DOCSLIB.ORG

Modernizing the Current Afghan Engineering Education System: Challenges and Opportunities Khalilullah Mayar Purdue University

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Modernizing the Current Afghan Engineering Education System: Challenges and Opportunities Khalilullah Mayar Purdue University Purdue University Purdue e-Pubs Open Access Theses Theses and Dissertations 3-2016 Modernizing the current Afghan engineering education system: Challenges and opportunities Khalilullah Mayar Purdue University Follow this and additional works at: https://docs.lib.purdue.edu/open_access_theses Part of the Engineering Commons, and the Higher Education Commons Recommended Citation Mayar, Khalilullah, "Modernizing the current Afghan engineering education system: Challenges and opportunities" (2016). Open Access Theses. 795. https://docs.lib.purdue.edu/open_access_theses/795 This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact [email protected] for additional information. i MODERNIZING THE CURRENT AFGHAN ENGINEERING EDUCATION SYSTEM: CHALLENGES AND OPPORTUNITIES A Thesis Submitted to the Faculty of Purdue University by Khalilullah Mayar In Partial Fulfillment of the Requirements for the Degree of Master of Science in Building Construction Management May 2016 Purdue University West Lafayette, Indiana ii To my parents for their unconditional love, support, and encouragement iii ACKNOWLEDGEMENTS First and foremost, I am grateful to my committee chair, Prof. Kirk Alter, who was a wonderful mentor and made himself available when I needed guidance. Also, I sincerely thank the other members of my thesis committee, Prof. Robert Cox and Prof. Zarjon Baha, for their insightful comments and guidance during the course of my research. My gratitude goes to Prof. Riall Nolan as well for his assistance on the qualitative research and framing of this thesis and all my Purdue colleagues and friends who provided me with guidance, support, and encouragement during this remarkable journey. Last but not least, I am eternally grateful to my family, especially my parents, who supported me every day of my life and always believed in me. iv TABLE OF CONTENTS Page LIST OF TABLES ............................................................................................................ vii LIST OF FIGURES ......................................................................................................... viii ABSTRACT ....................................................................................................................... ix CHAPTER 1. INTRODUCTION .................................................................................... 1 1.1 Statement of Problem ................................................................................................ 1 1.2 Research Questions ................................................................................................... 2 1.3 Scope ......................................................................................................................... 2 1.4 Significance ............................................................................................................... 3 1.5 Assumptions .............................................................................................................. 4 1.6 Limitations ................................................................................................................ 4 1.7 Delimitations ............................................................................................................. 5 1.8 Definitions ................................................................................................................. 5 1.9 Chapter Summary ...................................................................................................... 6 CHAPTER 2. LITRATURE REVIEW ............................................................................ 7 2.1 Afghanistan Higher Education System ..................................................................... 7 2.1.1 Quality Assurance and Accreditation ............................................................ 11 2.1.2 Increased Access ............................................................................................ 13 2.1.3 Faculty Recruitment and Promotions ............................................................ 13 2.1.4 Curriculum Development and Faculty Research ........................................... 14 2.1.5 Institutional Autonomy .................................................................................. 15 2.1.6 Private Higher Education ............................................................................... 15 2.1.7 Key Challenges and Opportunities ................................................................ 16 v ............................................................................................................ Page 2.2 Engineering Education in Afghanistan ................................................................... 17 2.2.1 Current Challenges and Opportunities ........................................................... 20 2.3 Other Post-Conflict and Developing Countries Experience ................................... 21 2.4 Chapter Summary .................................................................................................... 23 CHAPTER 3. METHODOLOGY.................................................................................. 24 3.1 Research Framework ............................................................................................... 24 3.2 Delphi Method ......................................................................................................... 