirations, developing individual
and societal self-growth to achieve the potential launch) [9-
10].
Experts believe that there is an urgent demand to develop all
education types, especially curricula because the prevailing
education pattern reproduces fragmentation and bad
dependency. In Riyad DH 2003, the final statement of the 1st
national meeting of intellectual dialogue pointed out that there
is a need to address the issues, problems, grievances, practices,
and traditions because women are an essential element of
progress in modern technologies, especially [11-12].
2. Development Strategy
Universally, education is a social demand for developing a
country where today’s students are going to be experts,
leaders, and scientists of tomorrow. Various components of a
society may require education as food to influence both the
social and cultural frames of a country. So, the study of
affecting parameters in the educational process may be
vigorous to get the best scientific technique for the aimed
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highest level. The tumor of countries needs to catch the
standard of advanced.
The target of the education process is the future growth of a
country based on national or international levels. Despite the
great variation between the contents of a country, this activity
must be investigated to light the future of the next generation.
The student groups appear to be the actual force for raising the
society towards the higher levels for the graduated students in
all fields of study. Since the investigation is related to the
engineering society, the modification of engineering education
would be affected by the distribution of engineers or students
among various specialties according to the requirements for
the graduated engineers in the labor market [13-14].
Nowadays, modern technology and its wide range of
informatics applications in all fields may accelerate the
sequence of growth of engineering education in the already
advanced countries. This increases the education important for
the Arab world to reach the aimed level of the advanced
countries. Thus, this investigation may need a real model of
engineering education originating in the affecting parameters
for modification. This is more interesting with the presence of
electronic and computer engineering as a part of the analysis.
It is well known that scientists have a national value for a
country’s future to install and support scientific and
technological progress. They must be the old surpassing
students so that the outstanding phenomena in engineering
education would be vigorous [15-16]. Both economic
globalization spread and technical tumor rates accelerate
communications and information systems as a challenge to
develop the national capacity (higher quality) as a strategic
choice. Thus, it absorbs advanced technologies and integrates
them into the global economy to improve its competitive
potential as recorded in Table A3 in the Appendix.
It also obliges focusing on the created information systems,
computer engineering, computer science, and relying on TV
broadcasting, YouTube of lectures and their transmission via
CCTV or educational television channels according to a time
plan in which the space of available specialties gradually
increases according to actual needs. This strategy becomes
more necessary due to the last COVID-19 pandemic.
Therefore, the establishment of new specialties in the field of
information systems technology, computers, media, guidance,
and mentoring of educational and vocational students are
introduced in all existing colleges.
Mainly, the Human Wealth Development Program in
Engineering Education seeks to achieve one of the project’s
original objectives, supporting the educational and technical
expertise of staff members and associates (teachers and
technicians, etc.) in engineering colleges, inviting experts
from outside or inside to visit colleges and meet with faculty
members to convey experiences for the implementation of
growth plans, while the program of developing educational
tends using multimedia, including [16]:
1- Implementation, poor continuity, stable in some cases.
2- Sudden change of work sites, without warning.
3- Sudden increase in the number of students admitted.
4- Common financial and administrative complexities.
5- Poor technical support and capabilities of suppliers.
6- The lack of commitment or ability or infrastructure.
7- Failure to use equipment, educational scheduled.
8- Lax maintenance and control of what is supplied [17].
3. Modeling
The research cuts a model for 10 years period from Egypt (a
developing country) by the scientifically defined rules and
principles [18]:
1- Low ratio of students to faculty members of 2.83.
2- Synchronized rapid international technological growth.
3- Wide departments diversity, including unusual and basic
traditional specialties of general industries.
4- The mean level of students is high as deduced.
5- Respecting student desire for specialization.
6- The laboratory availability (from old to newest).
7- Programs allow training in industrial institutions [18].
8- Library (traditional and electronic) is available. Also,
printing, electronic photography, and fax mail at nominal
prices are permissible (morning and evening), allowing the
student to attend lectures and exercises in full or online.
9- Low student density in stands, classrooms, and laboratories,
(compatible with the restrictions of the COVID-19 pandemic),
to increase the perception efficiency.
10- The Honor grade is obtained as printed in Table A4.
3.1. Curriculum
The curriculum target may be tailored into a few items:
1- The curriculum must be designed (appointed, periodically)
based on industrial reality to develop the perception of the
course curriculum which incorporates the privations of
systems in factories for future planned measurements,
internationally.
2- A detailed description of a course would be supported by
illustrations, laboratory, and total hours. An updated list of
references (local and international) should be available.
3- Updating the clarification means and laboratories including
the corresponding numbers of faculty members and assisting
staff. This arranges students with different teams within a
specialization to develop different visions of courses and tools.
Certainly, the quantity and quality of courses have a
meaningful impact not only on the student’s grade but also on,
his ability to understand and collect. For example, the student
at law school must get a large dose of law and economics
while the medical student needs the medical doses of courses.
So, the engineering student demands comprehensive
engineering doses and therefore shows the benefits of courses
to raise the graduation efficiency. This is the core rule of
engineering thinking while different courses of graduation are
limited. The classification of courses has been developed
within three channels (Table A5 in the Appendix):
a) Basic sciences: (mathematics, mechanics, chemistry, and
numerical analytical).
b) General engineering sciences: (engineering sciences from
other disciplines).
c) Specialized engineering sciences: (engineering sciences in
the same discipline).
For example, specialty (A) comprises two specialized courses
in the 1st division and becomes six for each of the next three
years.
From Table A5 in the Appendix, it is shown that the largest
number of courses per year is 11 and the 3rd year of all
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specialties has the largest number of courses. Contrary, the
lowest number of courses came to the initial division of all
departments offered except specialty (A), in addition to the
disappearance of general engineering courses from specialty
(E) where students study specialization only unlike other
disciplines. It was replaced by courses in science basic and
that lasted until the final band.
