college of engineering technology baghdad, iraq -...

College of Engineering Technology Baghdad, Iraq (Formerly Technical Training Institute).

Report prepared for the Government of Iraq by the United Nations Educational, Scientific and Cultural Organization acting as Executing and Participating Agency for the United Nations Development Programme, Special Fund Component, for the period 1961-1968

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United Nations Development Programme Special Fund Component

,United Nations Educational, Scientific and Cultural Organization .

Unesco/UNDP, Special Fund Component Report Series 22. College of Engineering Technology

Baghdad, Iraq (Formerly Technical Training Institute)

The designations employed and the presentation of the material in this text do not imply the expression of any opinion whatsoever on the part of the Unesco Secretariat concerning the legal status of any country or territory, or of its authorities, or conceming the delimitations of the frontiers of any country or territory.

Published in 1970 by the United Nations Educational, Scientific and Cultural Organization Place de Fontenoy, 75 Paris-7' Printed by Istituto graíïco Casagrande SA, Bellinzona

@ Unesco 1970. Reproduction in whole or in part is authorized subject to proper acknowledgement Printed in Switzerland BMS.69/IIU22/A

FR/Unesco/UNDP/SF IRQ. 1

Foreword

In November 1965, the United Nations General Assembly voted to merge two existing development operations -the Expanded Programme of Technical Assistance (established in 1950) and the Special Fund (established in 1959)-into a single entity now known as the United Nations Development Programme. This merger was accomplished in January 1966. UNDP assists the developing countries in

their efforts to realize the full potential of their human and natural resources. To this end, UNDP and the United Nations family of Agencies work with governments in carrying out priority pre-investment and technical assistance projects. In the pre-investment sector, UNDP provides assistance to governments: (a) in conducting resource surveys and feasibi- lity studies to determine the economic potential and to plan the productive use of natural resources ; (b) in establishing or strengthening permanent educational institutions designed to provide these countries with the skilled people needed in their development efforts; and (c) in building up research centres for the development and application of new techniques in industry, agriculture, and a variety of other fields. These pre-investment projects are carried

out in response to specific requests from governments. Assistance is provided for a well-defined

purpose and over a limited period of time. The participating government contributes substan- tially to the project in the form of national staff, project buildings, as well as supplies and services that can be met from local resources. UNDP, in turn, will normally meet the cost of international personnel, project fellowships for senior counterpart staff, and equipment. In virtually all cases, the implementation of

pre-investment projects is entrusted by UNDP to an ‘Executing Agency’, selected from among the United Nations family of Agencies. The Executing Agency is responsible for the day- to-day supervision and execution of the project’s work plan. It also recruits international experts, trains national personnel, and procures imported equipment. Upon completion of project operations, the Agency submits a final report to the participating government, describing the work carried out, evaluating the results obtained, and setting forth the Agency’s recommendations for follow-up action by the government. In the present instance, the Government of

Iraq, with the help of Unesco and UNDP, has established the College of Engineering Techno- logy (formerly the Technical Training Institute). The final report OE this project records the results of this collaborative endeavour.

Eight-block main building

Contents

1. Introduction Background and setting of the project The request for assistance The Plan of Operation

Organization and development The training programme Student intake and graduate output Physical facilities

Bilateral and other forms of external assistance Relations with the University of Baghdad Relations with industry

Achievements of the project in relation to the

Recommendations

Appendixes A. Project finance

II. Implementation of the project

III. Analysis of project operations

IV. Conclusions Plan of Operation

B. Unesco experts

C. Counterpart staff

D. Fellowships

E. Equipment

F. Building plan and campus layout

G. Courses of study

H. Student enrolment and graduate output

9 9 9

11 11 12 13

15 15 15

17 ia

20

21

22

23

24

25

26

29

I. Introduction

Background and setting of the project

This project arose from the pressing need in Iraq for trained personnel in every field of economic development. Like other Arab States, Iraq has in recent years been making great efforts to develop its natural and human resources in order to improve the standard of living of its people. To meet an extensive programme of industrial development, the educational system is being rapidly expanded. Primary and secondary education has been made available in all cities, and is being promoted in the villages and rural areas. Technical schools are also being established in the major cities as rapidly as possible. The new University of Baghdad has developed faculties and departments of arts, sciences, medicine, pharmacy, agriculture, veterinary science, economics, law, education and engineering. Besides skilled artisans and technicians to meet