25 3.2.1 Research Design ............................................................................................ 28 3.2.2 Research Sample and Participant Selection ................................................... 28 3.2.3 Rounds of Delphi Method ............................................................................. 29 3.2.3.1 First Round of the Delphi Method ............................................................ 31 3.3 Case Study ............................................................................................................... 32 3.4 Data Collection and Sources ................................................................................... 34 3.5 Data Analysis .......................................................................................................... 34 3.6 Perspective .............................................................................................................. 35 3.7 Author Bias ............................................................................................................. 35 3.8 Chapter Summary .................................................................................................... 36 CHAPTER 4. DATA AND ANALYSIS ....................................................................... 37 4.1 Data Collection and Analysis .................................................................................. 37 4.2 Validity and Reliability ........................................................................................... 44 4.2.1 SHEP Case Study .......................................................................................... 45 4.3 Chapter Summary .................................................................................................... 47 CHAPTER 5. CONCLUSIONS, DISCUSSIONS AND RECOMMENDATIONS...... 48 5.1 Conclusions and Summary of Results ..................................................................... 48 5.2 Discussion and Recommendations .......................................................................... 49 5.3 Implications for Future Research ............................................................................ 55 REFERENCES ................................................................................................................. 56 APPENDICES Appendix A IRB Approvals ........................................................................................... 61 vi ............................................................................................................ Page Appendix B Recruitment Email ..................................................................................... 65 Appendix C First Round Delphi Questionnaire Email................................................... 66 Appendix D First Round Delphi Questionnaire ............................................................. 67 Appendix E Friendly Reminder for the First Round Delphi Questionnaire Return....... 68 Appendix F Second/Final Round Questionnaire Email ................................................. 69 Appendix G Second/Final Round Delphi Questionnaire ............................................... 70 Appendix H Friendly Reminder for the Second Round Delphi Questionnaire Return .. 73 Appendix I Factors Used by the Participants in the First Round of Delphi ................... 74 Appendix J Categorization of the Factors Mentioned by the Participants in the First Round of Delphi ................................................................................................................ 89 Appendix K Delphi Second/Final Round Data Analysis Table ..................................... 97 vii LIST OF TABLES Table .............................................................................................................................. Page Table 3.1 Selection criteria for Delphi participants .......................................................... 29 Table 4.1 Overarching issues stated by the participants in response to question 1. ......... 39 Table 4.2 Overarching factors mentioned by the participants in
Load more

Recommended publications
  • IT in Afghanistan
    ICT in Afghanistan (two-way communication only) Siri Birgitte Uldal Muhammad Aimal Marjan 4. February 2004 Title NST report ICT in Afghanistan (Two way communication only) ISBN Number of pages Date Authors Siri Birgitte Uldal, NST Muhammad Aimal Marjan, Ministry of Communcation / Afghan Computer Science Association Summary Two years after Taliban left Kabul, there is about 172 000 telephones in Afghanistan in a country of assumed 25 mill inhabitants. The MoC has set up a three tier model for phone coverage, where the finishing of tier one and the start of tier two are under implementation. Today Kabul, Herat, Mazar-i-Sharif, Kandahar, Jalalabad, Kunduz has some access to phones, but not enough to supply the demand. Today there are concrete plans for extension to Khost, Pulekhomri, Sheberghan, Ghazni, Faizabad, Lashkergha, Taloqan, Parwan and Baglas. Beside the MoCs terrestrial network, two GSM vendors (AWCC and Roshan) have license to operate. The GoA has a radio network that reaches out to all provinces. 10 ISPs are registered. The .af domain was revitalized about a year ago, now 138 domains are registered under .af. Public Internet cafes exists in Kabul (est. 50), Mazar-i-Sharif (est. 10), Kandahar (est. 10) and Herat (est. 10), but NGOs has set up VSATs also in other cities. The MoC has plans for a fiber ring, but while the fiber ring may take some time, VSAT technology are utilized. Kabul University is likely offering the best higher education in the country. Here bachelor degrees in Computer Science are offered. Cisco has established a training centre in the same building offering a two year education in networking.
