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Undergraduate Computing Programs (NARS)
PREFACE
The Council for Accreditation and
Quality Assurance in Higher Education (CAQAY) is pleased to introduce this
document that contains the National Academic Reference Standards for Computing.
In the light of its mission and general policy for developing National Academic
Reference Standards (NARS) for higher education, the Council intends to present
this document with a view to provide higher education institutions with
reference points in the design, delivery and review of their academic programs.
It also aims at providing these institutions with a general guidance for
articulating the graduate attributes and intended learning outcomes associated
with the programs. By these National Academic Reference Standards stated in
this document, the Council hopes to solve the problems that higher education
institutions face during the process of programs’ review or development by
bridging the gap that usually arises as a result of the general absence of
national academic reference standards. Hence, there is a genuine need for
National Academic Reference Standards for computing programs.
The
graduate attributes presented in this document and the learning outcomes
derived from them as well as teaching and assessment methods provide faculties
of computing deans, department chairs and faculty members with a frame of
reference for reviewing their curriculum. The Council is confident that if the
design, content, and implementation of faculties of computing curricula are
guided by the set of graduate attributes and learning outcomes presented in
this document, the computing education students will be well prepared to assume
their expected professional duties as high-quality
specialized graduates.
The Council
recognizes that faculties of computing have to respond to unprecedented changes
in the methods of computing education. We hope that faculties of computing will
respond to the intent of this document with some sense of urgency. Faculties of
computing should consider establishing formal processes for using those
attributes and learning outcomes to guide reviews of their curricula and
program specifications. This should also be accompanied by gradual but
significant changes in the way faculties of computing teach and assess their
students. This aspect of computing education needs a close focus from the deans
and department chairs in order to make sound improvements in computing
education in our country.
Prof. Abdullateef Haidar,
CAQAY Chairperson
Sana’a, 6 May 2018
NATIONAL ACADEMIC REFERENCE STANDARDS (NARS)
National Academic
Reference Standards (NARS) are the expected minimum requirements of
knowledge, competencies and skills necessary to fulfill the requirements of an
academic degree.
NARS aim at providing a
minimum level of reference that guides the academic community to prepare
academic program specifications in a particular field or specialization. It
also represents the overall expectation of academic qualifications, abilities
and qualities that graduates should acquire when completing a study program.
NARS
represent a threshold of standards that encourage higher levels of achievement
and therefore entail educational institutions to distinguish themselves in
their educational performance by developing their own Academic Reference
Standards (ARS). On the other hand, ARS for educational institutions represent a higher level of
requirements that educational institutions must achieve through their academic
programs to ensure that their graduates are able to carry out professional or
career practices successfully.
It must be pointed out
here that NARS do not intend to provide a unified national curriculum for academic
programs, nor do they seek to provide a list of contents for academic programs.
Hence, the authors of NARS documents avoided such tasks, as they are core tasks
of higher education institutions. Higher
education institutions should refer to NARS documents to prepare their program
specification documents that typically include programs goals, graduate
attributes, learning outcomes, study plans, contents, strategies for teaching
and learning, assessment methods, etc.
COMPUTING AS AN ACADEMIC DISCIPLINE
Computing means the study of computers and
their applications. Therefore, computing can be defined as a means of designing
and building hardware and software systems for a wide range of purposes. It
includes processing, structuring, and managing various kinds of information;
doing scientific studies using computers; making computer systems behave
intelligently; creating and using communication and entertainment media;
finding and gathering information relevant to any particular purpose and so on.
On the other hand, computing is a revolutionary technology for business
processes within enterprises and organizations with more complex information
technology (IT) needs. It also refers to other more specific meanings, based on
the context in which the term is used. For example, an information systems (IS)
specialist or IT specialist will view computing somewhat differently from a
software engineer. Regardless of the context, computing should be realized as a
discipline rather than a profession.
The term
computing applies to an increasingly diverse set of degree programs based on
the foundations of Computer Science (CS). Computing has become an extremely
broad designation that extends well beyond the boundaries of computer science
to encompass such independent disciplines/programs as computer science (CS),
software engineering (SE), information systems (IS), information technology
(IT) and many others. Although these fields are interrelated, they are also
quite different from each other (Computing Curricula, 2005).
The workshop, organized
by CAQAY during the period from 31st Jan. to 2nd Feb.,
2018, recommended that computing disciplines should be classified into four
major disciplines, namely, Computer Science, Information Technology,
Information Systems and Software Engineering. The Computer
Engineering Discipline is not covered in this document, as it is more appropriate
for such a program to be accommodated within the programs of the Faculty of
Engineering.
This classification meets the standard
classification of the Association for Computing Machinery (ACM) and IEEE. Such
disciplines include (Computing
Curricula, 2005):
1) Computer Science: Graduates of this discipline, called Computer
Scientists, should be prepared to work in a broad range of positions involving
tasks from theoretical work to software development.