the needs of industry at the lower levels, there is also need for a considerable number of trained engineers. AI a second stage of national economic development these will be needed for scientific and industrial research; the immediate need, however, is for practical engineers to work in industry, government service, and public and private utilities. There is at present a lack of statistical information about the precise extent of this need J this information should be forth- coming in the course of the implementation of the current five-year development plan. It is, however, abundantly clear that the engineers required, while not necessarily having a very high degree of specialization, should have a good and reliable general basic knowledge of the various main types of engineering work, together with sufficient practical training and experience to enable them to instruct and supervise the technicians and craftsmen responsible to them, and to run, on their own, factories, workshops and constructional or operational field projects

of all kinds. A further urgent need is for the training of Arabic-speaking instructional staff with engineering expertise and experience for teaching in technical schools.

The request for assistance

To meet the specific developmental needs indicated above, in 1960 the Government of Iraq requested the assistance of the then United Nations Special Fund. The basis of the request was a project designed primarily to serve the needs of Iraq and other Arab countries in technical training. The Governing Council of the Special Fund approved the request, and on 8 Feb- ruary 1961 the Plan of Operation was signed, with Unesco designated as the Executing Agency. The duration of the project was originally to be for six years.

The Plan of Operation

The Plan of Operation identified the objectives of the project as the establishment in Baghdad of a technical training institute providing post- secondary courses for the training of practical engineers for industry and government service in four fields of specialization: (a) mechanical engineering; (b) automotive engineering ; (c) electrical engineering; and (d) building and construction engineering. The institute was also to offer courses for the

training of teachers for vocational and technical institutions at intermediate and secondary level. Candidates for admission were to be graduates

from secondary schools with suitable qualifications in science and mathematics. It was anticipated that 75 new students would be admitted annually. Of these about 20 were expected to specialize in technical teacher training. The training course was to be of four

years duration, subsequently extended, by

9

Introduction

government decision, to five years by the addition of a preparatory year to give practical training in workshops and to improve the limited knowledge of many students coming from secondary schools. Students graduating as engineers would be

awarded a degree of Bachelor of Applied Engin- eering (B.A.E.). The participation and contribution of the

Special Fund and Unesco was to consist of seven experts in different specializations, including a Chief Technical Adviser: ten fellowships, and equipment to the value of $400,000. The total net Special Fund allocation was $847,252l. The participation and contribution of the

Government of Iraq, in cash and kind, was to include provision of site and buildings for the institute; counterpart teaching, administrative and other staff; locally produced equipment and supplies; all normal internal services, and a contribution towards local operating costs. The

total government contribution was estimated as the equivalent of $3,380,435. Three subsequent amendments to the original

Plan of Operation (January 1962, August 1963 and January 1967) extended the duration of the project from six to eight years, to terminate 31 December 1968. They also revised the work plan to allow for unavoidable delays that occurred in the implementation of both the fellowship and equipment delivery programmes, raised the Special Fund allocation to $1,158,963, and the government contribution in kind to the equivalent of $4,018,667, and designated the Ministry of Education as the co-operating government agency. The original name of ‘Technical Training

Institute’ was twice changed, first to ‘High Technical Institute’, and later, in 1968, to ‘College of Engineering Technology’. 1. Dollars referred to throughout this text are United States

dollars.

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II. Implementation of the project

Organization and development

The college (then institute) opened, on the initia- tion of the Government of Iraq, in November 1960, before the actual signing of the project’s Plan of Operation. There were 43 students housed in provisional buildings. The Chief Technical Adviser arrived in April 1961. The project suffered severely in its early stages

from inadequate accommodation, and from difficulties and delays in recruitment of both expert and counterpart staff. The workshop buildings anticipated in the Plan of Operation were occupied by two technical secondary schools until 1963; even then 20 per cent of the space anticipated remained unavailable. The scheduled programme for the construction of new permanent buildings, to be completed by the end of 1963, was not started until 1965, and was barely completed by the time the project terminated. As regards the provision of experts, it took

over nine months, not three months as envisaged, for the first three Unesco experts to arrive at the project after the Chief Technical Adviser,. and two years for two others. Besides these delays, there were some changes in expert personnel, which resulted in the project being without an expert in mechanical engineering for a complete year, and without an expert in general studies for three periods totalling 26 months. There was an equally serious lack of qualified

and experienced Iraqi counterpart staff over this early period. From 1966 onwards, however, the staffing

situation rapidly improved. By the end of the extended period of the project the amount of expert service provided slightly exceeded that envisaged in the Plan of Operation1. The provision of Iraqi staff also improved. The departments of mechanical, electrical, and building and construction engineering, and thAt of