    [Show full text]
  • Afghanistan-Pakistan Activities Quarterly Report XII (July-August-September 2005) Sustainable Development of Drylands Project IALC-UIUC
    Afghanistan-Pakistan Activities Quarterly Report XII (July-August-September 2005) Sustainable Development of Drylands Project IALC-UIUC Introduction: Although specific accomplishments will be detailed below, a principal output this quarter was the Scope of Work (SoW) for fiscal year 2006 (FY 06), i.e. October 1, 2005 to September 30, 2006. The narrative portion of the SoW is attached to this report. Readers will note that this submission, which went to IALC headquarters on September 2, presents the progress made by our component thus far and the work ahead of us during year three of the current Cooperative Agreement and year four of the component we have titled “Human Capacity Development for the Agriculture Sector in Afghanistan”. The “Organized Short Courses” section of our FY 06 SoW states our intention to use core funds allocated through the Cooperative Agreement to support four one-month technical courses at an all-inclusive cost of $50,000 per course. As has been done in past years, we were planning to combine core funds with supplemental funds from other sources, allowing us to offer the usual six to eight short courses per year. We were informed by the Project Director that there would be a redistribution of core funds and a reduction in our allocation, from $375,000 in FY 05 to $300,000 this year. If these funds are not restored in full or in part, either from the core or additional Mission buy-in, this budget reduction will add significantly to the challenges we face in FY06 because we will need to generate this short course support from other sources.
    [Show full text]
  • Professional Development Center (PDC) Establishment Plan
    Ministry of Higher Education (MoHE) Higher Education Development Project (HEDP) Professional Development Center (PDC) Establishment Plan August 2016 Prepared by: Ahmad Jawed Samsor Acronyms: MoHE Ministry of Higher Education HEDP Higher Education Development Program PDC Professional Development Center GoA Government of Afghanistan OBE-SCL Outcome Based Education/Student Centered Learning GPA Grade Point Average FGD Focus Group Discussion QA&C Quality Assurance and Certification SIDP Strategic Institutional Development Plan IQUA Internal Quality Assurance Unit DLI Disbursement Linked Indicator CMS Course Management System TPD Teacher Professional Development Table of Contents Background ................................................................................................................................................... 4 Establishing Professional Development Centers (PDCs): .............................................................................. 4 The Challenge: ........................................................................................................................................... 4 PDC Models in Other Countries: ............................................................................................................... 5 Objective: .................................................................................................................................................. 5 Going Forward: ........................................................................................................................................
    [Show full text]
  • BETWEEN PATRONAGE and REBELLION 1. the 1960S and 1970S
    AFGHANISTAN RESEARCH AND EVALUATION UNIT Briefing Paper Series Dr Antonio Giustozzi February 2010 BETWEEN PATRONAGE AND REBELLION Student Politics in Afghanistan Contents Introduction 1. The 1960s and Student politics is an important aspect of politics in most countries 1970s ...................1 and its study is important to understanding the origins, development and future of political parties. Student politics is also relevant to elite 2. Post-2001: A different formation, because elites often take their first steps in the political arena environment .......... 4 through student organisations. In Afghanistan today, student politics 3. Post-2001: moves between two poles—patronage and rebellion—and through its Patronage and study we can catch a glimpse of the future of Afghan politics. Careerism ............. 6 Student politics in Afghanistan has not been the object of much 4. Post-2001: Rebellion scholarly attention, but we know that student politics in the 1960-70s Surging................12 had an important influence on the development of political parties, which in turn shaped Afghanistan’s entry into mass politics in the late 5. Conclusion and 1970-80s. The purpose of this study is therefore multiple: to fill a gap Implications ..........15 in the horizon of knowledge, to investigate the significance of changes Annex: Summary of in the student politics of today compared to several decades ago, and Cited Organisations ...16 finally to detect trends that might give us a hint of the Afghan politics of tomorrow. The research is based on approximately 100 interviews About the Author with students and political activists in Kabul, Herat, Mazar-i-Sharif and Jalalabad, as well as approximately 12 interviews with former Dr Antonio Giustozzi is student activists of the 1960-70s.