2) Information Systems: Graduates of this discipline, called
Information System specialists, should be able to analyze information
requirements, work with business support applications such as payroll,
accounts, inventory management, and should be able to specify and design
systems which are aligned with organizational objectives.
3) Information Technology: Graduates of this discipline, called
Information Technology Professionals, should be able to work effectively at
planning, implementation, configuration, deployment and maintenance of an
organization's computing infrastructures.
4) Software Engineering: Graduates of this discipline, called Software
Engineers, should be able to understand customers/users' requirements and
develop maintainable software systems. They are also expected to develop
systematic models and reliable techniques for producing high quality software
on time and within a budget.
5) Computer Engineering: Graduates of this discipline, called Computer
Engineers, should be able to design computers, computer-based systems and
networks that include both hardware and software and their integration to solve
engineering problems. They also should be able to acquire and maintain
preparation for professional practice in engineering.
The purpose of this document is to underline NARS for four
undergraduate
computing disciplines namely:
1- Computer Science
2- Information Technology
3- Information Systems
4- Software Engineering.
HISTORY OF COMPUTING EDUCATION
IN YEMEN
It is essential
to acknowledge the sheer importance of computer education as a top global
destination for many students today due to the huge developments of science and
technology that have spun out around the world in the last few decades. Obviously,
this has also resulted in an increasing interest in computer education in Yemen.
As a result, computer science and other interrelated departments in Yemeni
universities are experiencing an explosive increase in undergraduate
enrollments in demand for
high-quality computing education. There is also
an unprecedented demand from other disciplines for learning computing. Therefore,
many higher education institutions have started new specialized computing
programs in order to meet the requirements of labor market at the local and
regional levels.
In fact, computing education in Yemen started traditionally
as a computer science track under the department of mathematics and statistics
in several universities during the 1990s. Then, it was further developed to achieve
a disciplinary autonomy as computer science majors within the faculties of science
or engineering. Later, with the advent of the 21st century, computer
science was developed into an independent discipline which rapidly grew to
include new disciplines such as information technology, information systems and
software engineering. Gradually, computing has developed an interdisciplinary identity
and constituted separate computing faculties that include various disciplines
such as computer engineering, computer science, information technology,
information systems and software engineering.
Sana’a University inaugurated computing study by initiating the program of Math
& Computer in 1991/1992, and then the program of computer science under the
Faculty of Science. Later, Computer Center was founded in 2004/2005. In
2007/2008, the Center was developed into a Faculty of Computer and Information
Technology. Similarly, in Aden University, the first Computer Center
was established in 1994; and later, it was developed into a Faculty of Computer
and Information Technology in 2013/2014. In Thamar University, the
computer science program was started under the Faculty of Management, Computer
and information systems in 1997. In 2001/2002, it was established as a Faculty
of Computer Sciences & Information Systems. Following the same
tradition, Hadramout University of Science and Technology opened a
Computer Science Department under the Faculty of Applied Science in 2005/2006. Then,
in 2017-2018, it was established as an independent Faculty of Computer &
Information Technology. Hodeidah University established its Faculty of
Science & Computer Engineering in 2001; then it established a Faculty of
Engineering and Information Technology in 2015/2016. In the same way, Taiz
University opened a department of Computer Science in the Faculty of
Applied Science in 2001, the Faculty of Engineering & Information
Technology in 2003 and the Faculty of Computer and information Technology - Alturbah
in 2009/2010. Today, almost all public universities are offering computing
programs under either the faculties of computer and information technology or the
faculties of engineering.
As far as the
private sector is concerned, Queen Arwa University was the first to
start a Faculty of Engineering and Computer Science in 1995/1996. The University of Science and
Technology started its Faculty of Computer and Information Technology in
2011/2012. Nowadays, almost all private universities are offering computing
programs under either the faculties of computer and information technology or the
faculties of engineering.
Although there are
many higher education institutions that offer various types of computing programs,
they lack national academic reference standards while developing or reviewing
their computing programs. As a result, the Council for Accreditation and
Quality Assurance (CAQAY) organized a workshop on the development of
"National Academic Reference Standards for Computing Programs" during
the period from 31st Jan. to 2nd Feb., 2018. The workshop
aimed at raising faculties and faculty members’ awareness of and adherence to
international standards during the process of developing and reviewing academic
programs.
NATIONAL ACADEMIC REFERENCE STANDARDS FOR COMPUTING
NARS for computing studies provide students
with the advanced and effective technologies that should meet the expected organization
needs. These needs require an understanding and problem-solving skills for
different technologies to face today and tomorrow's challenges. Therefore, the
NARS for computing in this document set out generic statements which represent general
expectations about standards for different bachelor degree disciplines (CS, IS,
IT and SE). These statements clarify the attributes associated with the awarded
degree. The graduates of these degrees should be able to involve knowledge,
ways of thinking and developing to initiate and conduct activities associated
with computing processes, systems, problems, opportunities, history, future
impacts, ethics, etc.