general studies are now comparatively well staffed. In some instances Iraqi graduate engineers returning from scholarships abroad have been appointed. A shortage of staff still exists in the automotive department, and as an emergency measure expatriate lecturers have been appointed for the 1968169 academic year. In view of the staff situation existing from 1961

to 1965, the planned schedule for fellowships could not be adhered to; however, with the two years extension of the project the fellowship programme has been reasonably implemented (Appendix D). The Dean of the college has acted as comnter-

part to the Chief Technical Adviser. Co-operation between them, as between the other experts and national counterpart staff, has been cordial and fruitful throughout the project. In the past, counterparts were liable to be

called for military service without notice. The government has now agreed to the postponement of military service of teachers while they remain in the teaching profession.

The training programme

Since the improvement in the staff situation from 1966 onwards, the scheduled curricula are being adequately followed (Appendix G). The first year is common for all students, and includes about 50 per cent practical training during the first semester. With the second year of study, students are distributed between the mechanical, electrical, and building and construction engineering departments. At the beginning of the fourth year, some students of mechanical

1. That is to say. 368% as against 360 man-months. The higher figure however includes 6 months’ extension provided for one expert under the Expanded Programme of Technical Assistance.

11

Implementation of the project

engineering choose to specialize in automotive engineering for the remaining two years of their course. In the early days, due to staff shortage, Unesco

experts took considerable part in the class- teaching programme, which was normally carried out under their supervision, with the assistance of local counterpart staff. Most of the local staff were then heavily loaded, with 24 or more teaching hours a week in some cases. Because of this, the training of counterparts - an essential part of the assistance programme - could not be properly carried out. This situation has now radically changed.

There is now a great difference, not only in the numbers, but also in the quality of the Iraqi staff. This is very largely due to the fact that teaching staff of the college have now been given the same salary scales and other emoluments as staff at Iraqi universities. In addition, as qualified engineers teaching in government service they receive an additional 40 per cent on basic salaries. Besides the normal lectures, laboratory and

workshop training periods, tutorials and working groups for afternoon activities have been planned and are reasonably well carried out. All final-year students work on projects of their own choice and specialization in the different engineering departments. With the increased number of staff, and now

with full-time heads of departments, there is proper coverage of the planned teaching programme in all departments, with the exception of automotive engineering. Unesco experts have, side by side with their Iraqi counterparts, attended lectures and laboratory work, and this has given the counterpart staff the opportunity of training in modern educational techniques. Printed notes for certain technical courses, and laboratory manuals in book form for students’ use have been specially designed and prepared by Unesco experts (see footnote to Appendix G). In addition to those in the five-year engineering

degree courses, a number of students have been enrolled for two-year technician training courses in different specializations. This training programme has proved a success; all trainees who so far have graduated are now employed in industry or in government departments and services, both in Iraq and in neighbouring Arab countries. The curricula at the college provides for 36

class-hours a week on the average. This does not

leave the students with enough time for private study and for relaxation, and it would be desir- able to reduce the number of hours, particularly for final and pre-final year classes. The library, with its reading room for the use

of staff and students, has not perhaps been given the importance it deserves as the nerve-centre of an academic institution. While considerable numbers of technical and reference books and periodicals have been acquired through the UNDP(SF)/Unesco equipment allocation, the numbers are not enough for the size and work of the college, and few new technical publications or current journals are yet being purchased for the college by the government. What is even more serious is that the staff and students do not make enough use of the library facilities actually available. Students, in fact, need to be initiated and trained in the use of a library as a tool of learning. Further, the library is closed during the summer vacations when resident staff and others could profitably use it. The teaching of English has not met the need.

The English teaching which students now receive is given by a national teacher who was appointed only in the 1967/68 academic year. Prior to that, teaching was fragmentary, and wholly inadequate in view of the little the students have grasped from their secondary-school education. There is still a great deficiency of instructional material in Arabic on technical subjects, and until this is remedied English must remain to a considerable extent the language of instruction. The desirability of having an English language laboratory has been repeatedly stressed by the Unesco team of experts. There has been no interchange of students with

other institutions, except during 1963/64 when 28 fourth-year students were sent abroad for practical training which was not then available in Iraq.

Student intake and graduate output

In 1968, there were 708 engineering students at the college, the student population having steadily risen year by year from the initial entry of 43. The figures, year by year, of student enrolment and graduate output during the project period are given in Appendix H. The growth could have been greater and more rapid had building accommodation permitted.