    [Show full text]
  • OBE-SCL Plan
    Ministry of Higher Education (MoHE) Higher Education Development Project (HEDP) Modernizing Teaching and Learning Outcome Based Education (OBE) and Student Centered Learning (SCL) Plan Revised October 2016 Prepared by: Ahmad Jawed Samsor Acronyms: MoHE Ministry of Higher Education HEDP Higher Education Development Program PDC Professional Development Center GoA Government of Afghanistan OBE-SCL Outcome Based Education/Student Centered Learning GPA Grade Point Average FGD Focus Group Discussion QA&C Quality Assurance and Certification SIDP Strategic Institutional Development Plan IQUA Internal Quality Assurance Unit DLI Disbursement Linked Indicator CMS Course Management System TPD Teacher Professional Development Table of Contents Background ................................................................................................................................................... 1 Vision:............................................................................................................................................................ 1 Mission: ......................................................................................................................................................... 1 Objectives: .................................................................................................................................................... 1 Deliverables: ................................................................................................................................................. 2 Before
    [Show full text]
  • Evaluation Information for Domestic Applicants with Foreign Documents
    Evaluation Information for Domestic Applicants with Foreign Documents If you earned your degree outside the United States, you are encouraged to use one of the following evaluation companies. These agencies are also approved by the State of California Commission on Teacher Credentialing and the California Board of Accountancy. Applicants electing to have one of these agencies perform the evaluation, do so at their own expense. The university will not reimburse applicants. Agency Agency Evaluation Type World Education Services (WES) P.O. Box 5087 Bowling Green Station WES INTERNATIONAL CREDENTIAL New York, NY 10274-5087 ADVANTAGE PACKAGE (ICAP) Telephone: (212) 966-6311 Course-by-Course Evaluation Fax: (212) 739-6100 Price $205 Email: http://www.wes.org/support/ The package above includes the long term Website: http://www.wes.org storing of evaluations Academic Credentials Evaluation Institute (ACEI) P.O. Box 6908 Beverly Hills, CA 90212 Toll Free: (800) 234-1597 (USA Only) or (310) 275- Comprehensive Report 3530 Price $185 Fax: (310) 275-3528 Evaluations are held for a limited time Email: [email protected] Website: http://www.acei-global.org Educational Credential Evaluators, Inc. (ECE) P.O. Box 514070 Milwaukee, WI 53203-3470 Course-by-Course Evaluation Telephone: (414) 289-3400 Price $160 Fax: (414) 289-3411 Evaluations are held for a limited time Email: [email protected] Website: http://www.ece.org Applicants that attended an educational institution in Afghanistan: If you want to use WES, please check their site as WES is unable to process documents for degrees obtained before 2009 in Afghanistan. Also, WES will only evaluates academic credentials from the following Afghanistan academic institutions.
    [Show full text]
  • Kandahar University Strategic Plan (2017-2021)
    Islamic Republic of Afghanistan Ministry of Higher Education Kandahar University Kandahar University Strategic Plan (2017-2021) Chancellor’s Message of Kandahar University It is a pleasure for me that Kandahar University has implemented two strategic plans each with five years length of time to the possible extent, meanwhile the quality assurance programs have also been initiated practically in different universities of the country prompting great outcome. It is very hard to expect such a progress in a community where a clear procedure for positive competition is lacking; Afghanistan can be a prime example of such a circumstance. As our country is lagging behind in many ways in comparison to other countries, great efforts and progressive steps are required to move parallel to the possible limit with these countries. By doing so, if we were not able to be equal with other countries in a short time, at least we would have pinpointed the right path for progress. This is also a fact that we lack while other countries of the world possess those facilities that are vital for the progress and improvement especially in higher education and research area. In spite of all the limitations and challenges, we are required to benefit from the limited available national and international aid resources to a great extent. This strategic plan for five years have been prepared after the revision and consultation of all responsible and prominent personnel of Kandahar University and it is prepared in concordance with the strategic plan of Ministry of Higher Education and with governmental national progressive strategy of Afghanistan.