It is seen from Figure 1 that the dose of specialized courses
varies from one subject to another where it fluctuated from 20
to 30. The general engineering courses varied between 4 and
10 and finally, the basic courses were a maximum of 8 and a
minimum of 4. Also, the total courses vary between
departments from a band to a warm within the same
specialization. Globally, the focus on specialized courses
increases graduation efficiency.
Basically. The current paper classifies the courses along 5
years of study into two basic titles the non-engineering section
(including chemistry, physics, and mathematics) and the
engineering one which can be divided into two branches. The
first branch is the general engineering courses to teach all
departments the original engineering philosophy and
fundamentals such as engineering of drawing, practical
testing, laboratory, etc. The second is the specialty as specified
for the kind of graduation such as electronic, computer,
electric, mechanic, etc. the work investigates the effect of each
on specialty according to the percentage distribution for each
department. The analysis may be easily processed through the
neural networks either the simple NN or the SOM type so that
the analysis will be simple, especially with the good training
phase before applications.
The last two disciplines, in Figure 1, show the disappearance
of general engineering courses and basic courses in the final
division, where this system has consistently produced superior
students, making this topic vital for researchers in this field.
Figure 1: The courses groups of different departments.
(Source: Port Said University, Egypt)
The results illuminated that the number of basic sciences
groups is approximately constant in all specialties except F
(having more) where the general engineering group is
disappeared. The dose of specialty sciences is dramatically
increased for all but a little dissimilarity between each other.
Thus, specialty F has a greater number of basics and specific
sciences than other science. Its nature is theoretical
engineering as the informatic or communication systems, for
example. It is noticed that the last year has no basic sciences at
all except the specialty F due to its singular characteristics.
3.2. Graduation Performance
The educational tumor must extend to the treatment ability
with technological advancement and innovative foundations
by academic researchers (faculty members of universities,
higher institutes, research centers, and academic centers),
students, postgraduates, and all for self-advancement in all
important fields of engineering and technical education.
Mostly, scientific exchange between Arab universities in
different countries (or internally in the same country) may be
activated in both short- and long-term planning if it is
intensively supported. Since students represent future
generations, the benefit will be continued longer with the old
age as in later eras. This concept may include scientific staff
exchange and final year students, but in the last semester to
implement the graduation project at another university.
Positively, Arab countries demand a real renaissance at the
engineering level, which should be addressed at political,
technical, or governmental levels, requiring leadership
support. Since engineering function is important for a
country’s growth, the burden of the renaissance has shifted
significantly to the level of engineers, i.e., engineering
education.
Hence, Arab engineering education should be exposed entirely
for the fraternal countries to keep pace with each other to
excel internationally, raising the efficiency of Arab engineers.
It is worth mentioning that Arab engineers as a real product of
cooking processes are at a reasonable level entirely, but the
faster-occurring tumor requires more perception.
The input populations for the investigated model are plotted in
Figure A1 in the Appendix.
4. Superior Characteristics
Nowadays, the worker quality depends on experience and skill
at a competed time. The pillars of engineering education and
the educational system continue to suffer from lump due to the
associated lack. Principally, Arab countries move together in a
system to maximize the actual educational output of
engineering education to increase the rates of national
economic growth. Figure A1 in the Appendix collects the
student distribution in different fields in the model when
percentage history for graduation is defined as input data.
Unconditionally, the student presence is extensive in the
grades good (G) and Acceptance (Ac), but the number of
students in (Ac) is going to a gradual decline in the last three
years of the model. Encouragingly, the comprehensiveness of
models in terms of the types of students where some come
from general secondary education and others come from
industrial and technical secondary education besides
outstanding students from higher technological institutes.
Figure A2 in the Appendix shows that the estimates of
honorees have increased in recent years from the 4th year to
the end of the analysis (year 7), which invites more study to
catch the increased reasons. It is a success goal to get optimal
growth since success fluctuates at 73% for traditional
specialties and 100% for the desired departments.
4.1. Superior Analysis
If the tumor (of industrial, economic, social, health, and other)
depends mainly on the role of engineering and technical
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education, it will be necessary to review (regularly) the
engineering and technological education system in all
countries, especially in developing ones. This leads to
graduate students at the required international level (within
economic support for environment tumor and the benefit of
national income, whether directly or indirectly) by arming
them with either scientific or modern engineering and
technical skills. The percentage history for brilliant graduation
per grade in different departments in the proposed model is as
in Figure A1.
Figure 2 proves that the privileged students that receive the
graduation degree of Honor (H) and Excellent/Very Good
(Ex/VG) grades are approximately 14.286% of the total
students who graduated as a high value for the excellency
engineers.
Figure 2: The brilliant graduation for the highest grades.
The deduced percentage is highly affected by the arrogant of
graduations in departments Z and Y. Additionally, the
specialties A and B are stable and close to the average for all
departments, but the lowest percentage appears for the
students in the field L in the range of 3.544%. Simply, the
trend characteristics clarify the results since it is
incomprehensible to be extracted from the curves of
graduation distribution.
Figure 3: The student desire for available specialties.
(Source: Port Said University, Egypt)
It is important to illustrate that the highest desire is reflected to
the intelligence department because it is the future of life.
Additionally, the students try to go with the new science to get
the promoted position in the labor market including mainly the
international market (not the local). The IT zone is the future
target where all countries in the world (not only the
developing countries) are emphasizing the new specialty. The
system of the worked model is respecting the student’s desire
where this desire is registered according to the student’s
opinion as plotted in Figure A3 in the Appendix, which
overlaps with the real distribution of students in all disciplines.