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TABLE 1. Student population in 1968 (Plan of Operation figures in parentheses)

Subject 1st year 2nd year 3rd year 4th year 5th year Total

Common 210 (75) 210 (75) Building construction engineering 45 (15) 34 (15) 16 (15) 15 (15) 110 (60) Electrical engineering 97 (15) 50 (15) 27 (15) 22 (15) 196 (60) Mechanical and automotive engineering 83 (30) 59 (30) 31 (30)l 19 (30)2 192 (120)

TOTAL 210 (75) 225 (60) 143 (60) 74 (60) 56 (60) 708 (315)3

1. Of this total, 4 students are specializing in automotive engineering. 2. Of this total, 5 students are specializing in automotive engineering. 3. In addition to the total number of 708 students, 50 new students, graduates of Iraqi technical secondary schools, were enrolled at the college during

the 1967168 academic year for the two-year special training course of technicians.

Table 1 shows the composition of the student population in 1968 as compared with the numbers envisaged in the Plan of Operation. The first group of students, representing the

first intake of the college in November 1960, graduated during October 1965. The number and type of graduates with B.A.E. degrees in the different engineering specializations so far is shown in Table 2. The standard of graduates steadily improves,

but constant efforts are needed to bring the standards to recognized degree level. The students’ poor knowledge of English is a serious handicap in their technical studies. The result is that they rely mostly on class notes, and very little on individual reading and study. If proper technical standards are to be attained, students must acquire sufficient fluency in the English language, at least until the necessary books and periodicals are available in Arabic, and suitable teachers can be recruited to teach in Arabic.

TABLE 2. B.A.E. graduates by specialization from 1964165 to 1967168

Total per Academic year Engineering 1964165 1965166 1966167 1967168 specialization

Mechanical 15 11 12 22 60 Automotive 5 51

Electrical 4 15 15 24 58 Building

46 TOTAL 21 37 42 69 169

- construction 2 11 15 18 - - - -

1. These were the first automotive engineers ever to graduate in Iraq.

Graduates have found no difficulty in obtain- ing advantageous employment in industry and in government technical departments, while a few have gone to work as engineers in neighbouring Arab countries. Table 3 gives the number of graduates since inception, and their places of employment in Iraq. It is interesting and significant that graduates

of the college have demonstrated such efficiency and ability in various branches of technology that they have been given preference in industrial and governmental posts over graduates from other Iraqi and foreign engineering colleges. This, no doubt, can be attributed in great measure to the availability at the college of modern scientific and technical facilities, with laboratories and workshops equipped by UNDP(SF)/ Unesco with up-to-date machines and tools which enable students to work individually, and to become acquainted with the kind of working conditions which they will later find in industrial employment.

Physical facilities

The present temporary buildings (administration and teaching blocks), built originally as dormi- tories, are by no means satisfactory for a modern technical college. Construction of the new main buildings,

which began io January 1965, is now virtually complete, and their official handing over to the college authorities has been scheduled. These new buildings include lecture rooms, physics, chemistry and electrical laboratories, engineering

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TABLE 3. Distribution of graduates from the college

Place of employment Engineering specialization

Total Mechanical Electrical Building Automotive

Demonstrators, College of Engineering Technology, Baghdad Technical schools, Ministry of Education College of Engineering, Baghdad University (Baghdad, Mosul and Basrah) Ministry of Oil Ministry of Municipality and Rural Areas Glass factory Agriculture machine factory, Alexandria Kut textile factory Samarra pharmaceutical factory National Electricity Administration Light industries company Ministry of Housing and Public Works Ministry of Culture and Guidance (T.V.) Ministry of Agrarian Reforms Diwan of Awqaf General Automobile Company With various engineering contractors and local industrial organizations (in Iraq, Kuwait, Abu Dhabi and Saudi Arabia, Jordan, Palestine)

