Tuning Middle East and North Africa T-MEDA
Fourth General Meeting
Valletta, 27 September - 01 October 2015
Fourth General Meeting Valletta, 27 September - 01 October 2015
Table of Contents
THIRD GENERAL MEETING ...... 3 VENUE AND PROGRAMME ...... 3 LIST OF PARTICIPANTS ...... 6
TASK 1 - ELABORATION OF A DEGREE PROFILE AND PROGRAMME OF EACH INSTITUTION ...... 23 ARCHITECTURE ...... 23 Jordan University of Science and Technology ...... 23 Mouloud Mammeri University of Tizi-Ouzou ...... 48 University Mohammed First ...... 65 LAW ...... 82 Yarmouk University ...... 82 Holy Spirit University of Kaslik ...... 99 University of Tunis ...... 127 NURSING ...... 159 University of Algiers ...... 159 Jordan University of Science and Technology ...... 166 Hashemite University ...... 179 University of Monastir ...... 183 University of Balamand ...... 206 TOURISM ...... 235 Yarmouk University ...... 235 Hashemite University ...... 261 University of Monastir ...... 286 University of Tunis ...... 304 Modern University for Business and Science ...... 307 Palestine Ahliyeh University College / Bethlehem ...... 318 Suez Canal University ...... 321 University of Balamand ...... 326
TASK 2 - SUBJECT AREA REPORT (REFERENCE POINTS) ...... 354
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THIRD GENERAL MEETING VENUE AND PROGRAMME
VENUE University of Malta, Valletta DB San Antonio Hotel
ACCOMMODATION DB San Antonio Hotel Triq it-Turisti, Qawra, St. Paul’s Bay SPB1024 – Malta
PROGRAMME
Sunday, 27 September 2015 (DB San Antonio Hotel) Arrival of participants
19:00 20:00 Welcome Reception and Early Registration
20:00 Dinner in DB San Antonio Hotel
Monday, 28 September 2015 (DB San Antonio Hotel) 08:30 09:00 Registration
09:00 13:00 Plenary Session Welcome and Opening Roberta Sammut, Head, Department of Nursing, Faculty of Health Sciences, 09:00 09:15 University of Malta Alvaro de la Rica, Vice Rector, University of Deusto Pablo Beneitone, Director of the Tuning Academy Students' Workload and Its Link With Tuning Methodology 09:15 10:15 Pablo Beneitone, Director of the Tuning Academy 10:15 10:30 Open Debate and Questions 10:30 11:00 Coffee Break Implementation of Degree Programme: Quality Assurance and Enhancement 11:00 11:45 Pablo Beneitone, Director of the Tuning Academy
Ivan Dyukarev, T-MEDA Project Manager 3 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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11:45 12:00 Open Debate and Questions Objectives and Outcomes of the Fourth General Meeting. 12:00 12:30 Arrangements for Subject Area Group Work Ivan Dyukarev, T-MEDA Project Manager 12:30 14:00 Lunch 14:00 18:00 SAG Meetings: Parallel Sessions Subject Area Report (Reference Points) 14:30 16:00 Final revision and agreement within SAG
16:00 16:30 Coffee Break
Students' Workload and Its Link With Tuning Methodology 16:30 18:00 Agreement on survey organisation and criteria (target groups, year of study, universities, dates, etc).
18:00 19:30 Free time 20:00 Dinner in DB San Antonio Hotel
Tuesday, 29 September 2015 (DB San Antonio Hotel) 09:00 18:00 SAG Meetings: Parallel Sessions Quality Assurance and Enhancement 09:00 10:30 Peer review of the individual programmes – comparison with meta-profile Regional and international scope 10:30 11:00 Coffee Break Quality Assurance and Enhancement 11:00 13:00 Peer review of the individual programmes – comparison of competences Regional and international scope 13:00 14:30 Lunch Quality Assurance and Enhancement Peer review of the individual programmes – comparison of learning 14:30 16:00 outcomes Regional and international scope 16:00 16:30 Coffee Break Quality Assurance and Enhancement Agreement on the compatibility and comparability of the programmes 16:30 18:00 Bilateral and/or multilateral agreements
Regional and international scope
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18:00 19:30 Free time 20:00 Dinner in DB San Antonio Hotel
Wednesday, 30 September 2015 (University of Malta) 08:00 09:00 Transfer DB San Antonio Hotel - University of Malta 09:30 12:45 Plenary Session Welcome Marianne Lauri, Pro Rector, University of Malta Alvaro de la Rica, Vice Rector, University of Deusto
Subject Area Report (Reference Points), Degree Programmes and Quality 9:30 10:30 Assurance Presentations by SAG Coordinators (15 min. max each area) Rafee Hakky, Coordinator of SAG Architecture Mohammad H. Bashayreh, Coordinator of SAG Law Abeer Saad Eswi, Coordinator of SAG Nursing Mairna Mustafa, Coordinator of SAG Tourism 10:30 11:00 Coffee Break
11:00 11:30 Tasks Planned for Time Until the Fifth General Meeting 11:30 12:00 Open Debate and Questions Practical Aspects and Running of the Project 12:00 12:30 Ivan Dyukarev, T-MEDA Project Manager 12:30 12:45 Summing Up, Closing the Fourth General Meeting
Free time
20:00 Dinner in DB San Antonio Hotel
Thursday, 01 October 2015 Departure
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LIST OF PARTICIPANTS
MANAGEMENT TEAM
Pablo BENEITONE Project Coordinator Universidad de Deusto (Spain) E-mail: [email protected]
Sultan T. ABU-ORABI ALADWAN Project Co-Coordinator Association of Arab Universities (Jordan) E-mail: [email protected]
Ivan DYUKAREV Project Manager Universidad de Deusto (Spain) E-mail: [email protected]
May WAHBEH Project Co-Manager Association of Arab Universities (Jordan) E-mail: [email protected]
Rafee HAKKY Architecture Subject Area Group Coordinator International University for Science and Technology (Syria) E-mail: [email protected]
Mohammad H. BASHAYREH Law Subject Area Group Coordinator Yarmouk University (Jordan) E-mail: [email protected]
Abeer Saad ESWI Nursing Subject Area Group Coordinator Cairo University (Egypt) E-mail: [email protected] 6 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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Mairma Hussein MUSTAFA Tourism Subject Area Group Coordinator Haschemite University (Jordan) E-mail: [email protected]
Maida MARTY Project Administrator Universidad de Deusto (Spain) E-mail: [email protected]
Margarethe MACKE Project Assistant Universidad de Deusto (Spain) E-mail: [email protected]
ARCHITECTURE
Algeria
Mohand HAMIZI Université Mouloud Mammeri de Tizi Ouzou E-mail: [email protected]
Cyprus
Marios C. PHOCAS University of Cyprus E-mail: [email protected]
Egypt
Emad Alyeldin Abdelshafi EL SHERBINY Cairo University E-mail: [email protected]
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Egypt
Ahmed Mohamed Amin AHMED Suez Canal University E-mail: [email protected]
Greece
Constantin SPIRIDONIDIS Aristotle Univeristy of Thessaloniki E-mail: [email protected]
Jordan
Ahmad Abidrabbu Al-Sa'ed ALHUSBAN Hashemite University E-mail: [email protected]
Shaher Moh'd Ahmad RABABEH Hashemite University E-mail: [email protected]
Jordan
Hikmat Hummad Mitluk ALI Jordan University of Science and Technology E-mail: [email protected]
Lebanon
Hesham ELARNAOUTY Beirut Arab Universtity E-mail: [email protected]
Libya
Omer R. EL ZAROUG University of Omar Almukhtar E-mail: [email protected]
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Morocco
Abderrahime BOUALI University Mohammed First E-mail: [email protected]
Palestine
Ahmed S. MUHAISEN Islamic University of Gaza E-mail: [email protected]
Syria
Tamer ALHAJEH Arab International University E-mail: [email protected]
Syria
Rafee HAKKY International University for Science and Technology E-mail: [email protected]
LAW
Algeria
Madjid KACI Université d’Alger 1 E-mail: [email protected]
Algeria
Houria YESSAD Université Mouloud Mammeri de Tizi Ouzou E-mail: [email protected]
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Ahmed WESHAHI Cairo University E-mail: [email protected]
Italy
Andrea GATTINI Universita' Degli Studi Di Padova E-mail: [email protected]
Jordan
Mutasim ALQUDAH Hashemite University E-mail: [email protected]
Jordan
Mohammad H. BASHAYREH Yarmouk University E-mail: [email protected]
Lebanon
Abdullah ABDULKARIM ABDULLAH Beirut Arab Universtity E-mail: [email protected]
Lebanon
Hana EL GHALI Directorate General Of Higher Education E-mail: [email protected]
Lebanon
Darina SALIBA Holy Spirit University of Kaslik E-mail: [email protected]
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Libya
Esam F Husain ALHAIN University of Omar Almukhtar E-mail: [email protected]
Morocco
Yahya HALOUI University Mohammed First E-mail: [email protected]
Palestine
Basem S. M. BOSHNAQ Islamic University of Gaza E-mail: [email protected]
Palestine
Sana TOTAH Palestine Ahliyeh University College / Bethlehem E-mail: [email protected]
Spain
Maria Luisa SANCHEZ BARRUECO Universidad de Deusto E-mail: [email protected]
Syria
Maher KABAKIBI Arab International University E-mail: [email protected]
The Netherlands
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Jenneke BOSCH-BOESJES Rijksuniversiteit Groningen E-mail: [email protected]
Tunisia
Noureddine KRIDIS University of Tunis E-mail: [email protected]
United Kingdom
Andrey KUVSHUNOV London School of Economics and Political Sciences E-mail: [email protected]
NURSING
Algeria
Badiaa BENHABYLES CHAIB Université d’Alger 1 E-mail: [email protected]
Egypt
Abeer Saad ESWI Cairo University E-mail: [email protected]
Egypt
Somaya ABOU ABDOU Suez Canal University E-mail: [email protected]
Jordan 12 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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Nijmeh M. H. AL-ATIYYAT Hashemite University E-mail: [email protected]
Jordan
Arwa Issa Eid OWEIS Jordan University of Science and Technology E-mail: [email protected]
Basil Hameed Mahmoud AMARNEH Jordan University of Science and Technology E-mail: [email protected]
Lebanon
Ursula Youssef RIZK University of Balamand E-mail: [email protected]
Libya
Butheina Khalil H. GERRIW The Libyan International Medical University E-mail: [email protected]
Libya
Sabah LAMLOUM University of Omar Almukhtar E-mail: [email protected]
Malta
Mary Anne NAVARRO University of Malta E-mail: [email protected]
Roberta SAMMUT University of Malta
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E-mail: [email protected]
María CASSAR University of Malta E-mail: [email protected]
Palestine
Yousef I. A. ALJEESH Islamic University of Gaza E-mail: [email protected]
Palestine
Sami BASHA Palestine Ahliyeh University College / Bethlehem E-mail: [email protected]; [email protected]
Tunisia
Boubaker ZARRAD University of Monastir E-mail: [email protected]
TOURISM
Egypt
Islam ELGAMMAL Suez Canal University E-mail: [email protected]
France
Gerold BEYER Universite d’Angers E-mail: [email protected]
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Pascal MISSIR Universite d’Angers E-mail: [email protected]
Jordan
Mairna HUSSEIN MUSTAFA Hashemite University E-mail: [email protected]
Jordan
Khalid M. MAGABLIH Yarmouk University E-mail: [email protected]
Lebanon
Samer HAMZEH Modern University for Business and Science E-mail: [email protected]
Lebanon
Hamid EL DEBS University of Balamand E-mail: [email protected]
Libya
Rashad BRYDAN University of Omar Almukhtar E-mail: [email protected]; [email protected]
Morocco
Mimoun MOUSSAOUI University Mohammed First E-mail: [email protected]
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Palestine
Hashem ABU SNEINEH Palestine Ahliyeh University College / Bethlehem E-mail: [email protected]
Spain
Alvaro DE LA RICA Universidad de Deusto E-mail: [email protected]
Spain
Ana GOYTIA PRAT Universidad de Deusto E-mail: [email protected]
Syria
Nabil SUKKAR The Syrian Consulting Bureau for Development and Investment E-mail: [email protected]
Tunisia
Omar KHAMMARI University of Monastir E-mail: [email protected]
Tunisia
Karem DASSI University of Tunis E-mail: [email protected]
INSTITUTIONAL CONTACT PERSON
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Algeria Mahmoud BENALI-ABDALLAH Université d’Alger 1 (P10 - UA1) E-mail: [email protected]
Algeria Moh-Djerdjer MITICHE Université Mouloud Mammeri de Tizi ouzou (P9 - UMMTO) E-mail: [email protected]
Cyprus Marios C. PHOCAS University of Cyprus (P8 - UCY) E-mail: [email protected]
Egypt Emad Alyeldin Abdelshafi EL SHERBINY Cairo University (P13 - CU) E-mail: [email protected]
Egypt Somaya ABOU ABDOU Suez Canal University (P14 - SCU) E-mail: [email protected]
France Pascal MISSIR Universite d’Angers (P5 - UA) E-mail: [email protected]
Greece Constantin SPIRIDONIDIS Aristotle Univeristy of Thessaloniki (P4 - AUTH) E-mail: [email protected]
Italy Andrea GATTINI 17 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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Universita' Degli Studi Di Padova (P6 - UNIPD) E-mail: [email protected]
Jordan May WAHBEH Association of Arab Universities (P23 - AArU) E-mail: [email protected]
Jordan Bashar HAMMAD Hashemite University (P22 - HU) E-mail: [email protected]
Jordan Fahmi ABU AL-RUB Jordan University of Science and Technology (P21 - JUST) E-mail: [email protected]
Jordan Khaled MAGABLEH Yarmouk University (P20 - YU) E-mail: [email protected]
Lebanon Hana A. EL-GHALI Directorate General Of Higher Education (P31 - DHGE) E-mail: [email protected]
Lebanon Bassem KAISSI Modern University for Business and Science (P27 - MUBS) E-mail: [email protected]
Lebanon Ursula Youssef RIZK University of Balamand (P29 - UOB) E-mail: [email protected]
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Lebanon Rima MATTAR MAZRAANI Holy Spirit University of Kaslik (P28 - USEK) E-mail: [email protected]
Libya Mohamed ELAMMARI The Libyan International Medical University (P32 - LIMU) E-mail: [email protected]
Libya Abdelaziz H. Mohamed ALAHLAFI University of Omar Almukhtar (P33 - OMU) E-mail: [email protected]
Malta Roberta SAMMUT University of Malta (P7 - UoM) E-mail: [email protected]
Morocco Nadia HANDAQ Université Moulay Ismail (P12 - UMI) E-mail: [email protected]
Morocco Abderrahime BOUALI University Mohammed First (P11 - UMP) E-mail: [email protected]
Palestine Ahmed S. MUHAISEN Islamic University of Gaza E-mail: [email protected]
Palestine Sami BASHA Palestine Ahliyeh University College / Bethlehem (P15 - PAUC) E-mail: [email protected]
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Spain Ivan DYUKAREV University of Deusto (P1 - UD) E-mail: [email protected]
Syria Thomas RIEKE Arab International University (P18 - AIU) E-mail: [email protected]
Syria Rafee HAKKY International University for Science and Technology (P17 - IUST) E-mail: [email protected]
Syria Nabil SUKKAR The Syrian Consulting Bureau for Development and Investment (P19 - SCB) E-mail: [email protected]
The Netherlands Jenneke BOSCH-BOESJES Rijksuniversiteit Groningen (P2 - RUG) E-mail: [email protected]
Tunisia Mohamed ELARBI AOUANI University of Jendouba (P25 - UJ) E-mail: [email protected]
Tunisia Mahjoub AOUNI University of Monastir (P24 - UM) E-mail: [email protected]
Tunisia Noureddine KRIDIS 20 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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University of Tunis (P26 - UT) E-mail: [email protected]
United Kingdom Andrey KUVSHUNOV London School of Economics and Political Sciences (P3 - LSE) E-mail: [email protected]
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TASK 1 - ELABORATION OF A DEGREE PROFILE AND PROGRAMME OF EACH INSTITUTION
TASK DESCRIPTION a) Elaboration of a Degree Profile: - General Description - Explanation of the link to the meta-profile - Context, social needs, purpose and university strengths - Occupations and the potential fields / sectors for the employment of graduates b) Elaboration of a Programme: - Description of the courses/units (plan of studies) - Length - Key Competences - Learning outcomes - Consistency between profile, programme, competences and learning outcomes
Write effective learning outcomes for each unit/course.
Check consistency between the profile, programme, competences and learning outcomes.
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ARCHITECTURE
JORDAN UNIVERSITY OF SCIENCE AND TECHNOLOGY
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MOULOUD MAMMERI UNIVERSITY OF TIZI-OUZOU
Tasks 1: "Elaboration of a Degree Profile and Program of Architecture for Mouloud Mammeri University». a) Elaboration of a Degree Profile:
- General Description
This proposed degree profile is to be a base for a License degree in "Architecture". It is designed to provide students with a rich and rigorous foundation in the fields of architectural design, technology, urban design, structure, history and theory, and landscape architecture. After finishing the requirements of the specialization, Students are expected to apply knowledge acquired in related subjects; (design, building construction, planning, landscape and environmental physics), to the design process.
- Explanation of the link to the meta-profile This program is actually based in its units/courses on the Meta profile developed by the Architecture SAG of Tuning (Middle East & North Africa), some courses and learning outcomes are actually quoted and reused in this proposed plan with considering the requirements of this program.
- Context, social needs, purpose and university strengths 1) To develop and foster students’ abilities in analytical, critical, creative, and interpretative thinking skills, 2) To prepare our students for the actual architectural profession , 3) To improve the quality of the built environment through architecture, 4) To continuously develop the program to meet the resent advancement and the market diverse needs of the local national and international. 5) To develop the students’ ability to communicate effectively by using oral, written and graphic forms, 6) To develop the students’ ability to analyze and interpret data and provide the results necessary to design buildings, 7) To develop the students’ ability to lead and communicate effectively with architects, clients and the local community, 8) To develop the students’ ability to the design process.
- Occupations and the potential fields / sectors for the employment of graduates 1. Design offices 2. Companies of achievement 3. Department of Housing and equipment 4. Ministry of Housing 5. Roads and Bridges Department 6. Regional Planning Department 48 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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7. Hydraulic Department b) Elaboration of a Program: - Description of the courses/units (plan of studies), length, According to Algerian Higher Educational System for Architecture License Programs, this will be a 3- year program of 180 credits hours, if this program is to be implemented in the Mouloud Mammeri of Tizi-Ouzou (Algeria), these are to be distributed as follows:
University Requirements Credits hours Compulsory 180 Electives 00
-The Meta-Profile Competences
DESIGN CONSTRUCTION THEORETICAL PROFESSIONAL ABILITIES AND BACKGROUND PRACTICE AND (D.A.) TECHNOLOGICAL AND SOCIO- WORK ETHICS PERSONAL ABILITIES CULTURAL (P.P.W.E.) CHARACTERISTICS (C.T.A.) VALUES (P.C.) (T.B.S.C.V.) D.A.1: Ability to C.T.A.1: Ability to T.B.S.C.V.1: P.P.W.E.1: Act P.C.1: Ability to design buildings, conceive and Appreciation ethically work within, or sites, and/or integrate of the social pertaining lead urban structural, and cultural issues related to constructively development construction, role of architectural interdisciplinary projects in a renewable Architecture. design and teams. sustainable energy systems, T.B.S.C.V.2: practice. P.C.2: manner (socially, and Knowledge of P.P.W.E.2: Communicate in a culturally, environmental history and Knowledge and second language economically, and installation theory of ability to apply P.C.3: environmentally) systems to Architecture legal Demonstrate D.A.2: Ability to architectural and related framework, organizational think, perceive designs. human safety skills and conceive C.T.A.2: Capacity sciences and regulations and P.C.4: Possess a spaces three to produce engineering technical codes high level of dimensionally comprehensive T.B.S.C.V.3/ controlling interpersonal and construction Awareness of activities of the skills communicate documents. current profession. verbally, in C.T.A.3: architectural P.P.W.E.3: writing, Awareness of ideas and Capacity for graphically, methods of practices at planning, and/or execution local and programming,
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volumetrically. practiced in global levels. budgeting and D.A.3: Skill in architectural T.B.S.C.V.4: managing formulating projects. Ability to architectural creative and C.T.A.4: conduct projects. innovative ideas Understanding of investigation P.P.W.E.4: and transforming the basic and research Maintain quality them into principles and in the process of work architectural appropriate of P.P.W.E.5: The creations and application of architectural protection and urban planning. construction innovation. preservation of D.A.4: Ability to materials T.B.S.C.V.5: the design buildings including local Have critical environment to accommodate ones. thinking, P.P.W.E.6: individuals with analysis and Respect for varying physical synthesis diversity and abilities. T.B.S.C.V.6: multiculturalism D.A.5: Ability to Ability to P.P.W.E.7: analyze and evaluate, Maintain incorporate enhance and continuous relevant preserve education precedents into architectural architectural and urban design projects. local heritage and recognize the importance of its relation with current architectural developments T.B.S.C.V.7: Knowledge of aesthetics and arts, and understanding their role as key factors in the quality of architectural thinking and design.
New proposed Degree Profile: Architecture
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Semester The Meta-Profile Competence Course Level Learning Outcomes &Year
L1 L2 L3 -To know how to transform the knowledge gained in the first year of architectural elements and principles into tools that can help you to design architectural space and form with specific functions. This can be achieved through
-Developing your sense of scale and dimension
-Developing your sense of architectural composition and proportion to Year 1 -D.A.2; C.T.A.2; C.T.A.4; create useable and enjoyable architecture; Sem1 T.B.S.C.V.1; T.B.S.C.V.5; P.C.1 Architectural Design X -Developing your sense of space and place. 1 -Developing your architectural vocabulary and related terminology to describe the spaces and volumes you analyze and design. -Creating and developing your perception of the site and its influence on your design; -Developing your sense of in-door and out-door spaces, and the relationship between them.
-Attaining an ability to apply the aesthetic principles of conceptualizing,
designing and realization buildings.
-Exploring the abstract qualities and the basic visual characteristics of architecture Basic Design 1 -Breaking down the grammar of architecture into elements, themes, and Year 1 - D.A.2; D.A.3; C.T.A.2; P.C.1 X principles. Sem 1 -Designing strategies to present an engaging introduction to elements, principles and concepts in architectural design. -Developing the freshman students' abilities for architectural design.
-Be able to apply the fundamentals, science, architecture and engineering as well as aesthetic principles to the conceptualization, design and
Drawing and Art realization of buildings. Year 1 -C.T.A.2; P.P.W.E.4 X -Be able to identify, formulate and solve architectural problems. Sem 1 51 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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Graphic -Establish knowledge and understanding of basic architectural technical drawings and related conventions
- Establish knowledge and understanding of basic architectural technical
drawings and related conventions. -Understand basic principles of orthogonal, oblique, isometric projections and related skills. --C.T.A.2; P.P.W.E.4 Architecture X Drawing 1 -Properly use of architectural symbols and other drawing conventions Year 1 related to plans, elevations, and sections. Sem 1 -Demonstrate efficient techniques for drawing presentation and expressing design ideas.
The main aim of this course is to introduce students to basic knowledge Year 1 - - P.C.2. French Language 1 X required to present and communicate architectural drawings. Sem 1
-Understand the meaning of the Architectural History and it's relation to Year 1 History & theory of - T.B.S.C.V.2 Architecture 1 X Architecture. Sem1 -Deal with architectural history vocabulary. (Terminology). -Functions and Limits
-The End of Limits Calculus 1 -The Beginning of Derivatives Year 1 -T.B.S.C.V.5; P.P.W.E.4; P.C.3. X -Techniques of Differentiation Sem 1 -Derivatives of Transcendental (Trigonometric) Functions -Optimization
-Freefall, a.k.a. Projectile Motion
-Newton’s Laws #1: Using Free Body Diagrams G e n e r a l -Newton’s Laws #2: Kinds of Forces, Creating Free Body Diagrams Year 1 -T.B.S.C.V.5; P.P.W.E.4; P.C.3. p h y s i c s 1 X -Newton’s Laws #3: Components, Friction, Ramps, Pulleys, and Strings Sem 1
-The Universal Law of Gravitation -Rotational Motion Variables, Tangential Acceleration, Constant Angular acceleration
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-Center of Mass, Moment of Inertia
Understand the construction terminology and major construction stages and it's - - P.P.W.E.5; P.C.3. Building Materials 1 X relation to Architecture. Year 1 -Understand the language of building materials Sem1 -Recognize major types of construction materials, their properties including their environmental impact and reuse -Analyze and contract perspective drawings using different techniques. -Understanding the nature of light (nature & artificial) and its effect on Year 1 Architectural Design surfaces and masses: shades & shadows. Sem 2 -D.A.2.; D.A.5. 2 X -Construct and plot shades & shadows into different types of architectural drawings (plans, elevations, site plans, isometric, and perspective).
Increase student's visual perception and develop student's sensitivities to - spatial relationships. -Help the students to develop natural understanding of visual concepts.
-Introduce students to the principles and processes of sequencing of
exercises emphasizing development of basic skills, ideas, and techniques used in the design of simplified architectural projects. Basic Design 2 - D.A.2.; D.A.3.; C.T.A.2; P.C.2 X -Applying basic design principles. Year 1 -Using basic 2D elements (lines and planes) for formulating 3D forms and Sem 2 architecture. -Learning "control over the space" because architectural design produces a variety of spaces. -Stimulating ideas in the mind of students to use the spaces for various architectural uses. -Understanding geometrical forms and their use as space creator -Understanding what it means to apply the term "sculptural" to
-D.A.3 ; P.C.4 S c u l p t u r e X architecture. Year 1 -Introducing concepts of "Sculpturizing architecture" and Sem 2 "architecturalization of sculptures". -Making decision about appropriate media for delivering architectural ideas and concepts. -Understand basic principles of orthogonal, oblique, isometric projections
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Architectural -Properly use of architectural symbols and other drawing conventions Year 1 Drawing 2 -C.T.A.2; P.P.W.E.4 X related to plans, elevations, and sections. Sem 2 -Demonstrate efficient techniques for drawing presentation and . expressing design ideas.
The main aim of this course is to introduce students to basic knowledge Year 1 French Language 2 X - -P.C.2; P.C.E.3 required to present and communicate architectural Designing. Sem 2
-Understanding of the historical periods to develop student’s analytical
History & theory of skills, in order to understand architecture as physical response to human Year 1 - T.B.S.C.V.1; T.B.S.C.V.2 Architecture 2 X need at certain time and place. (Space- time theory) Sem 2 -Understanding of the influences of Orient; Mesopotamian and Egyptian Architecture on Western Architecture; Greek and Roman. (Transmission of style and technology). -Linear Approximation
-Antidifferentiation -Integration Year 1 -T.B.S.C.V.5; P.P.W.E.4; P.C.3.; Calculus 2 X -Fundamental Theorem of Calculus Sem 2 P.C.E.4 -Techniques of Integration -Applications of Integration
-Statics -Work and energy - Potential Energy, Conservation of Energy, Power -T.B.S.C.V.5; P.P.W.E.4; P.C.3.; G e n e r a l X p h y s i c s 2 - Fluids: Pressure, Density, Archimedes’ Principle P.C.E.4 - Pascal’s Principle, the Continuity Equation, and Bernoulli’s Principle Year 1 -Temperature, Internal Energy, Heat, and Specific Heat Capacity Sem 2 - Heat: Phase Changes - The First Law of Thermodynamics
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Understand the typical and potential applications of these materials and
appropriate application and performance -Recognize the importance of experimental verification of material Building Materials 2 X properties. Year 1 -C.T.A.2; P.P.W.E.4 -Appreciate the importance and interrelationships between materials and Sem 2 methods and the relevant national building codes. -Understand the principles of sustainability in making building construction decisions that conserve natural and built resources, including materials selection.
-Ability to employ basic methods of data collection and analysis to inform
all aspects of the programming and design process. –Capacity to define strategies for problem solving, conceptual development and poetic expression at all levels of the design process of a Year 2 - D.A.2.; D.A.3.; D.A.5 Architectural Design 3 X building complex Sem 1 -Ability to apply basic organizational, spatial, structural, and constructional principles to the conception and development of interior and exterior spaces, building elements, and components. -Capacity to develop structured arguments about design intentions and the means to communicate them effectively, especially with regard to materials and construction. -Capacity to solve different circulation systems (Vehicles, users circulation - indoor and outdoor) -Capacity to deal with internal designs -Capacity to deal with Indoor/outdoor spatial composition -Ability to employ appropriate representational media, including computer technology, to convey essential formal elements at each stage of the programming and design process.
-Attaining an ability to apply the aesthetic principles of conceptualizing,
designing and realization buildings. Construction -Exploring the abstract qualities and the basic visual characteristics of -C.T.A.2.; C.T.A.3; P.P.W.E.1; Workshop 1 X architecture P.P.W.E.2 -Breaking down the grammar of architecture into elements, themes, and Year 2
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principles. Sem 1
- To develop are those of designing and representing an architectural Year 2
Architecture and project, with an increasing level of difficulty. Sem 1 Urban Mode X - to prove their capacity to use the experience they have acquired in the --T.D.S.C.V.4; T.B.S.C.V.6 course - Creativity, critical mind, artistic sensitivity and culture, interest for the living environment and the socio-economic context. Year 2 - To explore the questions of the classification, content, and precision of topographic maps and methods of mapping, updating of maps, and map- Sem 1 cartography and reading. Each country regulates these matters by imposing its own -T.B.S.C.V.5 ; P.C.3 ; P.C.4 topography X standards. - Among the most important tasks of topographic cartography are the periodic modernization of the standards and refinement of map symbols and the basic principles for the selection and generalization of the content of maps according to scale and the characteristics of the territory This studio-like course aims at developing students’ capabilities of - - D.A.2; C.T.A.2 Architecture executing a broad range of architectural communication tasks, especially Year 2 communication in the competence of manual 2D and 3D graphics, physical model making, Sem 1 presentation X and verbal communications.
-To develop the students’ research skills and their ability to synthesis and synchronize ideas. French Language 3 -P.C.2; P.C.3; P.C.4 X -To develop the students’ skills in visual analysis, oral and written Year 2 communication. Sem 1
-Integrate architectural history with students approach to develop the Year 2 - History & theory of X T.B.S.C.V.1; T.B.S.C.V.2 Architecture 3 students' knowledge of conservation sciences and architectural heritage. Sem 1 -The true value of this course to teaching history of architecture to be gauged by the way that students apply the knowledge gained to their own designs in studio.
Sociology and - To develop knowledge from psychology and sociology, and develop a Year 2 psychology of X wide range of research and career skills. Sem 1 56 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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- P.P.W.E.5 Housing 1 -Develop a basic understanding of forces and the effects they produce on
particles and rigid bodies that are at rest. Structural Analysis 1 -Evaluate and satisfy conditions of static equilibrium. Course topics Year 2 -C.T.A.1 ; C.T.A.2 ; C.T.A.3 ; X include vectors, forces, moments, free-body diagrams, equilibrium, simple Sem 1 C.T.A.4 structures (trusses/frames), distributed forces, beams (internal forces), centroids and centers of gravity, and moments of inertia, determine the stresses, strains, and displacements in structures. Ability to employ basic methods of data collection and analysis to – inform all aspects of the programming and design process. –Capacity to define strategies for problem solving, conceptual
development and poetic expression at all levels of the design process of a
building complex -Ability to apply basic organizational, spatial, structural, and constructional
principles to the conception and development of interior and exterior spaces, building elements, and components. Year 2 Architectural Design 4 Sem 2 -D.A.1; D.A.2; D.A.3; D.A.4; X -Capacity to develop structured arguments about design intentions and the means to communicate them effectively, especially with regard to materials and construction. -Capacity to solve different circulation systems (Vehicles, users circulation - indoor and outdoor) -Capacity to deal with internal designs -Capacity to deal with Indoor/outdoor spatial composition -Ability to employ appropriate representational media, including computer technology, to convey essential formal elements at each stage of the programming and design process.
-Designing strategies to present an engaging introduction to elements, principles and concepts in architectural design. -Developing the freshman students' abilities for architectural design Year 2 - C.T.A.1 ; C.T.A.2 ; C.T.A.3 ; Construction X Sem 2 Workshop 2 -Increase student's visual perception and develop student's sensitivities to C.T.A.4 spatial relationships. -Help the students to develop natural understanding of visual concepts.
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-Demonstrate understanding of basic AutoCAD terminology, and tools,
-C.T.A.2; P.C.4 Computer focusing primarily on the drawing and modifying commands. Year 2 Applications in X Sem 2 Architectural Design 1 -Demonstrate skilled use of AutoCAD software through assignments, and drawing projects.
To develop the students’ research skills and their ability to synthesis and
French Language 4 X synchronize ideas. Year 2 -To develop the students’ skills in visual analysis, oral and written Sem 2 -P.C.2; P.C.3 communication.
-The course aims to introduce a range of theoretical issues and
-T.B.S.C.V.2; T.B.S.C.V.3; History & theory of X approaches that has been developed throughout the history of Year 2 Architecture 4 architecture From the Early Christian ages through the middle Ages, the Sem 2 T.B.S.C.V.5; Renaissance and Neo Classicism ages.
-To understand what is planning, the difference between planning and
non planning, and the central questions of planning.
-Understand the different types of planning, the authority and expertise, the planning scope and limits. Urban Sociology -To understand the history of urban planning by studying the evolution of -D.A.2; T.B.S.C.V.1; T.B.S.C.V.4; and Psychology of X the city and the process of urbanization. Year 2 . Space -Comprehend the planning process, tools of planning and the different Sem 2 fields of planning. -To understand what is urban design and the different elements, theories and principles related to it. -Develop a comprehensive overview of the discipline that started with the user and included the current trends. -Apply the urban planning and design theories, roles, concepts, and models to create a physical design. -To develop and refine the students’ skills in critical thinking, reading, and discussion.
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-To develop the students’ research skills and their ability to synthesis and synchronize ideas. -Develop the students’ skills in visual analysis, oral and written communication.
- debunk common myths about architectural photography and share best practices for working with real estate agents, architects, interior Year 2 - C.T.A.2; P.C.1 Architectural designers, commercial clients, and editorial outlets. Photography - learn about the best approach to photographing any subject, whether Sem 2 X you’re representing it realistically or embellishing its features. - explore lighting, staging, and infusing your unique style into your shots
Year 2 - D.A.1; D.A.5 Geography of X - Develop the students’ skills on Geography like a key factor in the Housing contemporaneous urban development on architecture. Sem 2 -Idealization of structures and loads in relation with real structures.
-Determine forces in truss structures using various methods. Year 2 - C.T.A.1; C.T.A.2; C.T.A.3; Structural Analysis X -Determine the internal forces for beams, frames and arches. Sem 2 C.T.A.4; P.C.3 2 -Formulate the related equations and draw the shear force and bending moment diagrams for beams and frames. -Determine deflection using moment area theorems and conjugate beams This work placement will allow students to put in practice the - - C.T.A.1; C.T.A.2; C.T.A.3; internship X knowledge acquired during these 3 semesters Year 2 Sem 2 C.T.A.4; ;P.P.W.E.3; P.C.1
-Develop students’ ability to use different ways of design thinking
confidently as a generator of architectural design program, spatial concepts, schematic design, design development, final and detailed design product.
-Apply the environmental considerations into their design projects. -Engage students in critical thinking design process by using inductive, deductive and abductive reasoning; and using analysis synthesis design
cycle to structure the design knowledge. -Enhance the students’ ability in selecting, describing, interpreting, and evaluating design precedents. Year 3 59 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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-Develop the students’ skills and enhance their abilities to recognize, Sem 1 Architectural Design 5 -D.A.1; D.A.2; D.A.3; D.A.4; X analyze and reinforce spatial structure in an urban context. -Enhance the students’ intellectual skills by developing the design concept D.A.5; that addresses issues and opportunities at the urban scale, and critically synthesis urban site conditions toward the development of innovative spatial experience. -Develop the students’ graphical thinking and communication skills in interpreting the design concept into spatial experience as it relates to urban design. -Develop the students’ skills to evolve the conceptual drawings into mature technical documentation.
-Introduce students to the principles and processes of sequencing of
exercises emphasizing development of basic skills, ideas, and techniques Construction used in the design of simplified architectural projects. Year 3 -C.T.A.1; C.T.A.2; C.T.A.3; Workshop 3 X -Applying basic design principles. Sem 1 C.T.A.4 -Using basic 2D elements (lines and planes) for formulating 3D forms and architecture.
-The purpose of the training workshop is to bring together young scholars
of urban planning related fields from Algeria to work with strudents on
urban mitigation and adaptation to climate change. Specifically, the - D.A.2; T.B.S.C.V.6; P.P.W.E.3 Urban and Spatial X planning Workshop training workshop will cover the following topics (urban form for Year 3 1 mitigating climate change, adapting to climate change; the role of spatial Sem 1 planning, local governance regimes for mitigation and adaptation
- The purpose of the training workshop is to done definitions and Year 3 Sem 1 - T.B.S.C.V.1; T.B.S.C.V.2; Urban theory and dimensions of design and industrial design, its nature and historical T.B.S.C.V.6; History workshop 1 X evolution; quality; quality aspects in synthetic objects; formal qualities as determinants for categories of design; design methods; design management in industry; professional industrial design and its promotion. - Practicing industrial designers are invited to present case studies of their 60 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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activities. -Create, display and present complex drawings of professional quality. Computer - C.T.A.2 Applications in X -Complete Basic CAD drawings, with borders, text and dimensions Year 3 Architectural Design 2 Enable to create basic 2D architectural drawings in AutoCAD Sem 1 -Become comfortable with the necessary tools and expand 3D modeling approaches with AutoCAD focusing on solids, surfaces and mesh objects. -To develop the students’ research skills and their ability to synthesis and
English Language 1 X synchronize ideas. Year 3 -To develop the students’ skills in visual analysis, oral and written Sem 1 -P.C.2 communication.
To recognize stages and periods in the evolution of architecture from the Year 3 History & theory of - T.B.S.C.V.2; T.B.S.C.V.3; Architecture 5 X Early Christian ages to the neoclassical ages. Sem 1 -To identify different architectural styles and their salient features in the T.B.S.C.V.4; T.B.S.C.V.5 above mentioned periods.
- Understand that the Architecture and urban space play an important role Urban Sociology - T.B.S.C.V.1; T.B.S.C.V.3; and Psychology of X among the sociological and psychological factors that influence humans Year 3 Space and their well–being. Sociology and psychology analyse the role of Sem 1 T.B.S.C.V.4; T.B.S.C.V.5; architecture in the conscious shaping of urban space in the 21st century. T.B.S.C.V.6
-Understand the different architectural structural systems, reinforced concrete systems (all types), bearing walls, steel, wood, folded plates,
domes, tensile structure,
C o n c r e t e -Link Building Construction materials with architectural design. a n d s t e e l X -Know the types of the building materials and their properties. Year 3 - C.T.A.4; P.C.3 structures -Deal with construction terminology and major construction stages. Sem 1 1 -Deal with types of footings, tie beams, columns, slabs. -Prepare students for the realities of working practice in accordance with the skills that the ‘real’ world of commerce or industry require of them, or should they be fostered to take a more personal line of development.
- To develop tools that the students use to make professional and
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Architecture acceptable architecture plans and technical drawing designs. Year 3 Equipment 1 -P.P.W.E.3; P.P.W.E.5 X Sem 1 - We will list some of the equipment that is available like drafting tables and computer aided drafting and design software. -Present students’ topics related to architectural urban design housing
developments to acquire experience by dealing with urban context: documentation, analyzing, and understanding its evolution. -Engage students in critical thinking design process by using inductive,
deductive and abductive (process of inference to the best explanation) reasoning; and using analysis synthesis design cycle to structure the urban --D.A.1; D.A.2; D.A.3; D.A.4; Architectural Design 6 X design knowledge. D.A.5; C.T.A.1; C.T.A.2; C.T.A.3; -Enhance the students’ ability in selecting, describing, interpreting, and Year 3 evaluating design precedents. Sem 2 C.T.A.4; P.C.3; P.C.4 -Develop the students’ skills and enhance their abilities to recognize, analyze and reinforce spatial structure in an urban context. -Enhance the students’ intellectual skills by developing the design concept that addresses issues and opportunities at the urban scale, and critically synthesis urban site conditions toward the development of innovative spatial experience. -Encourage students to freely converse, question and analyze the topics of the architectural urban design housing project. -Develop students’ ability to use different ways of design thinking confidently as a generator of architectural design program, spatial concepts, schematic design, design development, final and detailed urban design housing product. -Develop the students’ graphical thinking and communication skills in interpreting the design concept into spatial experience as it relates to urban design. -Develop the students’ skills to evolve the conceptual drawings into mature technical documentation. Learning "control over the space" because architectural design produces a variety of spaces. -Stimulating ideas in the mind of students to use the spaces for various architectural uses. -Understanding geometrical forms and their use as space creator. 62 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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- Introduce students to the principles and processes of sequencing of
-D.A.1; D.A.2; D.A.3; D.A.4; exercises emphasizing development of basic skills, ideas, and techniques used in the design of simplified architectural projects. Year 3 D.A.5; C.T.A.1; C.T.A.2; C.T.A.3; Construction -Applying basic design principles. Sem 2 Workshop 4 C.T.A.4; P.P.W.E.3; P.P.W/E/7; X -Using basic 2D elements (lines and planes) for formulating 3D forms and P.C.3; P.C.4 architecture.
Year 3 - D.A.1.S.C.; D.A.3; T.B.S.C.V.4; Urban and Spatial - Practicing industrial designers are invited to present case studies of their T.B.S.C.V.5; T.B.S.C.V.6; planning Workshop X activities in urban planning. Sem 2 2 P.P.W.E.1 - To develop the students’ research skills and their ability to synthesis and synchronize ideas on urban and spatial planning
Urban theory and Practicing industrial designers are invited to present case studies of their Year 3 - T.B.S.C.V.4; T.B.S.C.V.6 History workshop 2 X activities. Sem 2 Computer -Become familiar navigating, configuring and utilizing AutoCAD materials. Year 3 - T.B.S.C.V.5; P.C.4 Applications in X -Understand environmental factors such as sun and sky and translate the model into several Sem 2 Architectural Design 3 rendered images -To develop the students’ research skills and their ability to synthesis and
-P.C.2; P.C.3 English Language 2 X synchronize ideas. Year 3 -To develop the students’ skills in visual analysis, oral and written Sem 2 communication.
-To recognize the structures and materials of architectural styles of the
-. T.B.S.C.V.2; T.B.S.C.V.3 History & theory of X periods discussed Year 3 Architecture 6 -To identify the development of these styles in response to social, Sem 2 political, cultural, and aesthetic changes.
- T.B.S.C.V.1; C.T.A.3 Urban Geography X -To develop the students’ research skills in the geography of the earth, Year 3 country information, cultural geography and humane geography and Sem 2 climate change C o n c r e t e -Analyze and design reinforced concrete beams, columns and slabs for Year 3 -C.T.A.1; C.T.A.4 a n d s t e e l X s t r u c t u r e s flexure, shear and axial load Sem 2 2 -Analysis and design of tension and compression steel members
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-C.T.A.1 ; C.T.A.3 X - To develop tools that the students use to make professional and Architecture acceptable architecture plans and technical drawing designs. Year 3 Equipment 2 Sem 2 - We will list some of the equipment that is available like drafting tables and computer aided drafting and design software.
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UNIVERSITY MOHAMMED FIRST
Tasks 1 "Elaboration of a Degree Profile and Programme of each institution" (individual) NB: Preparation of such a degree profile and programme was based on the national teaching programme of the architecture school of Casablanca for the academic year 2014- 2015, since there is no degree programme of architecture at Mohammed 1st University (UMP), 1. Elaboration of a Degree Profile 1.1. General Description Architects conceptualize, plan and develop designs for the construction and renovation of commercial, institutional and residential buildings. The studies will be based in the studio for design work, tutorials and critiques. The student will attend lectures and computer aided design tutorials, has essays to write, site visits to go on and visits to buildings and places of interest and work en internships. The candidates have to follow training course (traineeship 3x 1 month) that exposes them to architect work. These traineeships provide opportunities for hands-on building projects; others offer specialist areas of study or have developed strengths in particular disciplines such as: sustainability, town planning, technology, or management. Skills in problem solving and team working are also developed through internship programme. In order to receive the "Diploma of architecture" the candidate must prepare a final project during one year. Then, He must present his project to a jury composed of architect experts and lecturers.
Vision The programme intends to provide training in professions linked to architecture and urban planning at the national and international level.
Missions Training of architect Research and development Expertise and advice Cultural and scientific exchange Continues training and profession resources
General Objectives Providing effective teaching with respect of national training curricula of architecture Disseminating knowledge and promote quality architectural and urban production
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Providing continuous training. The training in architecture is characterised by the teaching of the theory of architectural and urban projects practices. The main objective of this course is to train architects capable of exerting diverse professional practices and ready to fulfill new missions in order to meet sociological and ecological complexities of the world around them.
1.2. Learning outcomes set out in the Curriculum The student graduated from the school of architecture must: Have conceptual ability and creative potential Be innovative and aware of technological knowledge and skills Be able to analyse and capable of mastering contextual elements Be operational, competitive and show management skills of the profession Have critical faculties and having abilities (skills) in providing appropriate solutions Be equipped with communication skills to interact with multidisciplinary teams. Internalize the rules of ethics and professional practice. (Internalize ethical and deontology rules needed for his professional practice.)
1.3. The diagram of the study process Architecture is a wide ranging discipline based upon a large body of design, technical, cultural, and professional knowledge, in which candidates develop a high level of skill. Learning to master the architectural process, through successive projects, is a lengthy process. The route to qualifying as an architect in Morocco is a combination of academic studies at a university and practical experience. It involves a five year university training and a minimum of one year experience before final qualification. This includes three parts of study. This proposed degree profile is to be a base for a B.A. degree and Master degree of architecture and it comes in 12 semesters: 3 years + 2 years +1 year. It is designed to prepare students for careers in architecture.
Part 1 (Cycle 1): The first part of three year undergraduate degree enables the student to acquire the fundamental theory of architectural practices and to develop a broad range of skills and architectural understanding. The candidate also gains further qualifications in specialist related fields such as planning, urban design, or conservation.