The next two subsections describe general
graduate attributes and intended learning outcomes for computing.
Graduate Attributes
Upon successful
completion of an undergraduate computing program, the graduates will be able
to:
1. Demonstrate a sound understanding of the body of knowledge in the
field of computing.
2. Employ mathematics and logic in the field of computing.
3. Utilize problem-solving, critical thinking skills and techniques
effectively to solve computing problems.
4. Apply and evaluate various computing tools and techniques.
5. Evaluate the current computing systems and applications based on
specific criteria to meet the requirements of developing new computing systems
and applications.
6. Demonstrate efficient communication, teamwork, leadership and
interpersonal skills.
7. Engage in self and life-long learning personally and academically, in
scientific research and career development.
8. Display commitment to professional, ethical, legal, security and
social responsibilities.
9. Adhere to quality standards in computing field.
Intended Learning Outcomes
A- Knowledge and Understanding
Upon successful
completion of an undergraduate computing program, the graduates will be able
to:
A1.
Show
an understanding of the essential facts, concepts, principles and theories
related to the field of computing.
A2.
Demonstrate
a strong knowledge in mathematics and logic needed in the field of computing.
A3.
Demonstrate
a profound knowledge in utilizing and adapting computing tools, techniques,
practices, and methods for solving the real world computing problems.
A4.
Exhibit
a sound understanding of the concepts related to analysis and design,
implementation and evaluation of secured computer-based systems.
A5.
Identify
user and business needs relevant to the field of computing.
A6.
Demonstrate
an understanding of research fundamentals in the field of computing.
B- Cognitive Skills/Intellectual Skills
Upon
successful completion of an undergraduate computing program, the graduates will
be able to:
B1. Critically analyze a problem using the mathematical principles, appropriate tools and
techniques.
B2. Select an appropriate model/framework for solving a computing problem in hand.
B3. Compare and evaluate different alternative solutions related to a
particular computing problem.
B4. Critically understand, summarize and evaluate relevant information
in computing.
C- Practical and Professional Skills
Upon
successful completion of an undergraduate computing program, the graduates will
be able to:
C1.
Evaluate quality attributes in the systems,
provide suitable solutions for problems and propose appropriate implementable
plans for improvement.
C2. Implement and
test computer programs and applications.
C3.
Use effectively operating systems, programming
languages and software tools.
C4.
Deploy computing tools and techniques to solve
technical problems in work environment.
C5.
Assess risks, their subsequent implications and
safety aspects within a specific context.
D – Transferable/Generic Skills
Upon
successful completion of an undergraduate computing program, the graduates will
be able to:
D1. Work effectively individually or
within a team, and in stressful environments.
D2. Demonstrate key skills such as
creative thinking, analytical study, employment and interpersonal skills.
D3. Acquire life-long learning and
professional development skills.
D4. Write and present a technical
report effectively.
D5. Communicate effectively using
various communication media and technologies.
D6. Demonstrate commitment to moral,
ethical, legal, social norms and responsibilities in the computing practices.
NATIONAL ACADEMIC REFERENCE STANDARDS FOR COMPUTING
DISCIPLINES
1- National Academic Reference Standards for Computer Science Program
I.
Graduate
Attributes
Upon
successful completion of an undergraduate computer science program, the
graduates will be able to:
1.
Understand computer science concepts to start
further long-life learning.
2.
Apply computer science theory, mathematics,
algorithms and models for analyzing, designing, implementing and evaluating
computer-based systems.
3.
Identify and apply relevant problem-solving
and decision-making methodologies.
4.
Apply acquired knowledge to plan and track
progress during software development and assess their qualities.
5.
Possess a solid foundation that allows and
encourages them to maintain their skills as the field evolves.
6.
Demonstrate the ability to evaluate the
current software applications on the bases of cost effectiveness and
organization requirements.
7.
Display commitment to ethical, legal,
security and social responsibilities as computer science professionals.
8.
Demonstrate research capability,
communication skills and enhance employability.
II.
Intended Learning Outcomes
A-
Knowledge and Understanding
Upon successful
completion of an undergraduate computer science program, the graduates will be
able to:
A1. Demonstrate
knowledge of mathematical foundations, algorithms and computer science theory
in modeling and designing computer-based systems.
A2. Identify a
wide range of software and hardware components, techniques, tools and various
controlling mechanisms used in computer systems.
A3. Describe the
principles of various programming skills, data structures, computer
organization and architecture, intelligent systems, parallel processing,
distributed computing, and software development process and models.