Ministry of Defence Ministry of Communications TOTAL

2 3 1 2 5 2 1 2 7 1 8 1 4 3 4 5 4 5 5 3 3

4 4

3 15 2 6 5 4 4

1 4 3

9 16 12 3 1 2 - - - -

60 58 46 5

8 7 3 8 9 7 9 14 6 4 4 18 8 13 5 3

37 3 3

169 -

drawing rooms, library and administrative offices. There is also one lecture theatre to seat 800. A further new building for mechanical

engineering laboratories is to include water, steam and gas turbines, pumps, compressors, combustion engines, etc. The final materials testing laboratory is still under construction, although according to the Plan of Operation this should have been completed by 1968. The instal- lation of the technical education facilities and the metrology laboratories in new permanent quarters is also delayed. The campus layout and building plan for the

new permanent buildings will be found in Appendix F. Due to lack of maintenance staff, routine

repairs, repainting, plaster-work, etc., have not been carried out satisfactorily during the project period. Consequently, the provisional buildings have seriously deteriorated. Because of the delay in recruiting experts,

requisitions for equipment and apparatus were not made as planned in the early stages of the

project. Purchase of equipment, as scheduled in the Plan of Operation, was in fact rephased (Amendment no. 1 of 15 May 1961) to meet the real situation. Thereafter, with the subsequent arrival of Unesco experts on the site, purchase of UNDP(SF)/Unesco equipment proceeded satisfactorily according to the new schedule. By the end of December 1965, over 90 per cent of this equipment had been delivered on the project site. At the same time, reference and technical books and periodicals ordered and delivered to the college library amounted to about 80 per cent of what had been foreseen in the Plan of Operation. By Amendment no. 3, of 31 January 1967,

further provision of equipment was made. This was for instruments and apparatus still required to complete the laboratories and workshops of the mechanical, automotive and electrical engineering departments. Most of the equipment for the automotive department was purchased by the government, on the advice of the Unesco experts.

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III. Analysis of project operations

Bilateral and other forms of external assistance

Grateful acknowledgements must be made to other sources of technical assistance during the course of the project, namely: 1. Federal Republic of Germany, who provided automotive models from Mercedes-Benz for the Department of Automotive Engineering, film projection equipment and accessories from the German Cultural Centre, Baghdad, and practical training facilities in industries and workshops in the Federal Republic for 28 fourth-year students in 1963 for a period of one year.

2. Eastern Germany, who provided equipment and apparatus for basic training in physics.

3. Union of Soviet Socialist Republics, who provided educational aids (mechanical/electrical) models and tools, general electricity equipment for the physics laboratory (gift from Moscow State University), and technical books from the U.S.S.R. Cultural Centre in Baghdad.

4. United Arab Republic, who provided 44 fourth-year students with three months’ practical training in industries and workshops in the republic during the summer of 1968. It is agreed that this will be repeated yearly.

5. Yugoslavia, who have granted two full-time lecturers six months’ fellowship training each in Yugoslavia, starting from October 1968.

In addition, a number of teachers and instructors have been recruited at government expense from Eastern Germany, Poland, the U.S.S.R. and the United Arab Republic.

Relations with the University of Baghdad

Up to 1967, the college had not been recognized by the University of Baghdad, and the status of

engineers graduating from the college was undefined. It is gratifying that now both the university and the engineering union have officially recognized the college, and all graduate engineers are entitled to the same emoluments. In 1963 the then Unesco Chief Technical

Adviser was appointed member of a committee to decide the future policy of the Higher Indus- trial Institute attached to the university. As a result of proposals made by him in collaboration with the Dean of the University of Baghdad Engineering College, it was decided that the Higher Industrial Institute should train technicians in a two-year course at the lower level. This is a useful contribution to the needs of the Iraqi economy, complementary with the training given at the College of Engineering Technology.

Relations with industry

The number of industries in Iraq is still very limited and because of this practical training and experience for students outside the facilities of the college are restricted. The Unesco team on the project visited such industrial centres as Dora oil refinery, Baghdad, Iraq Petroleum Company, Kirkuk ; National Electricity Admi- nistration, Baghdad ; Vegetable Oil Extraction Company, Baghdad; and Spinning and Weaving Company, Baghdad. Visits of students to these and other related local industries were regularly organized, and arrangements were made for the practical training of a limited number of third- and fourth-year students, during the summer vacations, in such industrial establishments as were available and suitable for this purpose. Subsequently, some college graduates were appointed as staff engineers in these industries or factories. Local industrial organizations have also, from

time to time, utilized the physical facilities and the staff of the college for materials testing or

15

Analysis of project operations

for specialist advice. Thus, it can be said that a good start has been made towards establishing good working relations between the college a d industry in Iraq. InDecember 1967, the Chief Technical Adviser

was appointed member of a committee to study the possibility of establishing technical institutes to train the technicians needed by Iraqi industries. The committee visited Liwa of Basrah. where

contacts were made with the authorities concerned, and the most suitable site for a technical institute was selected. The recommendations of the committee were submitted to the Ministry of Education in February 1968. Similar visits were made to the Liwas of Kirkuk, Mosul and Sulaimaniyah to investigate possibilities in these districts also.