Part 2 (Cycle 2): + 2 year University degree: Master Degree of Architecture These two full-time years enhance architectural knowledge and project complexity. There will be opportunities for students to carry out specialist study and research, possibly abroad. These two parts lead the final year work by covering a range of skills and themes.
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Part 3: The final qualifying examination in professional practice and management will be obtained following 12 months of practical experience in which the student has to present a personal work (final project). The candidate begins the final year by exploring architectural ideas in a real world. This year allows the student to synthesize and apply knowledge gained throughout the last five years, to develop his personal areas of interest , to prepare his professional live and to cultivate potential ideas and research which aims to enable him to position himself relative to the wider culture and debates at an advanced level in the discipline of architecture. The candidates will be assessed on the following elements: 12 months of practical experience, Professional C.V. and career evaluation, Case study and final oral examination. Having gained the parts 1, 2 and 3 qualifications the graduate will have the ability to practice liberal profession of architect and He can register as an architect with the Architects Registration Board (Conseil de l’Ordre des Architects: COA).
1.4. Occupations and the potential fields / sectors for the employment of graduates The architect tasks are multiple; it goes from the design and construction of buildings to assistance in project management and interventions in the city and the territory. He must master the representation in space, be able to design an architectural project and to carry out its implementation.
Demand for architectural services Depending on the task, an architect will work with engineers, landscapers, town planners, economists, sociologists and artists. The architects remain predominantly liberal and a group of professional societies is becoming increasingly frequent. He can be contracted by small firms, by individuals, business leaders, institutional owners such as insurance companies as well as by real estate professionals and housing associations. The architect could also work in the public sector as an employee for the State or local authorities, or working as a private employee for architectural offices, urban planning, interior architecture, design, engineering design offices, building firms and public works and development companies. In the construction industry, we have to keep in mind that demand for architects depends largely on the trends that affect this field and the demand for architectural services. We believe that over the next few years, the economic growth is expected to boost employment in most construction sectors. Employment in this industry is expected to increase during the period (2015-2020).
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management and project co-ordination consulting, feasibility studies and facilities planning. Consequently, architects have assumed an increasingly important role in understanding the impact of the environment on individuals, the improvement of building performance and the design of special environments. 2. Elaboration of a Programme 2.1. Description of the courses/units (plan of studies), length According to Moroccan Higher Educational System for Architecture, this will be a 6-year programme of 50 modules.
The first cycle of three years (cycle Licence: Semesters S1 to S6)
The courses allow the acquisition of:
Fundamental knowledge of cultural, scientific and technical architectural, work the awakening of the sense of observation and creativity. Major concepts and methods of spatial analysis. Project design process at different situations level, uses, techniques and temporality.
The second cycle (Master: semesters S7 to S10) Students will develop a high level of skill. This prepares students to make sound professional judgements in difficult, often pressurised situations. The candidate turns knowledge into ability. The student will be confronted to critical thinking related to design of architectural and urban project. He will deepen technical, managerial and scientific knowledge and master of methods and knowledge required for the practice of project. Therefore, the student will be prepared for different modes of the profession practices.
The graduation year (semesters S11 to S12) To obtain the qualification of architect, the student has to follow one extra year in which he has to present a personal work (final project). As consequence the graduate will have the ability to practice liberal profession of architect. This final year is dedicated to exploring architectural ideas in a real world. This year allows the student to synthesize and apply knowledge gained throughout the previous five years of study to come up with a solution to a specified architectural problem, to develop his personal areas of interest, to prepare his professional life and to cultivate potential ideas and research which aims to enable him to position himself relative to the wider culture and debates at an advanced level in the discipline of architecture.
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University curricula The architecture curricula spread over six academic years, two cycles of 5 years and one extra year for graduation. The academic year is composed of two semesters running from mid September to mid January and February to late June and the courses are organised in Modules. Depending on the year, the week includes around 24 hours of teaching. The number of hours during the semester varies from 300 to 400 hours (30-35 credits), depending on semesters and the nature of the module. 2600 hours for part 1 (+2 months of placement) 1400 hours for the Master degree (+1 month of placement) 360 Hours of mentoring of coaching for the final project. NB: The number of Specific or generic Competence correspond to the number given in the Meta-profile (please see references below)
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Core Cluster : Design Abilities
Courses Teach. Learning Outcomes Sem. Specific Generic hours Competence Competence 224 Spatial analysis S1,2 9 14
112 Design approaches (form-structure-function) S3 15
112 Architectural project initiation (Small public facility) S4 2
112 Urban public project (civility- territoriality) S5 22 Architectural and urban project 112 Project of the first cycle: collective housing S6 2 Workshop 112 Project in the metropolitan area S7 22
112 Social housing Project S8 2,17
112 Workshop: architecture, city and territory S9,10 22,326
224 Specialized studio space: urban building, eco-construction, S7,8,9, 2,15,22,3,17 construction and new technology, city, territory and landscapes 10 ,26 S1,2 6,3,22,9 14 112 Observation and drawing
56 Shapes, light and colour effects S3 10,9,15 14
56 Abstraction-stylisation S4 9 Arts and plastic 56 plastic experimentation S5 15 14
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expressions 56 Techniques for rendering S6 9
56 Public art and city S7 2, 22, 3, 17
56 Urban design workshop S8 2,22,10
28 Perspective/descriptive S1 9
Graphic 28 The basic graphical representation S2 9,3,26 representations and technology 28 Technical details of construction S3 9,3,26
28 project Representation S4 9,3,26 14
28 Initiation to digital environment S1 11, 9
Science and computer 28 Photography studio and image processing technology S2 11 14 graphics 168 Specialized programmes (Computer-aided drafting (CAD), synthetic S3,4,5, 11, 2,3 25 images, modelling and virtual architecture and video animation) 6,7, 8
28 Urban governance S6 1 Urbanism and 28 Problems of the contemporary city: metropolisation S7 5 sciences of the city 28 Urban planning : processes and components S8 5,14
28 Various forms of communication and public speaking S1 11 (13) 2
Communication skill 28 Oral presentation techniques and audiovisual S2 11 (13) 2
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technologies 28 Communication and group dynamic S3 11 (13) 25 (French as teaching 28 Writing workshop S4 3 (13) 2 language)
Internship programme Please see Professional Practice and Work Ethics
Core Cluster: Construction and Technological Abilities
Courses Level Sem. Specific Generic Learning Outcomes Competence Competence 28 S1 16, 24 Static 28 S1 16 Materials science Mechanics of materials 28 S2 16 Knowledge of construction materials 28 S2 16,19,24 Soil mechanics / introduction to reinforced concrete 56 S3,4 16 Structures and Structures building technologies 56 S3,S4 16 General construction process S5 19 28 Thermal/acoustics insulation S5 23,16 Sciences of comfort 28 Lighting and sunlight and ambiance S6 23 28 Building envelope systems S6 23 28 Construction and sustainable development
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Internship programme Please see Professional Practice and Work Ethics
Core Cluster: Theoretical Background and Socio-cultural values
Courses Level Learning Outcomes Sem. Specific Generic Competence Competence 1 4 28 Visual learning S1
28 Architectural vocabulary S2 4 Architectural 28 Modern architectural concepts S3 8,7,12 4 Doctrines and theory 28 Contemporary architecture problematic S4 8,7,12 4 28 Urban typo-morphology S5 1,4 4
28 Introduction to landscape S6 1,4 4
28 Medieval age (Romanesque and Gothic architecture) S3 4,7, 4,21
28 Renaissance and Baroque S4 4,7 4,21 History of art and th th architecture 28 18 and 19 centuries S5 4,7 4,21 28 Modern and contemporary art (20th century) S6 5,8,7,12, 4,21
28 From prehistory to antiquity S1 4,8 4,21
28 Art and architecture : Byzantine, Islamic and Maghreb periods S2 4,7 4,21
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56 Philosophy and architecture S5,6 1,7, 4, 21
28 Urban sociology S1 1,5,14 4
28 The Anthropology of Space S2 1,5,14 4 Human and social sciences 28 Urban geography S3
28 Urban economy S4 12
28 Cities history and urban doctrines S5 1,4,8 21
Core Cluster: Professional Practice and Work Ethics
Courses Level Learning Outcomes Sem. Specific Generic Competence Competence S7 19, 16, 24 20,10 28 Construct with steel
Standards, 28 Special structures S7 19 public regulation and 28 Technical specifications, standards and regulation S8 19.21 20, construction sites 1018,19,24
28 Project management / quality management S8 19.21
Architectural Practice 28 Practical aspect of architecture and Project direction of architectural S9 20 10, 20,11,18 and Deontological projects ethics 28 Deontology, responsibility and ethics S6 6 11,20,19
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Completing some work experience or an industrial placement will help to develop an understanding of architectural practices. As well as generating contacts, it will build confidence in the candidate as Internship programme well as his skills. It will also demonstrate to potential employers that the trainee is highly qualified, reliable and motivated.
This practical experience is monitored by professors from the University, and an employment mentor from their practice. The student gains experience either under the supervision of an architect, or another qualified construction industry professional. 1 S4 All All month Worker internship: building site, company and factory 1 S6 All All month Practical internship 1 : in a private architectural company 1 Practical internship 1 : in a planning establishment S 10 All All month
Final project: Practical experience – minimum of 12 month experience in total is S11,12 All All graduating academic 360 required to sit the final examination. The work should be undertaken project in real word, under the direct supervision of an architect.
Seminars 112 4 Seminars (1 : professional practices, 2 : heritage, 3 : methodology) S9,10
Core Cluster: Personal Characteristics
Courses Level Learning Outcomes Sem. Specific Generic competence Competence 84 General English course S1,2,3 13
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English as a second 84 Business English Skills; English for architects; Oral communication, S4,5,6 13 foreign language 56 Preparation to English TOEFL S7,8 13
28 Various forms of communication and public speaking S1 13
Communication skill 28 Oral presentation technologies and audiovisual S2 13 technologies 28 Communication and group dynamic S3 13 (French as teaching language) 28 Writing workshop S4 13
Seminars 112 4 Seminars (1 : professional practices, 2 : heritage, 3 : methodology) S9,10 13 7
Internship programme Please see Professional Practice and Work Ethics
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References 1. High school of architecture – Casablanca: teaching programme of 2014 - 2015 2. ARCHITECTURE - META-PROFILE DESIGN ABILITIES
Meta-profile Specific competencies Generic competencies 2. Ability to design buildings and/or urban development projects that blend with the surrounding environment and fully satisfy local Ability to design buildings, sites, and/or urban development human, social... projects in a sustainable manner (socially, culturally, 15. Capacity to design projects assuring economically, environmentally) environmental, social, cultural and economic sustainability. 22. Ability to develop site plans and landscape designs. 25. Awareness of the importance of client’s role in the design process. 2. Communicate orally 9. Ability to think, perceive and conceive spaces Ability to think, perceive and conceive spaces three and in writing with three dimensionally in different scales. dimensionally and communicate verbally, in writing, different audiences graphically, and/or volumatrically. 25. Skills in the use of 11. Mastery of the media and tools used for information and communicating verbally, in writing and/or communication volumetrical... technologies Skill in formulating creative and innovative ideas and 3. Skill in formulating creative and innovative ideas 14. Be innovative and transforming them into architectural creations and urban and transforming them into architectural creative planning. creations and urban planning. 10. Skill in reconciling all the factors involved in
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architectural design and urban development. Ability to design buildings to accommodate individuals with 17. Ability to design buildings to accommodate varying physical abilities. individuals with varying physical abilities. 17. Search for Ability to analyze and incorporate relevant precedents into 26. Ability to analyze and incorporate relevant information from a architectural design projects. precedents into architectural design projects. variety a sources CONSTRUCTION AND TECHNOLOGICAL ABILITIES
Meta-profile Specific competencies Generic competencies 16. Ability to conceive and integrate structural, Ability to conceive and integrate structural, construction, environmental and installation construction, renewable energy systems, and systems to architectural designs. environmental and installation systems to 23. Understanding the importance of, and ability to architectural designs. incorporate new and renewable energy sources in building design. Capacity to produce comprehensive construction 19. Capacity to produce comprehensive construction documents. documents. Awareness of methods of execution practiced in 21. Awareness of methods of execution practiced in architectural projects. architectural projects. Understanding of the basic principles and 24. Understanding of the basic principles and appropriate application of construction materials appropriate application of construction materials including local ones. including local ones. THEORETICAL BACKGROUND AND SOCIO-CULTURAL VALUES Meta-profile Specific competencies Generic competencies Appreciation of the social and cultural role of 1. Appreciation of the social and cultural role of Architecture. Architecture. Knowledge of history and theory of Architecture 4. Knowledge of history and theory of Architecture
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and related human sciences and engineering. and related human sciences and engineering. 5. Awareness of current architectural ideas and Awareness of current architectural ideas and practices at local and global levels. practices at local and global levels. 8. Awareness of the continuous changes of architectural ideas and practices. Ability to conduct investigation and research in 7. Awareness that investigation and research are 12. Apply knowledge in the process of architectural inovation. essential components of architectural creations. practical situations 4. Have critical thinking, Have critical thinking, analysis and synthesis analysis and synthesis 5. Identify and resolve problems 6. Make logical decisions Ability to evaluate, enhance and preserve 12. Ability to evaluate, enhance and preserve 21. The preservation of architectural and urban local heritage and architectural and urban local heritage and cultural heritage recognize the importance of its relation with recognize the importance of its relation with and values current architectural developments. current architectural developments. Knowledge of aesthetics and arts, and 14. Knowledge of aesthetics and arts, and understanding their role as key factors in the understanding their role as key factors in the quality of architectural thinking and design. quality of architectural thinking and design. PROFESSIONAL PRACTICE AND WORK ETHICS
Meta-profile Specific competencies Generic competencies
Act ethically pertaining issues related to 6. Understanding of the ethical issues involved in 11. Act ethically with architectural design and practice. architectural design and practice. social responsibility
Knowledge and ability to apply legal framework, 18. Knowledge and ability to apply legal framework, 20. Health and safety
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safety regulations and technical codes controlling safety regulations and technical codes controlling procedures activities of the profession. activities of the profession.
Capacity for planning, programming, budgeting 20. Capacity for planning, programming, budgeting and managing architectural projects. and managing architectural projects. 10. Maintain quality of Maintain quality of work work 18. The protection and The protection and preservation of the preservation of the environment environment 19. Human rights 24. Respect for diversity Respect for diversity and multiculturalism and multiculturalism Maintain continuous education 3. Maintain continuous education PERSONAL CHARACTERISTICS
Meta-profile Specific competencies Generic competencies
Ability to work within, or lead constructively 13. Ability to work within, or lead constructively 7. Work in an interdisciplinary teams. interdisciplinary teams. interdisciplinary team 8. Lead effectively 16. Empower others 13. Communicate in a second language Communicate in a second language Demonstrate organizational skills 22. Demonstrate organizational skills 1. Manage time
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effectively 15. Be flexible and adapt to different situations. Possess a high level of interpersonal skills 9. Work autonomously 23. Have a sense of dedication 26. Can take initiatives 27. Self-motivated 28. Assertive
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LAW
YARMOUK UNIVERSITY
Degree Profile for the Bachelor's Programme in Law Faculty of Law Yarmouk University
I. Elaboration of a Degree Profile:
- General Description Yarmouk University was established in 1976 as a statutory public entity. Its mission is to contribute to higher education and the advancement of knowledge in terms of teaching, research, and training qualified and specialized graduates in different disciplines. In furtherance of this mission, the bachelor's programme in law has been launched in in 1991. In accordance with the regulations of YU, the law programme is based on the credited hour system. It started with 132 credited hours. However, the study plan has been reviewed several times over the past twenty years. The programme currently comprises 141 credited hours. In terms of disciplinary skills, the programme focuses on the main branches of law. Although the degree profile includes modules that are tailored towards practical skills, the programme remains, in essence, knowledge-based as opposed to competence-based programmes. - Explanation of the link to the meta-profile The Council of Deans of Yarmouk University has already laid down a framework for quality assurance in academic programmes. This procedural framework rests on three cardinal principles: transparency of the academic programmes, continuous assessment of academic performance, periodic review of prgrammes to ensure relevance for the market and the needs of the community. The T-Meda Project comes as a timely exercise that fosters the quality assurance policy and procedures at Yarmouk University. By elaborating a competence-based meta profile for law, the T-Meda Project has put forward a transparent model for the objectives of a law programme that can be compatible with law programmes in other countries. The YU Degree Profile proposed in this report adopts the meta profile wholly in terms of the key competences to be targeted by the programme. Further, the learning outcomes identified for each course in the degree profile for law as developed by the T-Meda Project have been incorporated for YU courses corresponding to the courses in the T-Meda Degree Profile. In short, the meta profile fits in the implementation plan of the quality assurance measures at the institutional level, which requires formulating specific, assessable objectives of each course.
- Context, social needs, purpose and university strengths When the law programme was initiated in 1991, Yarmouk University was the third Jordanian university to offer a bachelor's degree in law. At present, there are more than 15 faculties of law at public and private universities. Besides, more and more students come from other Arab 82 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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countries to study law in Jordan. These developments constitute a challenge for each faculty of law from the perspective of competition. On the other hand, an opportunity unfolds for the university to realize its vision of a leading institution of higher education at the regional level and, subsequently, at the international level. In order to keep up with this challenge and to exploit the opportunity associated with it, the faculty of law needs to investigate the changing social and economic context. Revisions of the law programme involved introducing courses that responded to the liberation of the market. For instance, a new module on English legal language has been developed. Further, new economic and regulatory paradigms influenced adopting courses on certain economic and legal relationships, such as insurance, intellectual property rights, and competition law. The faculty of law also builds on certain points of strength. It is one of the oldest Jordanian law schools with graduates reflecting a respectable caliber of its outcomes. The law programme contains particular courses that are not taught in other Jordanian schools of law, e.g., competition law and foundations of fiqh focusing in interpretation.
- Professional and Employment Opportunities The prospects of law graduates are similar for law students in all Jordanian universities. A first degree in law makes the graduate eligible to join the Bar for professional certification leading to obtaining a license to practice the law in Jordan. Judicial clerical jobs are also open to law graduates; court clerks may enroll on a diploma programme at the Judicial Institute that trains would-be judges. In-house consulting careers at the public and private sectors may also be open. However, the latter opportunity may require previous work experience. In addition, of course, law graduates may pursue postgraduate studies. The first degree in law from Yarmouk University is recognized in national and foreign universities for admission to master and doctoral programmes. Admittedly, the nature of potential careers for law graduates accentuates the need for having various skills and abilities embedded into the law programme. This is what a competence- based programme seeks to achieve. II. Elaboration of a Programme:
[Please see Annex.]
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A Proposed Degree Profile for a Competence-Based Bachelor's Programme in Law At Yarmouk University
Explanatory Notes:
1. The proposed degree profile for Yarmouk University ("YU degree profile") is based on the existing study plan of the law programme at YU. The improvement and additional elements are the key competences and learning outcomes associated with the existing courses.
2. The competences introduced into the YU degree profile are the same key competences produced by the T-Meda Project for a meta- profile for a bachelor's programme in law.
3. In terms of content, the law courses largely overlap the courses listed in the degree profile developed in the T-Meda Project. For identical courses, the same competences and pertinent learning outcomes have been incorporated from the T-Meda Degree Profile.
4. However, the following differences between the T-Meda Degree Profile and the YU degree profile should be highlighted:
(a) Few courses of the T-Meda degree profile do not appear in the YU degree profile. These courses are: introduction to economics, constitutional courts, and philosophy of law. (b) Some courses in the YU degree profile merge courses. Thus, banking is merged with commercial papers; bankruptcy is merged with company law; forced execution is merged with law of evidence; public finance is merged with tax legislation. Merging courses signal reducing the targeted level of knowledge. Yet, the competences are the same. (c) Conversely, some courses in the T-Meda Degree Profile are split into two courses in the YU degree profile, signaling more advanced level of learning. For instance, specific crimes are studied through two courses, one for crimes against persons, and the other for crimes against property. Also, each of family law and legal terminology in a second language is studied in two courses. (d) YU degree profile comprises courses that do not appear in the T-Meda Degree Profile. For instance: Law and the Environment,
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Civil Service, International Humanitarian Law, Media Law, Competition Law and Consumer Protection, Law of Information Technology, Public Freedoms and Liberties, Computer Skills, Minor Civil Contracts, Insurance Contracts, and Forensic Medicine . The new courses have been associated with competences as identified by the T-Meda Project. Appropriate learning outcomes have been drafted accordingly for the new courses.
5. YU degree profile has been referred to the Dean of the Faculty of Law so that it can be studied by the competent committees at the departmental and faculty levels.
Vision of the Faculty of Law: A faculty of law leading in legal education and research at the domestic and regional levels.
Mission of the Faculty of Law: Training and graduating law students acquainted with legal knowledge and good ability to apply it in a professional and ethical manner to serve the interests of persons represented and the community.
Values of the Faculty of Law: Professionalism; Commitment; Rule of Law; Justice.
The General Organization of the Study Plan:
- Normal duration of study: four academic years.
- A total of 141 credited hours.
- 27 credited hours are university courses (21 Cr. Hs. are compulsory and 6 Cr. Hs. are electives) aiming to developing generic competences. The variety of the University requirements ensure developing communication skills, awareness of and commitment to community
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causes (e.g., Jerusalem, power and energy, water, refugees, domestic violence, the environment, the economy), respect for heritage and civilized values, health, the media, or arts.
University requirements are instructed by the respective departments. The learning outcomes of each course are define by the relevant department.
- 114 credited hours are law courses (including a course on computer skills). 102 Cr. Hs. are compulsory and 12 Cr.Hs. are electives.
Compulsory law requirements (102 Cr. Hs., each course weighs 3 Cr. Hs.) Competences Course (per serial numbers Learning Outcomes in the list of key competences) Introduction to Law 1 - To identify the sources and various branches of law. - To understand the general theory of right.
3a - To classify legal relationships and determine the applicable law. 6 - To debate legal issues and solve basic problems through team work. 12 - To demonstrate the importance of the rule of law through presenting a specific case or issue. Political Systems and 1 - To recognize different political systems. Constitutional Principles - To identify general principles of constitutional law in a comparative approach. 10 To investigate and report in writing the political factors that affect constitutions. Public International Law I 1 To know the sources and legal persons of international law. 2 To compare similarities and differences between international law and the domestic
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legal system. 9b To read relevant materials in a foreign language. 10 To describe in writing how international law has transformed and developed in the context of international political and economic developments. 12 To illustrate the role of international law through settlement of disputes and human rights cases. Introduction to Commercial Law 1 - To know the sources of commercial law and their hierarchy. - To understand the different types of commercial acts and contracts. - To know the necessary requirements to acquire the merchant's character.
3a To propose a structure of a transaction involving the disposition of a commercial enterprise (a commercial shop/ sale of business as a going concern). Criminal Law (General Theory) 1 - To know the principles and rules of criminal law. - To understand the elements of crime. - To explain in writing different types of punishment.
3a To identify circumstances giving rise to criminal liability in a certain set of facts.
7a To analyse factual situations and Distinguish different forms of criminal complicity. Administrative Law I 1 - To identify the sources and various branches of administrative law. - To understand the general theory of administrative law. - To recognize different forms of distribution of administrative powers (centralisation, decentralization, deconcentration). 3a To solve basic problems involving administrative law. 6 To work in a group and develop a hierarchical system of decision making within the group.
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Public Finance and Taxation 1 - To know the constitutional framework for public revenues and expenditure, and public debt. - To learn the interaction between the executive authority and the parliament in passing the general budget. - To learn the legal means and entities concerned with monitoring the implementation of the general budget. 2 - To learn the rules that apply to the taxation of individuals and different types of entities. - To know the relevant tax authorities, their competences and powers.
4 To distinguish and search different legislative instruments and subordinate legislation issued and promulgated in different legal ways. 5a To distinguish different heads of public revenues and identify the appropriate head relating to a particular situation. 12 To understand the significance of transparency and parliamentary control over the setting and implementation of the general budget as aspects of ensuring the rule of law in a democratic society. The Sources of Obligations 1 To know the sources of obligations and the elements of each. 3a To solve basic problems. 3b To recognize controversial points of law and formulate an opinion thereupon. 7a To analyse factual situations to identify whether an obligation exists and on which legal basis, and write a reasoned opinion. Legal Research Method 4 To obtain legal information from legal resources
6 To produce an essay through team work. 8 To utilize and retrieve legal information through electronic legal resources, like legal databases.
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9a To explain research conclusions and to summarize legal materials in writing in a scholarly manner. 11 To prepare assignments and submit them within deadlines. Rules of Obligations 2 To explain the legal concepts, principles, and rules relating to the discharge of obligations and the legal remedies available for the obligor. 3b To solve advanced problems involving complex issues. 6 To collaborate in groups to review case law on a particular aspect of the rules of execution and present conclusions as to whether the relevant legal solutions protect the creditor, are harsh on the debtor, or strike a fair balance between the conflicting interests of creditors and debtors. Administrative Law II 2 - To explain Administrative Contracts, distinguish them from other types of contracts. - To characterise the type of contract suitable for running a public utility. - To know the principles and rules relating to administrative decisions. 3b To determine the suitable action to be taken by the public administration in response to a particular conduct of the contractor. Constitutional Law 2 To understand the principles and rules of the Constitution and the organization of State authorities.
3b To examine a real or hypothetical constitutional case and construct alternative solutions. 6 To debate constitutional issues in groups and collaborate in presenting conclusions. 12 – To recognize the public freedoms and liberties enshrined in the constitution. – To demonstrate the importance of constitutional protection of human rights and democratic governance in society through describing the historical development of these rights in the country. Public International Law II 2 - To know the elements of a State and the concept of international recognition. - To explain the conditions for establishing international liability. 89 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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- To describe the development of public international law in various areas, like law of development, international economic law, etc. 9b - To use materials in a second language. Commercial Papers and Banking. 2 - To identify different negotiable instruments. - To examine the relationships and pertinent liabilities arising from negotiable instruments. - To explain various types of banking transactions and the bank's liability towards the client. 6 To solve problems relating to claims arising from negotiable instruments as a team and present the proposed solution. 11 To draw a framework for monitoring and conserving the rights of a client as a holder of a commercial paper. Labour and Social Security Law 2 - To explain the principles and rules of labour law relating to the contract of employment. 10 - To understand the social, political, and economic policies affecting the labour law. - To recognize the powers and factors that affect collect bargains and the social and economic ramifications of collective labour disputes. Foundations of Fiqh (Rules of 2 To comprehend the rules of interpretation of legal texts and their underlying Interpretation) justification articulated by the schools of Islamic jurisprudence. 5a - To apply the rules of interpretation in making legal arguments. - To understand the logical justifications for particular linguistic or interpretive paradigms. Civil Law (Named Contracts) 2 To be able to characterize particular contracts and explain applicable legal rules. 3b To solve complex legal problems involving different aspects of a contractual legal relationship. 7b To write legal arguments with or against the position of existing law in respect of certain issues.
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Company Law and Bankruptcy 1, 2 - To distinguish different types of companies and their requirements of incorporation. - To explain the concept of bankruptcy and the conditions to apply it and its consequences. 3b To identify appropriate types of company for particular activities and to take necessary steps. 13 To understand corporate governance, its ethical dimension, and social responsibility. Family Law I 1 To know the general principles of family law. 2 - To analyse hypothetical situations involving marriage, divorce, and pertinent rights, and apply rules of family law to them to provide solutions. 10 To examine the underlying factors for the existing plurality of family law for different communities within the state. And to explain the justifications for successive amendments.
Family Law II (Inheritance) 1, 2 - To know the rules of determining heirs and distribution of Estate among them. - To solve problems relating to determining eligible heirs and determining their shares in the Estate. Administrative Courts 2 - To know the organization of administrative courts and the scope of their jurisdiction. - To recognize the development of different schools of jurisprudence within comparative law.
5b - To identify the points of law falling within the ambit of the jurisdiction of administrative courts in a set of circumstances and to determine the appropriate action. - To draft a statement of case for judicial review of administrative decisions.
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12 To annotate a decision of the administrative court involving human rights and the principle of the rule of law. Law of Civil Procedure 2 - To learn the rules and principles of civil procedure, and the jurisdiction of relevant courts and authorities. - To understand the relevant procedural legislation and case law. 5b To solve problems involving identifying the appropriate legal procedure and reviewing critically a particular procedural approach (real or hypothetical). 8 To collect court decisions through electronic resources and explain the legal and logical elements in the findings and reasoning. 13 To justify aspects of the civil procedures from the ethical point of view. 14 To demonstrate understanding of conflict of interest in certain circumstances and determine the appropriate course of action from the point of view of professional responsibility. Legal Terminology in English I 8 To conduct basic search on the internet using the English language. 9b To be able to use materials in English. Legal Terminology in English II 8 To conduct basic search on the internet using the English language. 9b - To be able to use materials in English. - To write about a legal principle in English. Criminal Law – Specific Crimes 2 To understand the elements of specific crimes against persons. against Persons. 5a - To be able to characterize criminal acts and distinguish similar forms of crimes against persons. - To determine criminal liability in certain circumstances based on legal reasoning and logical conclusions. Criminal Law – Specific Crimes 2 To understand the elements of specific crimes against property. against Property. 5a - To be able to characterize criminal acts and distinguish similar forms of crimes against property.
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- To determine criminal liability in certain circumstances based on legal reasoning and logical conclusions. Law of Evidence and Forced 2 - To understand the means of proof in civil and commercial matters and the Execution relevant substantive and procedural principles. - To explain the principles and rules of forced execution. 5a - To solve basic problems regarding the admissibility of evidence. - To understand the logical rules relating to the assessment of presumptions. - To determine the appropriate action to protect the interests of the creditor or debtor in the proceedings of forced execution. - To determine the priorities in the repayment of debts out of the proceeds of forced execution. Private International Law 2 - To understand the methodologies of determining the applicable law in a private international relationship. - To explain the grounds of court jurisdiction in international litigation. 3b To solve complex problems involving problematic characterization of legal relationships and institutions and relevance of national and international rules. 7b To elaborate arguments on controversial issues in private international law and public policy. Law of Criminal Procedure 2 - To learn the rules and principles of criminal procedure, and the jurisdiction of relevant courts and authorities. - To understand the relevant procedural legislation and case law. 5b To solve problems involving identifying the appropriate legal criminal procedure and reviewing critically a particular procedural approach (real or hypothetical). 8 To collect court decisions through electronic resources and explain the legal and logical elements in the findings and reasoning. 13 - To justify aspects of the criminal procedures from the ethical point of view. - To discern the aspects of professional and social responsibility in criminal procedures.
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14 To demonstrate appreciation of the professional responsibility in representing the interests of the accused or the victim, through presenting a case study from the case law. Property Law 1 To know the definition and scope of Property Law. 2 To explain the classification of estates.
3a To solve problems relating to property law. 3b To recognize common problems relating to property and real rights and propose possible legal reform. Legal Method and Exercises 3b To read and analyse case law and academic writings effectively. 6 To fulfill individually and as a team assignments of searching and interpreting legal rules as well as their application. 9aa To write professional legal memos, pleadings or other forms of legal texts, using legal language and terminology, including citations accurately. 11 To be able to fulfill a few tasks in groups and individually over the same period of time and submit them on time. 14 - To recognize the principles of professional liability. - To identify situations of conflict of interest. Intellectual Property Rights 2 - To define different types of intellectual property rights. - To explain principles and rules governing each type of intellectual property rights. 7b - To make arguments with or against the legislative policy relating to the scope of protection and the procedures of enforcement; - To think critically about the economic and ethical aspects of the legal protection and infringements of certain intellectual property rights. Insurance Contracts 2 To explain the rules and elements of insurance contracts and their effects. 3b - To solve complex legal problems of insurance. - To identify actual regulatory problems relating to insurance companies and
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brokers vis-à-vis the insured and propose solutions. 7b To write legal arguments with or against the position of existing law in respect of certain issues. Computer Skills 4 - To be able to use the computer for personal and office needs. Elective Law Courses (12 credited hours of student's choosing are required. Each course weighs 3 Cr. Hs.) Minor Civil Contracts 2 To be able to characterize and distinguish the contracts of agency, independent contractor, and surety. 3b To solve complex legal problems involving different aspects of a contractual legal relationship. 7b To write legal arguments with or against the position of existing law in respect of certain issues. Comparative Law 1 - To recognize different legal systems. - To compare and contrast key elements of the national legal system and a foreign one in respect of a given topic. 7a To analyse, interpret, and present differences between different legal systems. 9b To use materials in a second language. Air and Maritime Law 2 - To understand the relationships between legal regimes governing international business transactions relating to the movement of vessels, goods and persons in maritime and space mediums. - To critically describe the harmonization of private international regulation of maritime law, air law and space law through the adoption of international treaties and conventions. - To understand the principles of liability for maritime and space activities. 6 To be able to reflect through team work upon complex ideas and arguments and relate them to issues and circumstances in the contemporary global political economy
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Arbitration Law and Alternative 2 - To understand the concept and principles of arbitration as a method of dispute Means of Dispute Resolution resolution. - To know the main legal instruments regulating arbitration on national and international level. - To distinguish arbitration from other ADRs. - To explain the rules of court-mediation under Jordanian law. 3b To identify when to refer to institutional arbitration and when to go for ad hoc arbitration, and to draft suitable arbitration clauses. 9aa To write legal petitions necessary in the course of the arbitral procedure. 14 - To know the basic ethical obligations of an arbitrator. - To comment, with ethical and legal reasoning, on cases involving challenges to arbitrators on grounds of lack of independence or partiality. Criminology and Penology 5a To examine different theories in criminology and penology and assess the points of strength and weakness in each. 10 - To understand the underlying interests and values that may justify criminalizing a certain course of conduct. - To recognize the social and economic factors that contribute to criminal conduct. - To evaluate the penal policies and the criticism of each type of punishment based on the social, economic and ethical aspects of each.
International Organizations 1 - To recognize and describe different types of international organisations and their roles. - To contrast various organizations in terms of structure and mandate. 8 - To utilize computer skills or IT and communication techniques as tools for accessing primary documents of IO and to support knowledge. History of Law 1 To know the historical development of law. 9a To investigate the differences in ancient legal systems and to describe them in writing.
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10 To identify the political, social, and economic phenomena that influenced the development of the law and to describe examples in writing. Introduction to Islamic Law 1 - To know the sources of Islamic law and their hierarchy. - To recognize the development of different schools of jurisprudence within Islamic law. - To explain selected maxims of Islamic law and use them to explain particular rulings. Law and the Environment 1 - To describe the national and international regulation of the protection of the environment, the relevant central and municipal authorities and their powers. 2 - To explain the pertinent civil. Criminal, an disciplinary liabilities. - To explain the relevance of energy legislations for the protection of the environment. 13 To debate the interaction between the protection of the environment and the development and economic growth and pertinent controversial issues. International Humanitarian Law 1 To know the sources of international humanitarian law and the scope of its application. 2 To explain the principal rules and obligations relating to the protection of civilians and war prisoners. 13 To apply the rules of the Geneva and Hague Conventions to the legal status of Jerusalem and the Israeli actions as an occupying authority. Consumer Protection and the 1, 2 To understand the legal regime for economic competition. Competition Law 3b To investigate the rules and principles for the protection of the consumer, criticize them, and propose solutions to fill in legal loopholes. 12, 13 To propose a procedural framework for the protection of the rights of the consumer in respect of small claims. Media Law 1, 2 To discuss the constitutional and legal principles relating to the freedom of the press. 12 To annotate relevant case law from the point of view of freedom of speech, professional and social responsibility.
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Public Rights and Liberties 1 To know the public rights and liberties enshrined in the Constitution. 2 To explain the legislative regulation of the exercise of public rights and liberties and pertinent case law and identify points of constitutional controversy. 12 To explain the significance of the constitutional protection for human rights and the democratic system through presenting the historical development of the relevant rights at the national level. Law of Information Technology 2 To know the legal concepts relating to electronic transactions. 5b - To compare conventional formation of contracts with electronic contracts. - To solve problems relating to electronic commerce and the liability for the security of information and dealings. 8 To use electronic databases to obtain relevant judgments and legislation. Forensic Medicine 2 - To know the importance, scope, and role of forensic medicine. - To explain the procedural legal aspects of the function of the forensic expert. 5a - To discuss the report of a forensic expert in a hypothetical case and assess its legal value in the context of given facts and evidence. Civil Service 1, 2 - To explain the regulation of civil service. - To recognize different legal systems of civil service and identify the advantages of each. 3b To evaluate the procedures for the selection of governmental employees, their promotion and disciplinary procedures, and to propose methods and rules to improve the same. 12, 13 To determine the appropriate conduct of an employee in certain circumstances in accordance with the ethics of public service and the rule of law.
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HOLY SPIRIT UNIVERSITY OF KASLIK
Tasks 1 "Elaboration of a Degree Profile and Programme of each institution" (individual)
Dr. Darina Saliba Abi Chedid
The Holy Spirit University of Kaslik (USEK), Lebanon
A. Elaboration of a Degree Profile:
1. General Description:
The USEK Faculty of Law offers a Bachelor program in law. The program is based on the credited hour system. It comprises 137 credited hours, where courses account for either 2 or 3 credits. This degree is obtained in 4 years, knowing that the 4th year is equivalent to Master 1 in the European system. It prepares students to obtain simultaneously a Law Degree in Lebanese Law or a Law Degree in General Law. In 1999, the Faculty of Law undertook a reform of its system of education by adopting the credit system and semesters. During the university year 2001-2002, the Faculty of Law made a thorough review of its programs in order to adapt them to the evolution of the legal disciplines, as has been done throughout the world. The curriculum of the USEK Law Degree consists of 11 credits of general required courses, 49 credits of Lebanese Law courses, and 139 credits of General Law courses. The constituents of the program profile can be clarified in the following manner: - The general mission of USEK, in accordance with article 92 of the Constitutions of the Lebanese Maronite Order and the teaching of the Catholic Church on universities, is to contribute to the welfare of the human being, all human beings, throughout education, research and publication in all fields of knowledge. By providing a human and scientific high quality education to its students, USEK intends to prepare future leaders for innovation and progress, in Lebanon and the Middle East, faithful to the human and spiritual values as well as to the respect of cultural and religious pluralism. - The specific mission of the USEK Faculty of Law that is to teach law while reconciling the solidity of tradition and adaptation to modern requirements, with particular concern for meeting the needs of the local, regional and international employment market. Its concern is thus to graduate lawyers and jurists familiar with law and able to apply it with commitment and ethics. - The curriculum of the Degree program (compulsory and elective courses composed of general required courses, Lebanese Law courses, and General Law courses). - Course description.
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- Competences identified by the Quality and Assurance bureau and the Accreditation programs.
2. Explanation of the link to the meta-profile:
The relevant competences could be assessed by scrutinizing the syllabi prepared and submitted by faculty members. Those that coincide with the Meta profile for law agreed in the T-Meda Project are as shown in the following table below. The main difference is that each course will be linked to specific competences that are different from the ones found in another course. Another difference is that the competence “Capacity to act faithfully, transparently and with a sense of dedication in defending the interests of persons represented and all situations in which the law graduate is involved” is not formally mentioned but insinuated in some syllabi. This is because it is believed that this competence should be acquired during the training that each law student should do in order to become a lawyer. USEK Law program profile Meta profile - Students are equipped to acquire - Ability to contribute to the creation of skills in legal problem solutions, new legal solutions and institutions in interpretation, critical analysis and general and particular cases legal research - Ability to make logical decisions and to take appropriate legal action accordingly - Knowledge of, and ability to, interpret and apply legal texts and principles
- Active and continuous learning - Maintain continuous education - To be aware of ethics and acting - Awareness of the ethical dimension of the legal accordingly professions and of the social responsibility of - Participating in activities that promote law graduates, and acting accordingly. human rights and democratic governance - Commitment to human rights, democratic governance and the rule of law.
- Knowing and using a second - Capacity for good written and oral professional language is obligatory in legal communication, and ability to use a second studies (Arabic, French/English) language Legal reasoning and analysis and argumentation - To communicate correctly using - Capacity to apply scientific research criteria technical legal terms in Arabic, and use electronic resources in the course of English or French conducting a professional activity. - To learn to solve legal problems and understand new legal phenomena - To enhance research and analytical skills and apply methods of legal research - knowledge of the principles of the main - Knowledge of, and ability to, interpret and branches of law apply the general principles of law and the legal
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system - To get used to manage time - Organizational skills, especially time efficiently management
- To work with a team is a must (group - Capacity to work in a legal or an presentations, group work, etc.) interdisciplinary team and autonomously
3. Context, social needs, purpose and university strengths:
A Convivial Ambiance in an Agreeable Framework
Due to its history, its geographical location, its dynamism and its reputation in the fields of education and training, Lebanon attracts a high number of students, mainly from the Middle East, but also from Europe and North America. The teaching body also reflecting this cultural diversity, which characterizes USEK, is a source of enrichment and generates a convivial ambiance. USEK’s international dimension is also revealed through several projects, seminars and other cultural activities, which USEK is committed to, in partnership with foreign higher education institutions. These exchanges and joint works are the fruit of 81 cooperation conventions signed between USEK and foreign institutions. Thanks to these agreements, students enrolled at USEK are able to conduct their researches within the framework of a joint direction or supervision. Furthermore, the students may benefit from the option of undergoing training for one or two semesters in one of the partner universities. Finally, USEK proposes several specializations in which the student is awarded a dual diploma (i.e. the diploma delivered is signed both by USEK and by the partner university).
Community life at USEK is about human proximity relations among the students, the teachers and the administrative staff, in a climate of reciprocal respect and responsible freedom. The University is characterized by a genuine spirit of solidarity and support, thanks to which, solid bonds of friendship are formed. Having grown accustomed to the complexity and requirements of higher education, USEK is therefore striving to recruit teachers who have high qualifications in their field of specialization, as well as the wish to be ethically committed within the service of young students. USEK’s main campus is located in Jounieh, which borders the bay bearing the same name, along the Eastern coast of the Mediterranean. Jounieh is a cosmopolitan city, which has a radiant history, archaeology, natural beauty, leisure and sports activities and numerous amusement centres. The University’s premises combine tradition with modernism, and offer an agreeable and calm environment which favors thinking and studying.
A Dynamic Student Life USEK cultivates a strong feeling of belonging among its students, thanks to its welcoming student life and the multiple services it offers them. Hence, outside the framework of courses, student life in USEK takes several shapes and offers new occasions to develop new competences and knowledge and build a large network of contacts: a student magazine, social associations and clubs, pastoral work, cultural trips, student parties, etc.
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Since the University is keen on emphasizing the culture of the body as well as that of the mind, it also offers students a broad choice of sports activities. The program includes: basketball, volleyball, football, tennis, table tennis, oriental dance, yoga, ski, etc. In addition, USEK has several sports teams, which take part regularly in competitions among universities, as well as in national and international championships.
Support for the Students As higher education became widespread and the socioeconomic crisis in the country grew harsher, USEK has set the following objectives for itself: Make higher education accessible to all equally, without discrimination and, most importantly, without excluding economically deprived students; Preserve the quality of its students’ education and training, so as to enable them to better live in society and in their vocational sphere. USEK is keen on keeping its fees affordable, and provides its most destitute students with financial aid and payment facilities. Scholarships are also allotted to the most deserving students. Several offices and services have been put at the students’ disposal, in order to provide them with support, a listening ear, counsel and orientation. These include: The Social Service Office, the University Pastoral Work, the Students’ Affairs Office, the Orientation and Admission Office, the Infirmary, etc. Acknowledged diplomas and a flexible system of studies at USEK:
Studies in USEK are based on the modular system of units which are accounted for on a half- year basis, or “credits”. By adopting this system, the University is complying with the regulations stipulated by the Lebanese state and with the provisions that were recently adopted in European universities, while also remaining compatible with the system in force in US and Canadian universities. In addition, the adoption of such a structure enables students to enjoy flexibility on all levels for the academic and financial management of the prospective degree courses. It also enables: Promotion of students’ mobility in Lebanon and abroad: Credits can be accumulated and transferred from one university to another. Personalization of the students’ training: The academic course of each student is adapted to his (her) personal and vocational project. Flexible Organization of the semester: Students are allowed the freedom to choose the number of credits (while abiding by the minimum and maximum numbers set by the University) and the courses taken during the semester (out of a group of courses that are required for a given curriculum), thus enabling them to ameliorate the manner in which they set their schedule. Development of close pedagogical support: The follow-up and support provided by the teachers is reinforced by the fact that, thank to this system, education is centered on the students. Offer of a diversified courses to students: This system promotes a multidisciplinary approach, as well as exchanges within and among disciplines.
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Facilitation reorientation: Thanks to the establishment of links among the various education courses that are proposed, students can easily change their curriculum without losing all their achievements.
The Faculty of Law at the USEK:
Driven by a pioneering and innovative spirit, the Faculty of Law of the Holy Spirit University of Kaslik has never stopped flourishing since its foundation in 1988. By setting the highest standards of excellence in research, education and academic services, our Faculty of Law of more than 50 professors and 250 students, has been an important milestone of the Holy Spirit University of Kaslik. Besides its teaching and learning approaches combining traditional legal studies with modern curricula, our Faculty sets new standards as to the education of legal professionals to respond effectively to the need of our societies today.
Five good reasons to study at USEK Faculty of Law:
1-Excellent legal skills delivered by top quality professors and instructors; 2-Strong ties with the international world; 3-Development of methodological competences along with communication and negotiation skills; 4- 7 top programs delivered: •Bachelor Degree in Lebanese Law •Bachelor Degree in General Law •Master research in Private Law •Master research in Public Law •Professional Master in International commerce law – Major “ L a w o f international contracts” •Professional Master in Law of business – Major “Law of banking and finance” •Ph.D. in Law 5-Program courses available in French and English
Placing internationalization at the top of its priorities, the Holy Spirit University of Kaslik is following words with action, cultivating hence special links with more than 100 universities in Europe and around the world. The aim of these agreements is to foster academic mobility and reinforce cooperation both in the field of teaching and research. Below are some partner universities of USEK Faculty of Law: EBS Universitat fur Wirtschaft und Recht - Germany
Faculty of Law and Social Sciences of the University of Poitiers - France
Florida State University - United States
Leiden Law School - Netherlands
University of Jordan - Jordan
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University of Montpellier I - France Master II Professional, in “International Trade Law” - option “Law of International Contracts” (Double Degree)
EBS Universitat fur Wirtschaft und Recht - Germany
University of Paris I, Pantheon Sorbonne - France
University of Pierre Mendès - France
Beyond its dedication to providing academic excellence, Usek Faculty of Law believes that extracurricular activities can empower students to make their own decisions and help them gain vital experience and skills. Therefore, it organizes several activities during the academic year such as the Live Virtual Tribunal, the “Ciné Juridique” that is a screening debate tackling legal issues, Investigations and Crime Scene presentation, as well as different conferences and workshops hosting visiting professors from many foreign universities.