However, the maximum number of students spread over the
departments is indicated in Figure 3 where the history of
graduations proves this variation. The same distribution
prototype is remarked with a rise sequentially because of the
population increase. It clarifies the student’s desire to study
since a swaying is injected due to the different visions and
labor market change. The history of maximum occupation for
the divisions of the model may be reflected in Figure 4.
Figure 4: The limited performance of courses distribution.
The distribution of graduates in different specialties in the
model is graphed in Figure 5 but artificial intelligence may
facilitate the work in the present work.
Figure 5 The distribution of graduates on all specialties.
(Source: Port Said University, Egypt)
The curves in Figure 5 prove the validity of the results since
the original standard distribution function, as defined
statistically, is appeared in Figure 5. Additionally, the average
model grade, for all departments, stand with the standard
distribution function, too. The distribution of graduates on
different subjects in the specific branches (L, Z, O) of the
Model is sketched in Figure A1 in the Appendix. The general
pattern for the normal grades (G and Ac) is translated into the
rate of change historically as drawn in Figure 6 while it
indicates the future drop in these grades. This means a rise in
other grades corresponding to the appeared reduction in the
rate in Figure 6. The last grade (Ac) is going towards the
negative to announce that this grade may be disappeared
totally.
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Figure 6: The rate distribution for normal (public) grades (G and Ac).
Table A4 in the Appendix shows the different estimates of
graduation success where excellence means honors for
graduation. The lowest presence of students appears in the 3rd
year although stability is deduced in the 4th year even roughly
for superiority and its fluctuating throughout the study period.
The fluctuation rate in the distribution of outstanding students
oscillated over the specified period based on the amount of
scientific dose received to the raised scientific level of
students because of courses quality where they vary from one
subject to another. This evaluates the studying of scientific
doses of each subject.
4.2. Trend Pattern
All values of derived trends are normalized where this
mathematical process is depending on the start point (S) of the
linear (for simplicity) trend characteristics as well as the
endpoint (E) within a specified margin. This margin may be a
time scale or a sequence of specified items as implanted in this
case. The total sum value (T) of all differences for all
populations becomes the normalization factor where the
normalized value (X) for each parameter may be expressed by:
X % = 100
E– S
(1)
T
Therefore, the trend analysis for readings can be tailored to
various instructions since functions of the second rank sample
are calculated as sketched in Figure 7 to prove two cases with
two rates. Inevitably, normalization can be implemented to get
a single curve for an array as added in Figure 7, too.
Figure 7: The grade growth (Ex to Ac) in 2nd rank.
The normalization will be taken for specified management to
reduce the computational effort and time with a simple pattern
for clarification. Otherwise, the linear system for trend
analysis is simply relative to others such as logarithmic,
exponential, polynomial, power, and moving average. If the
dependency is activated for the trend as an easy form, the
normalization will be positively an accurate way of
understanding the heart of growth in general. A trend
summary for specialties refers to the specialty for graduation
grades as abstracted in Figure 8.
Figure 8: The superior growth according to three perpendicular axes
(specialty, grades, populations).
The trend growth of general graduation numbers per specialty
is calculated as presented in Figure 9.
Figure 9: The superior growth graduation.
The graduation growth indicates an approximate constant
growth for the basic three specialties although it clarifies a
sharp increase for the specialty L. Contrary, a great drop has
been recorded for the specialty Y. The reason may be referred
to the labor market characteristics where the civil engineering
is gone forward due to the structure building as a growing up
profit-market. The growth trend of graduation for a growth
rate of all grades in the model is dropped in Figure 10.
Figure 10: The model pattern for growth rate of all grades.
Figure 11 presents the growth of the integrity degree for the
model (H, Ex, VG) with a growth average for these degrees in
the model of 4.199% in general.
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Figure 11: The growth rate for B Sc superior grades.
This means that the indicated degrees are sequentially
increased in the rate of 4.199%. It can be tailored for the honor
degree only as 2.571% but it is raised for the grades of EX and
VG as 5.842%. The last increase (for grades EX, VG)
represents a ratio of 2.272 relative to the honor degrees. This a
normal ratio according to the statistical standard distribution
function because the honor degree is a rarely gotten. However,
the limits of luminous may be performed from the results of
this work as plotted in Figure 12 where the maximum reading
for each year is accounted.
Figure 12: The maximum of B Sc superior grades.
This maximum degree has an annual growth of 6.868% (it is
higher than the corresponding 4.199% for the static flow of
grades honor, Ex, and VG together) which illuminates the
higher growth of maximum than the average tumor for the
graduated engineers. This notification is pointing to the
impressing output for the studied model if the acting for
arrogance level for the graduated students.
The growth trend of graduation normal grades of the model.
The student distribution, of graduates in different specialties in
the specific branches (A, B, C) of the Model, is given in
Figure A1 in the Appendix. Contrary, the general graduation
for all graduated students (H, Ex, VG, G, Ac) may clarify
another conclusion as shown in Figure 13 for the trend of
growth for students in the model.
Figure 13: The graduation level in the classical departments.
It is seen from Figure 13 that the number of graduate students
is slowly going down to declare about the beginning of
specialty expiration in the labor market. This is a pattern
internationally because it has appeared in most countries
around.
5. Rank Evaluation
Excellency is vigorous and very necessary for the progress of
nations since the Arab nation looks forward to joining the
major industrialized countries. Therefore, the study of factors
affecting excellency, especially in the field of human
development, i.e., in the field of engineering and technical
education is a target. Table A6 in the Appendix presents the
model results of graduates of the 1st ranking where the number
of courses is uneven for consecutive years within one
discipline. Each subject includes various and unequal numbers
of courses per year and therefore, it is important to focus on
teaching basic sciences in intensive doses.