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Training on mechanical hack-saw

Civil engineering students in wood-working shop

Determining fuel/air ratio of a turbo-gas engine

Building construction material laboratory

A.C. electrical machine laboratory

Electronics laboratory

IV. Conclusions

Achievements of the project in relation to the Plan of Operation In general the College of Engineering Technology is now a well-established, well-equipped and functioning institution, meeting an urgent national need for practical engineers. Both Unesco and the Government of Iraq have carried out fully the obligations they accepted under the Plan of Operation. The development of the college can be seen in the doubling of the student enrolment, which is now 708 students as against the 315 foreseen in the Plan of Operation1. In fact, the college may well claim to serve as an example to other similar teaching institutions. Nearly all the UNDP(SF)/Unesco equipment

and apparatus ordered for the project has been received and installed. Certain difficulties occurred during June 1967 owing to political events in the Middle East; this has meant a small amount of equipment has still to be received. It was considered best that equipment of the more complicated and delicate kind, especially for laboratories, should be ordered through Unesco and the Special Fund, while normal machinery and other equipment for workshops would be provided by the government in accordance with lists prepared by Unesco experts. All the laboratories in the different engineering departments are now in use. The Unesco team has recommended that pro-

per curricula be framed for workshop practice, and that faculty teaching staff members should be responsible for supervision and evaluation of students’ work in the workshops. In general, the progress in workshop development is satisfactory. For full usage, it is dependent upon the local workshop instructors and is, to some extent, handicapped by non-availability of sufficient skilled technicians and lack of time needed to train those that are available. It is believed that this situation will improve greatly with the present expansion in staff structure.

Curricula and syllabuses covering the five-year courses for all subjects in the engineering departments were prepared by the Unesco team in co-operation with local counterpart staff. The curricula and syllabuses have been duplicated and issued in bound copies for each department. The considerable work involved has been done by collaboration between the Unesco experts, the Dean and the heads of all the engineering departments. These handbooks have been revised and brought up to date from time to time and are much appreciated by staff and students in that they give a clear and detailed picture of the nature and content of the courses at all levels in all the engineering departments. Similarly, laboratory instruction sheets have

been prepared and printed for the engineering departments at the college; most of this work has been done by the Unesco team in co-operation with heads of departments. There are, however, some items on the debit

side. One major problem is that teachers spend too much time away from the college, and, in some instances, only come to deliver their lectures and leave again. Some of them are teaching on other faculties and institutions. This has meant that they are not able to do real justice to their work at the college. Now that there is an adequate full-time teaching staff it is essential that more responsibility of routine administration be delegated to departmental staff. This will encourage initiative and a sense of responsibility, increase efficiency, and relieve the Dean and the central administration of time-consuming tasks. Secondly, according to the Plan of Operation,

one of the functions of the college is to train some twenty students each year for teaching careers in

1. In addition to the total number of 708 students, 50 new students, graduates of Iraqi technical secondary schools, were enrolled at the college during the 1967/68 academic year for a two-year special training course of technicians. Of these students, 33 passed their examinations.

17

Conclusions

technical education and for appointment in industrial secondary schools. In September 1965, the technical teacher training courses were introduced for the first time by the Unesco expert who had arrived earlier in the year. The importance of this work, however, was fully appreciated by the college authorities and the courses ceased in December 1965. This part of the project was thus abruptly halted. The question was raised and discussed by the

Ministcr of Education, the Dean of the college, the United Nations Resident Representative in Iraq, the Unesco Chief Expert and the Chief Technical Adviser on the project. Subsequently, a scheme was devised to offer more attractions to students in the choice of a teaching career and this was duly approved by the Ministry of Education. Accordingly, during the 1966/67 academic

year 13 students were enrolled and accepted for technical teacher training courses, with a specialist full-time teacher from the University of Baghdad seconded for the purpose. While these particular students completed the courses suc- cessfully, it became abundantly clear that these courses held no attraction for the great majority of the college students, who were interested only in engineering careers in industry or government service. Thus, while some teacher training courses have, in fact, been given, and some students have graduated for this profession, no department of teacher training was established, and from the end of 1967 the scheme of inducements lapsed. Teacher training courses have not been restarted. During the visit of the Deputy Director-General of Unesco in February 1968 the problem was again discussed, and it was agreed that this integral part of the project should be reviewed by the Ministry of Education and the College Council. The training of Iraqi counterpart staff to take

over the departments by the termination of the project has been steadily and systematically pursued. Nevertheless, the process is not yet complete, and in view of the imminent arrival of a small but important amount of equipment still on order, and the desirability of ensuring a smooth overlap period at the college, the possibility of further external assistance may be worth consideration. In sum, the college is now established on a

sound basis, and its future seems assured. Though not entirely in accordance with the

original Plan of Operation, the project can be recorded as a successful achievement which has already contributed greatly to the industrial and economic development of Iraq.