4. Occupations and the potential fields / sectors for the employment of graduates:
Graduates of the Faculty of Law will be qualified to practice the following professions: Magistracy
Bar
Diplomatic Career
Notary
Civil Service
Bank and Insurance Sectors
International Organizations and Institutions
Corporate Consultant
Teaching
B. Elaboration of a Programme:
1. Description of the courses/units (plan of studies): - Length - Key Competences - Learning outcomes - Consistency between profile, programme, competences and learning outcomes
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Academic Programs Diplomas
Law Degree (137 credits - 4 years) The Faculty of Law prepares students for the following degrees: Law Degree in Lebanese Law
Law Degree in General Law
The two diplomas are simultaneously obtained within a four year course (minimum) and eight year course (maximum).
Master in Law (21 credits - 3 years maximum) Private Law
Public Law
Master 2 Professional Master 2 Professional - Option “International Trade Law” - Specialization “Law of International Contracts” (23 credits - 3 years maximum)
Master 2 Professional - Option “Commercial Law” - Specialization “Banking and Finance Law” (33 credits - 3 years maximum)
Master 2 Professional - Option “Commercial Law” - Specialization “International Arbitration and Meditation Law” (36 credits - 3 years maximum)
Master in Criminology (36 credits – 2 years)
Ph.D. in Law (60 credits - Master in Law + 5 years maximum) Ph.D. in Private Law
Ph.D. in Public Law
Curriculum of the Law Degree and plan of studies per semester:
Credits
DRL 211 Civil law : 2
Properties and
Estate Law I
DRL 215 Tutorial Civil 1
Law : Properties Fall
and Estate Law I
First year First 34 credits 34 DRG200 Introduction to 2 law I
DRG210 General 3
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consitution law DRG221 Legal 2 methodology ECO221 Micro economy Or 2 DRG222 Canon law 3 ACT210 Financial 3 accounting I DRL221 Civil law : 3 properties and estate law II DRL225 Tutorial Civil 1 law : properties and estate law II DRL212 Lebanese 3
constitutional law
Spring DRG230 Introduction to 2 law II DRG240 Political systems 2 DRL311 Civil procedure I 2 ECO221 Micro economy 3 Or DRG222 Canon law 3 DRG250 Obligations 2 DRL322 Civil law : 3 Contracts and obligations code DRL327 Tutorial Civil 1 law : Contracts and obligations code
DRG310 Regime of 2
liability
DRG330 Administrative 2 Fall jurisdictions and
35 credits 35 organization Second year Second DRL321 Civil procedure II 3 DRL323 Tutorial Civil 1 procedure II DRL325 Estate law 2 DRG411 Merchant law 3 DRG421 Tutorial business 1
law
i
p r n g S DRL310 Criminal law 3
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DRL315 Tutorial criminal 1 law DRl222 Administrative 3 law DRL227 Tutorial 1 administrative law DRG420 Sureties 2 DRG426 International 3 public law DRG351 Labor and social 3 security law SPT Physical 1 education DRL412 Civil law : 3 Named contracts I DRL415 Tutorial civil 1 law : named contracts DRG300 Special 2 administrative
Fall law I DRG400 Special criminal 3 law DRG414 Tutorial special 1
criminal law
DRG461 Arbitration law 3 DRL510 Civil law : 4
personal status
DRL511 Criminal 3 35 credits 35 Third year Third procedure I DRL513 Tutorial criminal 1 procedure I DRG415 Corporate law 3 DRG425 Tutorial 1 corporate law DRG454 Banking law 3
Spring DRG422 International 2 private law I DRG440 Tutorial 1 international private law I DRL424 Tax law and 4 public finances
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DRG520 Civil law : 2 contracts DRG522 Tutorial civil 1 law : contracts DRG423 International 2 private law II DRG441 Tutorial 1 international private law II DRG521 Bankruptcy 3
Fall DRG516 Tutorial 1 bankruptcy DRG531 Criminal 3 procedure II DRG320 Computer and 2 internet law Or DRG532 Legal 2 informatics DRG220 Family law 2
Or
DRG393 Human Rights 2
Private Law Private
– DRG534 Civil law : 3
Named 33 credits 33 contracts II DRG535 Turorial named 1
Fourth year year Fourth contracts II DRG550 Methods of 3 enforcing judgments DRG551 Turorial 1 Methods of
enforcing judgments
Spring DRG512 Bills of trade 2 DRG455 Insurance law 2 DRG530 Maritime and air 2 law DRG529 Introduction to 2 Common law Or DRG589 Intellectual and 2 artistic property law Or
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DRG536 Family law II 2 DRG540 Administrative 3 litigation DRG580 Tutorial 1 administrative litigation DRG528 Tax litigation 3
DRG543 International 2
economic law Fall DRG527 Environmental and urban law Or DRG590 Customs law 2 DRG472 Civil service law 2
DRG433 International 2
institutions
Public Law Public DRG393 Human rights 2
–
DRG541 Constitutional 3 33 credits 33 litigation DRG581 Tutorial 1
Fourth year year Fourth constitutional litigation
DRG582 Public law to 3 economics
DRG526 European Union 2 Spring law DRG591 International 2 relations DRG537 Special 3 administrative law II DRG538 Diplomatic and 2 consular law
2. Effective learning outcomes for each unit/course:
List of numbered competences as agreed upon during our 3rd general meeting in Nicosia:
1. Knowledge of, and ability to, interpret and apply the general principles of law and the legal system.
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2. Knowledge of, and ability to, interpret and apply legal texts and principles of the national and international legal system in specific cases.
3a. Capacity to contribute to the creation of new legal solutions and institutions in general (simple cases). 3b. Capacity to contribute to the creation of new legal solutions and institutions in particular (advanced) cases.
4. Maintain continuous education.
5a. Ability to make logical decisions. 5b. Ability to take appropriate legal action.
6. Capacity to work in a legal or an interdisciplinary team and autonomously.
7a. Basic legal reasoning and analysis. 7b. argumentation in advanced cases.
8. Capacity to apply scientific research criteria and use electronic resources in the course of conducting a professional activity.
9a. Capacity for good written and oral communication. 9aa. Capacity for good written and oral professional communication. 9b. ability to use a second language.
10. Capacity for critical analysis of the legal system in terms of philosophical, economic, social, political and other phenomena.
11. Organizational skills, especially time management.
12. Commitment to human rights, democratic governance and the rule of law.
13. Awareness of the ethical dimension of the legal professions and of the social responsibility of law graduates, and acting accordingly.
14. Capacity to act faithfully, transparently and with a sense of dedication in defending the interests of persons represented and all situations in which the law graduate is involved.
List of some learning outcomes for courses of our Law degree profile at USEK:
Course name: Administrative Jurisdictions and Organization LO #1 To explain the organization of the administration
LO #2 To interpret the functioning of administration modes
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LO #3 To compare the different modes of administrative organization
LO #4 To define the competent administrative authority
Course name: News Conferences LO #1 Allow students to reflect on contemporary legal issues in an individual and original manner. LO #2 Enhance persuasion skills as well as skills in reasoning and analysis, orally and in writing. LO #3 Acquire via readings skills in reasoning, interpretation, analysis and synthesis LO #4 Develop knowledge and understanding about the interrelationship between law, justice and society, and the changing nature of the law. LO #6 Locate, select and organize legal information.
Course name: Administrative litigation LO #1 To compare the Lebanese and French administrative judicial systems. LO #2 To understand the administrative courts jurisdictions LO #3 To distribute the different phases of proceedings before the different administrative tribunals LO #4 To evaluate and assess the various administrative judgments.
Course name: Fundamental rights and civ liberties LO #1 To identify the different types of freedoms LO #2 To determine the different types of protection LO #3 To compare the different systems of protection LO #4 To argue legal decisions relating to human rights
Course name: Public International Law LO #1 Understand the particularities of the international society composed primarily of States LO #2 Understand the basic doctrines and concepts of public international law
LO #3 Allow students to analyze and critically discuss the limits and potentials of international law as a technique of public policy
LO #4 Understand the legal rules governing international relations
LO # 5 Analyze contemporary issues from the perspective of international law
Course name: Tax law and public finance LO #1 To distinguish the several fundamental concepts LO #2 To apply the texts of law LO #3 To analyze financial themes
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LO #4 To argue and assess taxes
Course name: General administrative law LO #1 To understand and master the scope of the concepts of administrative law LO #2 To apply these concepts to practical legal issues. LO #3 To collect the relativity of these concepts taking into consideration the controversies they pose LO #4 To analyze and criticize the jurisprudence relating to these concepts.
Course name: Intellectual property law LO # 1To articulate challenges to the law of exponential technological developments and globalization, and the limitations of various alternatives for dealing with those challenges. LO # 2 To acquire awareness of current topics in computer and internet law, and find means for staying current into the future. LO # 3 When a practicing professional, to recognize that your client has an intellectual property issue and to have access to options for approaching it. LO # 4 To apply and improve skills in legal writing, oral argument, and speaking in front of a group.
Course name: Special administrative law LO # 1 Have knowledge and understanding of basic issues and techniques for public and non- profit sector management and administration. LO # 2 Acquire a clear understanding of sources of administrative law and fundamental administrative law principles; LO# 3 Develop and improve your skills in the areas of written and oral communication, team building, critical thinking, and public policy analysis; LO # 4 Be able to identify administrative law issues and predict behavior of courts, legislative bodies, and executive officials in response to administrative agency actions; LO # 5 Develop a framework for analyzing and resolving basic administrative law problems faced in the administrative state and build up a critical perspective on how administrative law works in Lebanon; LO # 6 Be aware of basic current issues and developing trends in administrative law.
Course name: International institutions LO#1 Search through topics of international law and international organizations to deduce information to back up knowledge; LO#2 Effectively interact with the issues of the international community and its institutions, in addition to keep up with the latest developments; LO#3 Define and correctly use the core vocabulary and concepts relevant for international organizations and global governance, and develop a legal argumentation and deal in an ideal manner with assumptions and various theories in this field. LO#4 Identify, describe and being able to compare and contrast the various international organizations with respect to their structures, functions and activities;
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LO#5 Discuss the United Nations’ effectiveness with respect to addressing global issues such as armed conflict, human rights and environmental crises;
Course name: Air and Maritime Law course
1. To understand the relationships between legal regimes governing international business transactions relating to the movement of vessels, goods and persons in maritime, sea, and space territories. 2. To critically understand the harmonization of private international regulation of maritime law, air law and space law through the adoption of international treaties and conventions. 3. To understand the principles of liability for maritime and space activities. 4. To be able to reflect upon complex ideas and arguments and relate them to issues and circumstances in the contemporary global political economy.
Course name: Banking Law course
1. To understand the framework of regulation of banking at an international, European and local level 2. To engage critically with the debate regarding the theoretical basis of banking regulation 3. To analyze and apply banking law relating to banker-customer relations 4. To carry out independent research in the fields of both banking regulation and banking law using both library-based and electronic resources.
Course name: Legal Method and Exercises course
LO #1 To use legal language and terminology, including citations accurately
LO #2 To read and analyse case law effectively
LO #3 Allow students to analyze and critically discuss the limits and potentials of international law as a technique of public policy
LO #4 To search and interpret legal rules as well as their application
LO # 5 To identify legal principles
Course name: Private International Law course
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LO #1 To identify the conflict of norms governing the selection of applicable law
LO #2 To know the application of international civil procedure norms that determine the jurisdiction of courts and the rules of application of court judgements
LO #3 To identify the sources of conflict of law norms (international agreements, EU laws, etc.)
LO #4 To know a selection of international arbitration issues.
3. Consistency between the profile, programme, competences and learning outcomes:
COURSE NAME COMPETENCES LEARNING OUTCOMES
1. Criminal Law 1, - To know the principles and rules of criminal law - To understand the elements of crime - To identify different types of punishment. 3a, identify circumstances giving rise to criminal liability
7a analyse factual situations and Distinguish different forms of criminal complicity 2. International organizations 1, - to recognize different types and their roles - To contrast various organizations in terms of structure and mandate 8 to utilize computer skills or IT and communication techniques as tools for accessing primary documents of IO and to support knowledge. 3. Public International Law 1, To know the sources and legal persons of international law. 2, to compare similarities and differences between IL and domestic legal system. 9b, To read relevant materials in
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a foreign language. 10, To understand how international law has transformed and developed in the context of international political and economic developments. 12 to illustrate the role of international law through settlement of disputes and human rights. 4. Political systems 1, - to recognize different political systems. - To identify general principles of constitutional law in a comparative approach. 10 to investigate the political factors that affect constitutions. 5. Comparative law 1, - to recognize different legal systems. - to compare and contrast key elements of the national legal system and a foreign one in respect of a given topic. 7a to analyse and interpret differences between different legal systems. 9b, to use materials in a second language.
6. Introduction to Law 1, to identify the sources and various branches of law. to understand the general theory of right.
3a to classify legal relationships and determine the applicable law. 6 to debate legal issues and solve basic problems through team work.
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12 to demonstrate the importance of the rule of law. 7. Constitutional Law 2, to understand the principles and rules of the Constitution - and the organization of State authorities.
3b to examine a real or hypothetical constitutional case and construct alternative solutions. 6 to debate constitutional issues in groups.
12 – to recognize the public freedoms and liberties enshrined in the constitution. – to demonstrate the importance of constitutional protection of human rights and democratic governance in society. 8. 1 9. Introduction to law 1, To know the historical development of law. 9a, to investigate the differences in ancient legal systems and to describe them in writing. 10 To identify the political, social, and economic phenomena that influenced the development of the law. 10. News Conferences 1, To allow students to reflect on contemporary legal issues in an individual and original manner. 7a To enhance persuasion skills as well as skills in reasoning and analysis, orally and in writing.
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9a To acquire via readings skills in reasoning, interpretation, analysis and synthesis 10 To develop knowledge and understanding about the interrelationship between law, justice and society, and the changing nature of the law. 11. Family law 1, To know the general principles of family law.
2 - To analyze hypothetical situations involving marriage, divorce, and pertinent rights, and apply rules of family to them to provide solutions.
- To solve problems relating to inheritance.
10 to examine the underlying factors for the existing plurality of family law for different communities within the state. And to understand the justifications for successive amendments.
12. Legal research 4, To obtain legal information methodology from legal resources
6 to produce an essay through team work. 8 to utilize electronic legal resources, like legal databases. 9a to explain research conclusions and to summarize legal materials in writing in a scholarly manner.
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11 to prepare assignments and submit them within deadlines. 13. Company Law 2, to be distinguish different types of companies and their requirements of incorporation . 3b to identify appropriate type of company for particular activities and to take necessary steps. 13 understand corporate governance, ethical dimension and social responsibility. 14. Commercial law 2, to identify different negotiable instruments. examine the relationships and pertinent liabilities arising from NI. 6 to solve problems as a team and present the proposed solution. 11 To draw a framework for monitoring and conserving the rights of a client as a holder of a commercial paper. 15. Special Administrative law 2, 5b To develop and improve the student’s skills in the areas of written and oral communication, team building, critical thinking, and public policy analysis; To develop a framework for analyzing and resolving basic administrative law problems faced in the administrative state and build up a critical perspective on how administrative law works in Lebanon. 16. Arbitration law 2, 9aa, 3b, 14 To demonstrate a sound understanding of alternative dispute resolution methods in international commercial 118 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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relations - especially that of arbitration; as well as the specific procedural phases and advocacy requirements of international commercial arbitration.
17. Legal Method and 3b, To read and analyse case exercises law and academic writings effectively. 6 To fulfill individually and as a team assignments of searching and interpreting legal rules as well as their application. 9aa To write professional legal texts using legal language and terminology, including citations accurately. 11 To be able to fulfill a few tasks in groups and individually over the same period of time and submit them on time. 14 - To recognize the principles of professional liability. - To identify situations of conflict of ointerest. 18. Private International Law 2, - To understand the methodologies of determining the applicable law in a private international relationship. - To explain the grounds of court jurisdiction in international litigation. 3b To solve complex problems involving problematic characterization of legal relationships and institutions and relevance of national and international rules. 7b To elaborate arguments on controversial issues in private international law 119 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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and public policy. 19. Air and Maritime Law 2, - To understand the relationships between legal regimes governing international business transactions relating to the movement of vessels, goods and persons in maritime and space mediums. - To critically understand the harmonization of private international regulation of maritime law, air law and space law through the adoption of international treaties and conventions. - To understand the principles of liability for maritime and space activities. 6 be able to reflect through team work upon complex ideas and arguments and relate them to issues and circumstances in the contemporary global political economy 20. Banking law 2, To understand the framework of regulation of banking at the international, and local levels. 3b - To engage critically with the debate regarding the theoretical basis of banking regulation. - To analyze and apply banking law relating to banker-customer relations. 4 To carry out independent research in the fields of both banking regulation and banking law using both library-based and electronic resources.
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21. Law of criminal procedure 2, - To learn the rules and principles of criminal procedure, and the jurisdiction of relevant courts and authorities. - To understand the relevant procedural legislation and case law. 5b To solve problems involving identifying the appropriate legal procedure and reviewing critically a particular procedural approach (real or hypothetical). 8, To collect court decisions through electronic resources and explain the legal and logical elements in the findings and reasoning. 13, - To justify aspects of the criminal procedures from the ethical point of view. - To discern the aspects of professional and social responsibility in criminal procedures. 14 To appreciate the professional responsibility in representing the interests of the accused or the victim. 22. Tax Law 2, - To learn the rules that apply to the taxation of individuals and different types of entities. - To know the relevant tax authorities, their competences and powers.
4 To distinguish and search different legislative instruments and subordinate legislation issued and promulgated in different legal ways. 5b, 7a to discern and clarify facts
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relevant to the taxation in a particular economic activity, legal form of business, and transactions; to determine the appropriate legal action accordingly. 3b, 10 To propose a new taxation policy and anticipate its possible effects on business operations and taxpayers in general. 23. Public Finance 1, - To know the constitutional framework for public revenues and expenditure, and public debt. - To learn the interaction between the executive authority and the parliament in passing the general budget. - To learn the legal means and entities concerned with monitoring the implementation of the general budget. 5a To distinguish different heads of public revenues and identify the appropriate head relating to a particular situation. 12 To understand the significance of transparency and parliamentary control over the setting and implementation of the general budget as aspects of ensuring the rule of law in a democratic society. 24. Property Law 1 To know the definition and scope of Property Law. 2 To explain the classification of estates.
3a To solve problems relating to property law.
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3b To recognize common problems relating to property and real rights and propose possible legal reform. 25. Civil Law (named 2, To be able to characterize contracts) particular contracts and explain applicable legal rules. 3b To solve complex legal problems involving different aspects of a contractual legal relationship. 7b To write legal arguments with or against the position of existing law in respect of certain issues. 26. Intellectual property 2, - To define different types rights of intellectual property rights. - To explain principles and rules governing each type of intellectual property rights. 7b - To make arguments with or against the legislative policy relating to the scope of protection and the procedures of enforcement; - To think critically about the economic and ethical aspects of the legal protection and infringements of certain intellectual property rights. 27. Rules of obligations 2, To explain the legal concepts, principles, and rules relating to the discharge of obligations and the legal remedies available for the obligor. 3b To solve advanced problems involving complex issues between obligors and
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obligees. 28. The Sources of 1, To know the sources of Obligations obligations and the elements of each. 3a To solve basic problems about the validity and effect of certain sources of obligations. 3b To recognize controversial points of law and formulate an opinion thereupon. 7a To analyse factual situations to identify whether an obligation exists and on which legal basis, and write a reasoned opinion. 29. Law of Evidence 2, To understand the means of proof in civil and commercial matters and the relevant substantive and procedural principles. 5a - To solve basic problems regarding the admissibility of evidence. - To understand the logical rules relating to the assessment of factual presumptions and apply them in given situations. 5b To identify the appropriate legal action regarding the submission of or objection to evidence. 8 To use electronic resources in preparing assignments. 30. Forced Execution 2, - To explain the legal rules of enforcement of obligations, seizure and liquidation of debtor's property. 5b - to identify the appropriate action regarding the protection of the interests of the creditor, the procedures of execution and 124 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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challenging the decisions of the judge of execution. 31. Law of Civil procedure 2, - To learn the rules and principles of civil procedure, and the jurisdiction of relevant courts and authorities. - To understand the relevant procedural legislation and case law. 5b To solve problems involving identifying the appropriate legal procedure and reviewing critically a particular procedural approach (real or hypothetical). 8 To collect court decisions through electronic resources and explain the legal and logical elements in the findings and reasoning. 13 To justify aspects of the civil procedures from the ethical point of view. 14 To demonstrate understanding of conflict of interest in certain circumstances and determine the appropriate course of action from the point of view of professional responsibility. 32. Criminal law – specific 2, To understand the elements crimes of specific crimes against persons or property. 5a To determine criminal liability in certain circumstances based on legal reasoning and logical conclusions. 33. Bankruptcy 2, To define bankruptcy and to explain its rules and consequences for individual merchants, commercial companies, and third 125 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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parties, e.g., employees and creditors. 3b To recognize areas of problematic balance between the bankrupt and the creditors and to propose alternative solutions and policies. 34. Criminal law and 5a, To examine different procedural criminal law theories in criminology and penology and explain the points of strength and weakness in each. 10 - To understand the underlying interests and values that may justify criminalizing a certain course of conduct. - To recognize the social and economic factors that contribute to criminal conduct. - To evaluate the penal policies and the criticism of each type of punishment based on the social, economic and ethical aspects of each. 35. Labour and social security 2, - To explain the Law principles and rules of labour law relating to the contract of employment. 10 - To understand the social, political, and economic policies affecting the labour law. - To recognize the powers and factors that affect collective bargains and the social and economic ramifications of collective labour disputes.
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UNIVERSITY OF TUNIS
Noureddine KRIDIS Tuning Middle East and North Africa Professor, dean Task 1 law Faculty of Humanities at Tunis [email protected] +216 58 486 486
Human rights « How to improve learning outcomes »
“Human rights” is retained as one of specific and generic competences to form the meta-profile for a law program. All of the competences are dispatched in four main categories, “human rights” belongs to “ethics and social commitment” categories. In Tunisia, each student (lawyer or not) follows this learning, sometimes as “an optional” course. Political and social context before the Tunisian revolution (2014) used this course to get a cleaner international image.
However, teachers insist on knowledge and make their courses up to date, although, students don’t take the courses seriously and consider them as an opportunity of succeeding with higher scores. We describe the course of “human rights” completely as it’s elaborated in French language by a specialist and professor of law: Noura kridis (University of Carthage) and with her collaboration. 127 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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Remarques préliminaires : Ce cours est simplifié. Beaucoup de développements ne figurent pas dans cette version. La nature transversale du cours exige de traiter la matière d’une manière spécifique. Certaines séances sont réservées pour débattre une question d’actualité ou commenter un texte juridique. Les questions débattues n’ont pas parfois un lien avec les questions traitées dans le cours. Par exemple, une séance a été réservée au droit à l’eau et le commentaire de la résolution adoptée par l’assemblée générale. Ces séances « libres » de débat permettent de compléter le cours et d’activer la réflexion des étudiants sur certains points juridiques ou méthodologiques. Le contenu de cours évolue selon la conjoncture nationale et internationale. Le néo-constitutionnalisme dans sa relation avec les droits humains, n’a pas été par exemple évoqué dans le cours de 2013-2014. L’adoption de la nouvelle constitution tunisienne datée du 27 janvier 2014 justifie l’intérêt qui lui a été accordée. Cette constitution est le fruit d’un processus très particulier et ouvert de l’élaboration de la constitution. Par suite de la demande des étudiants et pour plus de souplesse, une partie du cours peut être enseigné en français et en arabe.
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BIBLIOGRAPHIE THEMATIQUE (INDICATIVE)
1-Droits de l’homme et libertés publiques - BURDEAU (G.), Les libertés publiques, LGDJ, 1972.
- BIOY( X.), Droits fondamentaux et libertés publiques, Cours - Thèmes de travaux dirigés – LGDJ 2014 - SANE (P.), « Indivisibles droits humains », Le Monde Diplomatique, mai, 1998.
- Les droits de l'homme : Introduction et définition www.ritimo.org/.../droits.../droits_homme/droits_homme_intro.html
2- L’ONU et les droits de l’homme « L’Organisation des Nations Unies n’est pas simplement une tribune diplomatique : c’est aussi une force de paix qui désarme les combattants, des équipes médicales, des secours pour les réfugiés et des spécialistes des droits de l’homme au service de la justice ». Message du Secrétaire général à l'occasion de la Journée des Nations Unies, le 24 octobre 2011 En dépit de son importance, l’ONU n’est pas le seul acteur de la communauté internationale concerné par la question des droits de l’homme. (Etats – organisations régionales – société transnationales – ONG …SONT également concernés)
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- BOUTROS-GHALI (B.), Les Nations Unies et Les droits de l’homme (1945-1995), New York, département de l’information publique, collection les livres bleus, 1996. - DECAUX (E.), (dir.), Les Nations Unies et les Droits de l’Homme, Enjeux et défis d’une réforme, Pedone, Paris, 2006. RIPERT (J.M.), « Les organes principaux de l’ONU : les droits de l’homme entre New York et Genève », pp. 63-68. CALLEJON (C.) « La réforme de la commission des droits de l’homme », pp. 87-103. MOTOC (I.), « Le rôle des rapporteurs spéciaux par pays », pp. 223-241. SCHMIDT (M.), « L’amélioration technique des procédures des comités », pp. 287-296. - DECAUX (E.), « La sous-commission des droits de l’homme des Nations Unies, de 1947 à nos jours », Relations internationales, n° 132, hiver (octobre – décembre) 2007, pp. 59-77. - AMOR (A.), « Observations sur l’idée de création d’un organe conventionnel permanent unifié chargé des droits de l’homme », in Droits et culture, Mélanges en l’honneur du doyen Yadh BEN ACHOUR, CPU, 2008, pp. 1219-1241. - STERN (B.), « L’évolution du rôle des Nations Unies », in Le Maintien de la paix et de la sécurité internationales, Nations Unies, le droit international comme langage des relations internationales, the Hague, kluwer 1996, pp.58-84. - TARDU (M.), « La crise des droits de l’homme aux Nations Unies : décadence ou refondation ? », in Mélanges TOUSCOZ (J-A.), Droit international et coopération internationale, France Europe Editions Livres, 2007, pp. 354-364.
3- Souveraineté et droits de l’homme - D’ANS (A.M.), « Entre le droit des personnes et la souveraineté de l’Etat : un espace juridique à préciser », in Les Nations Unies et la restauration de l’Etat, Colloque des 16 et 17 décembre 1994, sous la direction de DAUDET (Y.), Pedone, Paris, 1995, pp. 133-139. 130 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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- DUPUY (R.J.), Dialectique du droit international : Souveraineté des Etats, Communauté internationale et droits de l’humanité, Pedone, Paris, 1999. - BEN ACHOUR (Y.), « Souveraineté et protection internationale des minorités », RCADI, 1994, pp. 330-461. - SAID (CH.), « Souveraineté et droits de l’homme », in La souveraineté aujourd’hui, actes de colloque Tunis -Sousse 25-26 avril 1996, pp. 113- 140. - SPERDUTI (G.), « La souveraineté, le droit international et la sauvegarde des droits de la personne », Essays in honour of SHABTAI ROSENNE, Martinus nijhoff publishers, London, 1989, pp. 879-885. - VALTICOS (N.), « Les droits de l’homme, le droit international et l’intervention militaire en Yougoslavie : ou va-t-on ? Éclipse du Conseil de sécurité ou réforme du droit de veto? », RGDIP, 2000, pp. 5-18. (Le cas yougoslave, n’est pas le seul cas où il y a une intervention militaire, nous allons traiter d’autres cas plus récents : Libye ; Syrie…)
4- Des écrits sur des textes et jurisprudence relatifs aux droits humains
- SAURON (J-L.), CHARTIER (A.),Les droits protégés par la convention européenne des droits de l’homme, Gualino, 2014 - LECUYER (Y.),Convention et cour européennes des Droits de l'Homme , Gualino, 2015 - Cassin (R.), “ La Déclaration universelle et la mise en œuvre des droits de l'homme ”, RCADI 1951 (79), pp. 241-367. - BOKATOLA (I.O.), « La déclaration des Nations Unies sur les droits des personnes appartenant à des minorités nationales ou ethniques, religieuses ou linguistiques », RGDIP, 1993, pp. 765-774. - GOY (R.), La Cour Internationale de justice et les droits de l’homme, Bruylant-Bruxelles, 2002. 131 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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- MAURIZE (M.O.), Au-delà de l’Etat, le droit international et la défense des droits de l’homme, organisations et textes, Amnesty international, 1992. - ABI-SAAB (G.), « Droits de l’homme et juridictions pénales internationales », in Mélanges VALTICOS (N.), Droit et justice, sous la direction de DUPUY (R.J.), Pedone, Paris, 1999, pp. 245-254. - MANKOU (M.), « Droits de l’homme : démocratie et état de droit dans la convention de Lomé IV », RJPIC, année 54, n° 3, septembre - décembre, 2000, pp. 313-331.
5- Protection catégorielle des droits de l’homme
- OUANES (T.), Droits de l’Homme et droit des réfugiés : de l’autonomie originelle vers la synthèse inéluctable des régimes juridiques, mémoire de DEA, faculté de droit et des sciences politiques et économiques de Tunis, 1997.
- GASPARD (F.), « Les compétences parallèles : la condition de la femme », in Les Nations Unies et les droits de l’homme, Enjeux et défis d’une réforme, DECAUX (E.), (dir.), Pedone, Paris, 2006, pp. 69-84.
6-Droits de l’homme, paix, développement et démocratie
- FERNANDEZ SANCHEZ (P.A.), « La violation grave des droits de l’homme comme une menace contre la paix », Revue de Droit International de Sciences Diplomatiques et Politiques, janvier - avril 1999, vol. 77/n° 1, pp. 23-60.
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- BOUTROS-GHALI (B.), « Le droit international à la recherche de ses valeurs : paix, développement, démocratisation », RCADI, 2000, T. 286, pp. 9 – 38. - MIGLIAZZA (A.), « L’évolution de la réglementation de la guerre à la lumière de la sauvegarde des droits de l’homme », RCADI, 1972-III, pp.143- 242. - CHAHKAR-FARHANG (S.), « La contribution des Nations Unies à la reconstruction de l’Etat », in Les Nations Unies et l’Afghanistan, 11ème rencontres internationales d’Aix-En-Provence, colloque des 17 et 18 janvier 2003, en l’honneur d’Ahmed Mahiou, A.Pedone, Paris, 2003, pp. 161-164. - DAUDET (Y.), « La restauration de l’Etat, nouvelle mission des Nations Unies ?», in Les Nations Unies et la restauration de l’Etat, Colloque des 16 et 17 décembre 1994, sous la direction de DAUDET (Y.), PEDONE, Paris, pp. 18 – 29. - HARROFF-TAVEL (M.), « L'action du Comité international de la Croix-Rouge face aux situations de violences internes », RICR, n° 801, mai-juin 1993, pp. 211-237. Le droit humain à la paix dans les textes existants des droits de l ...www.graines-de-paix.org › ... › Droit humain à la paix Fiche n° 2 : Droit à la paix, à la sécurité - La cgt www.cgt.fr/IMG/pdf/fiche_2.pdf - DAUDET (Y.), « Le développement social international, nouveau concept pour un nouveau droit », in Les Nations Unies et le développement social international, colloque des 16 et 17 février 1996, sous la direction de DAUDET (Y.), Pedone, Paris, 1996, pp. 13- 27. - FLORY(M.), « Restauration de l’Etat et coopération pour le développement », in Les Nations unies et la restauration de l’Etat, Rencontres internationales de l’Institut d’Etudes politiques d’Aix En Provence, Colloque des 16 et 17 décembre 1994, DAUDET (Y.), (dir.), Pedone, Paris, 1995, pp. 127-131.
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- LAIDI (Z.), « Le basculement du « nous » vers le « je », réflexions sur le système social mondial », in Les Nations Unies et le développement social international, colloque des 16 et 17 février 1996, DAUDET (Y.), (dir.), Pedone, Paris, 1996, pp. 32 - 44. - RANJEVA (R.), « Démocratisation des institutions politiques et organisation des Nations Unies », in Mélanges BOUTROS-GHALI (B.), Paix, développement, démocratie, vol. II, Bruylant - Bruxelles, 1998, pp. 1295-1306. - SICILIANOS (L.A.), « L’ONU, la consolidation de la paix et l’édification de la démocratie », in Mélanges VALTICOS (N.), DUPUY (R.J.), (dir.), Paris, PEDONE, 1999, pp. 215-232. - SMOUTS (M.C.), « L’évolution des actions en matière de développement », in DAUDET (Y.) (dir.), Les Nations Unies et le développement, le cas de l’Afrique, Paris, Pedone, 1994, pp. 73-88. - VALTICOS (N.), « Idéal ou idéaux dans le monde actuel : la paix, le développement, la démocratie », in Mélanges BOUTROS-GHALI, II, 1998, pp.1405- 1416.
7-L’internationalisation des constitutions - SICILIANOS (L.A.), L’ONU et la démocratisation de l’Etat, systèmes régionaux et ordre juridique universel, Pedone, 2000. - TOURARD (H.), L’internationalisation des constitutions nationales, LGDJ, 2000. - MIELE (M.), « Les organisations internationales et le domaine constitutionnel des Etats », RCADI, 1970 - III, T.131, pp. 3. - FILIBECK (G.), « Les droits de l’homme entre éthique et politique dans la vie de la communauté internationale », in Mélanges BOUTROS-GHALI (B.), Paix, développement, démocratie, vol. I, Bruylant - Bruxelles, 1998, pp.1053-1060.
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8- Etats arabes, droits de l’homme et libertés publiques - MAHIOU (A.), « L’Algérie et les droits de l’homme (1962 – 2003) », in Mélanges AMOR (A.), CPU, Tunis, 2005, pp. 757 – 780. - CHRISTAKIS (TH.), Le droit à l’autodétermination en dehors des situations de décolonisation, CERIC, la documentation française, Paris, 1999.
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Sommaire
PARTIE INTRODUCTIVE
I- Droits de l’homme et libertés publiques, concepts, générations et spécificités II- Néo-constitutionnalisme et droits humains
CHAPITRE I- LES LIBERTES INDIVIDUELLES (L’EXEMPLE DE LA LIBERTE D’EXPRESSION)
I- La consécration textuelle II- La consécration jurisprudentielle
CHAPITRE II- LIBERTES COLLECTIVES (L’EXEMPLE DE LA LIBERTE ASSOCIATIVE)
I- L’évolution du régime juridique II- La jurisprudence
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PARTIE INTRODUCTIVE
I- DROITS DE L’HOMME ET LIBERTES PUBLIQUES, CONCEPTS, GENERATIONS ET SPECIFICITES
Concepts
Les " droits humains " ou "droits de la personne humaine" expriment la reconnaissance de la dignité inaliénable de la personne humaine. Dans une acception large : ils trouvent leur origine dans toutes les cultures qui, sous des formes diverses, affirment le respect de l’homme. Dans le cadre d’une acception restreinte, il s’agit de l’ensemble des droits consacrés par des textes juridiques internes et internationaux Les droits de l’homme –tels que consacrés dans les textes juridiques - sont généralement consacrés à la suite d’une lutte (d’un combat) * libertés publiques : sont les droits reconnus par les textes juridiques et opposables devant des juridictions * droits du citoyen : sont les droits des ressortissants d’un Etat (les droits qui traduisent une relation entre l’individu et l’Etat auquel il appartient et sont donc basés sur la notion de nationalité) *droits civiques : droits attachés à la condition du citoyen permettant une participation directe à la décision politique via le droit de suffrage et le droit d’être élu * droits fondamentaux et libertés fondamentales : certains droits et libertés sont dotés d’une place privilégiée par rapport aux autres droits et libertés : par exemple, le droit à la vie et la liberté d’expression. Mais cette qualification de « fondamental (e) » demeure formelle et conjoncturelle. (Le droit à la vie est moins défendu pour ce qui concerne les terroristes, par exemple ; de même la liberté d’expression ne peut être utile dans des situations où l’individu ne bénéficie pas d’une vie décente)
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*Libertés physiques : libertés fondamentales qui s’attachent à la sauvegarde de la personne humaine (droit de disposer de son corps : sûreté personnelle : hospitalisation psychiatrique, droit à la vie (respect de l’intégrité physique et de l’identité des personnes, vie privée, liberté d’aller et venir….)
Spécificités des droits humains
* Ces droits sont universels et sont évolutifs.
Les droits de l’homme sont devenus universels depuis la charte des droits de l’homme. La déclaration des droits de l’homme est universelle : parce qu’elle n’a aucun soubassement lié à la religion, à la race…et s’applique à tous les êtres humains sans aucune distinction. En revanche, l’aspect universel ne s’oppose pas au particularisme au niveau de la consécration des droits humains, et ce, aussi bien au niveau régional qu’au niveau national. Ce particularisme prend en considération la spécificité de la conjoncture interne ou encore régionale, sans qu’il n y ait atteinte aux standards internationaux s’agissant la protection de la personne humaine.
C’est avec l'avènement de la Charte internationale des droits de l'homme composée de la Déclaration universelle de 1948, les deux pactes de 1966 (portant respectivement sur les droits civils et politiques et sur les droits économiques, sociaux et culturels) et le protocole facultatif annexé au pacte relatif aux droits civils et politique, que les droits de l’homme sont devenus universels. (Ce qui signifie qu’ils traduisent des valeurs partagées sur le plan international universel).
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La Déclaration de 1948 mérite sa qualification d’« universelle » à trois points de vue : elle est autonome ; elle ne vise que l’individu et elle énonce explicitement un bloc commun de droits à garantir et respecter à l’intérieur des Etats.
Aux termes du professeur Gérard COHEN-JONATHAN : 1) D’abord, elle n'est inféodée à aucune doctrine particulière, politique, religieuse ou philosophique, mais elle exprime une foi commune dans la destinée de l'Homme, un idéal commun qui est de rétablir la dignité et la liberté de l'homme dans son unité. 2) L'universalité de la Déclaration s'affirme également quant à ses destinataires : c'est l'être humain qu'elle entend protéger, tous les êtres humains sans discrimination d’aucune sorte en tout territoire, en tout lieu de la terre. 3) Enfin, c'est par son contenu que la Déclaration est universelle puisqu'elle définit pour la première fois un standard international commun englobant l'ensemble des droits de toute nature, civils, sociaux ou culturels qui doivent être garantis dans toute société démocratique, de façon indivisible.
Les droits humains sont non seulement universels mais évolutifs. Ils évoluent parce qu’ils dépendent de la situation politique et socio- économiques. L’évolution se situe à un double niveau : - l’extension de la liste des droits humains (consécration de nouveaux droits) - le changement de l’ordre de priorité accordé à ces droits : certains droits deviennent prioritaires dans des circonstances particulières qu’elles soient durables ou exceptionnelles La révolution tunisienne a bouleversé l’arsenal juridique national. Les nouveaux textes tentent de répondre aux aspirations des différentes catégories sociales.
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Des textes juridiques sont venus répondre provisoirement aux exigences les plus urgentes de la population, particulièrement le droit au travail. Ce dernier est un droit fondamental des droits humains, mais n’a eu sa place dans les textes juridiques que dans la phase d’après-révolution. Deux textes juridiques provisoires visent à porter remède partiellement à la crise aigue du chômage ,et ce, en facilitant l’accès à une fonction permanente dans le cadre d’un secteur public : - Décret-loi n° 2011-32 du 27 avril portant dispositions dérogatoires pour le recrutement dans le secteur public au titre de l’année 2011 - Loi n° 2012-4 du 22 juin 2012 portant dispositions dérogatoires pour le recrutement dans le service public Le droit au travail est constitutionnalisé : Aux termes de l’article 40 de la nouvelle constitution tunisienne: « Le travail est un droit pour chaque citoyen et citoyenne. L’État prend les mesures nécessaires à sa garantie sur la base de la compétence et l’équité. Tout citoyen et toute citoyenne ont le droit au travail dans des conditions décentes et à salaire équitable. »
Générations des droits de l’homme
Les générations des droits humains sont les suivantes : -la génération des droits politiques - la génération des droits économiques -la génération des droits de solidarité exigeant des efforts collectifs et une action de l’Etat (le droit au développement, à la paix…) - la quatrième génération comprenant des droits assez spéciaux conçus parfois comme des droits « utopiques » Par rapport à la déclaration des droits de l’homme et du citoyen de 1789, les ajouts aux droits humains sont importants : égalité de l’homme et de la femme, droit à l’asile, droit d’obtenir un emploi, action syndical (droit de défendre des intérêts), droit de grève…
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La liste des droits humains ne cesse de s’enrichir par suite de l’évolution de la société et des aspirations de ses différentes composantes, l’évolution des mœurs et des mentalités, le progès scientifique, etc. Evolution vers de nouvelles revendications personnelles : EX. Droit à la vie et droit à la mort (avortement ; suicide, euthanasie…) Droit d’être soi-même : différent, anormal…(homosexualité, transsexualisme, changement physique ou psychologique de la personne, droit à la nudité…) Droit de se situer « en marge » ou dans un groupe clos : droit à la non participation au groupe… Droit au plaisir, à l’activité ludique… Droit au bonheur Droit à l’enfant…
Les droits sont intemporels mais on peut faire une histoire de leur reconnaissance. La "première génération" est surtout celle des droits civils et politiques, les premiers obtenus : les libertés face au pouvoir (droit à la vie, liberté d’expression, liberté syndicale etc). La "deuxième génération" est celle des droits économiques, sociaux et culturels que les Etats doivent garantir matériellement (droit au travail, au logement, à l’éducation, à la santé etc.). Leur mise en ouvre peut être différente, mais ils sont aussi essentiels que les premiers.
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Puis sont apparus les "droits de solidarité", une "troisième génération" comprenant le droit au développement, à la paix, à un environnement sain, droit au respect du patrimoine commun de l’humanité, le droit à l'alimentation, le droit à l'eau, le droit au partage des bénéfices, le droit à un ordre social international propice à la jouissance des droits de l'homme… 1 …ces droits sont opposables à l’Etat et exigibles de lui et par-dessus tout, ils ne peuvent être réalisés que par une action solidaire de tous les acteurs du jeu social (Etats, individus et autres entités publiques et privées…) La 4ème génération reste encore largement à préciser. Les droits se situent essentiellement dans deux domaines : les nouvelles technologies de l’information et de la communication ; et les biotechnologiesi (par exemple droit au développement durable) Ces différentes distinctions des droits humains (leur division en 4 générations) sont contestées, car elles reposent sur des aléas historiques ou politiques. Certains auteurs mettent plutôt en avant le principe de l’indivisibilité des droits, considérant qu’il n’y a pas de différences entre eux, et qu’on ne peut nier les uns sans mettre en danger les autres. Quelle liberté sans logement ? Quel droit de grève sans moyens d’existence ? Dans son article intitulé « indivisibles droits humains » publié dans le monde diplomatique du mois de mai 1998, Pierre Sané qualifie la séparation entre les différents droits de l’homme comme étant « artificielle et trompeuse ». Cette position hostile à l’égard de la classification des doits de l’homme dans des groupes séparés, est justifiée non seulement par les aléas d’ordre idéologique et politiques mais aussi par le fait que ces droits soient interdépendants. Chaque droit existe dans les autres droits. L’indivisibilité est alors le corollaire de leur interdépendance.
C’est aussi la position très ferme d’Amnesty International. C’était aussi le propos de la Déclaration de Vienne, en 1993, laquelle affirme que tous les droits de l’homme sont « indissociables, interdépendants et intimement liés ». L’ancien SG des Nations unies Koffi ANNAN précise dans son rapport à l'Assemblée du millénaire [3 Nous les peuples : Le rôle des Nations unies au XXIe siècle, Rapport du millénaire du Secrétaire général des Nations Unies, Doc. A/ 54/ 2000, par. 25.]: "On ne saurait considérer le domaine économique comme indépendant du tissu social et
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politique et accepter qu'il ne soit assujetti qu'à sa propre logique. Pour survivre et prospérer, l'économie mondiale doit reposer sur des valeurs partagées et des pratiques institutionnelles stables et servir des objectifs sociaux plus ambitieux; plus égalitaires". Voir également la résolution de l’Assemblée générale sur les effets de la mondialisation sur les droits humains (2013) Mais, si les droits de l’homme sont interdépendants sont-elles réellement indivisibles ? A ce propos, il serait plus raisonnable de considérer que les droits de l’homme sont interdépendants tout en étant dans le même temps divisibles, selon les priorités dans un Etat.
Le professeur Paul LÖWENTHAL 2 a retenu l’aspect interdépendant des droits de l’homme, tout en rejetant leur indivisibilité et ce pour deux arguments * L’apparition des conflits entre droits qui va avec la consécration de nouveaux droits * La hiérarchisation des droits selon des priorités spécifiques Aux termes de cet auteur « L’être humain est indivisible : la personne se dit atomo en grec, une unité présumée insécable. La dignité humaine est indivisible aussi, en corollaire. Ne devons-nous pas admettre dès lors que les droits de l’homme qui la traduisent sont tout aussi indivisibles, pour les mêmes raisons ? Et si c’est pratiquement impossible en raison de contraintes et de conflits qui en limitent l’effectuation, que faut-il faire ? ». L’auteur remarque que « l’unicité des droits de l’homme fait difficulté, cependant, dans la mesure où des « droits de l’homme » essentiellement individuels – des libertés – se sont vu adjoindre de droits collectifs, économiques, sociaux et, surtout, culturels et internationaux ». Selon lui, plus il y a de droits, plus il apparaîtra de conflits, hic et nunc, soit entre certains de ces droits (ces pauvres qui demandent à être nourris avant de se soucier de leurs libertés), soit entre leurs titulaires, la liberté des uns se heurtant aux droits des autres ou à l’intérêt général de la collectivité.