    [Show full text]
  • World Bank Document
    @The World Bank Report No: ISR5437 Implementation Status & Results Afghanistan Afghanistan: Strengthening Higher Education Program (P089040) 0o C Operation Name: Afghanistan: Strengthening Higher Education Program Project Stage: Implementation Seq.No: 13 Status: ARCHIVED Archive Date: 25-Jun-2011 (P089040) Public Disclosure Authorized Country: Afghanistan Approval FY: 2005 0 Product Line: IBRD/IDA Region: SOUTH ASIA Lending Instrument: Emergency Recovery Loan Implementing Agency(ies): Ministry of Higher Education, Balkh Univeristy, Herat University, Nangarhar University, Kandahar, Kabul Polytechnic, Kabul University, Kabul Education University, Khost University, Bamyan University, Alberoni University, Takhar University, Jawzjan University 0. Key Dates Board Approval Date 19-May-2005 Original Closing Date 30-Jun-2010 Planned Mid Term Review Date 12-Feb-2012 Last Archived ISR Date 25-Jun-2011 Effectiveness Date 14-Jul-2005 Revised Closing Date 30-Jun-2013 Actual Mid Term Review Date Project Development Objectives Project Development Objective (from Project Appraisal Document) The development objective of the program is to progressively restore basic operational performance at a group of core universities in Afghanistan, which will provide an institutional base for an agenda focusing on tertiary education development, capacity building and reform. Has the Project Development Objective been changed since Board Approval of the Project? Public Disclosure Authorized O Yes ® No Component(s) Component Name Component Cost Program development and quality improvement in key higher education institutions 52.40 Higher education system development 7.60 Overall Ratings > Previous Rating Current Rating o Progress towards achievement of PDO Moderately Satisfactory 0 ) Moderately Satisfactory 0 Overall Implementation Progress (IP) Moderately Satisfactory Moderately Satisfactory Public Disclosure Authorized U) Overall Risk Rating 0 -Z) O Implementation Status Overview SHEP has been in operations since June 2005.
    [Show full text]
  • Afghanistan Usaid
    AID|AFGHANISTAN USAID EVALUATION Final Evaluation Afghanistan Higher Education Project (HEP) December 1, 2011 This publication was produced for review by the United States Agency for International Development. It was prepared under the Afghanistan Services under Program and Project Offices for Results Tracking (SUPPORT), Checchi and Company Consulting, Inc. Final Evaluation Afghanistan Higher Education Project (HEP) April 29, 2012 This publication was produced for review by the United States Agency for International Development. It was prepared under the Afghanistan Services under Program and Project Offices for Results Tracking (SUPPORT), Checchi and Company Consulting, Inc. This report was contracted under: USAID Contract umber: GS-10F-0425M Order umber: 306M-00070050200 Task Order umber 2007012 Afghanistan Services under Program and Project Offices for Results Tracking (SUPPORT) Checchi and Company Consulting, Inc. Afghanistan SUPPORT Project Wazir Akbar Khan Kabul, Afghanistan SUPPORT Project Activity Signature Page Evaluation Title: Higher Education Project Final Evaluation Team Leader: Dr. Gerald R. Boardman Team Members: Ms. Roxanne M. Sylvester, Mr. Mohammad Fahim Khalid, and Mr. Mohammad Rateb Shaheed This Activity was initiated by the Office of Social Sector Development by Ms. Marietou Satin through Mr. Sayed Aqa, COR/SUPPORT Program OPPD USAID/Afghanistan. Activity Start Date: February 7, 2012 Completion Date: April 29, 2012 Paul King, Chief of Party/SUPPORT: ________________________Dated:_______2012 Hoppy Mazier, Deputy Chief of Party/SUPPORT: ______________Dated:______2012 Disclaimer: The views expressed in this report are those of the authors and do not necessarily reflect the views of USAID, the Government of Afghanistan, or any other organization or person associated with this project. ii TABLE OF COTETS I.
    [Show full text]
  • (HEDP) Operations and Monitoring Support Team (OMST) Bi
    Ministry of Higher Education (MoHE) Higher Education Development Program (HEDP) Operations and Monitoring Support Team (OMST) Bi monthly Progress Monitoring Report Reporting Period: November and December 2019 Reporting Date: 5th January 2020 Submitted by: Operation and Monitoring Support Team (OMST) HEDP Bi-Monthly Progress Report (Nov-Dec 2019) Page i Contents Acronym ...................................................................................................................................................... iii A. Executive Summary .............................................................................................................................. 4 B) Component One Activities: ...................................................................................................................... 6 Theme1.1: Increasing Access to Priority Degree Program for Economic Development ...................... 6 Theme1.2: Modernizing and Enhancing the Quality of Teaching and Learning .................................. 7 Theme 1.2.2: Information and Communications Technology Enhanced Teaching and Learning ........ 7 Theme1.3: Improving the Qualification and Skills of Academic and Technical Staff Members ......... 7 Theme 1.4: Strengthening Governance, Quality Assurance and Accreditation .................................... 9 C) Component Two: Program Operations and Technical Support ............................................................. 12 Physical Infrastructure Projects .........................................................................................................