A4. Explain the
fundamentals of computer networks and security, database systems, operating
systems, computer-human interaction, logic, machine learning and image
processing.
A5. Describe basic
concepts of web applications development, mobile and multimedia applications,
computer graphics, computational and compiler theory, systems programming and programming
language design.
A6. Identify users
and business needs relevant to computer-based systems, software applications
and projects.
B-
Cognitive Skills/ Intellectual Skills
Upon
successful completion of an undergraduate computer science program, the graduates
will be able to:
B1. Formulate and
analyze problems according to analytical and mathematical models, and plan
proper strategies for solutions.
B2. Explore and
compare appropriate tools, techniques or models for analyzing computer systems
and computer application problems.
B3. Design and
develop appropriate software architecture, and software tools and components
based on specific application.
B4. Analyze
secured computer-based system components or software applications including
web, mobile and multimedia applications to meet the criteria defined for its
current use and future development.
B5. Investigate
and evaluate the current system based on software
components in terms of their reliability factors, risk management and safety
within a given environment, and propose a variety of secured and integrated
solutions based on standard measurements.
B6. Explore the impacts
of computer science on individuals, organizations and society.
C-
Practical and Professional Skills
Upon successful completion of
an undergraduate computer science program, the graduates will be able to:
C1.
Employ mathematical foundations,
algorithms, programming skills, current techniques and tools in detailed design
of computer-based systems and its implementation to meet desired needs.
C2.
Apply appropriate theoretical
knowledge, tools and techniques to specify, implement, and debug of program
components.
C3.
Implement an appropriate software
architecture and software components interface based on applications
specification design.
C4.
Operate effectively on programming languages, system programs, software
tools and frameworks, web applications development, mobile and multimedia applications, distributed systems and other computer
applications.
C5.
Select available software such as APIs or open source code for
constructing a rapid web application and other software applications.
C6.
Build different software applications using different programming
languages environments on different platforms along with suitable evaluation.
D - Transferable Skills
Upon successful completion of
an undergraduate computer science program, the graduates will be able to:
D1. Work
effectively individually or within a team to accomplish a common goal.
D2. Write a
technical report and make an effective presentation for different audiences in
different environments.
D3. Engage in research
and long-life learning.
D4. Communicate
effectively with specialists as well as non–specialists to solve computer
science problems.
D5. Demonstrate
commitment to ethical, legal, security, and social aspects and responsibilities
related to the field of computer science.
2- National Academic Reference Standards for Information Systems Program
i.
Graduate
Attributes:
Upon
successful completion of an undergraduate Information systems program,
the graduates will be able to:
1-
Demonstrate an understanding of organization
theory, mathematical foundations and business needs.
2-
Demonstrate a sound understanding of concepts
of the data and information management, information systems development and
organization process modeling including different phases.
3-
Identify problems using modern computing
technologies, and systematic tools and techniques to provide appropriate
information system solutions.
4-
Describe, analyze, design, evaluate and apply
information system strategies for different organization levels to improve
organization business processes.
5-
Extract and manage knowledge and Information
from information systems of organization using business intelligence, different
decision-making methodologies, techniques and/or tools to improve the
organization performance.
6-
Monitor, control and manage ongoing
information technology operations, and organizational risks and security to
improve the organization performance.
7-
Apply the acquired knowledge to plan,
evaluate and select different alternatives among available information systems.
8-
Employ efficiently project management,
research capability, leadership, communication and life-long learning skills in
different environments related to information system.
9- Demonstrate commitment to ethical,
legal, security and social responsibilities as a professional in information
systems.
I.
Intended Learning
Outcomes
A-
Knowledge and Understanding
Upon
successful completion of an undergraduate Information systems program,
the graduates will be able to:
A1. Demonstrate an understanding of appropriate concepts, theories,
mathematical foundations, models and techniques related to information systems.
A2. Identify various organization
needs, enterprise architecture, types of information systems and strategies to
monitor, control and manage organizational processes for improving
organizations performance.
A3. Determine and illustrate different
phases for developing information systems projects.
A4. Show a sound understanding of the principles
of programming skills, data and information management and retrieval, and
business intelligence.
A5. Demonstrate an understanding of
Information systems strategies that are aligned with organization strategies,
taking into consideration security and risk management, network principles, and
business process modeling and requirements for organizations.
A6. Describe project management
methods and tools, and explain infrastructures of information technologies
appropriate to information systems development process and evolution.
A7. Acquire basic knowledge of
different applications, human-computer interaction, web development
technologies, applied operating systems and criteria related to the field of
information systems.
B-
Cognitive Skills\Intellectual Skills
Upon
successful completion of an undergraduate Information systems program,
the graduates will be able to:
B1. Analyze, evaluate and document
organization needs and propose suitable information system solutions.