2 (Professeur (é) à l’Université catholique de Louvain) a posé une question dans son article AMBIGUÏTÉS DES DROITS DE L’HOMME, sur les droits indivisibles ? Droits fondamentaux, n° 7, janvier 2008 – décembre 2009 www.droits-fondamentaux.org) 143 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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L’indivisibilité pratique, tactique, politique des droits humains s’arrête là où commencent ces conflits, et ce serait faire l’autruche de s’obstiner à le nier. Bref : unicité (de principe) et interdépendance (pratique) des droits de l’homme, oui ; indivisibilité, non ». -Des collectivités CONSACRANT la même liste de droits de l’homme peuvent les hiérarchiser différemment -Les facteurs de la hiérarchie sont essentiellement deux : 1)- Facteurs culturels qui justifient la primauté ou la priorité de certains droits par rapport aux autres 2)-Facteurs enracinés dans la particularité de la conjoncture interne d’un Etat : ainsi pour les Etats qui connaissent un niveau économique et social détérioré (où règne la misère, l’instabilité…) les droits élémentaires sont-ils prioritaires par rapport aux droits fondamentaux privilégiés ailleurs. - reconnaître « les » mêmes droits ne s’oppose pas au fait de leur donner des priorités différentes. -Certains facteurs imposent qu’on se donne des priorités et cela met en question l’égalité de principe des droits.
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II- NEO-CONSTITUTIONNALISME ET DROITS HUMAINS
Signification du néoconstitutionnalisme
Il s’agit du mouvement qui a débuté à partir des années quatre vingt-dix et qui vise à démocratiser le processus de l’élaboration de la constitution. Auparavant, l’élaboration des constitutions était un processus fermé qui ne concernait que le pouvoir constituant originaire. La constitution ainsi conclue répondait essentiellement à des aspirations de certaines classes politiques. Le néo constitutionnalisme exige au contraire l’ouverture du pouvoir constituant sur son environnement. Autrement dit, plusieurs acteurs internes et internationaux participent au processus de l’élaboration de la constitution. La société civile (des associations, des syndicats …) influence ce processus. Les ONG et les organisations internationales gouvernementales (ONU, UE…) expriment leur avis et formulent leurs recommandations quant au contenu des différentes dispositions des projets constitutionnels. L’objectif c’est de prévenir la réapparition de nouvelles dictatures, d’une part, et la garantie de la participation des citoyens à la vie publique, d’autre part. Les révolutions arabes ont renforcé le néoconstitutionnalisme. L’élaboration de la constitution est désormais internationalisée (n’est plus une affaire interne) : le degré de l’internationalisation varie d’un cas à un autre. (L’internationalisation du processus de l’élaboration est beaucoup plus importante lorsqu’elle est liée à l’existence d’un conflit : cas de Yémen et de la Libye)
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Ses effets sur les droits humains dans les nouvelles constitutions arabes
Les effets dans le domaine des droits humains se situent à un double niveau : - Renforcement des droits humains - Instauration des mécanismes de mise en œuvre, de suivi et de contrôle des droits humains Jusqu’à maintenant, les révolutions arabes ont donné naissance en 2014 à deux constitutions : - La constitution tunisienne - La constitution égyptienne Ces deux constitutions nous permettent de mesurer les effets du néoconstitutionnalisme. 1- Le renforcement des droits humains Les différentes manifestations de ce renforcement : La constitutionnalisation de la dignité humaine L’extension de la liste des droits et libertés reconnus Certains droits sont nouvellement introduits dans les constitutions : droit au travail, droit à l’eau…ne figurent pas dans la constitution de 1959 Par exemple : Droit à l’eau Droit au travail Droit au développement durable
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les droits des handicapés les droits des femmes
2- L’établissement / le renforcement des mécanismes de mise en œuvre et de contrôle Ces mécanismes sont : Juridictionnels Une juridiction constitutionnelle (annoncée par la nouvelle constitution au lieu de l’ancien Conseil constitutionnel) La Cour constitutionnelle contrôle la constitutionnalité des projets de lois et peut être saisie à l’occasion d’une exception d'inconstitutionnalité (articles 120-123) La justice en général (judicaire, administrative) Réforme du secteur de la justice et garantie de l’indépendance des juges Article 102 : Le pouvoir judiciaire est indépendant et garantit l’instauration de la justice, la suprématie de la Constitution, la souveraineté de la loi et la protection des droits et des libertés. Le magistrat est indépendant. Il n’est soumis dans l'exercice de ses fonctions qu'à l'autorité de la loi. Article 103 : Le magistrat doit être compétent, il doit faire preuve de neutralité et d’intégrité, Il doit répondre de toute défaillance dans l’accomplissement de ses fonctions. (L’article 105 de la constitution tunisienne accorde un intérêt à l’avocat en tant que défenseur des droits et libertés) Au sujet de la justice administrative, l’article 116 de la nouvelle constitution dispose que « La justice administrative est compétente pour statuer sur l’excès de pouvoir de l’administration et sur tous les litiges administratifs. ». Non juridictionnels (Des instances constitutionnelles indépendantes ) 147 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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L'instance électorale (garantie des droits politiques) L'instance de la communication audiovisuelle (garantie de la liberté d’expression, d’opinion, de communication, de l’information…) L’instance du développement durable et des droits des générations futures (garantie des droits liés aux richesse nationales, à l’environnement…) La référence faite par la constitution aux traités internationaux et au droit international est susceptible de favoriser le recours à des instances internationales de contrôle.
CHAPITRE I- LES LIBERTES INDIVIDUELLES (L’EXEMPLE DE LA LIBERTE D’EXPRESSION)
Nous avons choisi la liberté d’expression comme une thématique axe pour deux raisons : - cette liberté est intimement liée aux autres libertés publiques individuelles (liberté de conscience, liberté de création, liberté de communication…) ou même collective (liberté de réunion, de manifestation…). De par sa nature, la liberté d’expression est liée à la démocratie. Elle ne peut être « épanouie » que dans une conjoncture démocratique.
La consécration textuelle
- AU NIVEAU INTERNATIONAL
La Déclaration des Droits de l’Homme et des Citoyens datée du 26 Août 1789, garantit la liberté de pensée, de croyance et d’expression dans son article 11 : « La libre communication des pensées et des opinions est un des droits les plus précieux de l’Homme : Tout citoyen donc peut parler, écrire, imprimer librement, sauf à répondre de l’abus de cette liberté, dans les cas déterminés par la loi ».
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La Déclaration Universelle des Droits de l’Homme de 1948 dispose dans son article 19 que : « Tout individu a droit à la liberté d’opinion et d’expression, ce qui implique le droit de ne pas être inquiété pour ses opinions et celui de chercher, de recevoir et de répandre, sans considérations de frontières, les informations et les idées par quelque moyen d’expression que ce soit ». La Convention de Sauvegarde des Droits de l’Homme et des Libertés Fondamentales de 1950 appelée Convention Européenne des Droits de l’Homme(CEDH) est le premier instrument conventionnel qui consacre la liberté d’expression. Aux termes de son article 10 de la Convention européenne des droits de l’homme: « 1. Toute personne a droit à la liberté d’expression. Ce droit comprend la liberté d’opinion et la liberté de recevoir ou de communiquer des informations ou des idées sans qu’il puisse y avoir ingérence d’autorités publiques et sans considération de frontière. Le présent article n’empêche pas les Etats de soumettre les entreprises de radiodiffusion, de cinéma ou de télévision à un régime d’autorisation. 2. L’exercice de ces libertés comportant des devoirs et des responsabilités peut être soumis à certaines formalités, conditions, restrictions ou sanctions prévues par la loi, qui constituent des mesures nécessaires, dans une société démocratique, à la sécurité nationale, à l’intégrité territoriale ou à la sûreté publique, à la défense de l’ordre et à la prévention du crime, à la protection de la santé ou de la morale, à la protection de la réputation ou des droits d’autrui, pour empêcher la divulgation d’informations confidentielles ou pour garantir l’autorité et l’impartialité du pouvoir judiciaire ». Le Pacte International relatif aux Droits Civils et Politiques, (PIDCP) du 16 décembre 1966 consacre la liberté d’expression sur le plan universel: « 1. Nul ne peut être inquiété pour ses opinions. 2. Toute personne a droit à la liberté d’expression, ce droit comprend la liberté de rechercher, de recevoir et de répandre des informations et des idées de toute espèce, sans considération de frontières, sous une forme orale, écrite, imprimée ou artistique, ou par tout autre moyen de son choix. 3. L’exercice des libertés prévues au paragraphe 2 du présent article comporte des devoirs spéciaux et des responsabilités spéciales. Il peut en conséquence être soumis à certaines restrictions qui doivent toutefois être expressément
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fixées par la loi et qui sont nécessaires : a) Au respect des droits ou de la réputation d’autrui ; b) A la sauvegarde de la Sécurité Nationale, de l’Ordre Public, de la Santé ou de la Moralité Publiques »3. Dans une perspective comparative, l’article 13 de la Convention américaine des Droits de l’Homme de 1969 propose une identification de la liberté d’expression : « 1. Toute personne a droit à la liberté de pensée et d'expression; ce droit comprend la liberté de rechercher, de recevoir et de répandre des informations et des idées de toute espèce, sans considération de frontières, que ce soit oralement ou par écrit, sous une forme imprimée ou artistique, ou par tout autre moyen de son choix. 2. L'exercice du droit prévu au paragraphe précédent ne peut être soumis à aucune censure préalable, mais il comporte des responsabilités ultérieures qui, expressément fixées par la loi, sont nécessaires: a. Au respect des droits ou à la réputation d'autrui; ou b. à la sauvegarde de la sécurité nationale, de l'ordre public, ou de la santé ou de la morale publique. 3. La liberté d'expression ne peut être restreinte par des voies ou des moyens indirects, notamment par les monopoles d'Etat ou privés sur le papier journal, les fréquences radioélectriques, les outils ou le matériel de diffusion, ou par toute autre mesure visant à entraver la communication et la circulation des idées et des opinions. 4. Sans préjudice des dispositions du paragraphe 2 ci-dessus, les spectacles publics peuvent être soumis par la loi à la censure, uniquement pour en réglementer l'accès en raison de la protection morale des enfants et des adolescents. 5. Sont interdits par la loi toute propagande en faveur de la guerre, tout appel à la haine nationale, raciale ou religieuse, qui constituent des incitations à la violence, ainsi que toute autre action illégale analogue contre toute personne ou tout groupe de personnes déterminées, fondée sur des considérations de race, de couleur, de religion, de langue ou d'origine nationale, ou sur tous autres motifs » 4. Tous ces textes traduisent l’option pour l’acception large de la liberté d’expression
3 AUVRET (P.), « Les principes du droit des médias », article précité, p. 6. 4 Convention Américaine des droits humains, adoptée le 22 Novembre 1969, en vigueur le 18 Juillet 1978. A la date du 20 Janvier 2012, 24 parmi les 35 Etats membres de l’OEA avaient ratifié la CADH. Voir aussi la Charte Africaine des Droits de l’Homme et des Peuples (CADHP), article 9: « 1. Toute personne a droit à l'information. 2. Toute personne a le droit d'exprimer et de diffuser ses opinions dans le cadre des lois et règlements » 150 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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La liberté d’expression a connu un nouvel essor à l’occasion des révolutions dans le monde arabe, deuxième expression à définir dans notre étude.
- AU NIVEAU INTERNE
LE DECRET LOI 115 DU 2 NOVEMBRE 2011 RELATIF A LA LIBERTE DE LA PRESSE, DE L’IMPRIMERIE ET DECRET-LOI 116 Il est précédé par le décret-loi n°2011-10 du 2 mars 2011, portant création d’une instance nationale indépendante pour la réforme du secteur de l’information et de la communication5, et dont l’article 2 lui attribue entre autres la proposition de nouveaux textes organisant la presse et la communication et l’émission de son avis sur les demandes de créations de chaines radiophoniques ou télévisées. Ces missions ont été provisoirement exercées par l’instance susmentionnée, jusqu’à l’adoption du décret-loi n°2011-116 du 2 novembre 2011, relatif à la liberté de la communication audiovisuelle et à la création d’une Haute Autorité Indépendante de la Communication Audiovisuelle (HAICA)6. Le décret-loi n°2011-115 du 2 novembre 2011 relatif à la liberté de la presse, de l’imprimerie et de l’édition7 abroge le code de la presse de 1975
8. Le décret-loi 115 dispose dans son article premier que « le droit à la liberté d’expression est garanti et s’exerce conformément aux articles du pacte international des droits civils et politiques, aux autres conventions s’y rapportant, adoptées par la République tunisienne et aux dispositions du présent décret-loi. Et que la liberté d’expression ne peut être limitée que par un texte législatif et à condition: – Que le but envisagé soit la réalisation d’un intérêt légitime consistant à respecter les droits et la dignité des tiers, la sauvegarde de l’ordre public ou la protection de la défense et de la sécurité nationale ».
5 Le décret-loi n° 2011 - 10 du 2 mars 2011, portant création d’une instance nationale indépendante pour la réforme du secteur de l’information et de la communication, J.O.R.T., n° 14 du 4 mars 2011, p. 121. 6 A propos de la HAICA, voir infra (deuxième partie sur les mécanismes de contrôle et suivi). 7 Le décret-loi n° 2011 - 115 du 2 novembre 2011, relatif à la liberté de la presse, de l’imprimerie et de l’édition, J.O.R.T., n° 84 du 4 novembre 2011, p. 2559. 8 Loi n° 75 - 32 du 28 avril 1975, portant promulgation du Code de la Presse, J.OR.T., n° 29, du Mardi 29 avril 1975, 118é Année, p. 845. 151 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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L’article 2 dispose que « Le présent décret-loi a pour but d’organiser la liberté d’expression. » Certes, le décret-loi est nettement plus protecteur de la liberté d’expression. Son apport réside dans : - la dépénalisation des délits de presse comme l'injure et la diffamation (la diffamation contre les institutions publiques, et de « l’offense » au président de la république)9 - la qualification de délit aggravé en cas d’agression de journaliste - mise en place de la commission indépendante pour la carte de presse et des sanctions infligées contre les auteurs d'agression physiques et verbales des professionnels de l’information. Le décret-loi 115 trouve ses limites dans la pratique notamment par une utilisation abusive du code pénal au détriment de certaines de ses dispositions. Son application entravée ou marginalisée est à l’origine de plusieurs affaires dont les victimes sont des journalistes10. Le décret-loi 116 (2011) portant sur la liberté de l’information et de la communication audiovisuelle Par ce décret-loi a été créée la Haica. Il s’agit d’une administration publique au sens propre du terme11. Ses décisions sont susceptibles d’un recours devant le TA. Aux termes de l’art. 15 « La HAICA veille à l’organisation et à la régulation de la communication audiovisuelle, conformément aux principes suivants : le renforcement de la démocratie et des droits de l’Homme et la consécration de la suprématie de la loi, le renforcement et la protection de la liberté d’expression, le renforcement du secteur audiovisuel national public, privé et associatif, le renforcement du droit du
9 Le décret 115 maintient la diffamation comme une infraction pénale, tout en éliminant les peines de prison pour la sanctionner. Y figure le délit de diffamation « envers l’un des cultes dont l’exercice est autorisé », et le délit de « diffusion de fausses informations ».
10 Voir LTAEIF (K.), La liberté d’expression et les révoltes arabes, mémoire de mastère, Faculté des sciences juridiques, politiques et sociales de Tunis, 2013-2014, sous direction de Noura KRIDIS. 11 Art. 6 –Est créée une instance publique indépendante dotée de la personnalité civile et de l’autonomie financière, dont le siège est à Tunis, appelée « Haute Autorité Indépendance de la Communication Audiovisuelle » (HAICA), chargée de garantir la liberté et le pluralisme de la communication audiovisuelle, conformément aux dispositions du présent décret-loi. 152 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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public à l’information et au savoir, à travers la garantie du pluralisme et de la diversité dans les programmes se rapportant à la vie publique, la consécration d’un paysage médiatique audiovisuel pluraliste, diversifié et équilibré de nature à respecter les valeurs de liberté, de justice et d’exclusion de la discrimination de race, de sexe ou de religion, Les limites quant à l’exercice de la liberté d’expression sont également mentionnées dans le décret loi 116 : La liste des limites est variée : Tel que prévu par l’Art. 5 – L’application du principe de la liberté d’expression est soumis aux règles relatives au respect des droits d’autrui ou leur réputation et notamment : le respect de la dignité de l’individu et de la vie privée, le respect de la liberté de croyance, la protection de l’enfant, la protection de la sécurité nationale et de l’ordre public, la protection de la santé publique, l’encouragement de la culture et de la production en matière d’information et de communication nationale.
LA NOUVELLE CONSTITUTION DU 27 JANVIER 2014 La liberté d’expression dans l’article 31
D’abord, c’est l’article 31 de la constitution qui porte explicitement sur la liberté d’expression. Dans cet article, d’autres libertés sont évoquées: Les libertés d’opinion, de pensée, d’information et de publication sont garanties au même titre que la liberté d’expression. Toutes ces libertés reflètent la liberté d’expression dans ses différentes phases d’évolution : tout son processus commence au niveau de la réflexion (liberté de pensée…) pour s’orienter ensuite vers l’autre (liberté de communication, d’information et de publication). 153 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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Selon le même article (alinéa 2), ces libertés ne sauraient être soumises à un contrôle préalable. Le principe est donc l’exercice de cette liberté sans qu’il y ait une contrainte ou risque de sanction ou autres conséquences graves. L’article 31 reprend l’essentiel de l’article 19 du pacte de 1966 relatif aux Droits Civils et Politiques, (PIDCP) mais ne laisse entendre la variété des modes de liberté d’expression qu’implicitement. D’autres articles de la constitution sont marqués par l’esprit de la liberté d’expression: la liberté de croyance, de conscience et le libre exercice des cultes (article 6), le droit d’accès à l’information et aux réseaux de communication (article 32), Les libertés académiques et la liberté de la recherche scientifique (Article 33), le droit à la Culture et la liberté de création (article 42) sont garantis et traduisent d’une manière ou d’une autre la liberté d’expression. Ces libertés correspondent à certaines appartenances (telles que l’appartenance religieuse, culturelle, politique…) et reflètent un mode d’expression individuel ou collectif.
La consécration jurisprudentielle
Plusieurs affaires portent sur l’exercice de la liberté d’expression (jurisprudence du TA tunisien ; jurisprudence de la Cour européenne des droits de l’homme). Nous avons pourtant fait un choix: Deux affaires importantes ayant trait à la liberté d’expression doivent être mentionnées : 1- Affaire CE ordonnance 9 janvier 2014 Ministre de l’intérieur contre Société /Les Productions de la Plume et M. Dieudonné M’Bala M’ Bala
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L’intérêt de l’affaire réside dans ce lien qui a été mis en exergue entre liberté d’expression et autres libertés d’une part, et liberté d’expression et démocratie d’autre part. « 4- considérant que l’exercice de la liberté d’expression est une condition de la démocratie et l’une des garanties du respect des autres droits et libertés ». 2- décision du 5 décembre 2014, la Cour africaine a ainsi donné raison au journaliste Lohé Issa Konaté, directeur de l’hebdomadaire L’Ouragan contre Burkina faso. Dans cette décision la cour africaine a condamné l’Etat burkinabé qui avait alors des lois portant répression des délits de presse (ces lois constituent une entrave à la liberté de la presse). Les autorités nationales doivent donc réviser ces lois sur la diffamation et les injures criminelles pendant 2 ans au maximum. En effet, seule l’abrogation des peines privatives de liberté pour les journalistes est susceptible de promouvoir la liberté d’expression dans ce domaine. Une séance débat ouvert a été consacrée pour commenter ces deux affaires – les remarques sont prises à la lumière des conclusions tirées ensemble
CHAPITRE II- LIBERTES COLLECTIVES (L’EXEMPLE DE LA LIBERTE ASSOCIATIVE)
Après le 14 janvier 2011, la Tunisie a connu une multiplication exponentielle du nombre d’associations. La profusion des associations est certes justifiée par l’élaboration d’un nouveau cadre juridique régissant les associations. Il s’agit du décret loi n° 88 du 24 novembre 2011. Ce décret-loi abroge les textes anciens relatives à la liberté d’association (Art.46 – Sont abrogées, la loi n° 59-154 du 7 novembre 1959, relative aux associations et la loi organique n° 93-80 du 26 juillet 1993 relative à l'installation des organisations non gouvernementales en Tunisie.)
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Il souligne explicitement le rôle de la société civile et donc des associations en tant que composantes de la société civile. (article premier – Le présent décret-loi garantit la liberté de constituer des associations, d'y adhérer, d'y exercer des activités et le renforcement du rôle des organisations de la société civile ainsi que leur développement et le respect de leur indépendance.) Il défit l’association (Art.2 – L'association est une convention par laquelle deux ou plusieurs personnes œuvrent d'une façon permanente, à réaliser des objectifs autres que la réalisation de bénéfices) Il trace un cadre des limites « éthiques » à l’action des associations (Art.3 – Dans le cadre de leurs statuts, activités et financement, les associations respectent le principes de l'Etat de droit, de la démocratie, de la pluralité, de la transparence, de l'égalité et des droits de l'Homme tels que définis par les conventions internationales ratifiées par la République Tunisienne ; Art.4 – Il est interdit à l'association : Premièrement : De s'appuyer dans ses statuts ou communiqués ou programmes ou activités sur l'incitation à la violence, la haine, l'intolérance et la discrimination fondée sur la religion, le sexe ou la région. Deuxièmement : D'exercer des activités commerciales en vue de distribuer des fonds au profit de ses membres dans leur intérêt personnel ou d'être utilisée dans le but d'évasion fiscale, Troisièmement : De collecter des fonds en vue de soutenir des partis politiques ou des candidats indépendants à des élections nationales, régionales, locales ou leur procurer une aide matérielle. Cette interdiction n'inclut pas le droit de l'association à exprimer ses opinions politiques et ses positions par rapport aux affaires d'opinion publique. Art.9 – Les fondateurs et dirigeants de l'association ne peuvent pas être en charge de responsabilités au sein des organes centraux dirigeant les partis politiques). Ces limites sont susceptibles de garantir l’indépendance des associations et leur harmonie avec les aspirations sociales. Ce même texte reconnaît des droits aux associations (D'obtenir des informations, D'organiser des réunions, manifestations, etc…) (art. 5 et autres articles) Au sujet de la constitution des associations et leur gestion : le décret-loi n° 88 consacre le principe de la liberté (aucun contrôle antérieure n’est exercé).
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Aux termes de l’Art.8 – 1: Toute personne physique, tunisienne ou étrangère résidente en Tunisie, a le droit de constituer une association ou d'y adhérer ou de s'en retirer conformément aux dispositions du présent décret-loi. 2 : La personne physique fondatrice ne doit pas avoir moins de seize (16) ans. Art.10 – 1) : La constitution des associations est régie par le régime de déclaration. 2) : les personnes désirant constituer une association doivent adresser au secrétaire général du gouvernement une lettre recommandée avec accusé de réception comportant : 1. Une déclaration indiquant la dénomination de l'association, son objet, ses objectifs, son siège et les sièges de ses filiales s'ils existent. 2. Une copie de la carte d'identité nationale des personnes physiques tunisiennes fondatrices de l'association et le cas échéant, une copie de la carte d'identité du tuteur. * Une copie de la carte de séjour pour les étrangers. c- Les statuts en deux exemplaires signés par les fondateurs ou leurs représentants. Les statuts doivent comprendre les mentions suivantes : 1. la dénomination officielle de l'association en langue arabe et le cas échéant, en langue étrangère. 2. l'adresse du siège principal de l'association. 3. une présentation des objectifs de l'association ainsi que les moyens de leur réalisation. 4. les conditions d'adhésion, les cas de son extinction, ainsi que les droits et les obligations des membres. 5. la présentation de l'organigramme de l'association, le mode d'élection retenu et les prérogatives de chacun de ses organes. 6. la détermination de l'organe qui détient au sein de l'association, la prérogative de modification du règlement intérieur et de prise de décision concernant la dissolution, la fusion ou la scission. 7. la détermination des modes de prise de décisions et de règlement des différends. 8. le montant de la cotisation mensuelle ou annuelle s'il en existe.
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3) : Un huissier de justice vérifie, lors de l'envoi de la lettre, l'existence des données susvisées, et en dresse un procès-verbal en deux exemplaires qu'il remet au représentant de l'association. Art. 11 – Premièrement : Lors de la réception de l'accusé de réception, le représentant de l'association dépose dans un délai n'excédant pas sept (7) jours, une annonce à l'Imprimerie Officielle de la République Tunisienne indiquant la dénomination de l'association, son objet, ses objectifs, et son siège , accompagnée d'un exemplaire du procès-verbal susmentionné. L'Imprimerie Officielle de la République Tunisienne publie impérativement l'annonce au Journal Officiel dans un délai de quinze (15) jours à compter du jour de son dépôt. Deuxièmement : Le non-retour de l'accusé de réception dans les trente (30) jours suivant l'envoi de la lettre susvisée vaut réception. Art.12 – L'association est réputée légalement constituée à compter du jour de l'envoi de la lettre mentionnée à l'article dix (10) et acquiert la personnalité morale à partir de la date de publication de l'annonce au Journal Officiel de la République Tunisienne.
En dépit de ses avantages, L’assouplissement du régime des associations pourrait constituer un terrain favorable pour l’implantation des associations dangereuses pour la paix et la stabilité sociale, d’où l’importance du contrôle a posteriori tel que prévu par l’article 49 de la nouvelle constitution.
Séance –débat consacré à cette thématique à la lumière d’une conjoncture marquée par l’ascension du fléau du terrorisme.
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NURSING
UNIVERSITY OF ALGIERS Degree Profile Subject Area Nursing Duration of programme: 3 years Bachelor degree in nursing Entry requirements: 12 years of basic education , bachelor of secondary education in experimental sciences. General Objectives of the Degree Profile The learning objectives of the nursing program are to provide the students with learning opportunities to: 1. Apply safe and evidence based nursing at the primary, secondary and tertiary levels across the lifespan of individual, families, and communities 2. Communicate effectively with different health team members, patients, clients and families using communication skills and information technology 3. Pursue lifelong learning and self-development, as well as research activities that widen nursing knowledge. 4. Demonstrates intellectual curiosity, rational inquiry, problem solving skills and creativity in framing problems in clinical situations. 5. Utilize leadership/management principles to manage work settings and empower other nurses to promote quality patient/client care. 6. Demonstrate accountability and advocacy roles incorporating ethical, legal, social, political and professional standards into nursing practice decisions Location of the training Institut national de formation para médicale Jobs prospects In all care settings, university hospitals, districts hospitals, basic health centers , private clinics… Graduate further prospects Master and doctorate in nursing Pre-Requisite Courses (level/semester) . Anatomy and Physiology (1/1,2) . Anthropologie, psychologie, psychosociologie(1/1) . Hygiene hospitaliere(1/1,2) . Legislation, deontologie(1/1) . Santé publique, demographie economie de la santé(1/1) . Secourisme(1/1) . Fondements de la profession para médicale(1/1) . Soins infirmiers(1/2-2/1,2-3/1,2) . Pathophysiology (2/1,2 -3/1) . Pharmacology (2/1) . Epidemiology and Bio-Statistics (3/1) . Microbiology (1/2) . Nutrition (1/2) . Therapeutic dietetics (2/2) . Biochemistry (1/1) . Growth and development (1/2) 159 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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. Health assessment (1/2) . Communication(1/2) . Informatics (1/2) . Language course (1,2,3, 1or2)
Required Courses Deliver Critical Ethical Communication Teamwork Leadership Quality thinking conduct Care Fundamentals of x x x x x nursing Adult nursing x x x x x x Paediatric x x x x x x nursing Maternity x x x x x x nursing Community x x x x x x nursing Mental health x x x x x x nursing Nursing x x x x x x leadership Care of the x x x x x x elderly
Critical care x x x x x x nursing
Health x x x x x x promotion and patient education
Communication x x x x x x
Ethics and legal x x x x x x issues in nursing
Nursing research x x x x x x
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Level 1 Level 2 Level 3 Deliver Quality Care Identify the concept of Promote life and quality Provide quality patient, quality care of life family and community care Critical thinking Identify the concept and Resolve a problem using Utilize critical thinking in the process of critical a critical thinking nursing practice thinking process Ethical conduct Identify ethical and legal Discuss different aspects Apply the relevant code issues related to a related to an ethical of ethics and practice particular client scenario issue within legal boundaries Communication Identify the principles of Demonstrate effective Utilize communication communication communication skills effectively and provide counseling to individuals, families and communities Teamwork Identify and Establish a collaborative Work effectively as a acknowledge the work relationship with team member importance of a other member of the teamwork approach in health care team health care Leadership Identify the concept of Differentiate the Demonstrate effective leadership and different styles of leadership appropriate principles of leadership leadership to the context of practice
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Course Level Competence Learning Outcomes /Seme ster Deliver Quality Identify basic nursing procedures required to Care deliver quality care. Apply basic nursing care procedures that are required to deliver quality care.
Fundamentals Acknowledge the importance of providing basic of nursing nursing care 1/1,2 Critical thinking Ethical conduct Communication Teamwork Adult nursing 2/1,2 Deliver Quality Describe the nursing implications of laboratory and Care diagnostic studies for clients experiencing alterations in health. Demonstrate essential knowledge and skills in the care of clients with alterations in health. Formulate a nursing care plan to meet patient/client, needs within the context of holistic care Critical thinking Ethical conduct Communication Teamwork Leadership Paediatric 3/1or2 Deliver Quality Describe the nursing implications of laboratory and nursing Care diagnostic studies during childhood, for those experiencing alterations in health. Demonstrate essential knowledge and skills in the care of infants and children in health and illness. Formulate a nursing care plan to meet the needs of infants, children and their families within the context of holistic care Critical thinking Ethical conduct Communication Teamwork Leadership Maternity 3/1or2 Deliver Quality Describe the process of normal pregnancy, labour Care and delivery as well as the post-partum period. Demonstrate essential knowledge and skills in the care of women during their reproductive period and lifespan. Provide effective, evidence-based care to women during their reproductive lifespan. Critical thinking Ethical conduct Communication
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Course Level Competence Learning Outcomes /Seme ster Teamwork Leadership Community 3/1or2 Deliver Quality Identify the needs of individuals/families and nursing Care communities at the preventive and promotional levels. Delineate strategies/interventions in the community that are ethical and legal and culturally seasoned. Apply principles of teaching and learning in a community. Apply components of the nursing process to the family needs Critical thinking Ethical conduct Communication Teamwork Leadership Mental health 3/1or2 Deliver Quality Assume responsibility and accountability to nursing Care provide mental health care for Identify the concepts of mental health and mental ill health Describe key psychiatric nursing conditions and their associated nursing care. Deliver holistic care to persons experiencing mental illness across the lifespan. Identify the concepts
Critical thinking Ethical conduct Communication Teamwork Leadership Nursing 3/2 Deliver Quality Identify the role of the leader in maintaining leadership Care quality of care in different health care settings Demonstrate effective leadership abilities in delivering health care Utilize different leadership styles to provide quality care in different contexts/health care settings Critical thinking Ethical conduct Communication Teamwork Leadership Care of the 3/1or2 Deliver Quality Describe the ageing process elderly Care Discuss the factors which contribute to healthy and active ageing 163 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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Course Level Competence Learning Outcomes /Seme ster Provide holistic care to the elderly experiencing common health alterations during the ageing process Critical thinking Ethical conduct Communication Teamwork Leadership 3/1or2 Critical care Deliver Quality Describe the pathophysiology of the common nursing Care diseases encountered in the critical care setting. Integrate knowledge from nursing sciences, other sciences and evidence-based research in nursing care of critically ill patients. Implement nursing process based on scientific rationale to provide high quality nursing care in the critical care setting. Critical thinking Ethical conduct Communication Teamwork Leadership Health 2/2 Deliver Quality Identify the principles of health promotion during promotion and Care the lifespan. patient Identify the determinants of health and principles education of different levels of prevention for different age groups and settings. Promote health in primary, secondary and tertiary levels. Implement a health education plan to promote health throughout the lifespan Critical thinking Ethical conduct Communication Teamwork Leadership Communication 2/2 Deliver Quality Identify the principles and skills of effective Care communication. Uses appropriate information technology to facilitate communication. Applies effective communication technique to client/significant others and members of the health care team. Critical thinking Ethical conduct Communication
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Course Level Competence Learning Outcomes /Seme ster Teamwork Leadership Ethics and legal 3/2 Deliver Quality Clarify personal and professional values and their issues in Care impact on professional behavior. nursing Identify the ethical and legal aspects of nursing care Demonstrate ethical, moral and legal conduct in providing health care at the clinical settings Respect the code of ethics and multiculturalism Critical thinking Ethical conduct Communication Teamwork Leadership Nursing 3/2 Deliver Quality Identify the basic elements of the research process. research Care Demonstrate an understanding of the basic elements of the research process and its importance in providing quality care. Apply evidence-based care that promotes quality health outcomes for individuals, families and communities. Develop a research proposal. Critical thinking Ethical conduct Communication Teamwork Leadership
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JORDAN UNIVERSITY OF SCIENCE AND TECHNOLOGY
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Fourth General Meeting Valletta, 27 September - 01 October 2015
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Fourth General Meeting Valletta, 27 September - 01 October 2015
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Fourth General Meeting Valletta, 27 September - 01 October 2015
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Fourth General Meeting Valletta, 27 September - 01 October 2015
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Fourth General Meeting Valletta, 27 September - 01 October 2015
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Fourth General Meeting Valletta, 27 September - 01 October 2015
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Fourth General Meeting Valletta, 27 September - 01 October 2015
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Fourth General Meeting Valletta, 27 September - 01 October 2015
HASHEMITE UNIVERSITY
Task 1- Bridging between Nursing Meta-profile and reality The objective is to contrast The Hashemite University (HU) - The Faculty of Nursing- Bachelor's degree current degree profile with the Nursing Meta-profile agreed in Bilbao. This process allows to reflect on the coincidences and differences and to start the validation and analysis as well as beginning to think on the implementation. The Hashemite University (HU) - The Faculty of Nursing- Bachelor's degree The Hashemite University (HU) is located in Zarqa city which is the second biggest city in Jordan. Heterogeneous population from different roots and ethnic backgrounds constitute the community surrounding HU. The Hashemite University is an educational institution that is committed to excellence in teaching and research. Its grand mission is to offer service and consultation to the local community in addition to the larger society. The Faculty of Nursing (FON) opened in 1999/2000 with 101 students in the basic baccalaureate program. Since the academic year 2006-07, there has been a 22% increase in baccalaureate program enrollments. We currently have 1100 students formally enrolled in the baccalaureate program, and 60 students in graduate program; and we anticipate significant growth to continue in these programs. Our school has a strong tradition of educating the best and the brightest in clinical practice, education and nursing research. Our faculties are experts in their fields and are dedicated to educating the future generation of nurses. The school works both locally and globally to meet our mission of educating and conducting research that advances evidence based nursing. The faculty members at the FON are young, motivated with varied experiences in clinical settings. In addition, some of them are double qualified, which makes the FON more distinctive. At the FON, all faculty members are using Problem-based Learning (PbL), Evidenced-based Practice (EbP), and Information Technology (IT) in their teaching-learning processes. All faculty members are working with the spirit of the team and all are looking for excellence in academia. Therefore; Our school is committed to: EXCELLENCE- INNOVATION- PASSION- INTEGRITY- EFFECTIVENESS. These “guiding principles” include, a commitment to excellence in everything we do, the use of innovative approaches to stay ahead of the changing environment, passion and integrity that is well reflected in everything we do, and teamwork to maximize effectiveness.
Nursing- Bachelor's Degree Profile: Program Description: The major strengths of the Faculty of Nursing include a Robust Program that focuses on modern well-structured pedagogical methodologies such as critical thinking, evidence-based practice, problem solving and information technology The Faculty ranked the second in the competency exam among all other Faculties of nursing in the nation in 2006 and the first in 2007(it was run for two times only); and granted the first rank in the Quality Assurance Project that was run under the direction of King Hussein Fund for Excellence and American Association of Quality Assurance for Higher Education in 2007.
Goals of BSN Program:
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Graduate qualified nursing staff to meet the needs of the community in various health sectors. Develop the concepts of citizenship and belonging to the university and the society through encouraging students' participation in university-based activities and community-based services. Equip students with variety of skills through allocating the best training sites in governmental, military and private hospitals, and other national health care centers. Encourage faculty members and students to conduct scientific research that addresses health priorities of Jordan and the Arab World. Develop curriculum and teaching programs in accordance with the latest worldwide developments in scientific knowledge and technology. Adopt "Problem-based Learning" in teaching and training in areas related to Nursing. Stimulate creative thinking among students and enhance their participation in seminars, conferences, workshops, and scientific research studies. Establish agreements and develop projects in collaboration with other universities, institutes, and scientific centers at the regional and international levels.
Curriculum (Study) Plan: The Faculty of Nursing BSc. program composed of 136 cridit hours (Cr.h), of which: 27 Cr.h University requirement courses, 36 Cr.h Faculty requirement courses, 70 Cr.h specialization compulsary course, and 3 Cr.h specialization elective courses.
Courses Description: All courses specific objectives are built based on Bloom's taxonomy. The domains of this theory are Cognitive: mental skills (Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation). Affective: growth in feelings or emotional areas (Attitude, Receiving Phenomena, Responding to Phenomena, Valuing, Organizing, Internal Valuing). Psychomotor: manual or physical skills (Skills, Perception, Set, Guided Response, Mechanism, Complex Overt Response, Adaptation, Origination). Aims and Intended Learning Outcomes (ILOs) are: Leadership, Critical Thinking, Caring, Communication, Therapeutic Interventions and code of ethics, and Employers' Satisfaction. Nursing Meta-profile agreed in Bilbao Meta-profile Core Competencies: Core competencies includes Deliver quality care, Critical thinking, Culturally sensitive and respect for dignity, Ethical conduct, Communication, Leadership, and Team work. * (Please have a look on the attached PPT presentation). Coincidences:
Nursing Meta-profile The Hashemite University Coincidences Differences agreed in Bilbao Nursing- Bachelor's Degree Meta-profile
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1 Leadership Leadership The Same
2 Critical thinking Critical Thinking The Same
3 Communication Communication The Same
4 Deliver Quality Care Therapeutic Interventions Reflecting # 4 and Code of Ethics and 6
5 Team Work Caring Different in both
6 Ethical Conduct Employers' Included Satisfaction earlier
People Consulted and Reflections Six academics; two representing one of the faculty departments (Adult Health; Maternal, child and Family Health; and Community and Mental Health) are invited for a meeting to discuss the two Meta profiles and reflect on both. We do have a general census that both Meta profile do have included the major competences that the nursing graduate should hold and reflect however there are some discrepancies maybe due to using different terminology or sometimes highlight one of what considered for some people a minor competency to be a major one. Also, it was obviously that we do need to make an agreement on the definition of competence and each core competency. Competence The National Council of State Boards of Nursing defined competence as “the application of the knowledge and the interpersonal, decision-making and psychomotor skills expected for the nurse’s practice role, within the context of public health, welfare and safety” (NCSBN, 1996, on-line). Consumers’ perception of competence in nursing was studied by Mann, et al, (1999). Competence was identified as “the possession of knowledge, attitudes and skills necessary to meet a certain standard of practice” (p.8) competencies required for safe and effective job performance.
Profile adjustments/Profile suggested for the university
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Leadership
Critical Thinking Communication
CORE COMPETENCIES
Therapeutic Interventions Employers' and Code of Satisfaction Ethics
Caring
Conclusions Meta-profile of Core Competencies defines the core competencies required for safe, competent and ethical nursing practice. The core competencies are transferable across diverse practice settings and client populations. As a result, the meta-profile is fundamental to all nursing practice. The Meta-profile was revised using a consensus-building approach involving nursing regulators and expert nurse practitioners across the Hashemite University, faculty of nursing. The collaborative approach used to revise the Meta-profiles promotes consistency of registration requirements across the departments, facilitating compliance with the developed Meta profile. Nursing practice is dynamic, and the competencies will change over time in response to population health needs, evolving practice and health-care environments. Hence, this Meta profile will be reviewed at least once every five years to ensure that it keeps pace with changes in nursing practice. But at least the meta profile core competencies are the most sold one which are demanded all the time, therefore the door is always open to add to these competencies as need demanded.
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UNIVERSITY OF MONASTIR University of Monastir Higher School of Health Sciences and Techniques
Subject Area: Nursing
Elaboration of a Degree Profile and Program
Submitted to
Tuning Middle East and North Africa
By
Professor ZARRAD Boubaker
June 2015
The proposal of University of Monastir for the T-MEDA project is to build a transparent, comparable and compatible program of studies for an Applied Licence in Nursing Sciences (Bachelor degree in nursing) which leads to profession of polyvalent nurse. Duration of program: 3 years Entry requirements: The student who enrolled in the program should have successfully completed the Tunisian baccalaureate (bachelor of secondary education) in experimental science or equivalent (13 years of basic education). This is the same requirement as for entrance to university.
General Objectives of the Degree Profile The learning objectives of the nursing programme are to provide the students with learning opportunities to: 7. Apply safe and evidence based nursing at the primary, secondary and tertiary levels across the lifespan of individual, families, and communities 8. Communicate effectively with different health team members, patients, clients and families using communication skills and information technology 9. Pursue lifelong learning and self-development, as well as research activities that widen nursing knowledge. 10. Demonstrates intellectual curiosity, rational inquiry, problem solving skills and creativity in framing problems in clinical situations. 11. Utilize leadership/management principles to manage work settings and empower other nurses to promote quality patient/client care. 12. Demonstrate accountability and advocacy roles incorporating ethical, legal, social, political and professional standards into nursing practice decisions
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University strengths: The University of Monastir is the largest training center in the field of health in Tunisia. It contains a medical school, a dental school, a pharmacy school and a Higher School of Health Sciences and Techniques. The University seeks excellence in this field and believes in international cooperation as a key ingredient for the success of this approach.
Job prospects: Polyvalent nurse can work in all care settings (university hospitals, district hospitals, basic health centers, private clinics etc.). Besides the current services (gynecology-obstetrics, cardiology, pulmonology, nephrology ...), it can integrate more specialized services (operating theater, EMS, resuscitation ...). Possibility to work abroad (Europe-Gulf Countries).
Graduate further prospects Possibility of continuing studies in Master and Doctorate in Nursing
Pre-Requisite Courses (level/semester) . Psycho sociology (1/1) . Developmental Psychology (1/1) . Human rights (1,1) . Anatomy and Physiology (1/1,2) . Informatics (1/1,2) . Language course (1,2/1,2) . Clinical Biochemistry (1/2) . Microbiology, Parasitology and Immunology (1/2) . Life stages (1/2) . Degenerative phenomena (1/2) . Anthropology of health (1/2) . Pharmacology (1/2 and 2/1) . Dietetics & Nutrition (2/2) . Bio-Statistics & Epidemiology (3/1)
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Required Courses Deliver Critical Ethical Quality Communication Teamwork Leadership thinking conduct Care Fundamentals of x x x x x nursing Adult nursing x x x x x x Pediatric nursing x x x x x x Maternity x x x x x x nursing Community x x x x x x nursing Mental health x x x x x x nursing Nursing x x x x x x leadership Care of the x x x x x x elderly Critical care x x x x x x nursing Health promotion and x x x x x x patient education Communication x x x x x x Ethics and legal x x x x x x issues in nursing Nursing research x x x x x x
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Level 1 Level 2 Level 3 Provide quality patient, Deliver Identify the concept of Promote life and quality family and community Quality Care quality care of life care Identify the concept and Resolve a problem using Critical Utilize critical thinking the process of critical a critical thinking thinking in nursing practice thinking process Identify ethical and legal Discuss different aspects Apply the relevant code Ethical issues related to a related to an ethical of ethics and practice conduct particular client scenario issue within legal boundaries Utilize communication effectively and provide Communicati Identify the principles of Demonstrate effective counseling to on communication communication skills individuals, families and communities Establish a collaborative Identify the importance work relationship with Work effectively as a Teamwork of a teamwork approach other member of the team member in health care health care team Demonstrate effective Identify the concept of Differentiate the leadership appropriate Leadership leadership and its different styles of to the context of principles leadership practice
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Course (Level/Se Competence Learning Outcomes mester) Identify basic nursing procedures required to deliver quality care. Deliver Apply basic nursing care procedures that are required to deliver Quality Care quality care. Acknowledge the importance of providing basic nursing care. Differentiate nursing as an art, as a science and as a profession. Explain the core values and core competencies of professional Critical nursing practice and its relevance to competent nursing care. Thinking Discuss the purpose of the nursing process to nursing practice and nursing research and its implications to safe and quality nursing care. Discuss the core values and core competencies of professional nursing practice and its relevance to competent nursing care. Describe the different fields of nursing practice with its varied Ethical professional and moral accountability and responsibility in the Conduct delivery of safe and quality nursing care across the lifespan. Display balance between patients’ rights and professional duties with approved health care standards in the delivery of care. Explain the process of communication and its impact on the Fundamen nursing process to achieve optimum quality health care. tals of Respond to needs of individuals, family, community and special nursing Communicat population groups based on appropriate and acceptable (1/1,2) ion professional communication methods and resources. Modify communication modes and/or techniques appropriate to client’s level to apply therapeutic communication in the delivery of nursing care. Plan client-appropriate interventions for the promotion and maintenance of health with colleagues and other members of the health care team to improve patient care. Teamwork Demonstrate appropriate nursing competencies and values in collaborating with other members of the health team and others. Initiate good interpersonal relationship with patients, colleagues and other members of the health team. Support activities related to nursing and other health care issues to improve professional health care services. Display essential leadership competencies in order to positively Leadership impact health care delivery outcomes. Practice shared governance with other health team members in providing health care services to achieve excellence in nursing practice. Adult Describe the nursing implications of laboratory and diagnostic nursing Deliver studies for clients experiencing alterations in health. (2/1,2 & Quality Care Demonstrate essential knowledge and skills in the care of clients 3/1) with alterations in health.