    [Show full text]
  • SAE Enewsletter
    A QUARTERLY UPDATE FROM THE SOCIETY OF AFGHAN ENGINEERS SAE eNEWSLETTER Volume 9, Issue 4 Mizan 1398 October 2019 P.O. Box 11097, Alexandria, Virginia 22312 http://www.afghan-engineers.org/index.html ___________________________________________________________________________ _____ ______________________ _ Dear Colleagues: Engineering, and It is a pleasure to provide Mathematics; University of you the third issue of the Brighton, England. I N S I D E T H I S I SSUE 2019 SAE eNewsletter (newsletter) with latest We are looking forward to 2 Greetings from the SAE information about the the receipt of your President activities of the Society of technical news, articles, The Progress of Higher Afghan Engineers (SAE). comments, suggestions, 3 questions, and opinions Education in Afghanistan This is the ninth year of the about SAE activities, quarterly update from the especially this publication. Membership News SAE through the 17 publication of this As always, we welcome Announcements newsletter. your feedback, questions, 17 technical news, and articles Membership Renewal Fee Thanks to the readers of about Afghanistan. 18 the newsletter who have and Donations in 2019 sent us technical articles, Very Truly Yours, G. Mujtaba, MS- CE, Comments and comments, suggestions, 19 and news. P.E., CPM; Suggestions Editor- In- Chief, SAE The Society of Afghan This issue of the newsletter 23 eNewsletter features an article about Engineers Organization the progress of higher “This issue of the education in Afghanistan newsletter features an Membership Application by Dr. Bahawodin Baha, a article about the progress 24 Principal Lecturer at of higher education in School of Computing, Afghanistan” 1 | Page A QUARTERLY UPDATE FROM THE SOCIETY OF AFGHAN ENGINEERS GREETINGS FROM THE SAE PRESIDENT Dear Colleagues and SAE Members Salaam: Over the past few months, I have been talking to many of you individually about issues of concerns over the activities of the Society of Afghan Engineers (SAE).
    [Show full text]
  • Technical Vocational and Engineering Education in Afghanistan
    AC 2008-1032: TECHNICAL VOCATIONAL AND ENGINEERING EDUCATION IN AFGHANISTAN Zarjon Baha, Purdue University Zarjon Baha is currently professor of Building Construction Management at the College of Technology at Purdue University, West Lafayette, Indiana. Prof. Z. Baha received his BS degree from Kabul University and Washington University, St. Louis, Missouri, MS degree from Purdue University, West Lafayette, Indiana, and Ph.D. from North Carolina State University, Raleigh, North Carolina. Prof. Z. Baha has been teaching at Purdue University since 1982. Prior to 1982 he was working at the Faculty of Engineering at Kabul University, Kabul, Afghanistan. He served as the head of Civil and Agricultural Engineering as well as the Dean of Engineering at that faculty before joining Purdue University. The Department of Vocational and Technical Education (VTE) was one of the five departments of the faculty as the first such department in the country. The main focus of VTE was to train teachers for the Vocational and Technical High Schools in the country. Since 2002, Prof. Z. Baha with other team members of Purdue University has made four trips to Afghanistan to help the country in the area of higher education. The latest project where Z. Baha served as the principal investigator was on Vocational and Technical Education for Afghanistan. There were two country workshops conducted in Afghanistan to train the trainer on the issue of Vocational and Technical Education related to Afghanistan. Also several Afghans were brought to Purdue University where they could learn about the different approaches used for Vocational and Technical Education in the State of Indiana.
    [Show full text]