It is worth mentioning that the 1st rank in the preparatory band
received an acceptable general estimate except for students
going to specialization (l) and (e). The 1st rank in the other
specialties was not superior at 1st and then excelled during the
study and the 1st rank in specialization (l) was slightly higher
than the normal level. he received the grade (good) in the
preparatory band and remained at the same level until
graduation. Thus, he is not considered superior but higher than
his peers. The general level of estimates of the 1st in all
departments is higher than in the 3rd year in addition to
repeating the phenomenon of distinguishing.
The general grades of graduated students for all departments
are collected in Table A7 in the Appendix for the years 3 and
4 during the model period. It is managed for the years of study
(1st, 2nd, 3rd, B Sc) for graduates in the 1st rank.
5.1. First Rank Graduation
The global estimate acceptable for the 1st year has decreased
from 5 in the 3rd year to 3 in the 4th year while the excellent
estimate increased from 2 to 9 explaining and announcing the
rise in the general level of students in the 4th year. It has
already been determined that the quotas (A) and (L) have
shown a good estimate and they are inconsistent with the rest
of the distribution contrary to the logical distribution of
estimates. If a clear fluctuation has appeared in the estimates
of 1st for other disciplines, this will increase the importance of
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the same distributions in the following year. The details of
each year may be collected in Table 6 in the Appendix for the
first rank in both the years 3 and 4 graduations during the
model.
Referring to the total distribution of headquarters with an
excellent estimate during the period of study, the 1st estimate
appeared in all subjects except specialization (E) because its
graduates did not reach it until the 6th year of the model.
Therefore, the situation of (E) is stable due to the student
demand, which is reflected in the labor market and its current
reputation. Thus, the analysis of graduation for the 1st rank is
required. The overall level of specialty E was higher than
others and specialty B was close. It is somewhat lower than
the student desire although other specialties swing at a similar
level.
The distribution of courses among grades throughout the years
of study for graduates in the 1st rank during the 4th year may be
illustrated in Figure 14.
Figure proposed the characteristics of the first rank graduation
in the form of both the sum of grades over the years of study
(final) as well as the mean value for the obtained grades
throughout the third and fourth years of the model. This
dependency for the courses of each grade is achieved is
plotted for the first rank during both the third and fourth years
of the model.
Figure 14: The performance of first rank graduation.
The results pointed to the average values for the number of
courses of 2.19 and 10.325 corresponding to the mean value of
both the average and the total number of courses (4th year)
distribution, respectively. The pattern performance of first
rank graduation (total courses) during the third and fourth
years of the model are processed for trend analysis where the
results (Figure 15).
Figure 15: The 1st rank graduation of (total courses) during 3rd, 4th years.
It is noticed that the third year has a maximum value of 53 for
the third year while it is 51 in the fourth year with an increase
of 3.77%. This means that the first rank in the third year has
an exceptional position at 3.775% more than that in the fourth
year. This is repeated for the average value as drawn in Figure
16 where the same conclusion is determined (3.775%). This
value is shown in Figure 16 as the difference between both
lines at the end of the graphs. The pattern of growth for the
first rank has a trend that can be determined as delivered in
Figure 16.
Figure 16: The 1st rank graduation (average courses) during last years.
5.2. Second Rank Graduation
The results of graduates of the 2nd ranking are listed in Figure
A2 in the Appendix where the graduates of the 4th year of
schooling came, in preparation for reaching sound statistical
results. The results are based exclusively on the number of
courses distributed among the success estimates in all
disciplines. The distribution of general grades throughout the
years of study (1st, 2nd, 3rd, B Sc) for graduates in the 2nd rank
is collected in Table A8 in the Appendix for the years 4 and 5.
It is noticed from the contents of it should be noticed that there
are no honor graduates in the 2nd rank in this year (3rd) reached
the estimates although the arrival of students from the
institutes of preparation of technicians to the 2nd rank among
graduates (coming from the general education) has appeared.
Figure A2 contains the number of grades as distributed over
the years of study for the second rank in the 4th year of the
model. The distribution of courses among grades throughout
the years of study for graduates in the 2nd has been listed in
Table A8 in the Appendix. Figure 17 shows the absolute trend
dependency on the distribution sequence for the grades for
first and second ranks according to the years of study in the 4th
year of the model. Also, it contains the average value of the
dependency besides the direction of growth for the future
prediction.
For clarification, the absolute trend dependency on the
distribution sequence for the grades for the second rank in the
4th year of the model has been repeated for another
arrangement as outlined in Figure 17 where two different
curves are viewed. The mean values are 16.953 and 2.651 for
both conditions so a modification may correct this difference.
This will be corrected if the mathematical orthogonalizing is
implemented. The characteristic of a trend slope contains the
relative style so that the normalization concept may be an
urgent need for mathematical normalization processing. Thus,
the transformation into the normalization system to find out a
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more real state. The graduation grades for the second rank in
both the fourth and fifth years of the model are listed in Table
A8 in the Appendix. Figure 18 plots the number of grades% as
distributed on the years of study for the second rank in the
model 5th year.
Figure 17: The growth dependency trend of 1st, 2nd ranks in the 4th year.
It is remarked that the honor degree appeared again this year
within two specialties where one is a traditional department.
Also, the second honor has appeared for the newly created
specialty in response to the technological advancement around
the world. The final distribution for the graduation in the
second rank is printed in Figure 18 for the year 5 in the model.