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Course (Level/Se Competence Learning Outcomes mester) Formulate a nursing care plan to meet patient/client, needs within the context of holistic care Organize medication administration according to medical prescription. Identify risks and therapeutic examinations and determine the preventive and / or corrective adapted. Analyze a situation and health care and ask interpretative assumptions. Critical Develop a diagnostic clinical situation and / or a nursing diagnosis thinking based on reactions to a person's health problems, group or community and identifying the necessary nursing interventions. Analyze the elements of the prescription. Find and select information relevant to the care of the person Ethical with respect for patient rights (folder care tools, ...). conduct Prescribe medical devices according to the rules of good practice. Communicat Select the transmission of information tools tailored to partners ion and situations and ensure its implementation and effectiveness. Synthesize information to ensure traceability of the different appropriate tools (health record, care summary, realized nursing, Teamwork transmissions ...). Select the transmission of information tools tailored to partners and situations and ensure its implementation and effectiveness. Establish and maintain links with actors, networks and structures involved with individuals. Leadership Organize work in different modes of nursing practice, especially in the liberal sector. Course (Level/Se Competence Learning Outcomes mester) Describe the nursing implications of laboratory and diagnostic studies during childhood, for those experiencing alterations in health. Deliver Demonstrate essential knowledge and skills in the care of infants Quality Care and children in health and illness. Formulate a nursing care plan to meet the needs of infants, Paediatric children and their families within the context of holistic care nursing Define and describe a specific pediatric condition with emphasis (2/1) on etiology, clinical manifestations, expected course, treatment, and issues or problems associated with such conditions. Critical Explain the condition, issues or problems of children based on Thinking the literature or clinical experiences. Uses synthesis of knowledge, problem solving and critical thinking abilities in care of children. 188 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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Course (Level/Se Competence Learning Outcomes mester) Utilize the research process in developing projects relevant to nursing care of children. Encourage children and their families to participate in decision making. Ethical Support the spiritual beliefs and practices of children and their Conduct families. Promote legal and ethical awareness and responsibility in caring for the children and their families. Communicat Utilize therapeutic communication techniques and promote ion therapeutic relationships. Collaborate interdependently with other members of the health Teamwork team. Demonstrate initiative and accountability in managing care of Leadership children and their families Course (Level/Se Competence Learning Outcomes mester) Describe the process of normal pregnancy, labour and delivery as well as the post-partum Deliver Demonstrate essential knowledge and skills in the care of women Quality Care during their reproductive period and lifespan. Provide effective, evidence-based care to women during their reproductive lifespan. Integrate UNICEF Initiatives to the practices of maternity and neonatal nursing. Assess the need for changes in the field of maternity and neonatal nursing, to collaborate with clients, families, Critical colleagues, and other health care professionals to introduce Thinking change. Maternity Utilize research findings to support interventions or procedures (2/2) performed. Integrate USAID and WHO initiatives to the practices of maternal health nursing Demonstrate the ability to utilize the nursing process to assist women, newborns, and their families to promote and maintain health. Ethical Assume responsibility and accountability for personal actions in Conduct the delivery of maternity and neonatal nursing care. Discuss moral and ethical implications relevant to the practices of maternity and neonatal nursing. Integrate knowledge from the biophysical sciences, humanities, Communicat growth, and development to the practices of maternity and ion neonatal nursing. 189 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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Course (Level/Se Competence Learning Outcomes mester) Integrate UNICEF Initiatives to the practices of maternity and neonatal nursing. Demonstrate the ability to utilize the nursing process to assist women, newborns, and their families to promote and maintain health. Communicate to establish collaborative relationships with other health professionals, patients and families in the delivery of maternity and newborn health care. Assess the need for changes in the field of maternity and neonatal nursing, to collaborate with clients, families, colleagues, and other health care professionals to introduce change. Integrate USAID and WHO initiatives to the practices of maternal health nursing Assess the need for changes in the field of maternity and neonatal nursing, to collaborate with clients, families, Teamwork colleagues, and other health care professionals to introduce change. Identify leadership ability in goal setting and goal achievement in Leadership planning and providing care for mothers, newborns, and families. Course Compete (Level/Se Learning Outcomes nce mester) Discuss the theoretical basis of CHN by determining community- oriented, population-focused care, and relation based care. Identify the needs of individuals, families and communities at the preventive and promotional levels. Deliver Describe evidence based nursing interventions to promote and Quality maintain health of the individual, family, and community. Care Describe the role of the CH nurse in preventing and responding to Crisis, Disasters, and Group Violence. Communi Identify health-teaching models, and plan an educational ty nursing intervention. (1/1 & Use a model of critical thinking when making clinical judgments and 3/1,2) decisions. Formulate an evidence based personal plan to develop interpersonal skills essential to quality community nursing care. Critical Ascribe a new outlook on special group in the community (the aged, thinking the disadvantaged, women etc.…). Select and use teaching methods & materials for clients at different developmental levels. Analyze the influence of health policy on community health and
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Course (Level/Se Competence Learning Outcomes mester) nursing practice. Delineate strategies/ interventions in the community that are ethical, legal, and culturally seasoned. Ethical Recognize ethical issues as they rise in community nursing practice. conduct Use an ethical framework and decision-making process to resolve ethical problems. Determine the characteristic of collaboration and contracting in CH. Describe the communication process, identifying factors that influence communication. Use effective communication techniques when interacting with Commun clients and families from different cultures. ication Use appropriately each of the following formats for community nursing documentation: nursing assessment, nursing care plan, critical/collaborative pathways, family data flow chart, progress notes, home visit register, tasks delegation sheet, proposal form. Describe strategies for nursing collaboration and participation in efforts to promote and protect environmental health. Distinguish nurse-initiated, multidisciplinary team- initiated and Teamwor collaborative nursing interventions in community health. k Use cognitive, interpersonal, technical and ethical/legal skills to collaborate with team members while implementing community nursing care. Relate Leadership tools, Research, and quality measurement to CH Nursing. Explain the role of community health nurse in advocating and Leadersh determining a community’s health policy needs. ip Compare and contrast the different leadership styles. Discuss the concept of empowerment and its significance in community health nursing. Identify the principles for effecting change in community health. Course Compete (Level/Se Learning Outcomes nce mester) Assume responsibility and accountability to provide mental health care. Identify the concepts of mental health and mental ill health Deliver Mental Describe key psychiatric nursing conditions and their associated Quality health nursing care. Deliver holistic care to persons experiencing mental Care nursing illness across the lifespan. (3/1) Identify the concepts Identify the therapeutic approaches to use. Critical Recognize the major mental illnesses and long-term psychological thinking problems. 191 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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Course (Level/Se Competence Learning Outcomes mester) Have specific nursing knowledge essential to the overall care of the person with a mental disorder. Recognize the different clinical situations. Ethical Delineate strategies/ interventions that are ethical, legal, and conduct culturally seasoned. Commun Develop observation and communication skills with the mentally ill. ication Teamwor Identify the psychiatric hospital environment. k Leadersh Assume responsibility and accountability to provide mental health ip care. Identify the role of the leader in maintaining quality of care in different health care settings. Deliver Demonstrate effective leadership abilities in delivering health Quality Care care. Utilize different leadership styles to provide quality care in different contexts/health care settings. Supervise and evaluate the actions of caregivers, childcare assistants, and medical and psychological aid. Critical Organize and supervise student learning activities. thinking Assess knowledge implemented by trainees in connection with Nursing the placement objectives. leadership Ethical Transferring expertise and knowledge to trainees and other (3/2) conduct health professionals. Organize information in a trainee or a new professional arriving Communicat in the service, structure or care practice. ion Develop the conditions for implementing and monitoring the care project under the multi-professionalism. Supervise and evaluate the actions of professionals under the Teamwork supervision of nurses. Formalize skills and knowledge for advice, demonstrations, Leadership explanations, and commented analysis of practice for trainees and health professionals in the nursing responsibility. Course (Level/Se Competence Learning Outcomes mester) Identify and deal with specific health problems related to aging such as falls, incontinence, drugs interactions, depression, Care of Alzheimer… the Deliver Demonstrate knowledge and understanding of elderly health and elderly Quality Care safety policies, moving and handling nursing procedures and (3/1,2) monitor adherence to these policies and taking appropriate action to correct any deficiencies; 192 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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Course (Level/Se Competence Learning Outcomes mester) Use valid and reliable assessment tools, to ensure appropriate assessment of physical, nutritional, cognitive and psychological function when working with elder people. Identify any area of need for information and initiate an information service for patients and their families or caregivers using research-based evidence; Critical Demonstrate a problem-solving approach to the care and thinking promotion of maximum rehabilitation and independence of patients, utilizing where relevant an evidence-based individualized nursing model and the components of the nursing process. Apply knowledge of patients rights in professional clinical practice; Ethical Analyze ethical and legal issues in gerontological nursing care and conduct apply them to clinical practice; Identify elderly wellbeing elements to avoid all forms of ageism, negligence and abuse. Provide evidence based education to elderly people and their families; Describe health promotion behaviors that support successful Communicat aging for selected older adults. ion Communicate skillfully specifically with people who display behaviors associated with dementia or who present sensory disabilities. Understand the importance of the multidisciplinary team in the geriatric field to ensure better quality of care; Coordinate with relevant disciplines in order to maintain and/or improve organizational, managerial and professional practice in Teamwork order to ensure a safe environment for both staff and patients; Demonstrate a collaborative approach to care in the assessment and rehabilitation of patients, in order to promote maximum possible functional independence, competence in self care activities, psychological wellbeing and confidence. Demonstrate, by application within the clinical area, knowledge of the roles and responsibilities of the members of the Leadership multidisciplinary team who provide care and of the roles of different categories of support staff. Course (Level/Se Competence Learning Outcomes mester) Critical Describe the pathophysiology of the common diseases Deliver care encountered in the critical care setting. Quality Care nursing Integrate knowledge from nursing sciences, other sciences and 193 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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Course (Level/Se Competence Learning Outcomes mester) (2/2 & evidence-based research in nursing care of critically ill patients. 3/1) Implement nursing process based on scientific rationale to provide high quality nursing care in the critical care setting. Identify solving techniques on an acutely and critically ill patient as integrated in the process of critical thinking. Explain properly the approach of rendering care to an acutely and Critical critically ill patient by using the process of critical thinking. Thinking Demonstrate appropriate critical thinking strategies to an acutely and critically ill patient by following the nursing process (Assessment, Diagnosis, Planning, Implementation and Evaluation). Identify the critical care nurse's roles and responsibilities and maintaining professionalism. Ethical Demonstrate accountability for personal and professional Conduct behavior. Act to prevent unsafe, illegal or unethical care practices. Identify the needs of an acutely and critically ill patient and each family member by establishing rapport. Communicat Interpret an acutely and critically ill patient’s body language and ion facial expressions. Observe proper channeling of communication to an acutely and critically ill patient and each family member. Identify the appropriate nursing management of an acutely and critically ill patient’s needs and concerns using the proper teamwork. Demonstrate appropriate collaborative strategies when working Teamwork with other healthcare professionals in providing nursing care to acutely and critically ill patient. Propose appropriate nursing intervention or management to an acutely and critically ill patient to improve his/her condition. Identify leadership skills and strategies. Prepare the team members physically, mentally and spiritually prior to rendering nursing care to an acutely and critically ill Leadership patient by conducting regular meetings. Demonstrate leadership skills to effectively implement nursing care to an acutely and critically ill patient. Course (Level/Se Competence Learning Outcomes mester) Health Identify the principles of health promotion during the lifespan. Deliver promotion Identify the determinants of health and principles of different Quality Care and levels of prevention for different age groups and settings. 194 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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Course (Level/Se Competence Learning Outcomes mester) patient Promote health in primary, secondary and tertiary levels. education Implement a health education plan to promote health (1/1) throughout the lifespan Characterize the concepts, prevention, health promotion, health Critical education, therapeutic education, ... thinking Analyze a therapeutic education approach. Ethical Facilitate information sessions and reflections on the health and conduct care of people. Set the conditions and modalities of communication conducive to Communicat the health care response, taking into account the level of ion understanding of the person. Teamwork Develop a therapeutic education approach interdisciplinary Designing of advice from health promotion and prevention to meet the needs of targeted populations. Driving an educational approach to health and prevention Leadership through individual and group educational activities. Develop, formalize and implement an approach and a therapeutic education project. Select and use techniques and educational tools. Course (Level/Se Competence Learning Outcomes mester) Identify the principles and skills of effective communication. Uses appropriate information technology to facilitate Deliver communication. Quality Care Applies effective communication technique to client/significant others and members of the health care team. Identify specific needs of relationship and communication in distress, end of life, grief, denial, denial of care, conflict and Critical aggression. Communic thinking Identify the elements to communicate and conduct a relationship ation in a context of care. (1/1,2) Ethical Argue the foundations of trust and the therapeutic alliance with a
conduct person. Negotiate a care project. Communicat Driving a communication approach for every situation. ion Adapt its ways of relating and communicating to people, situations and contexts. Explore the notion of continuity of care in multi professionalism Teamwork contexts. Leadership Driving a nurse interview. Course Competence Learning Outcomes (Level/Se 195 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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Course (Level/Se Competence Learning Outcomes mester) mester) Clarify personal and professional values and their impact on professional behavior. Deliver Identify the ethical and legal aspects of nursing care. Quality Care Demonstrate ethical, moral and legal conduct in providing health care at the clinical settings. Respect the code of ethics and multiculturalism . Characterize the philosophical conceptions of the human being and of thought appropriate, Compare philosophical conceptions of the human being at work in contemporary social issues, Critical Distinguish the concepts of law, morality, ethics, thinking Ethics and Use reasoning and ethical questioning approach in the legal employment context, issues in Evaluate the consequences of the notion of professional nursing responsibility. (1/1 & Cite the fundamental rights of patients and the involvement of 2/2) Ethical human rights in professional practice. conduct Clarify the concept of professional responsibility, Apply ethical principles in nursing situations posing a dilemma Identify the values of the nursing profession, integrating Communicat elements of professional rules and clarify the ion link with practice, Identify the values of the nursing profession, integrating Teamwork elements of professional rules and clarify the link with practice, Identify the values of the nursing profession, integrating Leadership elements of professional rules and clarify the link with practice, Identify the basic elements of the research process. Demonstrate an understanding of the basic elements of the identify research process and its importance in providing quality Deliver care. Quality Care Apply evidence-based care that promotes quality health outcomes for individuals, families and communities. Nursing Develop a research proposal. research Identify scientific information resources in the field of care and (2,3/1,2) health. Analyzing the results of a research study in the care and health Critical sector and argue tools used. thinking Identify the organization of research methods. Identify professional eve of elements in the field of nursing research. 196 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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Course (Level/Se Competence Learning Outcomes mester) Using questioning of research for the realization of a work of professional interest. Identify a problem and formulate a professional questioning. Identify library, research work and using updated databases. Ethical Respect the confidentiality of patient data. conduct Use of quantitative and qualitative methods in the field of research. Explain the value of a research approach in the field of care and Communicat health. ion Explain the relationship between theory, research, and developments in nursing practice. Write and present professional papers for oral or written communication. Teamwork Use the data in scientific publications and / or professional. Choose methods and investigative tools for the subject studied Leadership and implemented.
Curriculums structure fixed by in Tunisian Ministry of Higher Education: • 3 Years Duration (6 semesters) • 5 to 6 Course Units by semester (14 Weeks) • Course Units can be divided to modules • 3 types of Course Unit Fundamental (Course or practice) Transversal Optional
Examples of proposed optional Modules . Ergonomics, . Occupational Therapy, . Health & Safety, . Nursing experiencing chronic, . Adolescent health, . Nursing and Disability, . Health Economics, . Legislation and Health Systems, . Nursing Management.
Curriculums of applied licenses in the field of health professions in Tunisia: • 80% are fixed by Ministry of Higher Education, Scientific Research and Technology (Fundamental and Transversal Course Unit) 197 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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• <20% can be fixed by the educational institution (Optional Unit). The final curriculum, resulting from T-MEDA project, must be approved by the Ministry of Higher Education before it can be applied at the Higher School of Health Sciences and Techniques of Monastir.
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Curriculum for Applied Licences in Nursing Sciences Semester 1 Volume of hours Coef-
Credit
(14 weeks) ficient
N° Course Unit (CU) Modules
CU CU
(F, T or O) or T (F,
Total
Work Work
Module Module
Lectures
Practical Practical
Nature of the CU the of Nature Supervised
1 Biomedical Sciences 1 Anatomy - Physiology 1 F 42 21 63 5 5 2,5 2,5
Introduction to Nursing 21 21 42 3 1.5 2 Nursing discipline F 5 2,5 Deontology and Ethics 15 6 21 2 1 Nursing Process 20 22 42 3 1,5 3 Nursing Process 1 F 5 2,5 Practical Nursing 1 6 36 42 2 1 Community nursing 1 21 9 9 39 3 2 4 Community health nursing F 5 3 Hygiene and environment 12 9 21 2 1 Psycho sociology 15 6 7 28 2 1 5 Social Sciences and humanities F 4 2 Developmental Psychology 15 6 7 28 2 1 English 1 21 7 28 2 0.5
Languages, Human Rights and Communication techniques 1 21 7 28 1 0.5 6 T 6 2 Information technology 1 Human Rights 1 21 7 28 1 0.5 Informatics 1 21 7 28 2 0.5 Total 438 30 15
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Semestre 2 Volume of hours Coef-
Credit
(14 weeks) ficient
N° Course Unit (CU) Modules
CU CU
(F, T or O) or T (F,
Total
Work Work
Module Module
Lectures
Practical Practical
Nature of the CU the of Nature Supervised Anatomy - Physiology 2 36 6 42 3 2 1 Biomedical Sciences 2 Clinical Biochemistry F 21 21 1 5 1 4 Pharmacology 1 15 6 21 1 1 Life Stages 12 9 21 1 0,5 Life Stages, infection risks and 2 Microbiology, Parasitology and Immunology F 21 9 30 3 5 1,5 2,5 degenerative phenomena Degenerative phenomena 3 9 12 1 0,5 Practical Nursing 2 0 0 42 42 2 1 3 Nursing Process 2 F 4 2 Counseling 9 21 0 30 2 1 Nursing practices medicine-surgery 1 0 0 84 84 4 2 4 Nursing practices 1 F 6 3 first-aid 0 0 12 12 2 1 5 Health promotion and patient education F 21 21 4 4 1 1 English 2 21 7 28 2 0.5
Languages, Anthropology and Communication techniques 2 21 7 28 1 0.5 6 T 6 2 Information technology 2 Anthropology of health 21 7 28 1 0.5 Informatics 2 21 7 28 2 0.5
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Total 448 30 15 *Two modules choices
Semestre 3 Volume of hours Coef-
Credit
(14 weeks) ficient
N° Course Unit (CU) Modules
CU CU
(F, T or O) or T (F,
Total
Work Work
Module Module
Lectures
Practical Practical
Nature of the CU the of Nature Supervised Nursing in Cardiology 12 12 24 2 1 1 Adult nursing 1 Nursing in Pneumology F 12 12 24 2 6 1 3 Pharmacology 2 18 12 30 2 1 Nursing in Infectious disease 15 6 21 2 1 2 Adult nursing 2 F 4 2 Nursing in Neurology 12 6 18 2 1 Paediatric Nursing 21 12 33 4 2 3 Paediatric Nursing F 6 3 Paediatric Nursing practices 0 0 84 84 2 1
4 Nursing practices 2 Nursing practices medicine-surgery 2 F 168 168 6 6 3 3
Language and Documentary English 3 21 7 28 2 1 5 T 4 2 research Documentation 21 7 28 2 1 Ergonomics 21 21 1 0.5 6A* Health and work O* 4 2 Occupational Therapy 21 21 1 1
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Health & Safety 21 21 2 0.5 Nursing experiencing chronic 21 21 1 0.5 6B* Nursing in specific situations Adolescent health O* 21 21 1 4 1 2 Nursing and Disability 21 21 2 0.5 Total 521 30 15 * One CU choices Semestre 4 Volume of hours Coef-
Credit
(14 weeks) ficient
N° Course Unit (CU) Modules
CU CU
(F, T or O) or T (F,
Total
Work Work
Module Module
Lectures
Practical Practical
Nature of the CU the of Nature Supervised Nursing in Endocrinology 1 Adult nursing 3 F 21 21 42 4 4 2 2 Dietetics & Nutrition Nursing in urology & nephrology 21 12 33 2 1 2 Adult nursing 4 F 5 3 Nursing in critical situations 24 18 6 48 3 2 Orthopedic Nursing 12 3 15 2 1 3 Adult nursing 5 F 4 2 Nursing in Digestive pathology 9 12 21 2 1 4 Nursing in Maternity 20 9 29 4 4 1 1 5 Nursing practices 3 Nursing practices medicine-surgery 3 F 224 224 5 5 2 2 6 Language and Research English 4 T 21 7 28 2 4 0,5 1
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Methodology Research Methodology 1 21 7 28 2 0,5 Health Economics 21 21 2 0,5 7A* Economics and Health Systems O Legislation and Health Systems 21 21 2 4 0,5 1 7B* Nursing Management O 12 12 36 60 4 1 Total 510 30 12 *One CU choices
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Semestre 5 Volume of hours Coef-
Credit
(14 weeks) ficient
N° Course Unit (CU) Modules
CU CU
(F, T or O) or T (F,
Total
Work Work
Module Module
Lectures
Practical Practical
Nature of the CU the of Nature Supervised Nursing in Dermatology 12 3 15 2 1 1 Adult nursing 6 Nursing in ENT F 9 0 9 1 4 0,5 2 Nursing in Ophthalmology 9 3 12 1 0.5 Nursing in Hematology 12 9 21 2 1 2 Adult nursing 7 F 4 2 Nursing in Oncology 12 9 21 2 1 3 Care of the elderly F 21 12 30 63 4 4 1,5 1,5 4 Mental Health Nursing F 21 12 30 63 4 4 1,5 1,5 5 Community nursing 2 F 15 30 45 4 4 1,5 1,5 Nursing practices in the surgical unit 60 60 2 1 6 Nursing practices 4 F 6 3 Nursing practices in critical care 120 120 4 2 Bio-Statistics & Epidemiology 18 15 33 2 1 7 Nursing research T 4 2 Nursing research 15 15 30 2 1 Total 492 30 14
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Semestre 6 Volume of hours Coef-
Credit
(14 weeks) ficient
N° Course Unit (CU) Modules
CU CU
(F, T or O) or T (F,
Total
Work Work
Module Module
Lectures
Practical Practical
Nature of the CU the of Nature Supervised Practices in Community nursing 108 108 5 1 Nursing practices 4 F 20 Nursing practices in situation 396 396 15 2 End of studies project F 168 168 6 10 3 Nursing leadership F 23 23 4 4 Total 191 30
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UNIVERSITY OF BALAMAND
Elaboration of the BSN Degree Profile and Program
Nursing Program Faculty of Health Sciences University of Balamand
September 2015
A- Elaboration of the BSN Degree Profile:
- General Description Our Mission The Nursing Program is dedicated to fostering quality nursing education and influencing the nursing profession and the health care environment in Lebanon and the region. This is done through embracing innovation in the delivery and management of evidence-based health care education underpinned by research and ethics.
The Program aims at providing a positive environment for faculty, staff, and students through enhancing leadership abilities, analytical and critical thinking, technical skills, and community involvement.
The Nursing Program believes that Nursing is both a scientific discipline based on scientific knowledge, values and ethics and a profession which aims at practicing the discipline. It also believes that Health is a basic social right where the needs of individuals, families, and communities are respected and attended to.
Vision The Nursing Program, through its dedication to shaping the profession and fostering excellence in nursing education, will expand to offer specialized programs at the undergraduate and graduate levels, and according to internationally recognized standards.
Our Program The Bachelor of Science degree in Nursing (BSN) offered by the Program is community-based and population-focused. It prepares students to become leaders and integral caregivers in the Lebanese Healthcare system.
The program consists of: • 99 academic credits acquired over a minimum of 3 years • A broad exposure to clinical training
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• Paid Internship • First Aid certificate.
The Program provides students with the following: • Broad theoretical and practical knowledge base ranging from humanities to life sciences, nursing sciences and research. • Multi-disciplinary approach to education. • Evidence based theoretical and practical knowledge. • Individualized tutoring. • Premedical track • Adequate preparation to pursue post graduate studies (MS, PhD) in several disciplines in Lebanon and abroad.
The Nursing Program also provides: • A Ladder Program that upgrades BT and TS degree holders in nursing (technical education) to earn a Bachelor of Science in Nursing. • Continuing education courses for working nurses to upgrade their competencies in different areas.
Bachelor of Science in Nursing (BSN) 3 years
Regular Track (99 credits)
BT-BSN Ladder program (90 – 99 credits)
TS-BSN Ladder program (51 credits)
Pre-Med Track (118 credits)
This report will elaborate the generic BSN program as required by the T-MEDA project
Admission Requirements
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Lebanese Baccalaureate or its equivalent School grades and ranks SAT I Language Proficiency Requirements: o TOEFL (For English section) o Minimum score TOEFL, 197 o Or Minimum score SAT I “Critical Reading Section”, 500. o French proficiency test (For French section)
Concepts underlying the Nursing Curriculum: The basic concepts (Conceptual Framework) of the Nursing Program are the following: Critical Thinking Community Involvement Leadership abilities Professionalism
Program Objectives: The Nursing Program provides students with learning opportunities to: 1. Demonstrate competence in the cognitive, affective and psychomotor skills of a Registered Nurse (RN). 2. Apply safe and evidence-based nursing care at the primary, secondary and tertiary levels across the lifespan of individuals and families and in community settings. 3. Act as an advocate for the profession, individuals, families and communities especially for the very young, very old and the disadvantaged. 4. Demonstrate leadership capabilities in health care management and service delivery. 5. Pursue lifelong learning and self-development as well as research activities that widen nursing knowledge. 6. Display ethical and culturally sensitive standards in all activities of health care. 7. Develop and maintain therapeutic relationships with the client (individual, family, community), and collaborate with the health care team members and other stakeholders to deliver health care.
As to the competencies, the Nursing Program has developed a competency checklist per course whereby students are observed, monitored, and evaluated to ensure their proficiency during the process of learning. Two types of evaluation, formative and summative, are adopted guided by the “Nursing Process” with special emphasis on communication skills. To enhance evidence based learning the Nursing Program has lately been a pioneer in Lebanon by adopting the Lippincott “Nursing Procedure and Advisor”, an electronic database which is the easiest and most user friendly interface ever created for nursing.
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- Context, social needs The Nursing Program, as mentioned earlier is a community-based, population-focused program that is offered in English and French and in partnership with St. George Hospital University Medical Center. It prepares its students to become caregivers within institutional settings, and as community-based healthcare providers. Knowing that community-based nursing is centered on individual, family, and community health needs, our curriculum is based on the belief that care should be provided for people wherever they are, including where they live, work, play, worship, and go to school. This is reflected in our nursing courses as detailed below.
- Occupations and the potential fields / sectors for the employment of graduates Professional nurses are in great demand in Lebanon and abroad. The demand for BSN graduates in Lebanon exceeds the currently available number. Graduates have abundant opportunities in several settings such as: - Hospitals - Primary health care and rehabilitation centers - Schools - Elderly homes - International and national health organizations - Mental health facilities
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- Health insurance, pharmaceutical, and medical equipment companies - Independent practice: home health care agencies and day care nurseries. B- Elaboration of the BSN Programme: - Curriculum
Bachelor of Science in Nursing (Offered in English and French)
First Year Semester 1 Name of Course Credit ENGL 203 1 English Communication Skills III 3 FHSC 202 Introduction to Human Anatomy 2 FHSC 207 Principles of Human Biology 3 FHSC 261 Introduction to Psychology 3 FHSC 280 Information Technology and Health Sciences 2 LISP 200 2 Library use and research methods 1 NURS 210 Introduction to Professional Nursing 2 16
Semester 2 Name of Course Credits ENGL 204 1 English Communication Skills IV 3 FHSC 203 Basic Human Physiology 4 FHSC 209 Fundamentals of Microbiology 2 FHSC 264 Human Growth and Development 2 FHSC 260 Introduction to Sociology 3 NURS 211 Introduction to Nursing Practice 4 18
Summer Name of Course Credits NURS 212 Legislation and Nursing 1 NURS 213 Service Training I ³ - NURS 239 Physical Assessment 1 1 2
Second Year Semester 3 Name of Course Credit NURS 238 Pharmacology 2 NURS 240 Pathophysiology 3 NURS 241 Nursing Care of Adults 5
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NURS 243 Nursing Care in Perinatology and Gynecology 5 NUSC 209 Basic Nutrition and Diet Therapy 3 18
Semester 4 Name of Course Credit CVSQ 217 Civilization Sequence I 3 FHSC 282 Principles of Epidemiology and Biostatistics 3 NURS 242 Nursing Care of Adults II 5 NURS 244 Nursing Care of Children 5 NURS 245 Nursing Care of the Elderly 2 18
Summer Name of Course Credits NURS 246 Mental Health and Psychiatric Nursing 4 NURS 213 Service Training II 4 - Elective 3 7
Third Year Semester 5 Name of Course Credits CVSQ 218 Civilization Sequence II 3 FHSC 288 Research in Health Care Sciences 3 NURS 248 Nursing Care of Adults in Critical Condition 4 NURS 249 Nursing in the Community 5 15
Semester 6 Name of Course Credit NURS 250 Leadership and Management in Nursing and 5 Health NURS 251 Internship 5 - ---- 5
Total number of credits = 99
1. In the French Section, FREN 201 and FREN 202 respectively replace ENGL 203 and ENGL 204 2. LISP 200 is a no-fee obligatory 1 credit course for graduation.
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3. Service Training I and II are required for graduation. Each is equivalent to 90 hours. Students are evaluated as P= Pass or F= Fail. 4. Internship is equivalent to 450 hours of clinical training.
All NURS courses passing grade is 70. Other courses passing grade is 60. Students are required to take the 1 credit First Aid course (FHSC 271) offered by the Lebanese Red Cross) as part of their graduation requirements.
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Table 1- Core Competencies of the Nursing Program, Sub Competencies and Learning Outcomes # Core Competencies Sub Competencies Nursing Program Learning Outcomes 1 Critical Thinking 1. Have critical thinking, 1. Apply safe and evidence-based analysis, and nursing care at the primary, synthesis. secondary and tertiary levels 2. Identify and resolve across the lifespan of individuals problems. and families and in community settings. 2. Use critical thinking and analytical skills in the delivery of evidence-based practice that integrates physical, psychosocial, and spiritual dimensions. 3. Integrate scientific and evidence-based knowledge in nursing care delivery. 4. Pursue lifelong learning and self- development as well as research activities that widen nursing knowledge. 2 Deliver Quality Care 3. Maintaining evidence 1. Embody the professional role of based practice. a caregiver, patient/family 4. Maintain patient educator, patient/family safety. advocate, and leader in the team 5. Provide holistic and work environment. individualized care. 2. Demonstrate a sense of belonging and accountability to the Nursing profession and a commitment to its advancement. 3. Respond appropriately to individual, family, and community needs at the level of direct care, health promotion, disease prevention, and rehabilitation.
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3 Leadership 6. Manage nursing care 1. Embody the professional role of effectively. a caregiver, patient/family 7. Maintain self- educator, patient/family development and advocate, and leader in the team wellbeing. work environment 2. Demonstrate assertiveness by skillfully communicating with the patient and family as well as all the members of the health care team 3. Play a leadership role in problem solving, decision making, planning, time management, and delegation within the healthcare team. 4 Communication 8. Communicate 1. Demonstrate assertiveness by effectively orally and skillfully communicating with the in writing with patient and family as well as all different audiences. the members of the health care team. 5 Ethical Conduct 9. Practice within the 1. Deliver health care services respective code of taking into consideration cultural ethics and legal differences, human rights, and codes. ethical principles. 10. Be culturally 2. Act as advocates for individuals, sensitive. families and communities especially for the very young, the very old and the disadvantaged. 6 Team work & 11. Work in an 1. Distinguish nurse-initiated, Collaboration interdisciplinary team multidisciplinary team- initiated and collaborative nursing interventions in delivering health care. 2. Use cognitive, interpersonal, technical and ethical/legal skills to collaborate with team members while implementing nursing care. 7 Informatics and 12. Integrate 1. Utilize informatics and Technology informatics and technology in education, technology in health research, and nursing practice. care. 13. Utilize informatics and technology in education and
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research.
Table 2- Course Description and Learning Outcomes: Course Course description Course learning outcomes Code NURS 210 This course introduces the 1. Pinpoint the conceptual frameork of UOB framework of the nursing nursing curricula Introduction curriculum, concepts 2. Identify Professional Roles and Settings to related to the profession for Practice. Professional and discipline of nursing 3. Identify the characteristics of a profession Nursing are discussed as well as the 4. Trace the evolution of the nursing major historical events that profession. have shaped the nursing 5. Examine the functions and activities of profession. Issues and selected nursing organizations. moral problems that arise 6. Distinguish between different educational in the practice of delivering programs health care are addressed 7. Identify Concepts of Health, Disease, and within the context of Health Care ethical principles. 8. Discuss major ethical principles that relate to nursing. 9. Describe the role of nursing research in the profession 10. Identify evidence based practice 11. Explore the process involved in critical thinking 12. Examine selected nursing theorists and their basic contribution to nursing practice. 13. Describe Health Care Delivery
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14. Discuss future trends in nursing NURS 211 This course introduces 1. Develop an awareness of effective verbal the principles of and non-verbal communication skills in communication, the nurse-patient-family and health care team components of the relationship. nursing process and 2. Describe the steps involved in the nursing basic practice issues. In process: the laboratory as well as i) Perform data collection (subjective in the clinical setting, and objective data) students practice skills in ii) Relate collected data to nursing safety, hygiene, diagnoses infection control, iii) Document utilizing nursing language communication and 3. Demonstrate basic understanding of basic physical concepts of infection control. assessment. In addition 4. Delineate the significance of safety for to hands-on application hospitalized patients while respecting in elderly home. their comfort, dignity, privacy and the principles of professional ethics. 5. Perform selected psychomotor skills safely and effectively in the laboratory and at the clinical site. NURS 213 This clinical training of 180 The main objectives behind this training for hours is divided into two the first year students are to: parts: 1. Develop an awareness of effective verbal - Part I aims at and non-verbal communication skills in enhancing students’ nurse-patient-family and health care team basic nursing skills. relationship. Students are 2. Demonstrate basic understanding of expected to concepts of infection control. accomplish it 3. Delineate the significance of safety for immediately after hospitalized patients. having met the 4. Perform selected psychomotor skills safely requirements of the and effectively. course NURS 211. 5. Develop skills in data collection and - Part II aims at patient’s assessment. enhancing students’ 6. Demonstrate professional self- appropriate clinical development. judgment and 7. Apply basic skills acquired in NURS 211 accurate skills in course.
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providing direct care 8. The main objectives behind this training to the adult and for the second year students are to: older adult 9. Demonstrate appropriate clinical population who are judgment and accurate nursing skills in experiencing providing direct care to the adult and medical-surgical older adult population who are disorders. Students experiencing medical-surgical disorders. are expected to 10. Develop comprehensive case study develop their utilizing scientific rationale as a basis for communication skills delivery of care. with patients, 11. Incorporate data obtained though families and information systems into patient care. collaborate with 12. Communicate tactfully with patients and other members of families in collaboration with members of the health care team. the health care team. This is accomplished 13. Develop own teaching capacities in immediately after relation to patients, their families and having met the other students. requirements of the 14. Demonstrate responsibility and two courses NURS accountability for one's own personal and 241/242. professional growth within the learning environment. Staff nurses in the hospital 15. Demonstrate responsibility for own supervise the students in actions in self-practice, self-evaluation, collaboration with the and consistency in meeting obligations nursing faculty members. It with respect to client care. is graded as P “Pass” or F 16. Demonstrate responsibility in meeting “Fail” and is a graduation academic rules and regulations, requirement. professional ethics, and confidentiality with respect to client care. NURS 238 This course introduces the 1. Define and explain basic pharmacology student to basic concepts in terminology and concepts pharmacology. The 2. Describe principles of various drug different groups of drugs kinetics, drug dynamics, and toxic effects. are studied in a body 3. Describe major patient variables that systems approach with affect clinical response to drugs. special emphasis on 4. Demonstrate understanding of the associated nursing necessary knowledge to clinically manage implications. different therapeutic drugs and
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corresponding disease states. 5. Demonstrate understanding of the necessary knowledge to prevent drug interactions that put the patient in danger. NURS 239 This course is designed to 1. Discuss the purpose of health assessment build students’ capacities in 2. Discuss the techniques used for each performing physical and health assessment skill health assessment for adult 3. Briefly discuss the principles of clients. It also develops interviewing techniques when taking a their skills in interviewing patient’s health history. and health and social 4. List the essential components of a patient history taking. The course history offers students an 5. Discuss normal physical findings in an understanding of the adult different examination 6. Describe a systematic approach in techniques in an organized conducting a physical assessment. and proper fashion for each 7. Conduct health assessment in an body system. Practical organized and proper fashion training on simulated 8. List the nurse’s responsibilities in models and live subjects preparation for a physical examination. provides students with 9. List main assessment parameters for all of hands-on experience in the following physiological systems: head to toe physical Integumentary, Head & Neck, Breasts & examination. Axillae, Neuromuscular, Genitourinary, Cardiovascular, Gastrointestinal 10. State “normal” findings during a physical examination for each physiological system. 11. State abnormal findings for each physiological system. NURS 240 The course addresses the 1. Demonstrate an understanding of effect of the disease abnormal physiologic processes and process on the symptoms associated with specific health physiological functioning of deviations as they relate to the identified the adult and the related pathology adaptation process. It 2. Differentiate normal and abnormal highlights on the multi- physiological findings and manifestations system interaction of the 3. Describe age-related differences in
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body to illness or injury, physiologic and pathophysiologic and covers the most processes and their clinical manifestations common based on current medical science and pathophysiological clinical practice disorders. 4. Apply principles of immunology, cancer and basic physiology to systemic disease states 5. Understand the causes and systemic, cellular and subcellular mechanisms of the development of the most significant diseases and their symptoms and syndromes 6. Demonstrate an understanding of the pathogenesis of congenital and genetic disorders 7. Discuss assessment characteristics of normal physiological parameters and specific pathological-health deviations of the most common disorders and diseases related to each of the major body systems 8. Identify the differential diagnoses of the most common chief complaints in each body system 9. Recognize the clinical presentations of the main medical emergencies in each body system 10. Identify relevant lab studies that are indicative of specified pathologies. NURS 241 This course builds upon the 1. Understand and identify the nursing nursing concepts management of the most common introduced in (NURS 211). diseases of the Respiratory, It enables students to Cardiovascular, Musculo-skeletal, understand the assessment Hematological and Immune systems and management of 2. Discuss etiologies, risks, signs and patients with specific symptoms, treatment modalities and diseases and surgical diagnostic exams in relation to the above- conditions of the mentioned system alterations. Respiratory, 3. Utilize the holistic care approach by Cardiovascular, Musculo- interrelating the biopsychosocial,
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skeletal, Hematological and pathophysiological and pharmacological Immune systems. Practical concepts in patient nursing care delivery training provides students to restore and maintain optimal with the opportunity to functioning. assess, plan, implement 4. Utilize nursing research findings in the and evaluate nursing care nursing process and delivery of care. of adult patients under 5. Apply the role of the medical/surgical clinical supervision, with nurse in relation to health assessment, reference to scientific planning, implementing and evaluation in literature. Holistic nursing the delivery of care. care that attends to the 6. Utilize pharmacologic knowledge in physical, psycho-social and nursing care delivery especially in the spiritual needs of the preparation, administration and patient and his/her family monitoring of medications. is emphasized. 7. Demonstrate appropriate judgment and accurate skills in providing direct care to the adult and older adult population who are experiencing medical-surgical disorders. 8. Ensure that quality nursing care is delivered taking into consideration patients’ privacy, preferences, safety and comfort. 9. Assume responsibility for own professional behavior in terms of ethical conduct, self-evaluation, and consistency in meeting obligations with respect to client care. 10. Plan and perform appropriate patient teaching taking into consideration the needs of the patient and family encouraging self management and preventing potential complications. 11. Utilize evidence-based practice to develop and implement appropriate plans of nursing care and patient/family teaching. NURS 242 This course is a 1. Understand and identify the nursing continuation of NURS 241. management of the most common It builds upon the nursing diseases of the urinary, renal,
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concepts introduced in perioperative, neurological, endocrine and (NURS 211). It enables gastrointestinal systems. students to understand the 2. Discuss etiologies, risks, signs and assessment and symptoms, treatment modalities and management of patients diagnostic exams in relation to the above- with specific diseases and mentioned system alterations. surgical conditions of the 3. Utilize the holistic care approach by Urinary, Perioperative, interrelating the bio psychosocial, Gastrointestinal, Endocrine pathophysiological and pharmacological and Neurological systems. concepts in patient nursing care delivery Practical training provides to restore and maintain optimal students with the functioning. opportunity to assess, plan, 4. Utilize nursing research findings in the implement and evaluate nursing process and delivery of care. nursing care of adult 5. Apply the role of the medical/surgical patients under clinical nurse in relation to health assessment, supervision, with reference planning, implementing and evaluation in to scientific literature. the delivery of care. Holistic nursing care that 6. Utilize pharmacologic knowledge in attends to the physical, nursing care delivery especially in the psycho-social and preparation, administration and educational needs of the monitoring of medications. patient and the family is 7. Demonstrate appropriate judgment and emphasized. Patient accurate skills in providing direct care to teaching that supports the the adult and older adult population who continuing of care is are experiencing medical-surgical highlighted. disorders. 8. Ensure that quality nursing care is delivered taking into consideration patients’ privacy, preferences, safety and comfort. 9. Assume responsibility for own professional behavior in terms of ethical conduct, self-evaluation, and consistency in meeting obligations with respect to client care. 10. Plan and perform appropriate patient teaching taking into consideration the needs of the patient and family
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encouraging self-management and preventing potential complications. 11. Utilizing evidence-based practice to develop and implement appropriate plans of nursing care and patient/family teaching. NURS 243 This course is divided 1. Identify the goals, philosophy and into two parts. The first principles of the National Health Goals in part which is related to Reproductive Health perinatology provides in- 2. Discuss the woman and family safety and depth understanding of ethical issue related to Reproductive maternal and newborn Health nursing care. The second 3. Identify the physical and psychosocial part deals with the most needs of the woman and family during the prevalent gynecological perinatal period in order to determine conditions across their health status and health potential. women’s lifespan. While 4. Describe the pathophysiology, clinical promoting a holistic and signs and symptoms, therapeutic family-centered modalities of the high risk pregnancies to approach to nursing ensure the comfort of the woman and care, the student family and prevent complications. focuses in his/her 5. Demonstrate an understanding of the practical training on newborn characteristics and adaptation to physical, psychosocial the extra uterine life. and spiritual needs of 6. Provide the woman and family with the the mother and the necessary information and support to newborn, as well as the promote breastfeeding. woman with 7. Identify common gynecological gynecological concerns/disorders in women and their concerns/disorders. related management. Teaching needs are 8. Demonstrate clinical knowledge and skills assessed, and in the entire childbearing process, high- individualized education risk pregnancies, and gynecological is provided. concerns/disorders. 9. Enhance active participation by all family members in the childbearing process. 10. Apply teaching skills related to the childbearing process, high- risk pregnancies, and gynecological
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concerns/disorders on a didactic or group basis. 11. Incorporate research studies and findings into the nursing process. 12. Demonstrate skills in helping the family become a decision-maker in respect to reproductive health issues. 13. Demonstrate the capacities to provide counseling in family planning 14. Orient the family and its members to reproductive health services that help them promote and maintain their well- being. 15. Identify the role and function of the nurse in reproductive health: professional aspects, ethical principles and multidisciplinary teamwork. NURS 244 This course provides the 1. Discuss the impact of hospitalization on student with the the child and his/family opportunity to learn the 2. Identify the child needs in relation to physical, psychomotor, his/her developmental milestones and social needs of the 3. Understands the disease epidemiology well and ill child, from and the different pathologies and infancy through management of common childhood illness adolescence. The 4. Anticipate and describe all diagnostic nursing process serves evaluation for the disease to the as a framework for study child/family and application. 5. Identify nursing implications for the Emphasis is placed on disease process as it relates to the child’s health promotion, development age restoration, and 6. Identify team members/resources for maintenance during the provision of and for health maintenance stages of child (immunization, safety, nutrition…) development. Clinical 7. Understand routine health care needs and practice is planned to monitoring for children within each age. provide students with 8. Apply the nursing care of the child using direct observation of the critical thinking, evidence based research child and application of and following a holistic approach within nursing care. The clinical the health care interdisciplinary team
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setup ranges from 9. Implement teaching activities with child primary healthcare and family related to the child disease setting, to outpatient process/disorders. department, to general unit and critical care areas. NURS 245 This course focuses on 1. Discuss alterations in body systems due to developing knowledge the physiology of Aging and skills in problem- 2. Discuss the nurse’s role in health solving and clinical promotion and health protection for Older judgment in relation to Adults the aging process and 3. Identify the danger and management of gerontological care. In Special Syndromes in Elderly. the practical component 4. Explore the components of Successful students assess, plan, Aging implement and evaluate 5. Demonstrate competency in problem nursing care of the solving when caring for the older clients in elderly. Appropriate a designated clinical setting utilizing the nursing care of elderly components of the nursing process. patients is discussed 6. Incorporate comprehensive nursing emphasizing the impact measures in meeting the needs of the of illness or the aging older clients with emotional problems in a process on the family. designated clinical setting. 7. Implement methods to promote and maintain health in the elderly and their families. 8. Assume responsibility for own actions, safe practice, self- evaluation, and consistency in meeting obligations with respect to nursing care of the elderly based on the application of scientific knowledge and nursing ethics. NURS 246 This course focuses on 1. Describe the processes of psychiatric mental health and illness history taking, mental status examination of individuals, couples, assessment and families throughout 2. Plan, implement, and evaluate nursing the life cycle. Principles care for patients with mental illness or of communication and those facing a considerable life crisis or therapy are emphasized, major life stressors
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as well as the 3. Analyze theory, personal / professional development of nursing experiences, and feelings into a model of intervention for patients contact that holds reasonable experiencing psychiatric expectations for self and others problems. Practical 4. Be able to demonstrate knowledge of component is designed communication processes and techniques to offer students hands- in interpersonal and group relations on experience in the 5. Be able to promote metal health through area of therapeutic primary, secondary and tertiary modalities including interventions. mainly psychotherapy 6. Be able to practice appropriate and drug therapy. The intervention modes in the care of focus is on clients with psychiatric –mental clients whether within maladjustment patterns inpatient or out-patient settings ranging from mild to 7. Demonstrate advocacy on behalf of the critical. Fieldwork patient and nonjudgmental and encompasses in-hospital nondiscriminatory attitudes and behaviors and community-based to patient diversity. experience. 8. Apply self-awareness and stress management techniques at a personal level to enhance personal and professional functioning
NURS 248 This course introduces the 1. Develop an awareness of the student to the physiological, psychological and multidisciplinary concepts sociocultural challenges associated with needed to take care of the critical care environment and nursing patients experiencing care delivery of adult patients in critical complex life-threatening conditions problems in acute critical 2. Explain the normal physiological changes care settings. In the that occur in the cardiovascular, practicum component, the respiratory, renal, neurological, metabolic student has the systems of adults in the critical care opportunity to focus on settings correlating scientific body 3. Describe and evaluate the of knowledge with critical pathophysiology of the common diseases analysis to develop encountered in the critical care setting collaborative problem 4. Implement nursing process based on solving skills that restore scientific rationale to provide high quality
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patient and family stability. nursing care in the critical care settings: Focus is on advanced a. Perform data collection and assess patient nursing skills, the b. Relate collected data to nursing diagnoses application of biomedical c. Implement nursing process to provide technology and high quality nursing care for critically ill compassionate nursing care patients to overcome the critical situation delivery to patient and d. Document utilizing nursing language family in crisis. 5. Develop critical thinking abilities through case study discussions and application of the nursing process. 6. Identify the importance of caring for the patients and their families in the critical care setting. 7. Integrate knowledge from nursing sciences, other sciences and evidence based research in nursing care of critically ill patients 8. Delineate the rationale, action, and side effects of prescribed drugs and parenteral therapy for assigned patients; and demonstrate safe preparation and administration of medications and parenteral therapy. 9. Identify with the functions and roles, ethical and legal responsibilities of the professional nurse as a member of an interdisciplinary team providing care for the patient with selected complex health problems. 10. Explain and apply different therapeutic modalities and devices related to various diseases and situations in the critical care settings. 11. Demonstrate skills in application of advanced protocols in basic/immediate life support simulations. 12. Outline and apply teaching protocols related to various diseases and situations to the patient and family in the critical
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care environment. NURS 249 The course provides 1. Discuss the theoretical basis of CHN by students with the determining community-oriented, opportunity to study population-focused care, and relation based care. nursing in multiple setups, 2. Identify the needs of individuals, families outside a hospital setting. It and communities at the preventive and helps the students develop promotional levels. their understanding about 3. Describe evidence based nursing health and psychosocial interventions to promote and maintain needs of individuals, health of the individual, family, and families and communities community. 4. Describe the role of the CH nurse in on the full health preventing and responding to Crisis, trajectory. In the practical Disasters, and Group Violence. component of the course, 5. Identify health-teaching models, and plan students gain hands-on an educational intervention. experience in the 6. Use a model of critical thinking when community. They meet the making clinical judgments and decisions.
challenge of transferring 7. Formulate an evidence based personal plan to develop interpersonal skills their skills and know-how essential to quality community nursing to the client in his/her own care. milieu. 8. Ascribe a new outlook on special group in the community (the aged, the disadvantaged, women etc.…). 9. Select and use teaching methods & materials for clients at different developmental levels. 10. Analyze the influence of health policy on community health and nursing practice. 11. Delineate strategies/ interventions in the community that are ethical, legal, and culturally seasoned. 12. Recognize ethical issues as they rise in community nursing practice. 13. Use an ethical framework and decision- making process to resolve ethical problems. 14. Determine the characteristic of collaboration and contracting in CH. 15. Describe the communication process, identifying factors that influence communication. 16. Use effective communication techniques
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when interacting with clients and families from different cultures. 17. Use appropriately each of the following formats for community nursing documentation: nursing assessment, nursing care plan, critical/collaborative pathways, family data flow chart, progress notes, home visit register, tasks delegation sheet, proposal form. 18. Describe strategies for nursing collaboration and participation in efforts to promote and protect environmental health. 19. Distinguish nurse-initiated, multidisciplinary team- initiated and collaborative nursing interventions in community health. 20. Use cognitive, interpersonal, technical and ethical/legal skills to collaborate with team members while implementing community nursing care. 21. Relate Leadership tools, Research, and quality measurement to CH Nursing. 22. Explain the role of community health nurse in advocating and determining a community’s health policy needs. 23. Compare and contrast the different leadership styles. 24. Discuss the concept of empowerment and its significance in community health nursing. 25. Identify the principles for effecting change in community health. NURS 250 NURS 250 Leadership and 1. Demonstrate understanding of the Management in Nursing implication of nursing theories and and Health incorporated research on leadership and management concepts of leadership, in nursing and health. management, creativity, 2. Describe the management process in analysis, power, change nursing and health: planning, organizing, and evaluation. It allows staffing, directing and controlling. the student to explore 3. Demonstrate skills in managing the his/her role as a beginning nursing care of a group of patients. potential leader, 4. Discuss the roles, functions, and throughout the different responsibilities of a clinical nurse leader,
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modalities of leadership such as coaching, monitoring, controlling, utilizing nursing and organizing patient care performance management theories. appraisal, etc. Practicum 5. Integrate key skills needed in problem solving, decision-making, time managing, budgeting, and scheduling, delegating and conflict resolution within a healthcare setting. 6. Analyze and discuss nursing leadership behaviors, their roles and responsibilities in improving the quality of health care. 7. Analyze critically the positive and negative behavior of a nurse manager/leader in the health care setting. 8. Consider the ethical principles and dilemmas that affect nursing management and leadership. 9. Apply critical thinking skills and abide to professionalism, and commitment to excellence.
