June 22, 2010

1. Engineering Education for Competitiveness (EEC): Improving Engineering Curricula in Latin America and the Caribbean (LAC) Courtesy: Google Images. Office of Science, Technology and Innovation (OSTI) Department of Economic Development, Trade and Tourism (DEDTT) June 22, 2010

2. Innovation, Competitiveness and Prosperity • Prosperity • (reaching social welfare) Competitiveness (markets and exports expansion) Productivity (more production per worker) Quality + Innovation (value-added products, services and processes) Courtesy: Google images

3. Triple Value Added of OAS Mandates and Political Priorities of governments of the Americas OAS – Office of Science, Technology and Innovation Power to Convene: Cooperation and Strategic Partners EftATM “Science, Technology, Engineering and Innovation as tools for Prosperity” (Plan of Action of the 2nd Meeting of Ministers and High Authorities in Science and Technology, Mexico 2008) Programs and Actions STEI and public policies for integral development STEI as tools for sustainable natural resource management STEI as tools for increasing competitiveness STEI = Science, Technology, Engineering and Innovation

4. Engineering for the Americas (EftA) EftA is an hemispheric initiative of OAS that seeks to develop and support qualified engineers to improve industry competitiveness in Latin America and the Caribbean. EftATM Cooperation for Job Creation Promotes sustained cooperation with the industry, government and academia through internships, coops and programs that stimulate employment. Educational Innovation Promotes innovation and educational reform, the implementation of advanced technologies and best practices for curricular improvement in engineering. Accreditation and Quality Assurance Promotes activities to establish or enhance quality assurance in engineering education, so that engineering programs comply with national, regional and hemispheric standards.

5. Why Engineering? “Scientists study the world as it is; engineers create the world that has never been.” Theodore Von Karman • Engineers create new technologies, systems, processes and products. They also innovate and improve upon existing ones. • They help ensure that products, services and processes comply with global market demands in terms of quality, security, safety, reliability, productivity, punctuality and environmental compatibility. • Engineering helps increase competitiveness by using human, capital, and natural resources efficiently and sustainably. • Building engineering capacity intersects the needs of multiple stakeholders, providing the broadest possible opportunities to improve the region’s economic vitality and security, mitigate poverty, foster community health and improve long-term quality of life. Courtesy: Google Images.

6. Engineering Curricula: LAC vs OECD Sources: OAS, ABET, Dabipi et al. (2002)

7. Engineering Education for Competitiveness Program (EEC) General Objective: Contribute to increase competitiveness and capacity for innovation in LAC countries through a better-prepared engineering labor force. Specific Objective: To improve engineering curricula in LAC universities through content upgrade, the incorporation of global competencies and entrepreneurial skills, and the development of academia-private sector partnerships. EftATM

8. 5 Program Modules First Module Innovation Courtesy: Google Images.

9. Program Components Curricular and standard program requirements in industrialized countries • CIMEQ Modules: • Civil • Industrial • Mechanical • Electrical • Chemical Identification of improvement needs in study programs of the region Core study program model Module I: Industrial Engineering Adaptation and implementation of core model in 8 LAC univ. Inter-American Portal of Engineering Education

10. Component No. 1 Study program requirements in industrialized countries • Study program in terms of: • Curricula • Best global competencies • Best entrepreneurial practices Curricular and standard program requirements in industrialized countries Minimum requirements for accreditation Courtesy: University of Illinois.

11. Component No. 2 Agreements with 8 LAC universities (2 per sub-region) Identification of improvement needs in study programs of the region Consultation rounds with engineering deans and faculty to establish regional needs • Study program needs in terms of: • Curricula • Global competencies • Entrepreneurial practices Establishment of baseline indicators Courtesy: Google Images.

12. Component No. 3 Agreements with at least 4 mentor universities Design and development of upgraded core study program model Courtesy: Google Images. Core study program model Presentation of core program model to Deans and faculty of LAC participating universities Review and modifications of core program model Validation of core program model by LAC participating universities

13. Component No. 4 At least 2 agreements with private sector/academia ( internships, co-ops and applied research) Adaptation and implementation of core model in 8 LAC universities Adaptation of core study program model in LAC universities Implementation of study programs: • Faculty training • Exchange of faculty and students • Women in engineering leadership seminars • Engineering entrepreneurial labs (train-the-trainers) Courtesy: Google Images.

14. Component No. 5 Agreement with LAC university to host Web Portal Inter-American Portal of Engineering Education Identification of technical and operations requirements Implementation of Web Portal Courtesy: Google Images.

15. Module Assessment Monitoring report (year 2) Module Assessment Evaluation report (year 5) Impact evaluation report (year 7) Courtesy: Google Images.

16. Additional Information Potential Beneficiaries: • Direct: Schools/Deans of Engineering, Graduates/future engineers, LAC firms (Production and Services Industry). • Indirect: Ministries/Governments, Professional Associations, national economy, environment, society in general. Quick facts: • 5 Modules: Civil, Industrial, Mechanical, Electrical & Chemical • Participating LAC universities: 40 (8 per module) • Mentor universities: 20 (4 per module) • Estimated budget per module: US$3.4 million • Expected contributions: in-kind & financial • Total estimated budget for 5 modules: US$ 17.1 million

17. Benefits of Partnership for Mentor Universities (Germany) Academic leadership and influence in the region. Increased collaboration with LAC universities (mentees) LAC universities will be exposed to German methodologies, know-how and technologies. Exchange of information and experience abroad (e.g. exchange of faculty). Increased diversity in the student body (e.g. exchange of students). Exposure to new cultures. Opportunity to expand outreach activities internationally. Courtesy: Google Images.

18. Current Institutional Partners (EftA members) Young Americas Business Trust (YABT) American Board for Engineering and Technology (ABET) Canadian Engineering Accreditation Board (CEAB) International Federation of Engineering Education Societies (IFEES) Consortium of Latin American and Caribbean Engineering (LACCEI) Pontifical Catholic University of Rio de Janeiro (PUC-Rio) Pontifical Catholic University of Chile (PCU-Chile) • Monterrey Institute of Technology and Higher Education (ITESM-Tec) • The University of West Indies, Trinidad and Tobago • Brazilian National Confederation of Industry (CNI) • Ibero-American Science and Technology Education Consortium (ISTEC) • Argentinean Center of Engineers (CAI) • Federal Council of Deans of Engineering of Argentina (CONFEDI) • Microsoft • HP Laboratories Open Innovation Office

19. Engineering Education for Competitiveness (EEC) Thank you for your attention. Oscar HarasicChief, Office of Science, Technology and Innovation (OSTI)oharasic@oas.org Jorge Duran Senior Specialist Science, Technology and Innovation jduran@oas.org EftATM