Figure 18: 2nd rank Grade% in 5th year (Source: Port Said University, Egypt)
Some received an acceptable estimate of courses and
sometimes reached 16 out of 44 courses (36%) which indicate
a marked decrease in the general level of graduation at the 2nd
level. This percentage became 65% for a graduate in the 4th
and 5th years as described in Table A8 in the Appendix when
this graduate failed in the 2nd rank. Moreover, details can be
scheduled for the estimation of courses for graduates in the 2nd
place during the 5th year as seen in Table A8 in the Appendix.
The trend of grades for the second rank in the fifth year of the
model may be calculated as given in Figure 19 where the data
are normalized as explained.
Figure 19: The distributed grades for 2nd - 5th year.
It is remarked that the values of grade trend are 6.667, 40,
10.666, -7.3334% for grades Ex, VG, G, Ac, respectively. The
negative value of the trend means that this grade is going
down but here it is slowly reducing. Sequentially, the optimal
condition for the grade trend for the second rank can be
obtained within the corresponding second differentiation for
the results if the trend of these results is accounted. The
general trend may be directed down in the same frequency
(slop) which is 100% but the grade function (according to the
sequence of grades given) is slower.
The distribution of courses for graduated students at the 2nd
rank during the 6th and 7th years of the model is determined.
Also, the model analysis provides some graduates in 2nd place
with a good general estimate, which is an abnormal
phenomenon. It occurs in the 5th year of the model, and it was
not repeated in the following two years. Many courses
appeared with an acceptable estimate for a few of them where
there were two in both 6th and 7th years. It is worth mentioning
that this is done since the readings in the research are
scientifically treated to be free of impurities because of
emergency circumstances. It is also noted that there is an
expert fluctuation in the level of the graduate superior in the
2nd order although the oscillation limits of graduates have
appeared in the 2nd order as reflected in the trend performance
of Figure 19 above. The extent of change between the
maximum limits and the micro-end of the graduates is
estimated as shown in the 2nd rank during the model period
and the drawing gives the total oscillation at these ends to all
estimates.
5.3. Third Rank Graduation
Statistically, the middle picture on the model in question the
graduate in the 3rd order, especially, could be reached since the
results came in large evidence between graduates of 1st and 2nd
order. So, the cases of graduates in this 3rd order may be
considered where Figure 20 came with an inventory of the
results for the estimates boiled over the years 3 to 7 of the
model duration under study. The results have also been
scheduled in Table A9 in the Appendix for each discipline,
showing better stability than graduates of the 2nd place. The
results are confirmed in Figure 20, where the oscillation is
displayed at the bone and small ends of the specialisms
combined.
The previous results ensure that graduates of the 3rd place have
shown a good estimate overall as a reason for a stop going
forward in the next rank and therefore, graduates should not be
considered in the 4th position. Thus, the average readings will
depend on the graduates in the first three positions: 1st, 2nd,
and 3rd order. So, the numbers of courses (and averages)
distributed among the estimates throughout the years of
analysis (3-7) for graduates in the 3rd rank of all specialties are
plotted in Figure 20 per each year during the years (3-7),
separately.
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Figure 20: The numbers of courses distributed among the estimates
throughout the years of study for graduates in the 3rd order of all disciplines.
Figure 21 presents the averages for various cases for the rank
3 where it is obtained for each grade for each specialty, for the
duration of 5 years, (Av) is generally deduced. Also, the
average of each grade per all specialties together, for the
duration of 5 years, (AvDegree) is defined too. Then, the exact
average for all grades together in the duration is found as a
single average value {Av (Av)} of 10.910 for all courses on
all grades is accounted. On the other side, the total number of
courses in each specialty/grade (Avmodel = 46.292) is found.
Figure 21: The 3rd rank graduates throughout the study in all fields.
The trend analysis for these values is processed as drawn in
Figure 22 for the duration of 4 years (4-7). The trend of
average value per grade (Av/Grade) after normalization
becomes 9.6551724 while the general average (Av) is
12.4137931 for the superior in rank 3. On the other hand,
graduates in the 3rd order have been limited but they came
comprehensive to the cases of graduates in the 2nd order as
abstracted in Table A10 in the Appendix. The outstanding for
all departments from the 3rd year until the end term in the
model (i.e., the 7th year) may be analyzed if it is exclusively
clear for the excellency in 1st, 2nd, and 3rd order within the
model. The process facilitates reaching the real average value
for subjects and factors affecting the educational process as
well as the extent of its impact on excellency in engineering
education, particularly.
Figure 22: The distributed average grades for the 3rd rank.
The average graduation may be determined totally for the rank
3 during the last 5 years as shown in Figure 23. The results are
printed in the percentage scale for each grade separately. The
luminous grade of Ex occupied the top although it dropped in
the 6th year, then elevated again.
Figure 23: The percentage average graduation in rank 3.
Referring to Figure 23, the lowest grade of Ac (rank 3) comes
at the minimum percentage during the model period while
both the vivid highest grades are close at the top of all
readings. This points to a superior level (rank 3) because the
sum of the highest grades (Ex and VG) is about 75% of
graduation. Thus, the ratio of superior graduates to the normal
(rank 3) takes the value of 3 times. It is a surpassing
generation to be continued due to the concentration of basic
sciences through courses in different fields. This may be
illustrated in Figure 24 since the overall graduation of rank 3
is plotted in a single curve. It is seen that the ratio is above
three times as said roughly from the above Figure 23.
Figure 24: The overall graduation (rank 3).
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6. Balance of excellency
It is important to find the average value of excellency
represented in the study of outstanding graduated students in
their 1st, 2nd and 3rd order to reach the goal of the research,
which is an objective scientific view for the future of technical
education in the Arab world. Additionally, this may lead to
finding possible ways to raise the level of outstanding
graduates in Arab universities.