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NURS 251 NURS 251 gives the student 1. Integrate into the professional role as a the opportunity to apply car, patient/family educator, nursing practice supported patient/family advocate, and leader in the by solid scientific theory, team work environment. critical thinking, and 2. Further enhance the clinical skills of the analysis. It is designed to intern, by improving competency, help the student make the dexterity, confidence and overall nursing transition from the skills performance. relatively dependent role as 3. Use critical thinking and analytical skills in a student to the relatively the delivery of evidence-based practice independent role as a that integrates physical, psychosocial, and beginning practitioner. spiritual dimensions. He/she is placed in an area 4. Demonstrate assertiveness by skillfully according to his/her own communicating with the patient and interest, aiming at family as well as all the members of the preventing “reality shock” health care team. after graduation. 5. Be sensitive in respecting cultural Multidisciplinary differences, individuals’ rights, and interaction with the health conforming to ethical principles in team is emphasized. determining appropriate actions for select problems. 6. Assume leadership activities like time management, planning, decision-making, and delegation skills that habilitate him/her to work autonomously as a fully functioning team member. 7. Respond appropriately to demanding and stressful professional role at the level of caring, leading, counseling, and assisting others. 8. Assimilate and adapt the mission, the rules and regulations of the hospital, the dynamics of its structure, and the channel of communication within the nursing unit as well as with other departments.
FHSC 288 This is a senior level course 1. Be able to describe and explain the which explores the contribution and relevance of research to necessary skills to design, health sciences
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undertake and disseminate 2. Be able to identify and apply skills research. The course required to design and undertake considers the basic steps, research to address a particular health methods and strategies of problem using quantitative and qualitative the research process; approaches. problem identification, 3. Have been exposed to opportunities to hypothesis development, expand their capacities in critically reading literature review, research and writing research reports design and methodology, 4. Have gained practical experience in data analysis and results synthesizing and summarizing research communication. Issues of findings and explaining debates and ethics, funding and research controversies surrounding particular policies at institutional, health challenges. national and international 5. Be able to identify and critically reflect on levels are discussed. issues affecting the research process, Students are expected to including the impact of the social context familiarize themselves with 6. Understand ethical considerations in the course textbook and research and design research projects the required articles during that conform with codes and guidelines the first month of the for human research ethics course. 7. Have gained communication skills particularly related to presenting research ideas to peers, interacting with an audience and fielding questions professionally 8. Have been exposed to the benefits and challenges of teamwork and developed an awareness of the value of a multidisciplinary health team in research.
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Table 3- Core Competencies by Course:
Course Year Semester Course Title Competencies Code 1 1 NURS 210 Introduction to Professional Nursing 1, 2, 8, 9, 10, 11, 13
1 2 NURS 211 Introduction to Nursing Practice 1-13
1 Summer NURS 212 Legislation and Nursing 1, 9
1 Summer NURS 213 Service training I 1-13
1 Summer NURS 239 Physical Assessment 1-13 1, 2, 3, 4, 5, 8, 9, 10 2 1 NURS 238 Pharmacology , 11 2 1 NURS 240 Pathophysiology 1, 2, 3, 9, 10, 11
2 1 NURS 241 Nursing Care of Adults I 1-13 Nursing Care in Perinatology and 2 1 NURS 243 1-13 Gynecology 2 2 NURS 242 Nursing Care of Adults II 1-13
2 2 NURS 244 Nursing Care of Children 1-13
2 2 NURS 245 Nursing Care of the Elderly 1-13 Mental Health and Psychiatric 2 Summer NURS 246 1-13 Nursing 2 Summer NURS 213 Service Training II 1-13 Course Year Semester Course Title Competencies Code Nursing care of Adult in Critical 3 1 NURS 248 1-13 Conditions 3 1 NURS 249 Nursing in the Community 1-13
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Leadership and Management in 3 2 NURS 250 1-13 Nursing and Health 3 2 NURS 251 Internship 1-13
Core Definition Competencies
Deliver Quality This competency encompasses the ability to provide evidence based, Care person centered care that takes into consideration the holistic needs of the individual, family and the community Critical thinking This competency encompasses the ability to utilize problem solving techniques, innovation and creativity in delivering care to the individual, family and community. Ethical conduct This competency encompasses being accountable in the delivery of care in line with socially accepted values, beliefs, customs, norms.
Communication This competency encompasses the ability to interact effectively with others using different modes of interactions as appropriate
Team Work This competency encompasses the ability to work together with the other members of the Multidisciplinary team for the benefit of the individual, family and community Leadership This competency encompasses the ability to: coordinate, organize, manage, collaborate, delegate, and empower others
Informatics & This competency encompasses the ability to use information technology Technology (IT) in the delivery and documentation of nursing care. In addition, it is the ability to use IT for education, and research.
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Table 4- Program Objectives Alignment with Competencies
# of Competency Program Objectives competency Have critical thinking, analysis, and 1 1, 2, 3, 4, 5, 6, 7 synthesis 2 Identify and resolve problems 1, 2, 3, 4, 5, 6, 7
3 Maintain evidence based practice 1, 2, 4
4 Maintain patient safety 2, 3, 6, 7
5 Provide holistic individualized care 1,2 3, 4, 6, 7
6 Manage nursing care effectively 1, 2, 3, 4, 6, 7
7 Maintain self-development and wellbeing 5 Communicate effectively orally and in 8 1, 7 writing with different audiences Practice within the respective code of 9 3, 4, 6 ethics and legal codes 10 Be culturally sensitive 3, 6
11 Work in an interdisciplinary team 2, 3, 4, 7 Integrate informatics and technology in 12 2, 5, 7 health care Utilize informatics and technology in 13 2, 5, 7 education and research
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TOURISM
YARMOUK UNIVERSITY
Task 1 Khalid Magablih Yarmouk University - Jordan Faculty profile The faculty of Tourism and Hotel Management was established at Yarmouk University in the academic year 2011-2012 as part of the university orientation to make available the necessary qualified and specialized manpower that contributes to enhance the economic and social development in the Kingdom .It also aims at supporting the tourism service quality locally and regionally through a qualified and well trained pool of staff in the tourism sector , as an attempt to help achieving the objectives of the national tourism successive strategies that mainly aim at strengthening the contribution of the tourism sector and its competitiveness. The Faculty encompasses two departments: The Tourism and Travel Department, and the Hotel Management Department. Department of Travel and Tourism The department of Travel & Tourism has been established in the academic year 2011-2012 within the faculty of Tourism and Hotel Management. The department offers two academic programs: A bachelor in tourism management and a master in tourism. In accordance with the new vision and mission of the faculty, the Department of Tourism and Travel is fully aware to the fast development around us; therefore it works to revise and design its plans to meet the tourism labor market demands for qualified professionals. The Tourism Department offers an M.A in tourism which is considered as the only tourism graduate program in Jordan. The department also offers a B.A in Tourism Management that aiming at qualifying young pioneers who are well qualified in theory and practice.
The first batch in Hotel Management was admitted in the academic year 2011-2012 as a response to the vertical and horizontal expansion in hotels and hospitality facilities locally and regionally. It aims at meeting the ever increasing needs of the tourism services and facilities and the derived need for qualified manpower in the different hospitality fields in an attempt to enhance the image of Jordan as an attractive tourist destination and enhance developing tourism orientation and growth in the neighboring countries. The study plan is unique in focusing on foreign languages, and the theoretical and practical knowledge and skills necessary for employees to ensure a competitive quality of services to local and international guests. Our cutting-edge, innovative four- year curriculum offers a fine balance between academic knowledge and practical application. It provides a broad coverage of multi-dimensional hospitality education, including hospitality and restaurant management, food production
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and service, event management, catering , marketing and financial decision making in hospitality, just to name a few.
We offer students a variety of opportunities to get involved in faculty activities and events, therefore building a sense of pride among them. These opportunities allow our students to practice while learning. Students may choose to study away at one of our exchange partner institutions. We will continue to develop more exciting industry and international opportunities for our students. We take pride in serving the educational needs of our students and fulfilling the industry needs through a solid network of relations with esteemed educational institutions and industry professionals. We are dedicated to furthering our pride with our vision and mission to develop leaders of next generation. Thus, our faculty is probably unique in appointing an industry liasses officer who's responsible for bridging the gap between the academic and industry needs.
Admission requirements On e of the main challenges facing the faculty is the uniform admission system imposed by the MOHE in Jordan , where the faculty has no say in selecting its candidates .Currently , there are no selection criteria for our students except their own choice of joining the offered programs, as well as their high school grades . The faculty hosts 194 students in the BA in tourism and 164 students in the BA in hotel management, and 43 students at the MA in tourism program. (rolling numbers ).This is nearly the maximum capacity allowed for the faculty in its existing programs and as per the regulations of the accreditation commission in the Kingdom. The faculty has 13 academic staff members and 10 administrative and technical staff.
Employability Most of our graduates get job opportunities in Jordan and in the neighboring gulf countries at the entry level, and move fast towards the supervisory and managerial levels in many cases. As most of the travel agencies in Jordan are small ones and represent family businesses, a few find managerial positions. Thus the withdrawal rate is high because of the less attractive jobs and low salaries in the industry. Industry relation One of the unique features of the faculty is the availability of industry relations officer, who is responsible for developing better professional relationship with stakeholders and enhancing it over time. That was simply interpreted in the career day the faculty organized for the first batch of its graduates and the many MoUs signed between the faculty and tourism stakeholders for training and hiring its students and graduates. The faculty organizes an international conference each year, where close partnership occurs between the faculty and the industry, whether public or private. Program profile The BA in tourism management is a four year program of 132 credit hours (one credit hour equals 48 contact hours). These are divided into five main themes: tourism operations,
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interpersonal and professional skills, managerial skills , local environment and ancillary subjects. The study plan is divided mainly into three main categories: university requirements (20%), Faculty requirements (14%) and specialization requirements (66%). English is the main teaching language. Practical courses compose around (35%) of the total tourism courses. The study plan reflects the faculty mission of creating vertical and horizontal interaction and integration between the different programs, where you find any program is well represented in the other ones.
Link to the meta-profile The program and study plan was established mainly to fulfill the industry need for qualified tourist guides and based on the understanding of the staff members of what a tourist guide should be and therefore what courses should be taught. In 2011, new regulations of the national accreditation commission that entails restricting the specialization fields in tourism and hospitality to: 1- Tourism managements, 2- hotel management and 3- events management. Thus the tile of the program has been modified to become tourism management instead of tour guiding without any major changes in its contents. Neither the main competences and learning outcomes were clearly stated, nor the main stakeholders were consulted. Some of the general competences were highly focused and fully covered like identify and solve problems, make logical decisions, lead effectively, act ethically with social responsibility, and apply information and communication technology skills. On the other hand , many other general competences were not covered like manage time efficiently, maintain long-life learning, exercise critical thinking, analysis and synthesis, maintain quality of work, be creative and innovative, commit to human rights, and be self-motivated. Likewise , specific competences like understand and assess the global and local tourism potentials, apply knowledge and skills to tourism jobs, manage tourism activities in a sustainable way, deal with tourism stakeholders in English/Foreign language, and understand different tourism market segments , and comprehend current issues in tourism were covered , while specific competences like demonstrate hands-on experience in tourism & hospitality activities , operate tourism organizations effectively, coordinate and network with tourism stakeholders were not dealt with. No doubt this created a gap between what the program aims to at one hand, and its output on the other hand. New Degree Profile After Yarmouk University was selected to implement the tourism program in the third general meeting, a workshop was organized by the project management to help staff members develop a new degree profile based on the Tuning process and Meta profile. The new degree profile was proposed by the Faculty staff members and committees to mainly include the following competences, learning outcomes and courses. This is expected to improve the quality of the program and its employability , its competitiveness and industry relations. Proposed Study Plan In order for students to graduate in BA tourism management, they should pass 132 credits. The programme is divided into the following requirements: • University requirements: 27 credits (12 compulsory and 15 elective).
• Faculty requirements: 18 credits (compulsory).
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• Major requirements: (87 credits of which 81 credits compulsory and 6 credits elective).
The old study plan was all theoretical , while the amended one includes both theoretical (65%) and practical courses (35%) to enhance the employability of our graduates.
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It includes the following courses: A- Faculty Requirements : (15 ) credit hours
Course No. Course title Credit hours
TM 100 English for tourism and hospitality 3 TM 101 Introduction to int. tourism 3 HM 101 Introduction to int. hospitality 3 TM 102 Tourism in Jordan 3 TM 105 Research Methods 3
B- Compulsory courses (81 credit hours)
Course No. Course title Credit hours
Theoretical Practical
TM 103 Jordan Archaeology over Ages 3
TM 201 Advanced English for Tourism (1) 3
TM 202 Managing Travel Agencies 3
TM 250 Geography of Tourism 3
TM 288 Alternative Tourism Patterns 3
TM 293 Tourism Statistics 3
TM 301 Advanced English for Tourism (2) 6
TM 305 Tourism Information System 6
TM 310 Tour Guiding 3
TM 330 Tourism and Local Communities 3
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TM 350 Internship (1) 12
TM 353 E-Tourism 3
TM 384 Destination Management 3
TM 385 Marketing for Tourism & Hospitality 3
TM 391 Tourism Legislations & Ethics 3
TM 433 Strategic Tourism Planning 3
TM 436 Sustainability in Tourism & 3 Hospitality TM 450 Internship (2) 12
TM 485 Consumer Behaviour in Tourism & 6 Hospitality TM 495 Graduation Project 6
HM 382 HRM in Tourism and Hospitality 3
HM 389 SMEs in Tourism and Hospitality 3
HM 487 Financial Decisions in Tourism & 3 Hospitality HM 489 Quality Management in Tourism & 3 Hospitality
C- Elective Courses (6 credit hours) o be selected among the following:
Course No. Course title Credit hours
Theoretical Practical
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TM 107 Principles of Tourism Management 3
TM 209 Intercultural Communication in 3 Tourism & Hospitality TM 230 Tourism and the Media 3
TM 302 French for Tourism & Hospitality 3
TM 303 French for Tourism & Hospitality 6
TM 380 Social Media in Tourism & 6 Hospitality TM 395 Marketing Communication in 3 Tourism TM 401 Museum Studies 3
TM 416 Managing Tourism Transportation 3
TM 417 Airport Management 3
TM 490 Special Topics in Tourism & 3 Hospitality
HM 220 Advanced Skills in Tourism & 3 Hospitality HM 319 Events Management 3
HM 488 Revenue Management 3
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This proposed study plan, which is expected to be implemented with effect from February 2016 , covers all general and specific competences .Learning outcomes have been identified for each course in order to facilitate accomplishing its goals and evaluating its performance.
GC COMPETENCES COURSES C/E CK LEARNING LEVEL OUTCOMES G.C. 2. Maintain S.C.1. TM101Introduction - To understand long-life Understand to international different definitions learning and assess the tourism of tourism and global and local related concepts as tourism leisure, potentials recreation…etc - To understand evolution of tourism as a phenomenon, as well as progression of accommodations and transportation - To identify different impacts of tourism on economy, environment and societies - To identify different components of tourism systems also its different potentials To understand different models and theories related to tourism, tourist motivation and behavior of both locals and tourists HM101: - To describe the Introduction to composition, size, international and growth of the hospitality industry international recreation, leisure, gaming, and conference and 242 | P a g e 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
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events sectors. -To identify the factors affecting the international recreation, leisure, gaming, and conference and events sectors. - To recognise the cohesive nature of international tourism, hospitality and the travel businesses. TM 102: Tourism in - To understand the Jordan relationship between tourism, culture and heritage - To understand theories related to the consumption of heritage as a tourism attraction/product - To identify different impacts of tourism on culture and heritage - To identify different issues related to the management and development of heritage and cultural resources TM 103: Jordan - To understand the archeology over relationship ages between tourism, culture and heritage - To understand theories related to the consumption of heritage as a tourism attraction/product - To identify different impacts of
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tourism on culture and heritage - To identify different issues related to the management and development of heritage and cultural resources TM 250 Tourism -To locate and Geography identify the countries, main cities and physical features of the world continents and main regions. -To demonstrate an understanding of ethnic culture and religions of major tourism destinations. -Identify key tourism attractions from an international and global dimension. -To understand the major climatic elements that affect tourism and identify the world climatic zones and their significance for tourism TM 401: Museum E studies TM 391: Tourism -To recognize the legislation & ethics public organization of the tourism sector at the international and local level, together with the principles of the international laws regulating the tourism sector.
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-To evaluate the different administrative models of organization in the tourism sector at the local level. - To analyze general principles of tourism laws and legal regulations related to local tourism. - To describe the practical application of legislation within the tourism sector. S.C.2. TM 495: Graduate -To identify a G.C. 3. Exercise Demonstrate project research problem critical thinking, hands-on -To measure and analysis and experience in analyze indicators synthesis tourism & related to research hospitality problem activities -To report how to deal with different aspects of a problem TM 350: Internship - To respect basic I time rules G.C. 4. Identify management and and solve abide by them problems - To manage time effectively to perform assigned tasks with respect to due time. - To estimate the time needed to perform specific tasks G.C. 4. Identify TM 450: Internship - To identify and solve II operational problems problems and communicate them to the administration - To handle guest
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complaints and to find prompt solutions for them - To coordinate with the administration in order to solve differed problems -To get practical experience in tourism enterprises -To apply professional skills in real life situations. -To demonstrate self-experience G.C. 11. Apply TM 305:Tourism -To demonstrate information and information exceptional communication systems knowledge related technology to IT in hospitality skills and tourism business. -To demonstrate the ability to define, identify, and evaluate current IT practices in tourism and hospitality. TM310: Tour G.C. 6. Lead guiding effectively
TM 105: Research - To understand the G.C. 3. Exercise methods for significance of critical thinking, tourism & research, its types analysis and hospitality and different synthesis methods of acquiring knowledge - To understand the relationship between theory and research - To prepare a research paper and
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make a presentation - To apply different methods of data collection - To understand ethics of scientific writing and publication S.C.3. Apply TM 305:Tourism -To demonstrate G.C. 11. Apply knowledge and information exceptional information and skills to tourism systems knowledge related communication jobs to IT in hospitality technology and tourism skills business. -To demonstrate the ability to use current IT practices in tourism and hospitality. TM 202: Managing - To describe the GG.C. 9. Be travel agencies role of operations creative and business management in innovative the management of successful tourism organizations and destinations; - To understand the operational requirements of a range of tourism organizations; - To identify key areas of legislation and regulation that affect the tourism industry, in a range of international contexts; - To demonstrate operational planning skills of value to the tourism industry.
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TM 433: Strategic - To formulate a GG.C. 6. Lead tourism planning research problem effectively and conduct the research in relationship with strategic management by combining theories and practices - To recognize the different stages of industry evolution and recommend strategies appropriate to each stage. - To appraise the resources and capabilities of the firm in terms of their ability to confer sustainable competitive advantage and formulate strategies that leverage a firm’s core competencies. TM 382: HR in - To understand the G.C. 10. Commit tourism & employee to human rights hospitality performance management cycle & how effective performance appraisals should be carried out - To understand and defend the role and value of strategic human resource management in the success of modern organizations; - To understand the
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process of developing HR policies and procedures - To review main human resources training and development techniques - To have the ability to formulate a recruitment and retention policy based on the strategic intent of a company - To Identify selection methods and design and capability to conduct a competency based interview To conduct and evaluate performance appraisal interview
- To identify various types of training methods and prepare an effective employees’ training & development program based on Training Need Assessment( TNA) - To create a job description as an outcome job analysis - To establish employees’ recruitment plan and apply the employee selection techniques
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- To assess the HR external and internal environment in order to establish the HR action plans. - To design a total compensation system as a way for retaining employees
HM389: SMEs in -To understand tourism & economic and social G.C. 12. Be self- hospitality contribution of motivated tourism enterprises. -To conceptualize and design a tourism enterprise -To illustrate the feasibility and implementation potential of the selected enterprise -
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TM 417: Airport E management
HM 220: Advanced E -To understand the skills in universal principles tourism & of protocol, hospitality etiquette, courtesy and manners, -To navigate and manage interpersonal dynamics in important encounters -To display appropriate international business etiquette in different contexts. -To interact respectfully with people from different cultures, nations and regions TM 110: -To demonstrate G.C. 7. Maintain Communication effective written quality of work skills in tourism & communication skills hospitality in tourism and hospitality. -To show effective oral communication skills. -To work effectively within groups or teams
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TM310: Tour G.C. 1. Manage guiding time efficiently G.C. 11. Apply TM353: eTourism -To appreciate the information and role and functions of communication the internet and technology electronic skills distribution in tourism. -To optimize and manage tourism inventory online -To interpret various web measurement tools and their role in providing management information -To plan and implement search engine optimization and search engine marketing strategies HM 487: Financial -To apply accounting decisions in tourism techniques in & hospitality dealing with uncertainty and risk in financial planning and decision-making. -To compare and contrast the main techniques used in determining cost behaviour. -To prepare, analyse and appraise key performance indicators within the hospitality/ tourism sector. HM 489: Quality management in G.C. 7. Maintain tourism & quality of work hospitality
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HM 488: Revenue E G.C. 6. Lead management effectively G.C. 9. Be creative and innovative
G.C. 6. Lead TM395: Marketing E effectively communication in tourism
GC COMPETENCES COURSES C/E CK LEARNING OUTCOMES LEVEL S.C.4. TM385: - To illustrate the Understand Marketing for importance of market different tourism & research and marketing tourism market hospitality information systems to a segments market driven service organisation - To understand the basic characteristics of consumer and business buying behaviour in hospitality and tourism - To apply market segmentation, targeting and positioning techniques, creating competitive advantage TM 485: Consumer behavior in tourism & hospitality TM 288: -To express the concept of Patterns of sustainability in tourism. alternative -To explain the concept tourism alternative tourism and its types. -To distinguishes the differences and similarities between alternative tourism types and types of special
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interest tourism. - To assess sustainability measures in tourism activities. TM 202: Managing travel agencies business TM 291: Tourism statistics TM 209: E - To use the essential Intercultural principles of human communication communication to in tourism & increase student's own hospitality effectiveness in interpersonal, small group and public speaking - To explain the importance of culture in communication and how we can communicate more effectively in a world that’s becoming increasingly multicultural - To engage in a conversation that is satisfying and mutually productive - To take into consideration the existing cultural differences among stakeholders to communicate more effectively S.C.5. Manage TM 436: -To understand the tourism Sustainability in relationship between activities in a tourism & sustainable development sustainable way hospitality and tourism -To identify different aims of sustainable tourism and policy areas required to achieve them -To understand the process of formulating a
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sustainable development strategy TM 416: E Management tourism transportation TM 202: Managing travel agencies business TM 384: - To highlight job Destination specifications of the management various positions within the resort departments - To emphasize the importance and need of team working amongst employees and management in different tourism attractions. - To describe the principles, methodology and practices of revenue management in the hospitality industry HM 389: SMEs -To understand economic in tourism & and social contribution of hospitality tourism enterprises. -To conceptualize and design a tourism enterprise -To illustrate the feasibility and implementation potential of the selected enterprise HM 489: Quality -To understand and management in evaluate the main tourism & principles and practices of hospitality total quality management in a tourism and hospitality context. -To demonstrate the role of quality management in tourism and hospitality
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enterprises. -To evaluate and apply concepts associated with the integrated quality management of tourist and hospitality sectors. TM 433: Strategic tourism planning G.C. 8. Act TM 330: -To comprehend ethically with Tourism & local Corporate Social social communities Responsibility (CSR) responsibility -To relate the concept of social responsibility to tourism businesses -To assess the contribution of CSR to organization performance S.C.6. Operate TM 107: E tourism Principles of organizations tourism effectively management G.C. 7. TM 202: - To understand the role Maintain Managing travel of travel and tour quality of agencies operators in tourism work business business - To design and prepare tour packages - To advise the clients about travel issue including required documentation and financial matters - To perform the price calculation with its corresponding payment policies G.C. 7. TM 417: Airport E Maintain management quality of work
G.C. 7. TM 416: Maintain Transportation
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quality of management work
HM 319: Events E - To understand the management structure of the conferences and conventions industry G.C. 9. Be - To understand the creative and dynamics, strategies, innovative tactics of events management. - To identify different kinds of events - To define the different players, suppliers, and public of events. - To identify the different customers of the events products. - To organize a conference or a convention HM 488: E - To understand methods Revenue of costing and analysis of management results -To evaluate and apply G.C. 9. Be cost control techniques creative and innovative
TM 100: English - To understand and I correctly use vocabulary/expressions used in tourism and hospitality G.C. 12. Be - To demonstrate the four self- major skills of reading, motivated writing, listening and speaking in these foreign languages - To correctly and professionally make conversations with different stakeholders and deal with complaints - To professionally
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respond to correspondences G.C. 7. TM 201:English Maintain II quality of work
G.C. 6. Lead TM 301: English effectively III
G.C. 12. Be TM 302: French E self- I motivated
G.C. 7. TM 303: French E Maintain II quality of work
GC SC COURSES C/E CK LEARNING OUTCOMES LEVEL G.C. 6. Lead S.C.8. TM 433: effectively Coordinate Strategic and network tourism with tourism planning stakeholders TM 436: -To understand the Sustainability relationship between in tourism & sustainable development hospitality and tourism -To identify different aims of sustainable tourism and policy areas required to achieve them -To understand the process of formulating a sustainable development strategy G.C. 12. Be self- HM 389: SMEs -To understand motivated in tourism & economic and social hospitality contribution of tourism enterprises. -To conceptualize and design a tourism enterprise
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-To illustrate the feasibility and implementation potential of the selected enterprise G.C. 11. Apply TM 380: Social E information and Media in communication tourism & technology skills hospitality HM 220: - To demonstrate Advanced skills significant knowledge in tourism & of effective leadership Hospitality and teamwork strategies, management skills, and evaluation of service quality and consumer needs through investigation and practical experience. - To demonstrate techniques that contributes to a culture of dignity and respect in the workplace. - To apply teamwork and leadership qualities in creating a productive work environment TM 230 E Tourism & the media G.C. 2. Maintain S.C.9. TM 490: E -To identify recent long-life learning Comprehend Special topics issues in tourism current issues in tourism & -To assess the impacts of in tourism hospitality such issues on tourism sector performance -To suggest a number of actions to deal with such issues G.C. 11. Apply TM 380: Social E information and Media in communication tourism & technology skills hospitality
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G.C. 8. Act TM 485: - To understand ethically with Consumer behavior theories and social behavior in the decision-making responsibility tourism & process by consumer hospitality when buying tourism product - To understand environmental factors and individual determinants affecting consumer behavior - To apply efficient marketing strategies to more effectively reach the consumer G.C. 4. Identify TM 105: -To construct a self- and solve Research training and problems methods for development according tourism & to selected project hospitality -To acquire the right tools to be recruited and to build professional project by the student G.C. 9. Be TM 490: -To identify a research creative and Graduation problem innovative project -To measure and analyze indicators related to research problem -To report how to deal with different aspects of a problem
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HASHEMITE UNIVERSITY Tasks 1 "Elaboration of a Degree Profile and Programme of each institution" (individual). a) Elaboration of a Degree Profile: - General Description
This proposed degree profile is to be a base for a B.A. degree in "Events Management". It is designed to prepare students for careers in tourism and hospitality venues and services involved in events industry (Meetings, Conventions, Exhibitions… etc). After finishing the requirements of the specialization, the student is expected to be acquainted with necessary knowledge and skills for planning, marketing, operating and managing different types of events.
- Explanation of the link to the meta-profile This program is actually based in its units/courses on the Meta profile developed by the Tourism SAG of Tuning (Middle East & North Africa), some courses and learning outcomes are actually quoted and reused in this proposed plan with considering the requirements of this program.
- Context, social needs, purpose and university strengths MICE tourism (Meetings, Incentives, Conferences and Exhibitions) is a significant of source of a niche market in Jordan and is continuously growing in the last decade; the country was and is still hosting a number of well known and distinguished events internationally, regionally and locally. Some of these events as examples are: World Economic Forum on the Middle East and North Africa, which was held this year in the Dead Sea area (21 - 23 May), Jerash festival which is an art festival held annually in the city of Jerash, add to this the numerous workshops, seminars and conferences being held in the country, these are mostly held in the Convention Centre in the Dead Sea, the Zara Expo complex and five star hotels distributed across Amman, the Dead Sea, Petra and Aqaba. Moreover, this type of tourism is to be the least influenced by seasonality if compared to other types of tourism, also having Jordan known as one of the safest tourism destination in the Middle East region is making such type of tourism very promising as a source of both income and employment opportunities. This program is not yet offered by Jordanian Universities, though; there is a big need in tourism employment market for this profession based on the considerable number of events and venues in the country. The Hashemite University is still in the progress of constructing new building of the tourism department (and faculty), where all training facilities (labs and simulators) will be provided.
- Occupations and the potential fields / sectors for the employment of graduates 1- Events Management (Board of Directors and Executives) 2- Human Resources Departments in MICE venues 3- Meetings and events planning (planners) 4- Events marketing departments (advertising, wholesaling… etc) 5- Material Management
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6- Information Technology needed for planning and reservation 7- Serving customers and clients (frontlines of venues holding events)
b) Elaboration of a Programme: - Description of the courses/units (plan of studies), length, According to Jordanian Higher Educational System for Tourism BA Programs, this will be a 4- year program of 132 credit hours, if this program is to be implemented in the Hashemite University (other than that it will be mostly the same in other Jordanian universities with minor differences in credits distribution), these are to be distributed as follows:
1- University Requirements: 27
a. Compulsory 12
b. Elective 15
2- Faculty Requirements: 21
a. Compulsory 21
b. Elective -
3- Specialization Requirements: 81
a. Compulsory 63
b. Elective 18
4- Free Course: 3
Total 132
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The courses listed in the degree profile table below are to be mostly found in the Specialization Requirements part. NEW PROPOSED DEGREE PROFILE: EVENTS MANAGEMENT/ NOTE: SOME COURSES WERE TAKEN FROM THE DEGREE PROFILE DEVELOPED BY THE TOURISM SAG (TOURISM PROGRAM) Level Learning Outcomes Sem Core Cluster Generic Competence Specific Competence Course . & Year L1 L2 L3 S.C. 9. Comprehend X -To understand the Y4S1 current issues in CONTEMPORARY influence of political tourism ISSUES IN THE EVENT and trends changes on MANAGEMENT groups and associations related the event industry -To understand the modern management practices and Social & implications of events Environmen and hospitality industry tal G.C. 10. Commit to Human Rights in X - To understand critical Y2S1 human rights Tourism human rights issues related to economic activities and supply chains in tourism context. - To understand the ideal labor conditions in tourism establishments,
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and become able to compare real cases to these standard conditions - To identify and discuss vital issues related to human rights that might occur in tourism attractions and services, such as: discrimination, water shortage, child labor …etc. G.C. 8. Act ethically with Event Industry and X -To understand the Y2S1 social responsibility Sustainability concept of sustainability and sustainable practices to be implemented in the events industry. -To identify tools for sustainable event management - To discuss and assess the contribution of green stakeholders within the events industry Ethics and MICE X -To define ethics and Y1S2
Consumer related concepts in the
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context of hospitality and event industries - To understand the role of ethics in providing the service to the consumer - To recognize different ethical codes and policies as relevant to tourism, hospitality and event industry
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Level Learning Outcomes Sem Core Cluster Generic Competence Specific Competence Course . & Year L1 L2 L3 G.C. 2. Maintain long- Planning an Event Final X -To construct a self- Y3S2 life learning Project training and development through planning a full event where the issues of organizing, budgeting, finance, venue, safety, and marketing are all considered Entrepreneurship in X -To understand and Y1S2 Events illustrate financial and managerial aspects of Interpersonal G.C. 12. Be self- enterprises responsible for and motivated holding events. Professional -To conceptualize and design an enterprise Internship X -To get practical Y2S1 experience in hospitality enterprises responsible for holding or hosting events G.C. 9. Be creative and -To apply professional innovative skills in real life situations. -To demonstrate self- experience Events Management X -To Plan, design, and Y2S1
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coordinate effective site and facility operations. - To apply the principles of professionalism and ethics to event management. -To create, plan, and implement effective programming for events. - To design a planning process that incorporates budgeting, project management, communication and evaluation tools. Event Production X -To understand the Y2S2 concepts of event's vision, mission and strategic plan -To demonstrate how management skills can be applied to the events context. -To analyze indicators related to feasibility, event logistics, workforce and consumers G.C. 11. Apply Communication Skills X -To demonstrate effective Y2S1 information and written communication communication skills in tourism and
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technology skills hospitality. -To show effective oral communication skills. -To work effectively within groups or teams Information Technology X -To demonstrate Y2S1 for Events Planning knowledge related to IT in hospitality and events business, where student is able to manipulate software provided with event planners to run common activities such as registration, venue booking, and allocation of space. S.C. 6. Communicating Foreign Language X X X - To understand and Y1Y2 professionally with (Different Levels) for correctly use vocabulary Y3Y4 tourism stakeholders Tourism & Hospitality used in tourism and hospitality - To demonstrate the four major skills of reading, writing, listening and speaking in these foreign languages - To correctly and professionally make conversations with
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different stakeholders and deal with complaints - To professionally respond to correspondences Cross-cultural X - To use the essential Y2S2 Communication principles of human communication to increase student's own effectiveness in interpersonal, small group and public speaking - To explain the importance of culture in communication and how we can communicate more effectively in a world that’s becoming increasingly multicultural - To engage in a conversation that is satisfying and mutually productive - To take into consideration the existing cultural differences among stakeholders to communicate more effectively
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Level Learning Outcomes Sem Specific Core Cluster Generic Competence Course . & Competence Year L1 L2 L3 G.C. 1. Manage time Internship X - To respect basic time Y2S1 efficiently rules management and abide by them - To manage time effectively to perform assigned tasks with respect to due time. - To estimate the time needed to perform Management specific tasks Planning an Event Final X -To construct a self- Y4S2 Project training and development through planning a full event where the issues of organizing, budgeting, finance, venue, safety, and marketing are all considered
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G.C.4. Identify and solve X - To understand the Y1S1 problems Research Methods significance of research, its types and different methods of acquiring knowledge - To understand the relationship between theory and research - To prepare a research paper and make a presentation - To apply different methods of data collection - To understand ethics of scientific writing and publication Finance Management for X - To understand the Y3S1 Events concept of financial viability for an event - To analyze and G.C. 5. Make logical decisions measure projected income and expenditure to balance a budget using spread sheets - To identify different
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sources of income and financial support, and way to communicate and collaborate with them in planning an event. Revenue Management X - To understand the Y3S1 multiple use of distribution channels and reservations system - To identify the business’ pricing decisions and collect the market’s information regarding customer behavior - To provide strategies to optimize product availability and price to maximize profit - To analyze collected data in order to make pricing decision
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Managing Risk and X - To identify different Y3S1 Security in the Events types of potential Industry risks in events and hospitality industry - To demonstrate scenario planning and design recovery plans. - To understand and apply the concept of Risk Management to the Events Industry. - To understand legal issues related to risk management by different stakeholders.
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Human Resources X - To understand and Y2S2 Management defend the role and value of strategic human resource management in the success of modern organizations; - To understand the process of developing HR policies and procedures - To review main human resources training and G.C. 6. Lead effectively development techniques - To have the ability to formulate a recruitment and retention policy based on the strategic intent of a company - To Identify selection methods and design and capability to conduct a competency based interview - To conduct and evaluate performance
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appraisal interview
G.C. 3. Exercise critical Planning an Event Final X -To construct a self- Y4S2 thinking, analysis and Project training and synthesis development through planning a full event where the issues of organizing, budgeting, finance, venue, safety, and marketing are all considered
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S.C. 4. Understand Tourism Marketing X - To illustrate the different tourism importance of market market segments research and marketing information systems to a market driven service organisation - To understand the basic characteristics of consumer and business buying behaviour in hospitality and tourism - To apply market segmentation, targeting and positioning techniques, creating competitive advantage Entrepreneurship in X -To understand and Y1S2 Events illustrate financial and S.C. 8. Coordinate managerial aspects of and network with enterprises responsible tourism for holding events. stakeholders -To conceptualize and design an enterprise
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Planning an Event Final X -To construct a self- Y4S2 Project training and development through planning a full event where the issues of organizing, budgeting, finance, venue, safety, and marketing are all considered
S.C. 5. Manage Tourism Operation X - To describe the role tourism activities in Management of operations a sustainable way management in the management of successful tourism organizations and destinations; - To understand the operational requirements of a range of tourism organizations; - To identify key areas of legislation and regulation that affect the tourism industry, in a range of international
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contexts; - To demonstrate operational planning skills of value to the tourism industry.
Event Industry and X -To understand the Y2S1 Sustainability concept of sustainability and sustainable practices to be implemented in the events industry. -To identify tools for sustainable event management - To discuss and assess the contribution of green stakeholders within the events industry S.C. 1. Understand Introduction to Tourism X - To understand Y1S1 and assess the global different definitions of
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and local tourism tourism and related potentials concepts as leisure, recreation…etc - To understand evolution of tourism as a phenomenon, as well as progression of accommodations and transportation - To identify different impacts of tourism on economy, environment and societies - To identify different components of tourism systems also its different potentials - To understand different models and theories related to tourism, tourist motivation and behavior of both locals and tourists World Tourism Geography X -To locate and identify Y1S1 the countries, main cities and physical features of the world continents and main
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regions. -To demonstrate an understanding of ethnic culture and religions of major tourism destinations. -Identify key tourism attractions from an international and global dimension. -To understand the major climatic elements that affect tourism and identify the world climatic zones and their significance for tourism
Hospitality Management X - To describe the Y1S1 composition, size, and growth of the international recreation, leisure, gaming, and conference and events sectors. -To identify the factors affecting the international
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recreation, leisure, gaming, and conference and events sectors. - To recognise the cohesive nature of international tourism, hospitality and the travel businesses. S.C. 9. Comprehend X -To understand the Y4S1 current issues in CONTEMPORARY ISSUES IN influence of political tourism THE EVENT MANAGEMENT and trends changes on groups and associations related the event industry -To understand the modern management practices and implications of events and hospitality industry
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Core Generic Specific Level Learning Outcomes Sem. & Course Cluster Competence Competence Year L1 L2 L3 G.C. 7. Maintain Events X -To Plan, design, and coordinate Y2S1 quality of work Management effective site and facility operations. - To apply the principles of professionalism and ethics to event management. -To create, plan, and implement effective programming for events. - To design a planning process that incorporates budgeting, project management, Operation communication and evaluation tools.
Theme park X -To understand different Y2S2 Business functions of managers in theme Administration parks as managing the customer experience, strategic planning, monitoring health and safety, and staff management. -To identify procedures and strategies needed for park development and total
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experience quality. Information X -To demonstrate knowledge Y2S1 S.C. 2. Technology for related to IT in hospitality and Demonstrate Events Planning events business, where student hands-on is able to manipulate software experience in provided with event planners to tourism & run common activities such as hospitality registration, venue booking, and activities allocation of space. Information X -To demonstrate knowledge Y2S1 Technology for related to IT in hospitality and Events Planning events business, where student is able to manipulate software provided with event planners to run common activities such as registration, venue booking, and allocation of space. S.C. 3. Apply Etiquette & X -To uunderstand the universal Y2S1 knowledge and Protocol for principles of protocol, etiquette, skills to tourism Tourism & courtesy and manners, jobs Hospitality -To navigate and manage interpersonal dynamics in important encounters -To display appropriate international business etiquette in different contexts. -To interact respectfully with people from different cultures,
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nations and regions Food & Beverage -To identify different types of Y1S2 Operations food and beverage operations as banquets and on-site food service venues - To understand issues related to staffing, training, cost, marketing, purchasing, pricing and facility design - To identify factors influencing client experience - to demonstrate skills required for menu planning and design S.C. 6. Operate Tourism X -To recognize the public Y2S1 tourism Legislations organization of the tourism organizations sector at the international and effectively local level, together with the principles of the international laws regulating the tourism sector. -To evaluate the different administrative models of organization in the tourism sector at the local level. - To analyze general principles of tourism laws and legal regulations related to local tourism.