Recommendations

For the future development of the college to a higher standard, comparable with similar institutions abroad, and to implement project objectives not so far fulfilled, the following recommendations are made :

Long- term

1. The college should endeavour to increase co-operation with national industry in solv- ing the industrial problems of Iraq. This should be done by encouraging the team of teaching staff concerned to use existing technical equipment and apparatus in college laboratories and workshops in their planned research work, in order to find the best solutions for these problems and to submit their recommendations and advice accordingly.

2. The college should concentrate on helping to educate and graduate the considerable manpower required for the development of industry in the following aspects: (a) field engineers; (b) teachers of technical subjects required for national technical institutions; and (c) technicians in the specializations which can be prepared by use of the available equipment and apparatus at the college laboratories and workshops.

Immediate

3. Efforts should be exerted to supply the college laboratories and workshops with more equipment to be used in experimental work by the students.

4. Careful maintenance must be organized in the most effective manner to cover: (a) laboratory equipment, instruments and apparatus; (b) workshop machines, tools and equipment; and (c) buildings.

5. To increase the efficiency of laboratory assistant personnel at the college, visits to similar institutions in some European countries could be arranged.

18

Conclusions

6. Short-term courses (of not more than four weeks) should be given in such fields as workshop management and air-condition- ing and refrigeration.

7. The college curricula does not leave students with enough time for private study, and it is recommended that the number of hours be reduced, especially for final and pre-final year classes.

8. The technical teacher training courses should be revised and adequate inducements given to attract students.

9. Full-time teachers should spend more time at the college and undertake administrative and extracurricula responsibilities.

10. More authority should be delegated to departments.

11. The teaching of English should be strength- ened and a language laboratory installed.

12. The library should be improved and

expanded and should stay open all day and during vacations.

13. A credit system should be established for the evaluation of students’ performance and the award of marks and grades.

14. Facilities for sports and physical activities should be increased.

15. The college calendar should be published before the beginning of each academic year, with dates of semesters, examinations and all important events.

16. Maintenance of buildings and equipment should be better organized and adequate staff provided.

17. The new mechanical engineering laboratories should be constructed as soon as possible.

18. The metrology laboratory and technical education facilities should be installed in new permanent buildings.

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Appendixes A Project finance

Summary of contributions of UNDP(SF)/Unesco and the Government of Iraq

Original Amend- Estimated Item Plan of ment June

Operation no. 3 1969

UNDP(SF)/ Unesco contribution Expert services Fellowships Equipment Miscellaneous Headquarters costs TOTAL

399 025 30 O00 400 O00 24 O80 54 o00 907 105l

551 070 42 557 420 O00 63 736 81 600

1 158 963

Government of Zraq contributron Buildings 570 OOOs Equipment and supplies 184 500 Operating expenditures Counterpart staff 640 416 Services, maintenance, etc. 40 150

Local operating costs 29 532 TOTAL 1 464 598

Iraqi dinars 2

1. Including library and final report. 2. $1 = 0.3571 dinars. 3. Not including buildings (eight blocks) not specifically constructed for tbe project but made available to project. 4. Not including the new mechanical laboratory yet to be constructed.

554 640 40 700 420 O00 73 110 81 600

1 170 050

Iraqi dinars2

987 73g4 374 243

476 803 79 535 29 532

1 947 851

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B Unesco experts

Name Nationality Specialization Arrived Departed

Backlin, K. Boellinger, H. Bookless, R. C. Goodyear, A. S. Hansen, H. Helmy, H. Hinsch, E. Mirkotan, S. F. Mirkotan, S. F. Mirkotan, S. F. Perquin, N. Radic, M . K. Schwartz, L. Varshney, M . P.