Fundamentally, a comparison between different readings and
their analysis is necessary, as shown in Figure 25 for total
readings in the 100th accounting system of 3rd ranked
graduates according to previous processing to highlight the
sensitive places in the educational system, if possible.
In this way, Figure 25 has scheduled the total distribution of
obtained estimates for graduates of 1st and 2nd ranks, while the
corresponding percentage distributions came in Figure 25, for
1st, 2nd, and 3rd ranking among the outstanding. An increase in
the reading of courses for an excellent estimate of both 1st and
2nd ranks is remarked, but contrary for graduates of the 3rd
ranking, while the excellence of graduates of 1st and 2nd
ranking is increased and confirmed the low level of graduates
in the 3rd order. It may have the effect of going to other
transactions that may need to be thoroughly studied in the
future.
Previous observations lead to the importance of finding the
overall average of each outstanding student in respective
orders in a medium-term where the average centenary
distribution of courses received by graduates in the 1st, 2nd, and
3rd orders is evaluated. Sequentially, this led to a marked
decline in the level of courses obtained by the average
superior in the 3rd order to some extent so that the courses are
at an excellent estimate lower than those with an acceptable or
even a good estimate.
This indicates a sharp decline in the average level of the 3rd
order while a bright rise on the other side of the graduates for
1st and 2nd ranking is found but stressing that the average
superior in the 2nd order is better even for the graduate of 1st
ranking itself. It is superior according to the rules in force to
reconsider the method of evaluation. Specifying that it is
likely to be a perception in form of the estimated ranking,
which appeared because of the honorary degree. Therefore, if
this is canceled, it would have been natural to see the students
in 1st place more than others with an excellent rating at a
higher percentage. Thus, the phenomenon of surpassing for 1st
and 2nd graduated ranks may disappear. The percentage
distribution of courses to average outstanding graduate for the
three first excellent of 1st, 2nd, 3rd rating refereeing to the Ex-
grade (reference) in Figure 26.
Figure 26: The courses distribution of first three excellent graduates.
Also, the percentage value for the total superior grade
distribution on the grades is plotted in Figure 27.
Figure 27: The percentage distribution of total superior grades.
The level of outstanding graduate students is determined for
1st, 2nd, and 3rd orders, the number of courses with an excellent
rating is the most ever, but the presence of courses with an
acceptable rating has become significant to form the
arithmetic average, indicating a decrease in the outstanding
student level in the chosen model. Also, there is an impressive
factor that appeared through the analysis since it reacted in an
emergency and caused a system malfunction to be found and
received from the readings given. So, the percentage of the
assessment courses’ presence was calculated (Ex, VG, G, Ac)
for each arrangement as seen in the contents of Figure 27.
Figure 27 shows the average total of the three outstanding
graduates where the percentage of excellent assessment
courses for 3rd-place is the lowest ever.
It is likely to be the imbalance in the evaluation level and
method of the exam, which produced fake readings that are
not real. The regional workshop on the implementation of the
joint recommendations of UNESCO and the International
Labor Organization in the field of technical and vocational
education for training in Arab countries. It stressed the
importance of sharing and developing experiences in various
technical and training fields and others for qualifying both
educational and training institutions to play active roles within
the framework of specialized networks.
7. Discussion
Statically, an abnormal reading means unusual conditions and
consequently, it may be taken off. However, the investigation
of the mean level of surpassing will be significant to identify
parameters that can raise the level of superior students. The
overall results for the given model in a percentage system,
totally for all fields together to give an exact indication for the
graduated student in the global form relative to all fields.
Since 1st graduated rank induces some oscillations, the study
of the 2nd position may cover this vacillation to send the
analysis to the stability in the readings of superior students.
The results show a drop in the level of graduation as the
courses of grade (Ac) occupy 36%. Also, the general grade
(G) appeared indicating a great oscillation as appeared. The 3rd
position may have a stable characteristic creating a constant
performance.
The deduced results point to the necessity for investigation of
the overall mean value of the brilliant level of students in 1st
three positions together. The percentage distribution of
courses in different grades causes a great drop in the level of
courses (in the 3rd rank) while it rises others. This enforces to
review of the concept of examinations and the type of grade
evaluation. The impurities remarked that the honor degree
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Volume 19, 2022
may be canceled to give the required aim of excellency
graduation to widespread of the superior graduating. The
honor cancelation may be encouraged because the courses of
grade (Ex) have always the maximum. If the number of
courses with grade (Ac) becomes higher, a great effect on
other grades will be induced.
Globally, engineering specialties vary from the widespread to
rare areas or even to secret closed types, while traditional
subjects (mechanical, architectural, civil, electrical, and
others). Additionally, rare specialties include space
engineering for example, but the secret types contain military
fields and some advanced divisions around. The analysis
proves that:
1- Studying basic sciences in technical education curricula is
an influential factor.
2- Women with superior abilities may exceed experts and be
approved in the current research.
3- Gradual addition of specializations is an important principle
for technical excellence.
4- Studying general technical departments leads to creativity
and high efficiency.
Otherwise, some of the traditional engineering subjects have
become obsolete and need either a sharp development or
change, as these specialties generally depend on several axes,
introducing:
1- The integration is widely essentially for the scientific
renaissance of a country and the raising of the intellectual and
scientific level of citizens besides specialists, which gives
some of these specialists the opportunity in the broader by
competition to old types.
2- It is important to be updated with the labor market.
3- Establishing innovative specialties with adaptation to the
universal new types as a tumor strategy of engineering
education as the current specialty of computers, information
technology, or engineering software, space engineering, etc.
4- Heterogeneity in Specialization is a target for any country
in the universe to be the brilliant one even if it is poor.