B2. Compare and evaluate tools,
techniques, models, information technology infrastructures and standards to
improve organization operations and performance.
B3. Explore suitable enterprise
architectures and process reengineering to deploy organizational information
systems successfully.
B4. Plan and design proper enterprise
system strategies that support organization and business strategies.
C-
Practical and Professional Skills
Upon
successful completion of an undergraduate Information systems program,
the graduates will be able to:
C1.
Employ
effectively principles of managerial and business concepts, information
technology solutions and security to solve problems and/or take opportunities
for organization.
C2.
Use and manage
information systems project management methods, technologies and tools
effectively
C3.
Use and apply
effective tools, techniques and criteria to analyze, design and compare
information technology solutions to enhance organization processes and
performance.
C4.
Implement and
deploy the best information systems solutions to meet organization and business
needs.
C5.
Design
applications using different appropriate programming tools based on different
database systems and platforms.
D - Transferable Skills
Upon
successful completion of an undergraduate Information systems program,
the graduates will be able to:
D1. Work effectively individually or within a team.
D2. Engage in a life-long self-learning, develop leadership skills and
communicate effectively with various organizational stakeholders to collect
information using a variety of techniques to solve organization problems.
D3. Write and present technical reports and deliverables effectively.
D4. Demonstrate efficient skills
in project management, research capability, creative thinking, and analytical
and interpersonal skills.
D.5 Demonstrate commitment to
professional ethics, legal and security responsibilities and other related
issues.
3- National Academic Reference Standards for Information Technology
Program
I.
Graduate Attributes
Upon
successful completion of an undergraduate Information technology program,
the graduates will be able to:
1. Demonstrate knowledge of information technology
discipline theoretically and practically.
2. Identify information technology problems and requirements
using computational approaches, modern information technologies, tools and
techniques.
3. Analyze, design and manage computing-based solutions
within the context of information technology discipline to meet the
organization’s goals and business objectives.
4. Use the acquired knowledge to evaluate, select and manage
computing technologies solutions and resources for integrating and securing
various information technology solutions.
5. Follow the rules of information technology policies
development and procedures during the selection, integration, and
administration of computer-based systems.
6. Describe the impact of information technology
competencies on individuals, organizations and society to
achieve professionalism.
7. Work effectively within a team or individually in
planning, implementing, deploying, configuring, maintaining, and managing
practices and technology trends of organization's computing infrastructures.
8. Use efficiently project management, research capability,
leadership, communication, interpersonal relationship and life-long learning
skills.
9. Demonstrate commitment to ethical, legal, security and
social responsibilities as professionals in information Technology.
II.
Intended Learning Outcomes
A-
Knowledge and Understanding
Upon
successful completion of an undergraduate Information technology program,
the graduates will be able to:
A1. Demonstrate an understanding of
appropriate concepts, theories, mathematical foundations, models and techniques
related to Information technology discipline.
A2. Identify the computing desired
needs for different computer-based systems, components, processes and human factors,
and consider them during the selection, integration, and administration technologies
to meet the organization’s goals.
A3. Demonstrate knowledge of computer and
communication networks, information technology and networks security, distributed
and cloud computing, and operating systems of different platforms.
A4. Explain the information technology
policies and procedures, project management methods/tools, data and management
information systems, network management, and system integration &
architecture.
A5. Describe the principals of programming
foundations, data and risk management, web and multimedia applications, system
administration tools and techniques, human-computer Interaction, and
professional communication.
B-
Cognitive Skills\Intellectual Skills
Upon successful
completion of an undergraduate Information technology program,
the graduates will be able to:
B1 Propose appropriate information
technology based solutions and integrate them effectively into the user and
organization environment.
B2 Analyze the impacts of computing
on organizational objectives and customer needs, and consider them during the
analytical processing, selection, integration, configuration and administration
of computer-based systems.
B3 Explore and integrate computing
products and services to improve the performance of secured computing-based
solutions.
B4 Evaluate the functions and related
issues focusing on information technology solutions to design and develop information
technology policies, tools and techniques to achieve administrative policies
within a corporate environment.
10.
C-
Practical and Professional Skills
Upon
successful completion of an undergraduate Information technology program,
the graduates will be able to:
C1.
Employ effectively the concepts, principles
of computational approaches, computing systems, communication and modern
technologies in the problem-solving process.
C2.
Perform required information technology
policies and procedures and employ technologies to achieve administrative
policies within a corporate environment
C3.
Use information technology infrastructure
approaches and tools to specify, design, implement, develop and document
appropriate solutions.
C4.
Administer,
control, configure and maintain the organization systems and data security to
minimize and handle risks management to enhance organizational performance.
C5.
Work effectively on IT-project management,
programming skills, implementation or simulation tools, operating systems with
different platforms, and different applications including web, mobile and
multimedia applications.
