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CTI and CDIO Competences based curricula  (Civil Engineering Case Study)            
  • nadia.ajailia,
  • Zéraï,
  • Majdi Gharbi
nadia.ajailia
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Majdi Gharbi
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Abstract

We present the work process that led to the implementation of the detailed Civil Engineering curricula at ESPRIT. The curricula are derived from a set of competencies defined by a previous investigation. We used a cross correlation matrix between the CTI (Commission des titres d’Ingénieurs) and CDIO (Conceive Design Implement Operate) standards.
The Civil Engineering program declines the expectations of training formulated in terms of skills. On the one hand, it includes the transversal skills common to ESPRIT Engineers and, on the other hand, the specific skills of the Civil Engineers of ESPRIT. It also sets out the professional situations to which graduates will be most confronted.
This document is effective in the development and updating of the Civil Engineer profile required from the Tunisian companies specialized in this field. The objective of this work is sharing the results of the experiment made by the curriculum reform committee of the Civil Engineering Department.
The first step of this process was to resume the qualitative and quantitative analyses based on collecting the societal and entrepreneurial needs expressed as knowledge, know-how and attitudes from a panel of 27 active professionals in the civil engineering domain. The second step was a translation of the expected competencies for our Civil Engineer in sets of learning outcomes combined with the definition of learning situations and assessments modalities.
The project has culminated by the reorganization of the civil engineering education program starting from the academic year 2019/2020. The paper evaluates the enterprise and discusses its stakes especially in terms of the involvement of the actors.
From the point of view of educational engineering, the issue of operationalization remains a major challenge. How to adapt training curricula at the request of the company? What construction processes should be put in place with the actors (institutional leaders, teachers, students)? What new training and evaluation methods to put in place? What are the pitfalls to avoid?