Occasionally, the content purification of engineering
education must be considered periodically. This may differ in
specialization because of the permanent scientific revolution
that appears every day.
The method of current distribution for traditional fields should
be turned on 90 or 180 according to the future pattern in the
field. This is a filtration style to get the best. Mathematically,
this means that the present specialties are distributed along the
x-axis in the Cartesian coordinates. The modernization would
install a new distribution along the y-axis instead (divisions,
courses). Sometimes, a new specialty can be collected from all
traditional specialties or some or most of them according to
the circumstances, within a unified framework to appear in the
form of a modern or new, required in the labor market.
Thus, this will offer many advantages and positives as:
1- Supporting engineering dialogue within engineering
committees in all fields.
2- Setting different criteria in the same commodity.
3- Establishment of better solutions.
4- Raising the executive level of a site.
5- Globally, raising the student’s level is a target if the
knowledge level of a student is low. Consequentially, this area
indicates the importance of the student as a future leader in his
specialization, which pays attention to his intellectual and
mental construction as well as qualification for future work.
This adds a lot and blocks all obstacles, available in many
locations in the 3rd world (developing countries) even if they
are few. Really, this goal can arrive through some foundations
as:
1- Getting students to join teamwork.
2- Training the student on the rules of reports writing.
3- Enable the student to have group discussion systems, as in
the case of the graduation project, and this idea must even be
extended to be applied in some courses recently in general.
4- Expanding the method of approved hours.
5- Student teaching the self-reliant in research and exploration.
Otherwise, the specific classification of courses is done in
three steps as follows:
In the first step, the basic courses should be concentrated in
the first two years of study with intensive basic applied
sciences besides a few general engineering courses.
In the second step, a condensed study of general engineering
specialization with some of the courses of the exact fine
specialization to be started in the middle year.
The last step is followed by the courses of the careful
specialization focused on last year, as well as the research
activity. Positively, this offers two points:
1- Emptying the last semester of courses and allocating it to
study the graduation project only besides field visits to prepare
the project efficiently and successfully.
2- The exchange of students in the last semester between Arab
universities and institutes either bilaterally or reciprocally is
depending on the agreement between countries or internally.
This will contribute a significant raise in graduation efficiency
to the benefits of the national economy as a good product,
depending on the scientific foundation of an Arab nation. The
student training is important to raise the engineering abilities
and the apparent executive work in different locations during
visits.
8. Recommendation
From the current analysis, it can be concluded the following
recommendations:
1- The participation of industry experts in supervision with
professors for the design of courses and practical curricula
such as laboratories and workshops.
2- The raise training level so that the graduate does not need
long-term training after graduation.
3- The updating of courses to combine theory and practical
experience from field locations with the possibility of joint
teaching (practically and theoretically) between industry and
faculties.
4- Student graduation projects should be linked to the industry
and support cooperation between scientific bodies and
industry experts to engage with supervision and discussion.
5- Increasing the intensity of students visits in the last
semester.
6- Permanently linked committees between faculties and
industrial bodies to raise the connectivity level.
7- Regular seminars between both faculties and industry.
8- Periodical training programs for engineers in factories.
9- Curriculum purifying in a dynamic and continuous manner.
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DOI: 10.37394/232010.2022.19.7
Sara Nada, Mohamed Hamed
E-ISSN: 2224-3410
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Volume 19, 2022
The most important factors for vivid graduation to raising the
education level can be summarized in:
1- Providing new advanced laboratories instead.
2- Good cooperation between universities to develop: student
skills, curriculum strength, and continuous training (summer
programs and graduation projects).
3- Developing the professors (and members) on modern
facilities of online education, especially with the appearance
of the COVID-19 Pandemic to the establishment of a
conscious generation supported by the strong scientific
argument that returns to social progress.
4- Raising the faculty members to student ratio for best
supervision. The national problem is the rate of rising of the
country’s population, reflecting an increase in students
number each year. Therefore, the educational process should
be developed to move forward quickly.
9. Conclusion
From the current investigation and the deduced results, it can
be directly concluded that:
1- The current tremendous technological tumor in all fields
should be accelerated.
2-The honor degree must be canceled.
3- The collected yearly grades during study (except the
preparatory year) should be considered as a general grade for
graduation.
4- The necessity for increasing the hours of basic sciences in
the courses is a fact.
5- The engineer must be capable and aware to implement the
modern frameworks and creative applications.
6- Bolding the graduated students for competition in the real
market to be armed by the tools of technology and innovated
communications.
7- The number of brilliant students can be simply increased
through the continuous updating for the curriculums.
8- The examination strategy must be modified to facilitate the
innovation ability.
9- Keeping up with the updated requirements of labor market.
10- Involving industry officials to share in the management of
educational institutes.
11- Opening industrial sites to train students under the joint
supervision of scientists and industry experts.
Appendix
Table A1: The history of students in higher education in Libya.
Year
Rise Rate %
Year
Rise Rate %
75/76
1.5
92/93
8.5
80/81
2.1
93/94
9.94
84/85
2.67
95/96
14.02
89/90
4.05
(Source: Ministry of Higher Education, Libya)
Table A2: The graduate growth of engineering education (number) in Egypt.