D - Transferable Skills
Upon successful
completion of an undergraduate Information technology program,
the graduates will be able to:
D1. Work effectively within a team or
individually to accomplish a
common goal
D2. Engage in a life-long
self-learning, time management, leadership and communicate effectively with
specialists as well as non–specialists to solve organization problems.
D3. Write and present technical
reports and deliverables effectively.
D4. Demonstrate efficient skills in
IT-project management, research capability, creative thinking and interpersonal
relationship skills.
D5. Use the governmental and
environmental regulations to develop Information technology policies within an
organization based on professional ethics, privacy, security and legal
responsibility.
D6. Keep up with modern technologies, tools and standards to improve
organization performance.
4- National Academic Reference Standards for Software Engineering
Program
I.
Graduate Attributes
Upon
successful completion of an undergraduate Software engineering program,
the graduates will be able to:
1. Demonstrate an understanding of
software engineering theories, methods, tools, techniques and standards.
2. Identify software engineering
problems and requirements using mathematical foundations, formal methods and
computer science principles.
3. Employ and manage activities at
different phases of software development life cycle to meet desired needs of
clients and the wider society.
4. Analyze, design and develop
software systems using appropriate methodologies, techniques, tools, models and
technologies.
5. Use appropriate approaches to
ensure software quality, maintainability, security and manageability of
different activities.
6. Investigate and evaluate
verification and validation of current software systems to improve the
performance of computer-based systems.
7. Be an effective problems solver,
creative thinker, alternative approaches selector to a wide range of problems
in a typical software development environment.
8. Use efficiently software project
management to meet and manage time, budget, and quality constraints.
9. Use efficiently research capability, work
habits, leadership, communication and life-long learning skills.
10. Demonstrate commitment to ethical,
legal, security and social responsibilities as professionals in software
engineering.
II.
Intended Learning Outcomes
A-
Knowledge and Understanding
Upon
successful completion of an undergraduate Software engineering program,
the graduates will be able to:
A1. Demonstrate knowledge of theories, mathematical
foundations, main concepts, principles, facts, and standards of software
engineering discipline.
A2. Demonstrate a sound understanding of processes,
tools, methods, techniques, models and technologies that provide the essence
for developing high quality software.
A3. Describe the different phases of software
development life cycle model.
A4. Identify basic concepts of verification,
validation and user needs of software requirements for a given software project
scenario.
A5. Acquire concepts of different applications,
human-computer Interaction, web technologies, security, network technologies,
operating systems and criteria related to the field of software engineering.
B- Cognitive Skills\Intellectual
Skills
Upon
successful completion of an undergraduate Software engineering program,
the graduates will be able to:
B1.
Explore the appropriate design solutions in one or more
application domains using software engineering approaches systemically.
B2.
Analyze and evaluate the current software solutions to solve
software/system development problems.
B3.
Distinguish between appropriate models, techniques, tools and
modules of software engineering process.
B4.
Compare the important criteria for the software solution quality
and metrics.
B5.
Investigate and evaluate the impact of globalization on computing
and software engineering.
C-
Practical and Professional Skills
Upon
successful completion of an undergraduate Software engineering program,
the graduates will be able to:
C1. Employ effectively the principles
of maths and formal methods, computer systems and modern technologies in
developing software-based systems.
C2. Apply and manage validated software
engineering approaches, tools and technologies to integrate appropriate
solutions in one or more application domains to ensure high quality software.
C3. Employ and manage effectively
activities at different phases of software development life cycle using
software project management concepts, tools and techniques.
C4. Use different inspection tools to
test software components, processes and systems programming in different user
environments to meet the required criteria of its usage and future developments
C5. Design and conduct experiments in
the construction of software systems of varying complexity.
D - Transferable Skills
Upon
successful completion of an undergraduate Software engineering program,
the graduates will be able to:
D1.
Work effectively individually
or within a team to accomplish a common goal.
D2.
Write a technical report and
make an effective presentation for audience in different environments.
D3.
Engage in ongoing life-long
learning, negotiation, effective work habits, leadership and good communication
with stakeholders.
D4.
Demonstrate commitment to
professional development roles, ethical, legal, security, and social aspects.
D5.
Demonstrate efficient skills in
software project management, time management and research capability.
TEACHING AND LEARNING STRATEGIES AND ASSESSMENT
METHODS
NARS approach emphasizes the importance of aligning
teaching, learning and assessment with NARS to help students acquire graduate
attributes and the intended learning outcomes.
Although teaching and learning strategies and
assessment methods vary from one discipline to another and from an academic
program to another, whatever teaching and learning strategies and assessment
tools are used, they should provide students with opportunities to acquire
graduate attributes and the intended learning outcomes. This requires that
curricula design and delivery methods should be updated periodically to respond
to new developments in the subject matter, the results of research on teaching/learning
in higher education, changes in national policy, professional practices and the
needs of labor market.