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- To describe the practical application of legislation within the tourism sector. Events X - To understand the structure of Y2S1 Management the conferences and conventions industry - To understand the dynamics, strategies, tactics of events management. - To identify different kinds of events - To define the different players, suppliers, and public of events. - To identify the different customers of the events products. - To organize a conference or a convention S.C. 9. x -To understand the influence of Y4S1 Comprehend CONTEMPORARY political and trends changes on current issues in ISSUES IN THE groups and associations related tourism EVENT the event industry MANAGEMENT -To understand the modern management practices and implications of events and hospitality industry
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UNIVERSITY OF MONASTIR UNIVERSITY OF MONASTIR - TUNISIA
Elaboration of a Degree Profile and program
SUBJECT AREA: TOURISM
By Amor Khammari Assistant / Higher Institute of Applied Studies in Humanities of Mahdia University of Monastir Tunisia
Applied Licences in Tourism Management (Bachelor degree in Tourism Management) Duration of program: 3 years. Entry requirements: The student who enrolled in the program should have successfully completed the Tunisian baccalaureate (bachelor of secondary education, 13 years of basic education). General Description: General Objectives of the Degree Profile The learning objectives of the Tourism Management programme are to provide the students with learning opportunities to: - Communicate effectively with different Tourism Management members, using communication
skills and information technology.
- Taking into consideration the importance of tourism sector in modern economy and the extent
of its impact on the social, cultural, ecological and legal spheres.
- Understanding the key business concepts concerning tourism.
- Mastering all facets related to global tourism planning: geographical, cultural and natural
resources, infrastructure and regional development policies
- Developing a range of practical skills: communication, decision-making, analysis of situations
(internal & external diagnostic), technology application, innovation, creativity, event creation
and management, developing new and innovative projects in tourism and apprehending the
importance of the dimension space-time…
- Purpose lifelong learning and self-development, as well as research activities that widen
Tourism Management knowledge.
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- Demonstrates intellectual curiosity, rational inquiry, problem solving skills and creativity in
framing problems in Tourism Management.
- Increasing their chance of employability in many areas related to hospitality and tourism in
Tunisia and overseas: hotels, travel agency (traditional and on the Web), restaurants, theme
parks, public tourism institutions, etc.
- To launch personal projects in the sphere of hospitality and tourism industry.
Context, social needs, purpose and university strengths: Monastir University is interested -
in tourism since the city of Monastir and its cities placed side by side sousse and mahdia are
a tourism sector industry and poles full of hotels.
- Occupations and the potential fields / sectors for the employment of graduates:
- Occupation: Administrator and management in tourist domain.
- Sectors for the employment of graduates: Hotels, Travel agency, restaurants, theme parks,
public tourism institutions and other tourism industry...
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Degree Profile and program Level Learning Outcomes Year& Core Cluster Generic Competence Specific Competence Course Sem. L1 L2 L3 S.C. 9. Comprehend Contemporary Issues in X -To identify recent issues in tourism Y1S2 current issues in Tourism & Hospitality -To assess the impacts of such tourism issues on tourism sector performance -To suggest a number of actions to deal with such issues G.C. 10. Commit to Human Rights -To understand human rights Y1S1 human rights X aspects. Tourism law Y1S2 -To understand tourism law in Tunisia and in the word G.C. 8. Act ethically Sustainable Tourism X -To understand the relationship Y2S2 Social & with social between sustainable development Environmental responsibility and tourism -To identify different aims of sustainable tourism and policy areas required to achieve them -To understand the process of formulating a sustainable development strategy Social Responsibility X -To comprehend Corporate Social Y1S1 Responsibility (CSR) -To relate the concept of social responsibility to tourism businesses -To assess the contribution of CSR to organization performance
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Level Learning Outcomes Year& Core Cluster Generic Competence Specific Competence Course Sem. L1 L2 L3 G.C. 2. Maintain long- Human Resources X -To identify the different Y2S2 life learning Management responsibilities of human resources activities -To discuss different approaches to develop human resources in the organization -To understand the process of developing HR policies and procedures -To review main human resources training and development techniques Personal and X -To construct a self- training and Y1S2 Professional Project development according to selected Interpersonal project and -To acquire the right tools to be Professional recruited and to build professional project by the student Entrepreneurship in X -To understand economic and social Y1S2 Tourism contribution of tourism enterprises. -To conceptualize and design a tourism enterprise -To illustrate the feasibility and G.C. 12. Be self- implementation potential of the motivated selected enterprise Internship X -To get practical experience in tourism Y2S2 enterprises -To apply professional skills in real life situations.
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-To demonstrate self-experience Leadership in Tourism X -To compare between leadership and Y3S1 & Hospitality management in regard to concept and skills -To recognize the traits of a leader - To differentiate between leadership theories and their influence on employee behavior Entrepreneurship in X -To understand economic and social Y1S2 Tourism contribution of tourism enterprises. -To conceptualize and design a tourism enterprise -To illustrate the feasibility and implementation potential of the selected enterprise Graduation Project X -To identify a research problem Y3S2 -To measure and analyze indicators related to research problem -To report how to deal with different G.C. 9. Be creative and aspects of a problem innovative Internship X -To get practical experience in tourism Y2S2 enterprises -To apply professional skills in real life situations. -To demonstrate self-experience Events Management X -To Plan, design, and coordinate Y2S1 effective site and facility operations. - To apply the principles of professionalism and ethics to event management. -To create, plan, and implement
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effective programming for events. - To design a planning process that incorporates budgeting, project management, communication and evaluation tools.
Introduction to X -To demonstrate written and oral Y1 S1 communication communication skills effectively in tourism and hospitality -To work effectively within groups.
Corporate X Y1 S2 communication -To apply corporate communication and image, internal communication.
Information X X -To demonstrate exceptional Y1 Technology for knowledge related to IT in hospitality S1– S2 G.C. 11. Apply Tourism & Hospitality and tourism business. information and -To demonstrate the ability to define, communication identify, and evaluate current IT Y2 technology skills practices in tourism and hospitality. S1-S2
X -To appreciate the role and functions Computing business of the internet and electronic Y3 S1 and Electronic distribution in tourism. Tourism -To optimize and manage tourism inventory online -To interpret various web measurement tools and their role in providing management information
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-To plan and implement search engine optimization and search engine marketing strategies S.C. 6. Communicating French X X X - To understand and promotes fluency Y1 professionally with English in French and English and provides a Y2 tourism stakeholders Third language } for grounding in literatures and cultures. Y3 Tourism & Hospitality vocabulary/ tourism expressions. - Skills: Readings, writing, listening; speaking, conversing, respond to correspondences… Cross-cultural X - To use the essential principles of Y2S2 Communication human communication to increase student's own effectiveness in interpersonal, small group and public speaking - To explain the importance of culture in communication and how we can communicate more effectively in a world that’s becoming increasingly multicultural - To engage in a conversation that is satisfying and mutually productive - To take into consideration the existing cultural differences among stakeholders to communicate more effectively
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Generic Specific Level Learning Outcomes Year& Core Cluster Course Competence Competence Sem. L1 L2 L3 G.C. 1. Manage Internship X - To respect basic time rules management and Y2S2 time efficiently abide by them - To manage time effectively to perform assigned tasks with respect to due time. - To estimate the time needed to perform specific tasks Graduation Project X -To identify a research problem Y3S2 -To measure and analyze indicators related to research problem -To report how to deal with different aspects of a problem G.C.4. Identify Financial decision X To apply sound foundational financial decision- Y2S2 Management and solve making making principles. problems To show a logical and wise money management behavior X To manage analytical procedures including Y2S1 demand forecasting, pricing and revenue optimization To work collaboratively in teams to solve business issues Revenue X - To manage analytical procedures including Y3S1 management demand forecasting, pricing and revenue G.C. 5. Make optimization logical decisions - To work collaboratively in teams to solve business issues
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Research Marketing X - To apply research techniques in tourism market Y3S1 studies: identifying the problematic, the hypotheses, sampling, questionnaire conception and administration, data analysis, interpretation, report redaction To develop sound decisions on the basis of research results
Tourism Marketing X To acquire a global view of tourism market Y2S2 interveners and variables To understand tourists' behaviors To assess tourism markets To apply sound marketing policies: product, price, promotion and place management Cost Control X - To understand methods of costing and analysis Y2S2 of results -To evaluate and apply cost control techniques Leadership in tourism to know and be able to put into practice Y2S2 and hospitality different kinds of organization theories. To assess team work outcomes To manage a team to perform collaborative tasks G.C. 6. Lead Strategic X - To formulate a research problem and conduct Y3S2 effectively Management the research in relationship with strategic management by combining theories and practices - To recognize the different stages of industry evolution and recommend strategies
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appropriate to each stage. - To appraise the resources and capabilities of the firm in terms of their ability to confer sustainable competitive advantage and formulate strategies that leverage a firm’s core competencies. Leadership in X - To demonstrate significant knowledge of Y3S1 Tourism & Hospitality effective leadership and teamwork strategies, management skills, and evaluation of service quality and consumer needs through investigation and practical experience. - To demonstrate techniques that contributes to a culture of dignity and respect in the workplace. - To apply teamwork and leadership qualities in creating a productive work environment G.C. 3. Exercise Financial Decision X -To apply accounting techniques in dealing with Y3S1 critical thinking, Making uncertainty and risk in financial planning and analysis and decision-making. synthesis -To compare and contrast the main techniques used in determining cost behaviour. -To prepare, analyse and appraise key performance indicators within the hospitality/ tourism sector. Research Methods X - To understand the significance of research, its Y2S1 types and different methods of acquiring knowledge - To understand the relationship between theory and research - To prepare a research paper and make a presentation
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- To apply different methods of data collection - To understand ethics of scientific writing and publication Cost Control X - To understand methods of costing and analysis Y2S2 of results - To evaluate and apply cost control techniques S.C. 4. Understand Introduction to To understand the basic of tourism and Y2S1 different tourism Tourism hospitality industry market segments To identify the stakeholders and their roles in tourism Consumer behavior To define cultural, social, personal, psychological Y2S2 variables that affect consumers' behaviors. To define the contextual variables that affect consumers' behavior. To draw a general framework regarding tourists' behavior in a specific context To be able to influence tourists' choices in a beneficial way for the organization Internship X -To get practical experience in tourism Y2S2 enterprises -To apply professional skills in real life situations. -To demonstrate self-experience Graduation Project -To identify a research problem Y3S2 S.C. 8. Coordinate -To measure and analyze indicators related to and network with research problem tourism -To report how to deal with different aspects of stakeholders a problem Entrepreneurship in X -To understand economic and social contribution Y1S2 Tourism of tourism enterprises. -To conceptualize and design a tourism enterprise
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-To illustrate the feasibility and implementation potential of the selected enterprise S.C. 5. Manage Tourism Operation X - To describe the role of operations Y2S1 tourism activities in Management management in the management of successful a sustainable way tourism organizations and destinations; - To understand the operational requirements of a range of tourism organizations; - To identify key areas of legislation and regulation that affect the tourism industry, in a range of international contexts; - To demonstrate operational planning skills of value to the tourism industry. Alternative Tourism X -To express the concept of sustainability in Y1S2 tourism. -To explain the concept alternative tourism. -To distinguishes the differences and similarities between alternative tourism types and types of special interest tourism. - To assess sustainability measures in tourism activities. Introduction to X - To understand different definitions of tourism Y1 S1 Tourism and related concepts as leisure, recreation…etc - To understand evolution of tourism as a phenomenon, as well as progression of S.C. 1. Understand accommodations and transportation and assess the - To identify different impacts of tourism on global and local economy, environment and societies tourism potentials - To identify different components of tourism systems also its different potentials - To understand different models and theories related to tourism, tourist motivation and
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behavior of both locals and tourists Geography of X - To identify geography and climatic elements of Y1 S2 Tourism for Tunisia Tunisia and define these specificities in tourism areas and activities in Tunisia – To describe Tunisian regions: physical, political, economic, human and cultural characteristics, Tourism X opportunities in these regions. Y2 S1
-To locate and identify the countries, main cities World Tourism and physical features of the world continents Geography and main regions. -To demonstrate an understanding of ethnic culture and religions of major tourism destinations. -Identify key tourism attractions from an international and global dimension. -To understand the major climatic elements that affect tourism and identify the world climatic zones and their significance for tourism Tourism Resources X - To understand how to deal with the different Y2 S2 and Trends available resources. - To illustrate the different new trends in the tourism industry - To understand how to plan and evaluate the plans related to resources - To construct a better knowledge of the contemporary issues in tourism Tunisian History and X - To understand the relationship between Y1 S1 Heritage in Tourism tourism, culture and heritage - To understand theories related to the
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consumption of heritage as a tourism attraction/product - To identify different impacts of tourism on culture and heritage - To identify different issues related to the management and development of heritage and cultural resources Tourism Attractions X - To highlight job specifications of the various Y1 S2 Development and positions within the resort departments Management - To emphasize the importance and need of team working amongst employees and management in different tourism attractions. - To describe the principles, methodology and practices of revenue management in the hospitality industry Hospitality X - To describe the composition, size, and growth Y1 S1 Management of the international recreation, leisure, gaming, and conference and events sectors. -To identify the factors affecting the international recreation, leisure, gaming, and conference and events sectors. - To recognise the cohesive nature of international tourism, hospitality and the travel businesses. S.C. 9. Comprehend Electronic tourism To apply new technologies in tourism Y1S2 current issues in To manage tourism websites and other tourism electronic platforms as virtual communities To manage innovative projects and campaigns on the Internet such as collaborative actions including tourism for future projects or viral marketing
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Core Generic Level Learning Outcomes Year& Specific Competence Course Cluster Competence Sem. L1 L2 L3 G.C. 7. Maintain Total Quality X -To understand and evaluate the main Y2S2 quality of work Management principles and practices of total quality management in a tourism and hospitality context. -To demonstrate the role of quality management in tourism and hospitality enterprises. -To evaluate and apply concepts associated with the integrated quality management of tourist and hospitality sectors. Material Management X - To understand different activities related to Y2S2 planning and administering different departments' budgets Operation - To design and plan schedules of tasks for different departments - To administer and determine policies and actions related to purchasing - To prepare financial reports and records Internship X -To get practical experience in tourism Y2S2 enterprises -To apply professional skills in real life S.C. 2. Demonstrate situations. hands-on experience in -To demonstrate self-experience tourism & hospitality Events Management To assess the potential outcomes of tourism Y3S2 activities events To manage tourism projects in an effective way
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Personal and To create and manage a tourism project Y2S2 professional project
Entrepreneurship in To develop a personal project in tourism Y3S2 S.C. 3. Apply knowledge tourism To manage a personal project in tourism and skills to tourism jobs To draw a holistic perception of how to manage a tourism project Tourism Operation To effectively handle and perform tourism Y2S1 Management operations To assess tourism operation effeciency
Tour Operations/ X - To understand the role of travel and tour Y2S1 Travel Agencies operators in tourism business Management - To design and prepare tour packages - To advise the clients about travel issue including required documentation and financial matters - To perform the price calculation with its corresponding payment policies Tourism Legislations X -To recognize the public organization of the Y2S1 S.C. 6. Operate tourism tourism sector at the international and local organizations effectively level, together with the principles of the international laws regulating the tourism sector. -To evaluate the different administrative models of organization in the tourism sector at the local level. - To analyze general principles of tourism laws and legal regulations related to local tourism.
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- To describe the practical application of legislation within the tourism sector. Events Management X - To understand the structure of the Y2S1 conferences and conventions industry - To understand the dynamics, strategies, tactics of events management. - To identify different kinds of events - To define the different players, suppliers, and public of events. - To identify the different customers of the events products. - To organize a conference or a convention S.C. 9. Comprehend Contemporary Issues X -To identify recent issues in tourism Y1S2 current issues in tourism in Tourism & -To assess the impacts of such issues on Hospitality tourism sector performance -To suggest a number of actions to deal with such issues
Distribution of Courses According to Year & Semester Year /Semester First Semester Second Semester Not Specific (Different Levels) First Year Human Rights Tourism law Foreign Language Social Responsibility Contemporary Issues in Tourism & Hospitality (Different Levels) for Introduction to communication Introduction Corporate communication Personal and Professional Tourism & Hospitality to Tourism Project French National Tourism & Heritage Entrepreneurship in Tourism English Information Technology for Tourism & Alternative Tourism Third language Hospitality Corporate communication
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Hospitality Management Information Technology for Tourism & Hospitality Tunisian History and Heritage in Tourism Geography of Tourism for Tunisia Tourism Resources and Trends Tourism Attractions Development and Management Second Year Tourism Operation Management Sustainable Tourism Events Management Human Resources Management Research Methods Internship Tourism Marketing Cost Control World Tourism Geography Cross-cultural Communication Etiquette & Protocol for Tourism & Consumer Behavior Hospitality Total Quality Management Tourism Legislations Material Management Information Technology for Tourism & Information Technology for Tourism & Hospitality Hospitality Third/Fourth Financial Decision Making Graduation Project Year Revenue Management Leadership in Tourism & Hospitality Computing business and Electronic Tourism
Revenue Management
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UNIVERSITY OF TUNIS Organization of the degree profile at Sidi Dhrif Higher Institute of Touristic Studies
YEAR 1
SEMESTER 1 (13 courses)
Languages and communication - French I - Introduction to psychosociology rd - 3 language
Introduction to management - Introduction to economy - Introduction to management - Descriptive statistics
Humanities I - Theory of animation - Introduction to the history of civilization I - Introduction to tourism - Physical geography of Tunisia
Environment I - English I - Human rights - Computer and internet I
SEMESTER 2 (13 modules)
Language and communication II - French II - Introduction to communication rd - 3 language
Applied management - Economy applied to tourism - Management and organization applied to hospitality - Applied general ledger
Humanities II - Introduction to the history of civilization II - The tourism enterprises organization - Sociology of culture and recreation - Human geography of Tunisia
Environment II - Computers and internet II
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- English II - Human rights II
YEAR 2
SEMESTER 3 (14 modules)
Languages and applied communication I - Applied French I rd - 3 applied language - Tourism communication
Applied human sciences I - Pre-Roman Archaeology - Pre-Roman art history - Tourist Organization
Guidance techniques I - The Tunisia tourist geography - Visit and presentation of sites and monuments I - Hospitality and Tourism Guide
Applied environmental I - Applied English I - Tourism law - Culture of enterprise I
Cultural diversity / reading of the landscape - Reading of the landscape - Cultural diversity
SEMESTER 4 (14 modules)
Languages and applied communication - Applied French II e - 3 applied language II - Psychology of tourism
Applied human sciences II - Archaeology and Islamic art - Roman and early-Christian Archaeology - History of Roman art
Guidance techniques - Ecological heritage of Tunisia - Visit and presentation of monuments I - General marketing
Applied environmental II - Tourism law
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- Applied English II - Culture of enterprise II
Dynamics of groups or tourism and sustainable development / interpretation of manufacts - Interpretation of manufacts - Dynamics of groups or tourism and sustainable development
YEAR 3
SEMESTER 5 (14 modules)
Applied human sciences III - Fine arts - Ethnography
Applied environment III - Research methodology - Entrepreneurship - Design trips
Languages and applied communication II - Applied English III - Applied French III rd - 3 applied language III
Guide technique - Ecotourism - Mediterranean civilizations - E-tourism - Tourism marketing
Interpersonal communication / interpretation of artworks - Interpersonal communication - Interpretation of artworks
SEMESTER 6
Research paper and seminars
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MODERN UNIVERSITY FOR BUSINESS AND SCIENCE Modern University for Business and Science
Program Specification for Bachelors of Science in Tourism
Opening:
The Middle East Canadian Academy of Technology (MECAT) is the founding institution of the Business and Sciences University College. The Business and Sciences University College was established in the year 2000 in Lebanon (governmental license based on decree number 3585/2000).
In October 2007 and in accordance with the Lebanese Cabinet decision, the academic status has changed from a university college to a university. The name has also changed from the Business and Sciences University College to the Modern University for Business and Science-MUBS (decree number 868).
MUBS is an institution of higher education that offers its students a rich program, which emphasizes independence and responsibility enforced by a fruitful interaction and cooperation.
The University, located in the heart of Lebanon and the Arab World, is dedicated to its work in developing and rooting the values and beliefs that give our community its uniqueness; it also tries to inspire and help our youth by offering all the professionalism and commitments that form the bases stimulated from the modern international education.
Program Overview. Tourism is expected to be the largest industry in the 21st century. Human resources development is necessary to respond to the growing needs of the sector. Our program is designed to educate and train students for managerial positions in the Tourism and Hospitality Industry. Graduates will be able to select from a wide range of career paths. Graduates can work as F&B manager, hotel manager and restaurant manager.
Aims of the program. The principal aims are to: • To develop awareness and understanding of the main functional areas of tourism management and the management process within a variety of tourism contexts. • To produce a graduate with the necessary interpersonal skills and knowledge to make an effective contribution to a tourism organization as a supervisor or middle manager upon graduation. • To develop in students leadership skills and a critical appreciation of the roles tourism managers undertake in the modern world.
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• To lay the foundation for future and continuing professional development. • To provide students with the analytical and evaluative skills commensurate with degree level higher education. That is, to develop students’ intellectual and imaginative powers, their understanding and judgment; their problem-solving skills; their ability to communicate; their ability to see relationships within what they have learned and to perceive their study of tourism management in a broader perspective. Course and Learning Objectives TOU301 Introduction to Tourism 3cr Course Objectives: This course is designed to provide each student a basic understanding of tourism including tourism organizations, related business and service industry, traveler behavior, tourism planning, tourism research and marketing. The learning objectives are as followings To learn about tourism developments and impacts in world. Understand what tourism is and its many definitions learn the components of tourism and tourism management. Examine the various approaches to studying tourism. Appreciate how important this industry is to the economy of the world and of many countries. Know the benefits and costs of tourism Describe different types of hospitality establishments Apply general management concepts to the hospitality management Analyze various issues that restaurant/hotel managers may face Suggest ways to improve service Explain functions of different hotel departments
THM301 Tourism and Hospitality Marketing 3cr Course Objectives: This course is designed to help students Understand and apply the fundamental concepts of tourism and hospitality marketing. Understand and apply the tourism and hospitality marketing mix. Describe the issues involved in destination marketing. Develop a marketing plan for tourism and hospitality organizations. Understanding tourism and hospitality marketing. Define and understand the key characteristics of tourism and hospitality marketing. Explain the various marketing management options available to the of tourism and hospitality marketer. Analyze the tourism and hospitality business environments.
The role of the customer and relationship marketing. Explain the behaviors of the tourist and business customers. Understand the role of relationship marketing in the tourism and
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hospitality arena. Describe the underlying principles of relationship marketing and how they apply to the tourism and hospitality marketing.
Marketing planning for tourism and hospitality organizations. Understand the importance of internal marketing in a tourism and hospitality organization. Apply the process of segmentation, targeting and positioning within the tourism and hospitality industry. Describe and apply the extended tourism and hospitality marketing mix. Develop a marketing plan for an organization operating in the tourism and hospitality industry. Understanding destination marketing. Define and understand the key issues in the marketing of tourist destinations. Understand the 4As of the destination marketing mix. Discuss the tourism destination life cycle. Discuss challenges that are likely to affect the future of the South African tourism and hospitality industry.
TOU303 Tourism Information Systems 3cr The objective of this course is to study the use of information technology in the hospitality and travel industry. Students will learn the information technology needs of international tourism businesses, as well as the internet and information technology as tools that influence multicultural hospitality industry and tourism in worldwide businesses. Students will learn to define the requirements of a good e-commerce system. Students will develop capacities for synthesis and analysis in class discussions and a semester project on evaluation and development of mock e-commerce in the hospitality industry to increase international exposure in a multicultural context. Students will gain understanding and knowledge in the impact and significance of the information technology in the international multi-cultural hospitality business worldwide.
Topics covered in the course: understanding the fundamental use of information technology for the competitive advantages of the hospitality and travel industry a brief overview of computing hardware, software, networks, security, and e- commerce and their use as related to the hospitality and travel industry an examination of the usability and system quality factors used in the evaluation of systems a survey of existing system used in the industry, such as restaurant management systems, property management system, hotel global distribution systems, etc.
TOU304 Tourism Policy & Planning 3cr
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This course is designed to enable the students review, analyzed, and application of concepts, strategies, techniques, and approaches associated with destination tourism planning and development and management. Emphasis is on integrated and sustainable tourism planning and development models at global, national, regional, and local community levels. GENERAL OBJECTIVES: At the end of the course, the students are expected to: To identify and evaluate the critical, social, cultural, political, environmental, & economic impacts of tourism policy, planning and development; To identify tourism development policies and practices in both developed and developing countries; To identify principles, processes and techniques for preparing local, regional & national tourism plans; To understand the importance of community participation in tourism planning;5.To explore the roles of different stakeholders in tourism development;6.To discuss how principles of sustainability can be applied to tourism in the context of wider social participation and consultation.
TOU305 Ticketing & Reservations 3cr Objective To ensure ability to carry out Ticketing & Reservation operations at work or for self-employment. This has now become a requirement for those who seek a career in the transport industry and provides a brief but comprehensive insight into this area of endeavor. The syllabus ensures that the participant can carry out all activities necessary to get a passenger from one point to another by road, rail, air or sea The concept of issuing tickets. Handling customers. Providing information. Time Zones. Flight, Railway, Bus ferry schedules. Calculation of fares Other queries & FAQ’s Storing &retrieval of information. The legal aspects. Refunds & Refund policy & procedure
TOU306 Tour Operating & Consolidators 3cr After studying the course students have to: know: the essence of the concepts: "tour operating", "tourist product", "package tour", "tourist enterprise", "tourism industry"; the essence of the tour operator activity;
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the main business processes of the tourist activities: production, marketing, consumption of the tourism services; the technology and organization of the tourist trips; the features of insurance in tourism; determination of tourists rights and obligations; how to create company tourist products; the terms and conditions of reservation of tourism services; accounting and control of service delivery; execution of travel reports; safety rules of tourist travel; the features of the tourist activities automation
TOU307 Wholesale Travel industry & Airlines 3cr Course Description A study on aviation business by looking at key elements of airline industry such as organization, management, operation as well as diversification of their business units; understanding the airline’s revenue management, fluctuated demand and supply; as well as learning how airlines cooperate with their tourism related organizations, airline alliances, travel agencies, wholesalers and hotel industries amid the ever intense competition. Learn the airline’s strategy to improve their products and services for revenue maximization. Study introduction of CRM ‐ Customer Relationship Management and Loyalty Marketing, applied by the airlines for their customer retention. Study the changing behavior of passengers, channel of distributions, marketing and sales planning. Understand other marketing issues such as air cargo services, low cost carrier, GSA or General Sales Agency for the airlines, electronic marketing, sales promotion and their communication to the public. Observe how airlines establish their relationship with distributors, passengers, travel industries and airport authorities. Objectives Enable students to understand and gain knowledge on aviation business management in general. Students will understand the operations and processes of the airline’s core business and business units as well as their duties and responsibilities. To understand not only the airline’s operations on the ground and in the air, but also how the airlines implement their market planning and sales activities on their area of responsibility to promote their network and destinations. To understand how the airlines distribute their products and services to the global market. Students will understand the success and risk factors in the airline operations. Understand airline’s sales and marketing plans when operating to other destinations. Know how airlines implement sales strategies and coordinate with travel
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industry as well as concerned functions on the ground and in the air in order to achieve their revenue. To understand airline’s sales promotion worldwide and how they work together with tourism related organizations and travel industry to promote tourism. Understand the relationship between airlines and travel industry, tourism bodies, airlines alliances through their joint promotions to increase the passenger traffic in and out of the countries. To understand electronic marketing in the airline industry as well as the development of product and IT. Understand the scope of low cost carrier’s operations in this competitive aviation markets.
THM302 Special Events Management 3cr The purpose of this course is to acquire an in-depth knowledge about the specialized field of "event management" and to become familiar with management techniques and strategies required for successful planning, promotion, implementation and evaluation of special events within a sport context. Course Objectives To acquire an understanding of the role and purpose(s) of special events in sport oriented organizations. To acquire an understanding of the techniques and strategies required to plan successful special events. To acquire the knowledge and competencies required to promote, implement and conduct special events. To acquire the knowledge and competencies required to assess the quality and success of special events.
THM303 Practicum 3cr Course Description This is a course that provides a platform for students to knowledge and skills necessary for entry- level management positions in the tourism and hospitality industry while working in a “real life” setting. Students are expected to apply the knowledge and skills acquired from the various classes being taught in an appropriate hospitality or tourism establishment approved by the instructor. Course Objectives To provide a platform where students can apply the management concepts learned in class and to acquire the hands-on experience necessary to qualify for an entry level position in the hotel, restaurant/food service and/or tourism industry.
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Acquire entry-level practical experience within a business environment in the hospitality and tourism industry. Develop the ability to analyze and propose solutions to business problems. Develop an understanding of the activities and functions of hospitality and tourism managers. Develop a more complete understanding of various hospitality and tourism managerial functions. Develop a greater understanding about career options while defining personal career goals. Refine written and verbal communication skills.
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Compliance with Core Cluster Generic Competence Specific Competence Course MUBS program
S.C. 9. Comprehend current Contemporary Issues in Tourism Policy and issues in tourism Tourism & Hospitality Planning Social & G.C. 10. Commit to human Human Rights N/A Environmental rights G.C. 8. Act ethically with Sustainable Tourism Tourism Policy and social responsibility Social Responsibility Planning
Compliance with Core Cluster Generic Competence Specific Competence Course MUBS program
G.C. 2. Maintain long-life Human Resources Introduction to learning Management Tourism
Personal and Professional Project Entrepreneurship in Practicum G.C. 12. Be self-motivated Tourism Interpersonal and Internship Professional Leadership in Tourism &
Hospitality Entrepreneurship in Practicum Tourism G.C. 9. Be creative and Graduation Project innovative Internship Events Management G.C. 11. Apply information Communication Skills Tourism
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and communication Information Technology for Information technology skills Tourism & Hospitality system Electronic Tourism S.C. 6. Communicating Foreign Language (Level) Tourism and professionally with tourism for Tourism & Hospitality Hospitality stakeholders Cross-cultural Marketing Communication
Compliance with MUBS Core Cluster Generic Competence Specific Competence Course program
G.C. 1. Manage time Internship Practicum efficiently Graduation Project G.C.4. Identify and solve Internship Practicum problems Research Methods Financial Decision Making Introduction to Tourism Revenue Management G.C. 5. Make logical Human Resources decisions Management Cost Control Management Human Resources Practicum & Tourism Policy Management and Planning G.C. 6. Lead effectively Strategic Management Leadership in Tourism & Hospitality G.C. 3. Exercise critical Financial Decision Making Introduction to Tourism thinking, analysis and Research Methods synthesis Cost Control S.C. 4. Understand different Tourism Marketing Tourism and Hospitality
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tourism market segments Consumer Behavior Marketing Internship Practicum S.C. 8. Coordinate and Graduation Project network with tourism Entrepreneurship in stakeholders Tourism S.C. 5. Manage tourism Tourism Operation Introduction to Tourism & activities in a sustainable way Management Tourism and Hospitality Alternative Tourism Marketing Introduction to Tourism Introduction to Tourism World Tourism Geography & Tourism and Hospitality Tourism Resources and Marketing S.C. 1. Understand and assess Trends the global and local tourism National Tourism & Heritage potentials Tourism Attractions Development and Management Hospitality Management S.C. 9. Comprehend current Contemporary Issues in issues in tourism Tourism & Hospitality
Core Generic Compliance with MUBS Specific Competence Course Cluster Competence program
G.C. 7. Maintain Total Quality Management Introduction to tourism quality of work Material Management S.C. 2. Demonstrate hands-on Internship Practicum and Tourism Operation experience in tourism & hospitality Information Technology for Information system activities Tourism & Hospitality S.C. 3. Apply knowledge and skills to Internship Practicum and Tourism
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tourism jobs Information Technology for Information system Tourism & Hospitality Etiquette & Protocol for Tourism & Hospitality Tour Operations/ Travel Tour operating and S.C. 6. Operate tourism organizations Agencies Management consolidators effectively Tourism Legislations Events Management S.C. 9. Comprehend current issues in Contemporary Issues in N/A tourism Tourism & Hospitality
Conclusion: As can be seen from the above comparison table, there is a lot of alignment between the Meta profile and the BS in tourism in MUBS. We recommend to add the following courses to align totally with the meta profile. 1. Human rights in Tourism and Hospitality sector 2. Contemporary Issues in Tourism & Hospitality
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PALESTINE AHLIYEH UNIVERSITY COLLEGE / BETHLEHEM Elaboration of a Degree Profile and Programme of each institution- individual. Palestine Ahliya University College – Tourism group Dr.Hashem Abu Sneineh
General description: Our proposed program is a program in medical tourism which is an important aspect of tourism includes a comprehensive courses to teach students how to deal with patients whom already finished one or more medical procedures who need to start a tourism program. So this program will make a balance between attracting patients to choose Palestine as a medical destination and creating a historical and cultural tourism programs.
Explanation of the link to the meta-profile: As mentioned in the previous tasks and meetings the diploma of medical tourism will be established in the near future, we are working now on this diploma which will be mainly based on the meta profile developed by the group during the previous missions. Context, social needs, purpose and university strengths: Tourism is one of the most important industries for a number of countries in the world .In spite of the huge changes happening around us, visiting new cities and living new adventures is still on the top of the“to do list” of almost everyone in this world. The statistics of the world tourism organization in 2012 showed that there were 1.03 billion international tourist arrivals worldwide, with a growth of 4% over those in 2011. In 2011, there were around 54.9 million international tourist arrivals to Middle East. Palestine, and due to its location and environment, can be one of the most important tourism destinations in the Middle East, especially for religious and medical tourism. Unfortunately, this is not the truth because of several obstacles. One of them is the lack of a specialized program that helps in qualifying talented people to work in the tourism domain, a program that creates a link between Palestine and millions of people who will be interested to visit it if directed and motivated in a right and suitable manner. At Palestine Ahlyia University, we are keen to help in developing, empowering and promoting this important sector along with several local and international partners. Under the umbrella of the management department, we are working on establishing a professional diploma for people who have the passion and the ability to work in the field of tourism. We see a very important opportunity for Palestine in working on the medical tourism in Palestine. Medical tourism is the travel of people to another country for obtaining medical country. Years ago, people used to leave for a highly developed country for treatment. This is not the case anymore, people are traveling from developed countries to third world countries for medical treatment because of cost considerations, Jordan is the best example in the region, in 2011 it received more than 200000 medical tourist, said the chairman of the private hospitals association in Jordan. Palestine is one big open museum.With its natural resources, like the Dead Sea for example, and with creating a specialized program along with strong partnership, may be a promising medical tourism destination. This program will be targeting people who are interested in tourism, ambitious youth aiming to have a good career path, and current business owners aiming to expand their business. This program will constitute several partnership with different partners whether governmental or non-governmental parties and will mainly aim to qualify needed workforce and to boost Palestine's position in this field.
Occupations and the potential fields/ sectors for the employment of graduates: PR department in hospitals Medical association Tourism agencies. Medical tourism offices
Description of the courses/units (plan of studies) + length:
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This program is a specialized diploma which will be offered for people who already have a first university degree and/or people with work experience in the field of tourism, health, and management. The study period will be 10-12 months. A training period will be asked from the students after they are done with the theoretical part.
Courses, key competences, learning outcomes: Strategic management This course will help in building the students ability to plan and implement action plans needed for their institutions Learning outcomes: Know, understand, and apply the strategic management process to analyze and improve organizational performance. conduct and draw conclusions from external analyzes of an organization's environment conduct and draw conclusions from internal analyzes of an organization's capabilities formulate realistic strategies develop implementation plans to execute those strategies.
Cross cultural Communication This course will help the students to acquire skills on dealing with customers and communicating with them taking into consideration the differences between cultures and languages Learning outcomes: To demonstrate effective written communication skills in tourism and hospitality To show effective oral communication skills To work effectively within groups or teams To demonstrate a good way of dealing with multicultural tourists
Introduction to quality in healthcare: The Introduction to Healthcare Quality Course provides healthcare professionals who are new to quality with a basic understanding of quality and patient safety principles, methodologies, and toolsets to enable them to develop their knowledge and skills in their healthcare practice setting. Learning outcomes: Discuss the key events in the evolution of quality and patient safety in healthcare Describe the impact of regulations and accreditation affecting quality and patient safety in their practice setting Identify and describe basic healthcare quality and patient safety principles and methodologies Recognize and understand basic quality and patient safety measurement and improvement tools Articulate ways to integrate quality and patient safety principles, methodologies, and tools to their practice setting.
Introduction to medical tourism: This course provide the students with a comprehensive knowledge about the basics of medical tourism and its different aspects. Learning outcomes: To provide a definition of medical tourism and explain each component of the definition Identify the historical roots of medical tourism including countries where medical tourism began List the major factors driving medical tourism today Name countries that are involved with medical tourism and some of the medical treatments they offer Recognize key issues that highlight the positive and negative aspects of medical tourism.
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Ethics,challenges,standards and future of medical tourism Ethical aspects and standards are very important to have a better plan, implementation and interaction with medical tourists. This course aims to increase the awareness about ethics in medical tourism Learning outcomes: To define ethics and standards related to hospitality and medical tourism To understand the role of ethics in serving international patients. To recognize different ethical codes and policies as related to medical tourism To identify future opportunities to invest in medical tourism.
Healthcare law in Palestine In order to plan everything for international patients and medical tourists is to know the law in Palestine and how it differs from laws in other parts of the world Learning outcomes: To understand the principles of the healthcare law. To recognize the differences between laws in different countries. To understand how to deal with legal issues and problems.
Marketing concepts Marketing course explores multiple forms of communication within a business and healthcare environment. Emphasis is placed on writing, listening, speaking, nonverbal and interpersonal communication with internal and external business audiences. Learning outcomes: To understand marketing principles. To understand the basics of international marketing. To be able to plan and implement marketing plans.
Healthcare marketing ethics This course aims to give an idea about ethical practices and how to deal with marketing worldwide Learning outcomes: To be able to direct marketing principles toward healthcare. To recognize the ethical aspects related to marketing Define several methods to determine the best marketing tool with respect to culture diversity.
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SUEZ CANAL UNIVERSITY Project Title: Tuning Middle East and North Africa
Project Acronym: T-MEDA
Number of the Grant Agreement: 2013-4535/001-001
Project Reference Number: 543948-TEMPUS-1-2013-1-ES-TEMPUS-JPCR
REPORT ON ELABORATION OF A DEGREE PROFILE
By Dr Islam Elgammal Faculty of Tourism and Hotel Management Suez Canal University [email protected]
Degree BA of Tourism studies, Faculty of Tourism and Hotels Management General Description Degree Profile The Faculty of Tourism and Hotels Management opened her doors for students in 1995 where they can get there BA/Master/PhD in Tourism, Hospitality or Tourism Guidance. Students are required to study for the period of four years in order to get their degree of B.Sc. in the Tourism Studies, Hospitality or Tourism Guidance. No credit hours system is applied at the moment. The full academic year is divided into two terms where students need to pass modules taught in each term according to their subject area.
Examples of topics taught in the B.Sc. Tourism studies Introduction to Tourism, Geography, Statistics, Principles of Management, Tourism Correspondences, Economics, first language (i.e. English), second language (a choice of French, German, Spanish, Italian, Chinese or Russian), Computer science, Quality Assurance, Introduction to Hospitality, Accounting, History, Food and Hygiene.
Explanation of the link to the meta-profile Context, social needs, purpose and university strengths
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The current degree profile at the faculty of Tourism and Hotels Management was created to fill the gap in the vacancy in the tourism industry in Suez Canal area. Sharm Elshiekh for example is a resort which need qualified graduates to work in hotels, travel agencies and tourism guidance, which is provided by the faculty department. The university has a number of strength in relation to providing the full support to the tourism faculty staff members to enhance the learning and teaching experience through every academic year. However, lots of work still needed to be done in order to transfer the current system into a credit hour system so student mobility across international universities can start. Generally, the current degree profile in the faculty is similar to the Meta-profile suggested by the Tourism team.
Occupations and the potential fields / sectors for the employment of graduates Graduates can get jobs in a wide range of Hotels departments, travel agencies, tour operators, airlines, airports, heritage sites, museums, and they can also work as an independent tour guides. Excellent students who achieved good marks in final years get jobs in the Egyptian Tourism Ministry and Egyptian Tourist Authority. In addition, other students can open their own business related to offering tourism services. b) Elaboration of a Programme - Description of the courses/units (plan of studies) The program chosen here is the BA Tourism Studies program - Length 4 years of studies (8 semesters) - Key Competences All the key competences of meta-profile are currently applied in the tourism studies program profile except the following: G.C. 3. Maintain continuous education G.C. 27. Be self-motivated G.C. 6. Make logical decisions G.C.10. Maintain quality of work S.C. 9. Coordinate and network with stakeholders S.C. 11. Comprehend current issues in tourism
We notice that all these aspects are strongly related to practical training and putting hands on real experience, they might be achieved during the practical training to be taken in hotels and travel agencies (outside the university) as the syllabus requires, but not in the rest of the courses, which are given by the faculty members of the department; this is due to the following reasons (for the present): 1- The low level of the enrolled students so high activities does not work with their levels. 2- Lack of training facilities in university (Simulators of receptions and travel agencies) 3- Lack of trainers from the tourism industry who have good practical experience in tourism industry
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4- Lack of coordination with employers in the industry (in the stages of curriculum planning, training, and recruitment). 5- Lack of facilities and resources.
Learning outcomes The following are examples of the learning outcomes: - To identify recent issues in tourism - To coordinate with the administration in order to solve differed problems - To identify operational problems and communicate them to the administration -To get practical experience in tourism enterprises -To apply professional skills in real life situations. -To understand the relationship between sustainable development and tourism -To identify different aims of sustainable tourism and policy areas required to achieve them - To understand and correctly use vocabulary/expressions used in tourism and hospitality - To demonstrate the four major skills of reading, writing, listening and speaking in these foreign languages - To correctly and professionally make conversations with different stakeholders and deal with complaints To professionally respond to correspondences
Consistency between profile, programme, competences and learning outcomes There is a general consistency between the meta-profile and the Tourism studies program offered currently at the faculty except for some courses such as: Social Responsibility, Personal and Professional Project, Entrepreneurship in Tourism, Leadership in Tourism & Hospitality, Communication Skills, Cross Culture Communication, Research Methods, Financial Decision Making, Revenue Management and Strategic Management. Description of the process followed Several steps were taken in order to compare the faculty degree profile with the meta-profile. First the faculty needed some update according to the current courses competences and learning outcomes taught in the current academic year. After the degree profile was updated, it was necessary to look at previous reports related to the project and particular the Meta-degree profile for the tourism subject group. Since the program chosen was the Tourism Studies program, three meetings were arranged with the Tourism member of staff to take their opinion into consideration in the adjustment of the current tourism program profile.
Table (1) Presentation of the current degree profile of the University Year /Semester First Semester Second Semester First Year Introduction to Tourism Introduction to Economics Introduction to Management Introduction To Accounting
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Tourism Correspondences Introduction to Hospitality World Tourism Geography Recreational Geography Statistics Introduction to Sociology Tourism Economics Inbound and inbound Tourism Computer sciences 1 Computer sciences 2 Foreign language 1 Foreign language 3 Foreign language 2 Foreign language 4 Second Year Tourism Operation Management Statistics in Tourism and Hospitality First Aid and General Health Accounting in Tourism Egyptian Environment Tourism and Transportation Public relations Incentive and Conference Tourism Management of Travel Agencies Travel Agencies Management Computer sciences 3 Computer sciences 4 Foreign language 5 Foreign language 7 Foreign language 6 Foreign language 8 Third Year Tourism Legislations Economics of Tourism and Hospitality Tourism Development Human Resources Management Tourism Planning Tourism promotion IT and Tourism Tourism Institutions Revenue Management Leadership in History and Heritage in Egypt Tourism & Hospitality Strategic Management Foreign language 9 Foreign language 11 Foreign language 10 Foreign language 12 Fourth Year Consumer Psychology Tourism Politics Current Issues in Tourism Egyptian History Tourism Marketing Crises Management Islamic Egyptian Heritage Therapeutic Tourism Projects Management Marketing Research Tourism & the Environment Tourism in Sinai and the Suez Canal area Foreign language 13 Foreign language 15 Foreign language 14 Foreign language 16 Graduation Project Graduation Project Notes - First language is English and students are required to choose a second language (French, German, Spanish, Italian or Chinese) - Students are required to take internship in the summer for two month in either a travel agency or in the airport. - Completing the graduation project in the final year is a must and students are required to attend the viva day in order to get their certifications.
People consulted and reflections Six tourism members of staff were consulted in writing this report namely: Prof. Mofida Elweshay (Dean), Dr Marwa Magdy (Lecturer), Dr Samar Kamel (Lecturer), Dr Tamer Ayad (Lecturer), Dr Marwa Abd Elwahab (Lecturer), Dr Rasha Khaliel (lecturer) Since completing the Tourism Studies program require studying 8 semesters over 4 years, each semester has at least 8 courses, it was necessary to replace some of the current courses with courses suggested in the meta-profile.