Year
Engineering
Electronic
Tech
Art
Petroleum
Planning
70/71
3911
71/72
3907
72/73
3442
73/74
3910
74/75
3863
75/76
4236
2006
291
774
175
76/77
4674
2112
330
887
197
77/78
5039
2314
411
984
202
78/79
5792
2221
384
989
184
79/80
6839
2241
371
989
178
80/81
5884
2471
257
945
182
81/82
5813
2217
252
878
131
82/83
6005
2125
253
749
85
38
83/84
5893
1954
251
772
80
46
84/85
6502
1687
254
799
81
53
85/86
6501
1619
259
786
67
72
86/87
6330
1645
226
859
79
50
87/88
5934
1455
309
994
66
50
88/89
5645
1631
280
867
71
56
89/90
5417
1376
356
883
69
52
90/91
5826
1037
325
966
65
67
91/92
5103
1142
951
78
50
92/93
4944
809
1013
93
42
93/94
4597
662
1034
87
57
94/95
3906
632
990
93
27
95/96
4215
856
1064
94
59
(Source: Central Agency for General Mobilization and Statistics in Egypt)
Table A3: Female enrolled in bachelor's and post in Saudi universities.
Degree (AH)
1405
1410
1415
1420
Annual
Growth%
Female students enrolled in
university colleges
17.640
23.724
63.233
126.802
Annual growth rate for female students%
46.3
6.9
33.3
20.1
Master's degree in Saudi Universities
522
736
1256
1575
14.4
Master of girl’s colleges
287
231
362
613
7.6
Ph.D. at Saudi Universities
59
149
199
154
10.7
Ph.D. in girls' colleges
90
258
275
362
20.1
Total
988
1374
2092
2704
11.9
(Source: Ministry of Economy and Planning, 2003, p. 109)
Table A4: Symbols of different graduate estimates.
grade
Value %
symbol
Honor
≥(VG) in all years except preparatory
H
Excellent
85 -100
Ex
Very Good
75 - 85
VG
Good
65 - 75
G
Acceptable
50 - 65
Ac
(Source: Port Said University, Egypt)
Table A5. The classification of courses on fields of study
Courses
1st
2nd
3rd
BSc
Sum
Basic Sc. A
3
1
1
0
5
Basic Sc. B
2
1
1
0
4
Basic Sc. C
3
1
1
0
5
Basic Sc. D
3
1
1
0
5
Basic Sc. E
3
1
1
0
5
Basic Sc. F
3
1
2
2
8
Field Eng. A
2
6
6
6
20
General Eng. A
2
2
3
0
7
General Eng. B
2
2
2
1
7
General Eng. C
1
3
4
0
8
General Eng. D
2
4
2
1
9
General Eng. E
2
0
2
0
4
General Eng. F
0
0
0
0
0
Field Eng. B
5
6
8
8
27
Field Eng. C
3
6
6
8
23
Field Eng. D
1
4
7
8
20
Field Eng. E
4
9
8
9
30
Field Eng. F
5
7
8
7
27
(Source: Port Said University, Egypt)
Table A6: 1st rank distribution in years (3-7) for graduates.
Branch
3rd
4th
5th
6th
7th
A
VG
VG
G
VG
Ex + H
B
VG + H
Ex + H
VG + H
VG
VG + H
C
VG
VG
VG
VG
L
G
Ex + H
VG + H
VG
VG + H
Z
VG + H
Ex + H
Ex + H
VG + H
Ex + H
Y
VG + H
Ex + H
Ex + H
Ex + H
Ex + H
(Source: Port Said University, Egypt)
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DOI: 10.37394/232010.2022.19.7
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Volume 19, 2022
Table A7: The 1st rank distribution in years (1st, 2nd, 3rd, B Sc) for graduates.
Item
Pr
1st
2nd
3rd
B Sc
A3
Ac
Ac
G
G
VG
B3
Ac
VG
VG
VG
VG + H
C3
Ac
G
VG
VG
VG
L3
G
G
Ac
VG
G
Z3
Ex
Ex
Ex
VG
VG + H
A4
+
Ac
G
G
VG
B4
VG
Ex
Ex
Ex
Ex + H
C4
Ac
G
Ac
VG
VG
L4
VG
VG
VG
VG
Ex + H
Z4
Ex
Ex
Ex
VG
Ex + H
(Source: Port Said University, Egypt)
Table A8: 2nd rank graduates in last years (Source: Port Said Uni., Egypt)
Grade
Pre
1st
2nd
3rd
B Sc
Final (4)
Final A4
Ac
G
Ac
Ac
VG
Final B4
VG
VG
Ex
Ex
Ex
Ex + H
Final C4
Ac
G
G
G
VG
Final L4
G
G
VG
VG
VG
Final Z4
VG
VG
VG
VG
VG
Ex + H
Final A5
Ac
G
Ac
G
G
Final B5
VG
VG
VG
VG
VG + H
Final C5
Ac
G
G
G
G
Final L5
G
G
VG
VG
VG
Final Z5
Ex
VG
Ex
VG
Ex
Ex + H
Table A9: The graduation of the 3rd rank.
Grade
3rd
4th
5th
6th
7th
Final A
VG
VG
G
VG
VG
Final B
Ac
Ex+H
VG + H
VG
G
Final C
VG
G
G
VG
VG
Final L
G
VG
VG
VG
VG
Final Y
VG
Ex+H
Ex + H
VG + H
Ex + H
Final z
VG
Ex+H
Ex + H
VG + H
VG+H
(Source: Port Said University, Egypt)
Table A10: The graduation grades for the second rank in the model third
year.
discipline
1st
2nd
3rd
B Sc
A
Ac
G
VG
VG
B
Ac
VG
Ex
VG
C
G
G
G
VG
L
G
G
G
G
Z
VG
VG
G
VG
(Source: Port Said University, Egypt)
Figure A1: The input populations. (Source: Port Said University)
Figure A2: The number of grades as distributed on the years of study for the
second rank in the 4th year of the model. (Source: Port Said University, Egypt)
Figure A3: The history of brilliant graduation per graduates in different
specialties in the specific model. (Source: Port Said University, Egypt)
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DOI: 10.37394/232010.2022.19.7
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