I.
Teaching and Learning Strategies
The NARS for computing disciplines of undergraduate
programs must develop a new approach that requires higher education
institutions to apply appropriate teaching and learning opportunities to help
students achieve academic standards. At the same time, they must have a
thorough understanding of the theoretical concepts in field.
Regardless of the teaching approach adopted by a
faculty, institutions of higher education should provide a great deal of active
learning in which the students are actively involved in the learning process. Besides,
sufficient time for directed self-learning and reflections should be allocated
to encourage students to develop life-long learning habits.
Curriculum should also be designed to provide students
with sufficient opportunities to acquire independent skills and to develop
practical and professional skills to a level that qualifies them to obtain
professional licensing. This requires sufficient practical applications and
field training during long periods of their academic study.
In general, teaching and learning in computing undergraduate
programs should use a variety of different approaches including:
- Lectures;
- Tutorials/seminars/workshops;
- Practical and laboratory classes;
- Group work and problem-solving learning;
- Design, implementation, and documentation projects;
- Preparation and presentation of a technical report;
- Directed self-study;
- The use of communications and information technology.
II.
Assessment Methods
Assessment
is recognized as an important factor in the way
students learn and manage their time and show their ability to meet
academic standards. Knowledge,
understanding and skills are assessed according to the expected learning
outcomes. A critical factor here is that the processes of assessment should be
transparent.
Recently,
it has been shown that there is a need for
new forms of assessment. In addition to course assessments, the
faculties of computing should design assessments at the program level to ensure
that students are aware of academic standards.
Finally,
assessments must be accurate but should not be exhausting or repetitive, as
this may affect the learning process.
In
general, assessment in computing undergraduate programs should use a variety of
assessing methods, such as;
- Written examinations;
- Assignments including problem-solving exercises;
- Presentations;
- Individual and group project work;
- Technical or practical reports;
- Quizzes.
TERMINOLOGY
1. Higher education institutions:
These
are universities, faculties, higher institutes and academies which offer
academic programs that extend for a period of more than three years of study
under the supervision of the Ministry of Higher Education and Scientific
Research.
2. NARS:
The
national academic reference standards prepared by the Council for Accreditation
and Quality Assurance with the assistance of specialized experts and
representatives of various beneficiary sectors to represent the minimum
standards required for accreditation of academic programs.
3. ARS:
Academic
standards prepared by higher education institutions, provided that they include NARS as well as
a number of standards (attributes and learning outcomes) that distinguish an
institution from other institutions (allowing for creativity and diversity).
4. Academic program:
A
distinct and well-structured group of courses that, after successfully
completed, enable students to get an academic degree associated with a Bachelor
program.
5. Graduate attributes:
A set
of attributes (competencies) that result from the acquisition of knowledge and
skills during the study of a particular academic program, and which identify
what the graduate is expected to exhibit at the end of an academic program.
6. ILOs:
Intended
Learning Outcomes (ILOs) refer to the knowledge, understanding and skills that
specify what a student should know, be able to do and the values to be acquired
after the completion of a study unit, a course or an academic program.
7. Knowledge and understanding:
Key facts,
concepts, laws, theories and techniques that the students are reasonably expected
to acquire in a particular field of specialization. It also includes mental
skills such as memorizing and comprehension.
8.
Intellectual
skills:
These are skills that the
academic program seeks to help students develop, such as analysis, the ability
to choose from different alternatives, discussion and reasoning skills,
innovation, creative thinking and problem solving.
9.
Practical
and professional skills:
These
are skills that enable a student to convert acquired academic knowledge into
practical applications such as: ability to implement and test computer programs
and applications and use effectively operating systems, programming languages
and software tools.
10. Transferable skills:
These
are general skills that involve several disciplines, such as communication
skills, IT skills, project management skills, discussion and negotiation
skills, self-marketing skills, time management skills, teamwork skills,
presentation and delivery skills, and research skills.
REFERENCES
Association
for Computing Machinery (2005). The Overview Report, compiled by the joint task
force for computing curricula 2005, a cooperative project of the Association of
Computing Machinery, the Association for Information Systems, and the Computer
Society (IEEE-CS).
Association
for Computing Machinery (2008). Computer Science Curriculum, Association for
Computing Machinery, IEEE Computer Society.
Association
for Computing Machinery (2010). Curriculum and Guidelines for Undergraduate
Degree Programs in Information Systems, Association for Computing Machinery
(ACM), Association for Information Systems (AIS) and Association of Information
Technology, Professionals (AITP).
Association
for Computing Machinery (2013). Curriculum Guidelines for Undergraduate
Programs in Computer Science, IEEE Computer Society, Association for Computing
Machinery.