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Profile adjustments/Profile suggested for the university Table (2) Distribution of Courses According to Year & Semester Year /Semester First Semester Second Semester First Year Introduction to Tourism Contemporary Issues in Tourism & Hospitality Introduction to Management Entrepreneurship in Tourism Tourism Correspondences Introduction to Economics World Tourism Geography Introduction To Accounting Statistics Tourism Resources and Trends Computer sciences 1 Computer sciences 2 Foreign language 1 Foreign language 3 Foreign language 2 Foreign language 4 Second Year Tourism Operation Management Cost Control Events Management Electronic Tourism Tourism Marketing Cross-cultural Communication Etiquette & Protocol for Tourism & Consumer Behavior Hospitality Total Quality Management Public Relations Foreign language 7 Foreign language 5 Foreign language 8 Foreign language 6 Third Year Tourism Legislations Information Technology for Tourism & Tourism Development Hospitality Tourism Planning Human Resources Management Travel agencies and Tour Operators Tourism Institutions Revenue Management Leadership in History and Heritage in Egypt Tourism & Hospitality Strategic Management Foreign language 9 Foreign language 11 Foreign language 10 Foreign language 12 Fourth Year Consumer Psychology Tourism Attractions Development & Research Methods Management Social Responsibility Crises Management National Tourism & Heritage Therapeutic Tourism Tourism & the Environment Marketing Research Foreign language 13 Tourism in Sinai and the Suez Canal area Foreign language 14 Foreign language 15 Graduation Project Foreign language 16 Graduation Project
Conclusions We can conclude that the two profiles are very close to each other even though our programme profile is formulated in a different way than the meta-profile (i.e. over 4 years rather than 3 years). We suggested replacing some of the current courses and deleting others in order to adjust our program to get it closer to the meta-profile at subject area level as presented in table (2). Dr Islam Elgammal 15-07-2015
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UNIVERSITY OF BALAMAND
University of Balamand Faculty of Business and Management School of Tourism and Hotel Management
Bachelor of Business Administration in Tourism and Hotel Management
Introduction The University of Balamand, founded in 1988, is a private non-profit independent Lebanese institution of Higher Education licensed by the State of Lebanon. The University admits students from Lebanon and the Region without discrimination on the basis of religion, gender, or physical handicap. Inspired by promoting the welfare of humanity and its highest values, the University is committed to principles of tolerance, compassion and openness and to Christian-Muslim understanding. The University is dedicated to graduating professionals who are well-rounded, critical thinkers, life-long learners, and active citizens in their respective societies. The University also seeks to limit the influence of dogmatism and fundamentalism in intellectual, social, political, religious and cultural fields. Through quality education, rigorous research, concern for the public good, and engagement with the community, the University seeks to contribute to nation building, ethical standards, inter-cultural dialogue, environmental responsibility, and human development. The university has 10 faculties and 9 academic centers and institutes.
Mission of the School: The mission of the School of Tourism and Hotel Management, with in the Faculty of Business and Management, at the University of Balamand is to deliver an outstanding educational program. The educational experience integrates both theoretical and practical courses, tailored to meet the needs of the industry by preparing the students for successful careers in entry and mid-level management positions in the various hospitality fields. Through its yearly curriculum evaluation, the School of Tourism and Hotel Management at University of Balamand aims to be the leader in Hospitality Management education in the region. Through its expanding hospitality industry relationships, the School of Tourism and Hotel Management at University of Balamand aims to be the most reliable educational partner for national, regional and international hospitality organizations.
Coincidences with the meta-profile: The table below shows the coincidences between our profile and the meta-profile agreed on during the second general meeting: INTERPERSONAL & PROFESSIONAL G.C.3. Maintain continuous education 4.1: Demontrate knowledge of key concepts, theories and practices inherent in running an effective hospitality business G.C.25. Apply information and 5.4: Utilize information technology to analyze and
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communication technology skills implement business decisions S.C. 8. Deal with tourism stakeholders in 1.1: Deliver effective oral presentations that are concise English/another foreign language and informative on a hospitality topic. 1.2: Create and articulate well-written documents on a hospitality topic.
MANAGEMENT G.C.5. Identify and resolve problems 5.3: Students will solve business problems using appropriate quantitative techniques 5.1: Students will identify and solve problems using appropriate analytical techniques G.C.6. Make logical decisions 4.2: Students will make effective managerial and financial decisions to achieve organizational objectives G.C.8. Lead effectively 1.4: Students will apply team-work and interpersonal communication skills to support the operation in a diverse multicultural work environment G.C.4. Exercise critical thinking, analysis 5.2: Students will be able to use and integrate cross- and synthesis disciplinary knowledge to find solutions and seek opportunities to enhance business performance S.C.9. Coordinate and network with 4.3: Students will show the added value of customer stakeholders relationships and their benefits to the organization and its stakeholders
OPERATION S.C.2. Demonstrate hands-on experience 3.1: Students will apply practical knowledge in a in real life environment simulated-work environment 3.2: Students will demonstrate hands-on expertise in a real-life context S.C.3. Apply knowledge and skills to 4.4: Students will manage processes effectively to deliver tourism Jobs solutions in the tourism and hospitality sectors S.C.6. Operate tourism organizations 4.2: Students will make effective managerial and financial effectively decisions to achieve organizational objectives 4.4: Students will manage processes effectively to deliver solutions in the tourism and hospitality sectors
SOCIAL/ENVIRONMENTAL G.C.19. Commit to human rights 2.3: be knowledgeable of legal issues related to Lebanese labor law and the hospitality industry G.C.11. Act ethically with social 2.1: show awareness of ethical challenges at national and responsibility regional levels 2.2: Act towards social responsibility issues Table 1: Coincidence between THM program profile and the meta-profile
Differences with the meta-profile: The table below shows the differences between our profile and the meta-profile agreed on during the second general meeting: INTERPERSONAL & PROFESSIONAL G.C.27. Be self-motivated G.C.14. Be creative and innovative
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MANAGEMENT G.C.1. Manage time efficiently S.C.4. Understand different market segments S.C.5. Manage tourism activities in a sustainable way S.C.1. Understand and assess the global and local tourism potentials
OPERATION G.C.10. Maintain quality of work
SOCIAL/ENVIRONMENTAL S.C.11. Comprehend current issues in tourism Table 2: differences between THM program profile and the meta-profile
Reflection on the finding: We noticed that most of the competencies are shared between our profile and the meta-profile, as shown in Table 1. In some cases, tow competencies in our program are merged to match one competency in the meta-profile.
Concerning the differences, 8 competencies from the meta-profile do not match directly our program profile, as shown in Table 2. 6 of them are embodied in a certain way in the program: 3 competencies: G.C.27. Be self-motivated, G.C.10. Maintain quality of work and G.C.1. Manage time efficiently are not mentioned in a wordy way in our program competencies but they are embodied in other competencies or learning outcomes of some of our courses like the two courses of internship where the student should perform in real-life environment in a 5-star hotel, during at least 1,000 hours, and his/her work are assessed by his/her university supervisor and his/her manager in the hotel. These three competencies are clearly graded and the student is held accountable to show his ability to demonstrate these competencies.
The competency G.C.14. Be creative and innovative is tackled in many courses like the restaurant management course ,the service management course and convention-catering- special events management courses, students should come with new creative and innovative ideas and materialize them into projects and the competency is assed in a strict way.
The competency S.C.4. Understand different market segments is a major competency required to be achieved in the course Tourism-Hospitality Marketing.
The competency S.C.11. Comprehend current issues in tourism is present in a series of lectures that are held through-out the academic year. Key-note speakers are invited to present hot and current issues related to the tourism and hospitality industry on a notional, regional and international scale. The students should present a small report of maximum two pages to show the acquired knowledge that he/she get out of each lecture.
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The two remaining competencies S.C.5. Manage tourism activities in a sustainable way and S.C.5. Manage tourism activities in a sustainable way are tackled in some way through out some parts in some courses but they are not stressed enough to figure among our program competencies.
Conclusion: We can conclude that the two profiles are very close to each other even though our program profile is formulated in a different way than the meta-profile since we are following the model of AACSB accreditation agency because of our aim to apply to it for a program level accreditation.
Context, Social Needs: Lebanon is known for its high-standard tourism/hospitality services. The tourism/hospitality needs have generating a high demand in term of qualified, well-equipped people to occupy mid- and high- management positions in the different institutions in the field. Most of the international chains of 4- and 5-star hotel have properties in Lebanon in addition to the internationally and notionally well- known chains restaurants are widely established in the country. The excellence of Lebanese entrepreneurs in F&B new concepts creation and theirs franchising can be translated into a considerable number of job opportunities. All these elements show the tremendous demand in term of qualified people and in term of number of job offers. The emergence of a tremendous tourism/hospitality market in the Arab Gulf region creates a huge opportunity for Lebanese professional graduates in the hospitality/tourism field.
Purpose and University Strengths Higher educational institution answered quickly to this demand by offering university degrees late 90s. Since its establishment in 1999, the School of Tourism and Hotel Management, at the University of Balamand, distinguished by its well-designed program and by its facilities in order to assure, on top of the managerial and behavioral competencies, a strong hands-on experience to its students. The program was built in such a manner to respond to the need of the national and regional market. A 2,200 sqm. building is dedicated to the program. It comprises, in addition to the classrooms and our offices, the following facilities: Demonstration kitchen that serves as a laboratory for food production courses, Real production kitchen that serves our restaurant, Pastry/bakery kitchen that serves our restaurant, Fine dining restaurant that serves daily lunch for our community, Fully equipped auditorium, 2 Hotel rooms that serve as a laboratory for housekeeping course, Professional laundry, IT laboratory equipped with pcs and related software widely used in the hospitality field: Micro, Fidelio and Opera, Student lounge,
We maintain tied relations with key professional people from the field. They contribute, continuously, in the curriculum review process. Our curriculum was reviewed three times since the establishment of our school in order to keep our program updated. Our key partners from the market are regularly invited to meet our students and to share with them, through a set of lectures, their professional experience and the new emerging trend in the hospitality field.
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A good number of our students pursue graduate studies as MBA, EMBA, Master in HR Management, Master in Event Management or other degrees. They are widely admitted in our university or other Lebanese universities or abroad.
Occupations and Potential Fields/Sectors for the Employment of Graduates High percentage (around 80 %) of our students is able to find a decent job in the next six months following their graduation. Around 10 % pursue graduate studies as mentioned above. The two main fields of employment are F&B (restaurants in 4- and 5-star hotels, restaurants chains, independent restaurants, catering companies, and small family business…), Lodging (4- and 5-star hotels of international chains, luxurious boutiques hotels and luxurious resorts…). Recently some of our graduates found job opportunities in well renowned event companies. Usually, they start with an entry level positions to shift, after an average period of two years, to mid or to high management positions. A good percentage of our graduates are working outside the country mainly in the Gulf region and few of them in Europe.
Key elements: Purpose, Characteristics, Length, Employability & further education BBA in THM (Bachelor of Business and Management in Tourism and Hotel Management) program: The School of Tourism and Hotel Management offers: a 3-year BBA program of 99 credits majoring in Tourism and Hotel Management. The teaching language is English.
The curriculum has three components: university required courses, Business required courses and hospitality/tourism required courses.
Our learning philosophy is based on combining the theory and the practice-based learning. As a graduation requirement, each student has to conduct two intensive internships (at least 1,000 working hours) in renowned five-star hotels nationally and globally. The school has a dedicated building fully equipped with needed laboratories: fine dining restaurant, a production kitchen, a demonstration kitchen and a pastry/bakery kitchen a laundry and a suite hotel. Graduates with this degree are able to handle entry-/mid- level positions in: Hotels, Restaurants, Catering and banqueting companies, Event organizing companies, Resorts, clubs, theme parks Tour Operators and travel agencies F&B companies, Rent a car companies, …
Plan of study:
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Number of COURSE TITLE Credits (cr.) First Year
Financial Accounting I 3 Business Computing Applications 1 Statistical Data Analysis 4 Arabic Expression Technique 3 English Communication skills III 3 Financial Accounting II 3 Introduction to Hospitality & Tourism 3 Restaurant & Purchasing Management 3 Survey of Economics 3 Nutrition, Safety & Sanitation 3 Library Use and Research methods 1 Food Production I & Service 3 Practicum I (Food & Beverage) 2
Second Year English Language/Literature course 3 Managerial Finance 3 Principles of Management 3 Service Management 3 Hospitality Marketing 3 Room Division Management 3 Property Management System Application 1 Hospitality Law 3 Ancient Civilizations and Religions 3 Knowledge and Reality 3 Food Production II & Service 3 Practicum II (Room's Division) 2
Third Year Convention, Catering & Special Events Management 4
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Human Communications 3 Yield Management 3 Human Resources Management 3 Housekeeping Management 3 Cost Control 3 Travel Agency and Tour Operator Management 3 Business Ethics & Professional Responsibility 3 Social Changes in Modern Times 3 Arabic Thought and Culture 3
99
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Consistency between Competences and Courses/Units
INTERPERSONAL & PROFESSIONAL MANAGEMENT OPERATION SOCIAL/ENVIRONMEN TAL
on
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continuous
motivated
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Managetourism activities
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This table shows the matching between the key competences and the courses that figure in the plan of study. All the competences are covered by more than two courses and each of the courses is covering many competences. It goes without saying that the program learning outcomes that derive from each competence are targeted by the courses that are related to the corresponding competence. The differences between our program profile and the meta profile, shown above in Table 2, have been taken into consideration by including aspects related to these competences in preexistent courses.
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Courses/Units Description and Courses Learning Outcomes Introduction to Hospitality & Tourism 3 cr. E This course is a comprehensive overview of the world’s largest and fastest growing business called the tourism and hospitality industry. It will prepare students to advance in their hospitality career by offering a foundation of knowledge about the tourism, lodging, restaurant, recreation, gaming and entertainment, and club and convention businesses. Moreover, the course is the key course of the different major courses; therefore, this course will introduce the students to the different material which they will be exposed to during their academic fulfillment. English Proficiency Level: ENGL101.
Course Learning Outcomes: Upon completion of the course, students will have general information related to the Hospitality and Tourism Industry. Moreover, students will be able to: 1. Describe the characteristics of the hospitality and tourism industry. 2. Discuss the importance of service in the hospitality industry. 3. Explain the evolution of tourism. 4. Describe the economic impact of tourism. 5. Compare and contrast the promoters of tourism. 6. Classify lodging facilities by size, location, target market, price and level of service. 7. Evaluate the type of hotel ownership such as franchising, privately owned and managed, management contract, referral associations. 8. Draw an organizational chart of the room’s division and food and beverage department of a hotel. 9. Explain the main functions and responsibilities of the room’s division and food and beverage department. 10. Analyze the guest cycle and different functions involved in each phase. 11. Outline the steps of developing a successful foodservice operation from operating philosophy to controls. 12. List the classification of restaurants. 13. Outline the different managed services and describe their complexities. 14. Outline the history of casinos. 15. Understand the basic principles of casino operations. 16. Outline the key aspects of managing a resort. 17. Identify the different types of clubs and their operations. 18. Describe the main functions involved in operating an attraction. 19. Identify characteristics and practices of leaders and managers 20. Differentiate between leadership and management. 21. Analyze the importance of ethics in hospitality decisions.
Nutrition Safety and Sanitation 3 cr. E This course provides the fundamental of Human Nutrition and Food Safety & Sanitation. The food choices and the nutrient food sources, digestion, metabolism, function and food labeling as well as the basic principles, requirements & practice of food safety that should be applied in all food service institutions will be covered. English Proficiency Level: ENGL101.
Course Learning Outcomes: Upon completion of the course the students should be able to: 1. Discuss the importance of nutrients in foods
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2. Illustrate how each nutrient is related to health. 3. Demonstrate the ability to apply nutrition knowledge to choose a healthy diet. 4. Understand principles of food safety management systems and analyze the responsibilities of members in the food chain 5. Understand causes of, and evaluate recommendations for, preventing foodborne illness 6. Define the prerequisite programs for food safety (GMP, GHP): personal hygiene, cleaning & sanitation, pest control, etc 7. Demonstrate knowledge in the design of foodservice facilities and equipment with regards to food safety implications and understanding of HACCP principles.
HOSP212: Food Production I and Service 3 cr. E This course is a comprehensive overview of the world’s largest and fastest growing business called the food production industry. It will prepare the students to know the flow step by step the food safety in kitchen production as well they will understand the personal food hygiene, students will learn the tools required and the ingredients to prepare Mise en place, cook the basics stocks and sauces in general, the course is a key to know the different cuts, the different dressings, gravies and appetizers & main dish presentation. English Proficiency Level: ENGL101.
Course Learning Outcomes: Upon completion of the course, students will have general information related to the Hospitality and Tourism Industry. Moreover, students will be able to: 1. Discuss the importance of kitchen services in the hospitality industry. 2. Explain the evolution of new kitchens. 3. Describe the economic impact on the opening of franchise. 4. Compare the cooking facilities between the 19th and the 21st 5. Classify personnel food hygiene, and food sanitary information. 6. Evaluate the type of hotel operation, restaurant and catering ownership such as franchising, privately owned and managed 7. Explain the main functions and responsibilities of the kitchen department by outlets. 8. List the classification of different position in modern kitchen.. 9. Outline the history of kitchen revolution from the 17th 10. Understand and prepare the basic principles of stocks and dressing in the kitchen 11. Understand and learn the different vegetables cuts for different purpose 12. Student will be able to prepare different kind of sauces for different kinds of Meats 13. Students will be able to learn basic principles and prepare Mise en place. 14. Student will be able to prepare different kinds of soups and appetizers.
Restaurant & Purchasing Management 3 cr. E Identifies the elements involved in operating a successful restaurant: creating a concept, developing a menu, staffing, budgeting, purchasing food and equipment, receiving, developing a marketing plan and all the other daily tasks. Pre-requisite: HOSP200.
Course Learning Outcomes: At the end of this course, students will be able to: 1. Identify the different activities related to the pre-opening of a restaurant
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2. Explain the importance of the business plan 3. Describe the role of the menu as the foundation for any food service operation 4. Understand the planning process of an operation’s design, layout and equipment. 5. Discuss the importance of quality standards (mystery shoppers requirements), 6. Outline the different methods involved in a restaurant to increase revenue 7. Describe the role of: purchasing, receiving, storing, issuing, production and service functions in a food service operation 8. Explain the difference between the food and non-food distribution system 9. Construct a detailed purchasing specification and its importance to the restaurant and kitchen production 10. Explain the role of the Hotel room service.
PRACTICUM I: FOOD AND BEVERAGE 2 cr. E 500 hours of practical training in the field of food and beverage. Pre-requisite: HOSP212.
Hospitality Marketing 3 cr. E This course focuses on the role of marketing within the overall business framework especially in the hospitality and tourism industry. The course will introduce the students to the different marketing tools and train them to use them along the marketing measurement kit in order to be able to set, execute and control marketing plans. Moreover, the course will initiate the process of questioning marketing strategies and philosophies which should lead to the adaptation of philosophies to the unique case of each company or product (goods and services). Pre-requisite: HOSP200.
Course Learning Outcomes: Upon completion of the course, students should be able to: 1. Define marketing and outline the steps in marketing process. 2. Understand the concept of lifetime value of a customer and be able to relate to customer loyalty and retention. 3. Identify the service characteristics that affect marketing or a hospitality or tourism product. 4. Explain marketing strategies that are useful in the hospitality and tourism industry. 5. Discuss how to design business portfolios and growth strategies 6. Explain the steps involved in the business strategy planning process. 7. List and discuss the micro- and macro-environmental forces that affect the company’s ability to serve its customers. 8. Explain the model of buyer behavior. 9. Explain the buyer decision process. 10. Define the major steps on designing a customer-driven marketing strategy: market segmentation, targeting and positioning. 11. Define the term product including the core, facilitating, supporting and augmented product. 12. List and explain the elements required to keep in mind when designing a product such as accessibility, atmosphere, and customer interaction with other customers… 13. Understand branding and its conditions. 14. Understand the product life cycle. 15. Identify the internal and external factors affecting pricing decisions. 16. Compare and contrast the general pricing approaches and be able to distinguish among cost- plus, target profit pricing, value-based pricing and going rate.
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17. Describe the nature of distribution channels and tell why marketing intermediaries are used.
Hospitality Law 3 cr. E This course deals with the legal relations between employers and employees in the sector of hotels, pubs, and restaurants. The topics covered the classification of touristic hotels and Touristic establishments and Touristic Professions, employment contracts, legal maximum working hours, leave, indemnities, probationary period, termination of contract, and employee benefits according to ruling laws and regulations. Pre-requisite: HOSP200.
Course Learning Outcomes: The learning outcomes of the course are to make the student able to: 1. name the fundamental elements and forms of employment contract 2. know what are the rights and obligations of the employee and the employer in a limited employment contract and in an unlimited employment contract 3. describe the consequences in case of termination of a limited or an unlimited employment contract 4. explain the reasons which may result in the possibility to renounce an employment contract 5. discuss the legal consequences of the contractual rights to renounce an employment contract 6. discuss the obligations of an employer in the area of work safety and hygiene and the consequences of not meeting these obligations by an employer 7. apply their knowledge in solving a case study 8. present their knowledge through the provisions of a legal advice
Food Production II and Service 3 cr. E This course focuses on the development of the technical skills in the kitchen with a comprehension of many kinds of food products. The students will learn the working of foods and the interplay of ingredients, cooking methods, cost factors, and other elements that can function successfully in any type of food-service operation. Moreover, students will be exposed to a variety of recipes and techniques that can enrich their education and deepen their experience. Pre-requisites: HOSP211, HOSP212.
Course learning outcomes: At the end of this course, students will be able to: 1. Distinguish the major types of vegetables and fruits 2. Compare the major types of rice 3. Identify the major types of other grains used in food service 4. Test major kinds and shapes of commercial and fresh pasta 5. Create selection of salads and identify the major salad dressing ingredients 6. Organize a successful salad bar and buffet service 7. Identify the primal cuts of beef, lamb and veal 8. Select appropriate cooking methods for the most important meat cuts 9. Compare the different cuts of chicken and game birds 10. Experiment types of cooking chicken 11. Identify and describe common varieties of fish and shellfish 12. Demonstrate the appropriate cooking methods for fish and shellfish
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13. Test the basic cake mixing method 14. Assemble and bake pie 15. Design and prepare fruit desserts.
Human Communication 3 cr. E The Human Communication course is designed to introduce students to the proper understanding of effective communication. There is a fundamental, powerful, and universal need or desire among humans to interact with others. This course addresses the fundamental skills of interpersonal, small group, and public communication, emphasizing the areas of verbal and nonverbal communication skills, listening and cultural awareness. Most importantly, this course also tackles an important aspect of communication; which is the “Self”. It will help students communicate with a better understanding of “who you are”. Pre-requisite: ENGL203.
Course Learning Outcomes: Upon completion of the course, students will be able to: 1. Explain the meaning and process of communication. 2. Use the essential principles of human communication to increase their own effectiveness in interpersonal, small group and public speaking. 3. Communicate with a better understanding of who you are. 4. Explain the importance of culture in communication and how we can communicate more effectively in a world that’s becoming increasingly multicultural 5. Discuss the importance of listening and how to effectively listen to people by adjusting the listening style for the specific situation. 6. Explain the difference between verbal and non-verbal communication and how to use verbal and non-verbal messages to communicate more effectively. 7. Engage in a conversation that is satisfying and mutually productive by applying the process of conversation.
HOSP224: Service Management 3 cr. E Quality service applies to the entire spectrum of hospitality, including restaurants, hotels, clubs, theme parks, travel, and tourism. The course Service Management will address the distinct needs and problems of service excellence mainly in the hospitality and tourism industry. Moreover, it covers principles, methods, and skills needed to succeed in the challenging arena of customer service as well as application interaction exercises to achieve quality service goals. Pre-requisite: HOSP200.
Course Learning Outcomes: Upon completion of the course, students will be able to: 1. Know what is customer service and its benefits 2. Understand the nature of services 3. Describe a service culture 4. Understand the service management concepts 5. Explain the marketing strategies for service businesses 6. Discuss the notion of service guarantees 7. Create Customer relationship and loyalty 8. Evaluate the real cost of losing a customer 9. Understand the notion of quality service
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10. Recognize and deal with customer turnoffs 11. Understand the timing of service 12. Maintain an incremental flow of service 13. Discuss how to exceed customers’ expectations 14. Design a service product 15. Specify the actual parameters for a service (services cape factors) 16. Understand how to deal with dissatisfied customers
Rooms Division Management 3 cr. E This course introduces the student to the hotels’ rooms operations. From the moment a guest makes his reservation until the moment of checkout, we will identify all the major tasks and services accomplished by the personnel of the reservation, front office, night audit and housekeeping. Pre-requisite: HOSP200.
Course Learning Outcomes: At the end of this course, students will be able to: 1. Explore the different departments in a hotel and their personnel, 2. Understand the tasks performed by the hotel personnel in relation to the Front Office department, 3. Identify the importance of good interdepartmental communication, 4. Summarize front office operations during the four stages of the guest cycle. 5. Discuss the sales dimension of the reservations process and identify the tools managers use to track and control reservations, 6. List the steps of the registration process and discuss creative registration options, 7. Describe the process of creating and maintaining front office accounts, 8. Identify functions and procedures related to the check‐out and account settlement process, 9. Summarize the steps in the front office audit process, 10. Identify the process of the “end of the day” and “system update”, 11. Identify typical service requests that guests make at the front desk, 12. Identify the responsibilities of the front employees in managing guests’ complaints.
Property Management System Application 1 cr. E Guest information, night audits; check in, check-out, inventory control, making a reservation and reporting are facts of hotel operation. Fidelio is one of the most common PMS used by major hotels and chains around the globe that enable us to put into practice all our theoretical background related to rooms division. Pre-requisite: HOSP225
Course Learning Outcomes: At the end of this course, students will be able to: 1. Identify the main function keys: detailed availability, vacant rooms, room plan, arrivals, guest in house, departures, 2. Make a reservation: new reservation and room assignment, 3. Explain the Front Desk functions: guest arrival, in house guest, guest profile and account, 4. Explain the Cashier functions: billing, posting and receivables, 5. Explain the Rooms Management or Housekeeping functions,
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HOSP229: Practicum II: Rooms Division 2 cr. E 500 hours of practical training in the field of rooms division. Pre-requisite: HOSP225
HOSP230: Convention, Catering and Special Events Management ` 3 cr. E The course is designed to provide students with an understanding of one of the fastest growing segments of the Hospitality Industry, which is the Convention and Meetings market. The different types of events are presented through the complete channel; starting with the planning process and ending with the servicing stage. Emphasis is on the different convention, banqueting and catering industries. Students will be exposed to the planning, preparation and servicing of all the types of events. The course uses a theoretical approach, as well as on-ground projects and applications. Pre-Requisites: HOSP 200- HOSP 213- HOSP 232
Course Learning Outcomes: Upon completion of the course, students will be able to: 1. Understand the styles of catering operations 2. Know how to develop a catering business 3. Learn the F&B operational controls 4. Understand the structure of the conferences and conventions industry 5. Know how to organize a conference or a convention 6. Know what kinds of events make up the events industry. 7. Understand the dynamics, strategies, and tactics of events management. 8. Define the different players, suppliers, and public of events. 9. Identify the different customers of the events products. 10. Discover the importance of events to destination, corporations, institutions, organization and for people at a personal and social level.
Housekeeping Management 3 cr. E This course presents a systematic approach to managing housekeeping operations in the hospitality industry; one of the most important department in the hotel’s Rooms Division. It will identify the role of the supervisory function in the housekeeping department, provides a thorough overview of maintaining a quality staff, planning and organizing, the technical details of cleaning a room, managing the laundry, and control the supplies and equipment. Pre-requisite: HOSP225.
Course Learning Outcomes: At the end of this course, students will be able to: 1. Explain the major duties of the Executive Housekeeper and the various responsibilities, 2. Discuss the proper procedure of cleaning a guest room, 3. Identify the different cleaning supplies, 4. Explain the responsibilities of the Housekeeping Supervisor and inspecting the rooms, 5. Identify the cleaning needs in a hotel public areas, 6. Identify the function of the hotel’s laundry, 7. Write the job description and specification of a housekeeper, 8. Understand the relation between the housekeeping and different other departments,
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9. Develop a written housekeeping schedule, 10. Develop in writing the procedure for inspecting a room
Yield and Revenue Management 3 cr. E Managing the hotel’s demand-side decision to maximize revenue and occupancy vis-à-vis the market and the competition. Revenue or yield management integrates pricing with sales and inventory management strategies. In other words: it is selling the right room, for the right person at the right price. Pre-requisite: HOSP225.
Course Learning Outcomes: At the end of this course, students will be able to: 1. Define the field of yield management. 2. Explain the need of yield management concepts and strategies to the hospitality business. 3. Provide strategies to optimize product availability and price to maximize profit. 4. Understand the multiple use of distribution channels and reservations system. 5. Understand legal aspects that any hotels should consider when entering in contract with a customer. 6. Identify the business’ pricing decisions and collect the market’s information regarding customer behavior. 7. Collect and analyze data: room inventory, room cost, advertising, promotions, and sales. 8. Define productivity and its importance in yield management, 9. Outline the need of marketing and its importance in yield management,
Cost Control 3 cr. E This course discusses the components which contribute to a hotel or restaurant business failures or success, such as internal theft, operational procedures and recognizing controllable and non- controllable expenses. It will also describes to the students how to use food and beverage tools for menu cost control, and how to set standards for menu planning, purchasing, receiving, storing, …It also discusses labor cost control and employee turnover issues. Co-requisite: HOSP222.
Course Learning Outcomes: At the end of this course, students will be able to: 1. Design the Operating Cycle of Control; series of necessary steps to control any food and beverage operation. 2. Create standardized recipes. 3. Discuss the practice of portion costing for all type of menus. 4. Calculate recipe costs, yield percentages, butcher a cooking loss tests. 5. Create purchasing orders through the use of inventory levels, sales inventory, popularity percentages, yield percentages and requisition forms. 6. Analyze and control cost related issues during receiving, storing, issuing products and food production. 7. Compare the restaurant’s food cost percentage via-a-vies the revenue. 8. Construct an effective sales and cost forecast for a coming period or event. 9. Discuss payroll cost and employee turnover and its effect on any food and beverage operation. 10. Analyze and understand income statements.
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Travel Agency & Tour Operator Management 3 cr. E This course is divided into two parts. In the first part will show how tours are produced and developed, and the difference between tour wholesalers, tour operators, and tour retailers. The seven components of a successful tour will be explored. Students will explore the benefits of tours for clients and will learn about customizing a pre-packaged tour to meet the needs of your clients. In the second part, students will learn about Tour Conducting Business: taking the peculiar psychology of group behavior into consideration, the effect of cross-cultural forces on tour management, the importance of the Ethical challenges to tour leaders, the effectiveness of the "Tricks" to make the guide commentary more effective, making an itinerary more successful, tips to get and to keep a tour escorting job. Pre-requisite: HOSP200.
Course Learning Outcomes: This course will be useful, whether you are contemplating a management position in a tour wholesaler company or in a tour-escorting business or you are already managing groups of tourists or students on a study tour. It will serve as a guide for those students who wish to go into other positions in the tour industry, especially tour planning. It will also give those students in other segments of the travel industry – hotel personnel, city guides, travel agents, and the like – an intimate glimpse of travel & tour operations.
Financial Accounting I 3 cr. E The first of two introductory courses in Financial Accounting. The course covers the techniques of recording, classifying, and summarizing financial information, the completion of the accounting cycle, the financial statements reporting the financial position, the results of operations of a business firm, and the accounting for current assets such as cash, receivable and inventories. English Proficiency Level: ENGL101.
Course Learning Outcomes Upon successful completion of the course, students must be able to: 1. Explain the importance of financial accounting information to internal and external users as well as the basic accounting principles and concepts. 2. Identify the steps in the accounting cycle and prepare the component(s) of each step. 3. Account for purchase and sale of merchandise in a perpetual and periodic inventory systems. 4. Determine the cost of goods sold and ending inventory values using the specific identification, moving average, FIFO and LIFO methods. 5. Account for uncollectible receivables using the allowance method. 6. Determine the cost of plant assets and compute depreciation by the straight-line and declining balance methods. 7. Account for disposals of plant assets.
Financial Accounting II 3 cr. E The second of two introductory courses in Financial Accounting. This course covers accounting methods for plant assets and depreciation, natural resources and depletion, intangible assets and amortization. It also covers partnerships and corporations, including the corresponding equity section, bonds payable and the statement of Cash Flows. The generally accepted accounting principles and the analysis of the financial statements are also covered. Pre-requisite: ACCT210.
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Course Learning Outcomes Upon successful completion of this course, it is expected that students will be able to: 1. Understand the accounting environment 2. Perform fundamental accounting operations relating to depletion of natural resources and special methods of PP&E depreciation 3. Perform fundamental accounting operations relating to intangible assets 4. Perform control over cash & account for marketable securities 5. Carry out processes relating to equity financing in corporations 6. Perform fundamental operations relating to debt financing in corporations
Survey of Economics 3 cr. E A broad introduction to the field of economics and its principles, both at the micro and macro levels. Topics covered include supply/demand and utility under different market conditions; market failures and public utilities; national income, public finance and international trade. English Proficiency Level: ENGL101. Pre-requisites: MATH100 or MATH111.
Course Learning Outcomes: Upon the successful completion of the course, students will be able to: 1. Define scarcity, the 3 economic questions the different economic systems, & economic fallacies. 2. Distinguish between normative & positive economics and between micro & macro issues. 3. Construct a PPF schedule and draw the curve. Interpret all points on the PPF, inside it, & outside it. Calculate and interpret the slope of the PPF (both straight line & curve), i.e., the concept of opportunity cost. Determine the reasons behind shifts of the PPF. 4. Define the law of demand and supply. Interpret the relation between price and quantity (Qs & Qd). Draw the D & S curve, construct the schedules, and work with D & S equations. 5. Distinguish between movements along curves & shifts of curves. 6. Determine equilibrium graphically and algebraically. Calculate and interpret shortages and surpluses. Shift D & S curves according to changes in the corresponding determinants. Interpret price ceilings & floors and show their effects on the market. 7. Explain consumption behavior based on the utility theory. Calculate marginal utility and define the law of diminishing marginal utility. 8. Use the utility-maximization rule to determine consumer equilibrium in terms of consumption under the constraints of income. Show the effects of changing income and changing prices on consumption decisions. 9. (In addition to the previous 2 points, MBA students will reach the same conclusions through the context of BL & IC) 10. Calculate and interpret the different types of elasticity (demand, income, cross, supply). Determine the factors affecting price elasticity of demand. 11. Distinguish between arc and point-price elasticity. Show & interpret the relationship between ed & total revenues. 12. Analyze the production function, draw it, and interpret the sections of gains from specialization and diminishing returns. Calculate MP and draw it. Define the LDR. 13. Describe the short run and the long run. Analyze the different types of returns to scale. 14. Use the cost-minimization rule to determine the optimal level of input usage. Derive the substitution rule.
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15. Calculate the different types of costs: TC, FC, VC, ATC, AFC, AVC, & MC. Graph them and analyze the relationships among the different curves. 16. Calculate and interpret explicit, implicit, and opportunity costs. 17. Define perfect competition, monopolistic competition, oligopoly, duopoly, and monopoly. Enumerate and interpret the characteristics of those various market structures. 18. Describe and analyze the demand curve and marginal revenue curve of perfect competition, oligopoly, and monopoly. 19. (In addition to the previous 2 points, MBA students will be able to calculate and analyze the profit-maximizing output in the 5 cases facing perfect competition ) 20. Define and calculate GDP using different approaches including the value-added method. Calculate and distinguish GDP from GNP, nominal GDP from real GDP. Calculate and interpret the GDP gap and GDP per capita. Calculate GDP growth and analyze the business cycle. 21. Analyze the different components of GDP (C, I, G, NX). Define transfer payments. 22. Measure inflation using the GDP deflator and the CPI approaches. Analyze the different types of inflation. 23. Explain the classifications of WAP/non-WAP, LF/outside LF, employed/unemployed, and masked unemployment. List and explain the various types of unemployment. Interpret the natural rate of unemployment. Calculate the unemployment rate. 24. Interpret the equilibrium in the context of AD & AS. 25. Draw and interpret the consumption curve. Calculate disposable income, MPC, and MPS. 26. Analyze the tools of fiscal policy. Distinguish between expansionary & contractionary fiscal and monetary policies and explain in which cases they’re to be used.
Managerial Finance 3 cr. E Study the techniques used by the financial manager in planning and controlling the acquisitions and use of funds to maximize the value of the firm. Topics covered include: Cash budgeting, ratio analysis, capital budgeting, forecasting technique, project evaluation, financial leverage, risk and cost of capital, the principles and methods of asset management and planning and control for the attainment of both short and long-range objectives. Pre-requisites: ACCT211, ECON201, QMET215.
Course Learning Outcomes: Upon successful completion of the course, students must be able to: 1. Distinguish between ordinary annuity and annuity due. 2. Solve problems pertaining to time value of money. 3. Compute financial ratios of a company and analyze. 4. Compute a company’s weighted average cost of capital. 5. Determine the capital budget using NPV and IRR 6. Compute value of bonds 7. Compute value of common and preferred shares. 8. Determine the required and expected rate of return of a common stock. 9. Determine the value of warrants. 10. Differentiate various types of short terms loans and compute the effective rate. 11. Solve problems pertaining to the decision of whether to buy an asset through a loan or lease it.
Business Applications Systems 1 cr. E
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This course orients the student to the use of the computer as a productivity tool in the business world. It introduces data processing, offering a basic understanding of computers and their uses and limitations in business, including word processing, spreadsheet analysis, and database management. English Proficiency Level: ENGL101.
Course Learning Outcomes: 1. Use Microsoft Word to create a document and work with all available features ex: layout, Insert objects, table of content, referencing; 2. Use Microsoft Excel to create a spreadsheet and analyze data in order to come up with numerical results and related graphical representations; 3. Use Microsoft PowerPoint to create a presentation using slides that serves a definite objective; 4. Use Microsoft Access basic skills: create tables; design queries.
Principles of Management 3 cr. E Principles of management are an introductory level course that acquaints students with basic concepts and theories in the field of management. It tackles basic managerial functions, skills and roles that are carried out by managers in different organizations, levels and capacities. Major topics covered in this course include the different managerial functions of planning, organizing, leading and controlling. Other more specific topics taught include management objectives and goals, organizational structures, strategic and tactical planning, decision making skills, team work, communication, motivation and human resource practices among others. It is a must-take course to both business and non-business students, due to the richness of theoretical and practical contents that are relevant to various domains Co-requisite: ENGL203.
Course Learning Outcomes: 1. Identify the managerial skills & managerial roles that a manager must have to manage effectively & efficiently. 2. Distinguish the personality traits, attitudes, moods & emotions that a manager must possess and the role managers can play in influencing & creating a strong innovative organizational culture. 3. Identify the global environment forces and recognize the challenges that each force presents to managers. 4. Understand the types of decisions and the steps & constraints in decision making process. 5. Understand the basic concepts of interpersonal communication and why it is important to managers. Identify the barriers to effective communications and learn how to overcome those barriers. 6. Grasp the four functions of management which are planning, organizing, leading and controlling. Planning: Understand and apply the planning process. Creat mission statements & set SMART objectives Perform SWOT Analysis Organizing: Describe the key elements on organizational design. Human resource management: understand the HR activities needed to improve the firm’s productivity. Change management: learn how a successful manager can manage change in the organizations and identify the ways to reduce resistance to change.
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Leading : Understand the various types of work teams. Define and explain motivation and the current issues in motivating employees Understand the various leadership theories and describe the modern issues facing today’s leaders. Describe what managers need to know about communicating effectively Controlling: Understand the control process and discuss types of controls managers use
Human Resources Management 3 cr. E Human resource management, as the name denotes, deals with running all the affairs related to the human capital inside the organization. It covers all the theories, policies and practices of HRM in a firm. Topics covered include strategic human resource planning, job analysis resulting in job descriptions and job specification, recruitment, selection and placement, orientation, training and development, performance appraisal, compensation and benefit administration, and labor management relations among others. Pre-requisite: MGMT220.
Course Learning Outcomes: This course is designed to provide the practical application of the theories & tools dealing with HRM functions. After completing this course the student will be able to: 1. Describe the field of “human resource management” & understand its relevance to managers and organizations. 2. Understand the importance of Equal Employment Opportunity & how to establish affirmative actions 3. Realize the link between strategic management and HR 4. Assess the HR external and internal environment in order to establish the HR action plans. 5. Create a job description as an outcome job analysis 6. Establish employees’ recruitment plan and apply the employee selection techniques. 7. Comprehend the importance of effective new employee’s orientation. 8. Identify various types of training methods and prepare an effective employee’ training & development program based on Training Need Assessment (TNA). 9. Understand the employee performance management cycle & how effective performance appraisals should be carried out. 10. Explain how employees’ health and safety are practiced through the HR activities. 11. Design a total compensation system as a way for retaining employees. 12. Understand the role of HR as an intermediary between the organization & the Unions. 13. Establish HR related policies & procedures
Statistical Data Analysis 3 cr. E This course emphasizes the use of quantitative methods as a tool to make better managerial decisions. Topics include: the meaning, role and types of statistics and statistical data, descriptive measures, statistical inference, analysis of variance, bivariate and multiple regression, correlation analysis, hypothesis testing, applications of sampling distributions such as chi-square, F and student t distributions and elements of probability theory. English Proficiency Level: ENGL 101. Pre-requisites: MATH100 or MATH111.
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Business Ethics & Professional Responsibility 3 cr. E This Course Introduces student to ethical concepts, helps them apply ethical concepts to business decisions and identify moral issues involved in the management of specific problem areas in business, and examines social and natural environments within which moral issues in business arise; will examine professional ethics from both a philosophical and business perspective. Ethical reasoning, moral character and moral decision-making will provide a framework for examining the importance of ethics in an individual's personal life and professional career. The course will examine the decision process one goes through in determining what is right and wrong, and how those decisions affect a person's character; explore the concept of corporate governance and the direction business entities are taking in establishing a sound governance framework. Information from professional organizations directed at identifying the critical aspects of corporate governance will be examined and evaluated. The course will also examine of Codes of Professional Conduct issued by professional organizations. Finally, the course will address the emerging issues of privacy and ethics as related to business and government collection and use of personal information, meta data, and other forms of electronic surveillance.
Course Learning Outcomes: Upon successful completion of the course, students must be able to: 1. Make enlightened decisions when it comes to business problems. 2. Comprehend the roles and rights of individuals within organizations. 3. Analyze real life business cases. 4. Understand how ethics and law conflict in matter of social responsibility.
Communication Skills III 3 cr. E ENGL203 is a content-based composition course promoting English for academic purposes. Term papers are based on literary, scientific and economic texts chosen to enhance students’ ability to analyze and discuss advanced writing. Emphasis on oral communication includes class debate as well as public speaking concepts.
Course Learning Outcomes: Upon successful completion of the course, students must be able to: 1. Critically analyze texts according to author, purpose, audience, tone and form 2. Correctly quote, paraphrase, and cite sources 3. Research a topic using library, internet, and personal resources 4. Write, revise, and edit a unified, coherent, well-supported, academic essay 5. Write a well structured narrative essay. 6. Give an organized and engaging oral presentation
Ancient Civilizations and Religions 3 cr. E The course explores the development of self-consciousness, and the consciousness of others, through the prism of religious beliefs and their relationship to historical forces and human experiences particular to Mediterranean societies. The course may therefore focus upon issues such as the nature of belief and its relationship to stable populations; the influence of prehistorical religious beliefs such as animism, fetishism and naturalism, pagan and classical myths and mythology; polytheism and monotheism; the invention of writing and religious symbols and their importance to civilization; ancient empires and theocracies; the development of philosophical traditions such as Platonism; the
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relationship between ancient science and religious belief; ancient art and religion; the gradual institutionalization of these ideas over time.
Course Learning Outcomes: Upon successful completion of the course, students must be able to: 1. To introduce students to foundational and influential texts and thinkers, ideas and art forms in mythology, religion, history, archaeology and culture from ancient civilizations to medieval Christian and Islamic civilizations in the Mediterranean context and beyond with a view to their modern legacies. 2. To develop a deeper understanding and appreciation of the human spirit as it is manifested in the religious, mythical and rational mind. 3. To expose students to the development of polytheistic and monotheistic Abrahamic religious thought, and to the related social and political issues as manifested in ideas, artworks, symbols and discourses. 4. To show the perennial connection between religious discourse and the political, social and ethical developments in the above-mentioned periods and places.
Knowledge and Reality 3 cr. E This course provides an introduction to some of the major questions preoccupying philosophical thinkers as they relate to our understanding of the nature of the world, the extent to which we can gain knowledge of it, and how we calibrate our existence to it. The course will therefore address themes that may include the status of knowledge and how we attain it; mind and body; reality and truth; rationality and irrationality; skepticism and the problems with belief; the nature of space and time, causation and substance; past, present and future; virtual realities.
Course Learning Outcomes: Upon successful completion of the course, students must be able to: 1. Demonstrate an ability to think analytically in both written and oral forms of expression. 2. Demonstrate knowledge and an accurate understanding of philosophical concepts and ways of thinking as they relate not only to philosophy but also to science and culture more broadly. 3. Demonstrate their capacity for autonomous and independent thinking through informed debate, aptly structured research and writing, and their awareness of the relationship between philosophy and the wider world of culture. 4. Critically examine the richness and diversity of humanity’s philosophical, scientific and cultural heritage.
Social Changes in Modern Times 3 cr. E The Cultures and Society stream offers courses that explore the ways human cultures and societies develop, evolve, organize and express themselves as a way of identifying and tracking social change within the context of stable social structures. Because the Mediterranean region is, historically and geographically, at the crossroads of different ethnicities, cultures, traditions and customs, it is an important focus for the understanding of rich and complex identities, changing social components and influences, and the power of geopolitical factors beyond the region’s boundaries.
Course Learning Outcomes: Upon successful completion of the course, students must be able to: 1. Demonstrate an ability to think analytically in both written and oral forms of expression.
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2. Demonstrate knowledge and an accurate understanding of philosophical concepts and ways of thinking as they relate not only to philosophy but also to science and culture more broadly. 3. Demonstrate their capacity for autonomous and independent thinking through informed debate, aptly structured research and writing, and their awareness of the relationship between philosophy and the wider world of culture. 4. Critically examine the richness and diversity of humanity’s philosophical, scientific and cultural heritage.
Arabic Thought and Culture 3 cr. E The Arabic Thought and Culture stream is an introduction to Arabic culture and its intellectual contributions in forming and developing the Eastern cultural stock. In this context, the Arab world, since the Nahda, will be analyzed in order to better understand the particularities of the region and its cultures, and its Eastern heritage. Students will thus be able to relate the historical data associated with the Arab East to their more general understanding of the world, and to identify the particularities of an Eastern heritage within the context of broader cultural developments.
Course Learning Outcomes: Upon successful completion of the course, students must be able to: 1. Demonstrate critical analytical skills in their application to the Arab world and its cultures. 2. Demonstrate the capacity to undertake limited research and to write analytical essays on related topics. 3. Understand the diversity and different cultural currents and their interaction within the different cultural frameworks and areas of the Arab world. 4. Construct their own global views on the issues and problems pertaining to the Arab world. 5. Identify and address complex and multi-faceted challenges the Arab world is facing, particularly as they relate to women.
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TASK 2 – SUBJECT AREA REPORT (REFERENCE POINTS)
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