Association
for Computing Machinery (2014). Curriculum Guidelines for Undergraduate Degree
Programs in Software Engineering, IEEE Computer Society, Association for
Computing Machinery.
Association
for Computing Machinery (2017). Information Technology Curricula (2017).
Curriculum Guidelines for Baccalaureate Degree Programs in Information
Technology, A Report in the Computing Curricula Series Task Group on
Information Technology Curricula Association for Computing Machinery (ACM).
Malaysian
Qualifications Agency (2010). Program Standards for Computing, MQA, Malaysia.
NAQAAE
(2007). Guidelines for developing National Academic Reference Standards (NARS) for Higher Education in Egypt National Authority for
Quality Assurance and Accreditation of Education, Egypt.
NAQAAE
(October 2010). National Academic Reference Standards (NARS) For Computing and
Information, Egypt.
QAA
(2015). Subject Benchmark Statement for Computing, Quality Assurance Agency for
Higher Education’s (QAA’s). www.qaa.ac.uk/about-us/glossary.
Quality
Assurance and Accreditation Council (December 2010). Subject Benchmark
Statement in IT, University Grants Commission, Sri Lanka.
Quality
Assurance and Accreditation Council (December 2010). Subject Benchmark
Statement in SE, Sri Lanka.
TEAM MEMBERS
The preparation of this
document was supported by two parties: the first workshop held to develop the
first draft of the document was sponsored by Saba University; the Dutch Project sponsored the rest of the work: document
review, consultation with peers at universities and organizing the final
workshop to announce the document.
Committee Members:
1- Associate Prof. Sharaf Abdulhak Alhomdy, Sana'a University
2- Associate Prof. Nabeel Taher Alsohybe, Sana'a University
3- Associate Prof. Taher Ali
Mohammed AlRashahy, Hodeidah University
4- Associate Prof. Basheer Mohamad Ahmad Al-Maqaleh, Thamar
University
5- Professor. Ghaleb Hamood Al-Gaphari, Sana'a University.
6-
Asst. Prof. Fua'ad Hasan
Abdulrazzak, Thamar University.
7-
Asst. Prof. Ammar Thabit
Zahary, Sana'a University.
Professors attended workshop and/or commented
on the document:
1- Professor. Khalil Saeed Mohammed Al-Wagih, Thamar University.
2- Associate Prof. Fadl Mutaher Ba-Alwi, Sana'a University.
3- Associate Prof. Abdulwasi Mohammed Alazane, Sana'a University
4- Associate Prof. Naif Abdo Nasr
Alsharabi, Amran University.
5-
Associate Prof. Maher Ali Abduallh
Al-Sanabani, Thamar University.
6- Associate Prof. Muneer Abduallh Saeed Almekhlafi, Thamar University.
7- Asst. Prof. Mokhtar Mohammed Abduljalil Ghilan, Sana'a University.
8- Asst. Prof. Fahd Nasser Abdullah Al-wesabi, Sana'a University.
9- Asst. Prof. Malek Nasser Ali Algabri, Sana'a University.
10- Asst. Prof. Mowaffak Othman Ahmed Albaraq, National University.
11- Asst. Prof. Nagi Ali Al-shaibany, Sana'a
University.
12- Asst. Prof. Adnan Yehia Almutawkkil, Sana'a University.
13- Asst. Prof. Mossa Mosleh Ahmed Ghurab, Sana'a University.
14- Asst. Prof. Anwar Saif bdulhameed, Sana'a
University.
15- Asst. Prof. Ibrahim Ahmed Al-Baltah, Sana'a University.
16- Asst. Prof. khaled Abdullah Mohammed Al Soufy, IBB University.
17- Asst. Prof. Sami Ahmed Mohammed Al-Radaei, Hajjah University.
18- Asst. Prof. Gamil Rashed Salman Qaid, Hodeidah University.
19- Asst. Prof. Mogeeb A. A. Mosleh, Taiz University.
20- Asst. Prof. Mahdi Abdullah Mohammed Al-Subaei, Al-Razi University.
Professors attended the workshop:
1-
Asst. Prof. Abdulraham Mothana,
Thamar University.
2- Asst. Prof. Aiesh Saeed Mohammed Awad, Thamar University.
3- Asst. Prof. Bassam Ahmed Mahmood Abdulqader, Queen Arwa University.
4- Asst. Prof. Fua'ad Ali Mohammed Al-Yarimi, Alandalus University.
5- Asst. Prof. Ismail Ibrahim Al-Ahmed, Future University.
6- Asst. Prof. Muneer Hazaa Abdullah Alsurori, Ibb University.
7- Asst. Prof. Nashwan S. M. Al-Thobhani, University of Modern Science.
8- Asst. Prof. Walid Shaher M. Yousef, University of Science and
Technology.
9- Asst. Prof. Zaid Ali Ali Al-Marhabi, Hajjah University.