Sweden Federal Republic of Germany United Kingdom New Zealand Denmark United Arab Republic Federal Republic of Germany U.S.S.R. U.S.S.R. U.S.S.R. United States Yugoslavia Federal Republic of Germany India

Mechanical engineering Chief Technical Adviser Electrical engineering Building construction General studies Chief Technical Adviser Automotive engineering General studies General studies General studies Mechanical engineering Automotive engineering Mechanical engineering Technical education

21.1.62 9.4.61

16.12.62 3 1.12.62 29.12.61 21.11.65 28.1.62 2.7.63 1.2.65 23.2.66 13.11.63 6.3.66 9.9.62 22.1.65

31.8.62 28.2.65 14.2.67 30.6.66 28.2.63 31.12.68 27.10.65 1.7.64 31.8.65 22.10.66l 2.10.66 5.6.68

12.1 1 .622 30.6.68

1. Six months’ extension under EPTA. 2. Died at duty station.

21

C Counterpart staff

The following list describes the counterpart staff position as at 25 October 1968.

Administration Dean of the college; assistant professor and head of mechanical engineering department

Assistant Dean for administration; assistant professor of English

Assistant Dean for technical affairs; senior lecturer and head of workshops

Building and construction Five senior lecturers; (one acting head of

T w o assistant professors department)

T w o lecturers

Electrical engineering

department) Six senior lecturers; (one acting head of

Six lecturers

3

9

12

Mechanical engineering

department) Three senior lecturers (one acting head of

One assistant professor Eleven lecturers 15

Automotive engineering One senior lecturer (acting head of depart-

T w o lecturers 3 ment)

General Studies (mathematics, physics, chemistry, English) Four senior lecturers (one acting head of

Six lecturers 10 Total counterpart staff 52

department)

- All the above counterpart staff are nationals of Iraq, and employed full time at the college. There are 9 withDoctor’s degrees; 8 with Master’s degrees; 20 with B.Sc., B.A. or B.A.E. degrees. The remainder hold diploma qualifications in recognized colleges of engineering in various countries.

22

D Fellowships

Recipient Subject of study Duration Date

Date of commenced fellowship

(months) Country and institution of study

Dujaili, I. A. Electronics engineering

Hayani, H. Workshop management

Hayani, J. S. (Dean) Technical administration

Jawadi, I. A.

Khachiglan, G. Y.

Markho, P. H.

Rania, A. A.

Rubeye, H. S.

Shakarchi, H. S.

Tamimi, T. H.

Physics

Electrical engineering

Mechanical engineering

Building construction engineering (later architecture) Mechanical engineering

Electrotechnics

Automotive Engineering

United Kingdom: Norwood Technical College (later Northern Polytechnic) United Arab Republic: Various visits and study United Kingdom: Various institutions Visits to various European colleges and institutions United Arab Republic United Kingdom: Enfield College of Technology Sweden: ASEA laboratories United Kingdom: Leeds University United States of America: The Catholic University Washington, D. C. Federal Republic of Germany : Berlin Technische University United Kingdom: Salford College of Advanced Technology United Arab Republic; visits United Kingdom: BMC Training Centre

15.7.66

16.9.68

1.11.68

10.10.66

1.10.68

8.11.65 2.4.68

25.9.68 5.9.63

1.1 1.67

12.9.63

10.6.66 12.6.65

24

1%

10%

2

1

9 6

12 12

9

10

3 8

2.9.681

15.9.69

10.12.662

31.10.68

8.9.663 10.10.68

20.9.69 -4

31.7.68

31.7.64

9.9.66 21 A665

1. Initial fellowship of 12 months’ duration extended by one additional year to enable the fellow to complete the final year course in radio and elec-

2. Remaining one-month fellowship in the United Arab Republic scheduled to start on 20 October 1967 was for local reasons postponed by the

3. Fellowship expired on I August 1966. H e returned to the college on 8 September 1966 and resumed his normal work as Head of General Studies

4. Fellowship expired on 4 September 1964 and he never returned to the college to resume his normal work. 5. Fellowship expired on 10 February 1966, and due to medical treatment in the United Kingdom be returned to the college on 21 August 1966 and

tronics servicing.

Minister ‘of Education. H i s final one-month fellowship training in the United Arab Republic was from 1 to 31 October 1968.

Department.

resumed his normal work as Head of Automotive Engineering Department.

23

E Equipment

Description of mujor equipment items purchased

Automotive engineering. Road wheel vehicle dynamo- meter; brake tester; vehicle hoist; sectionalized and demonstration models.

Building and construction engineering. Universal, transverse and compression testing machines; concrete sampling, grading, mixing, casting, vibrating and drilling equipment; soil mechanics equipment including triaxial, shear, C.B.R. unconfined compression, and sampling and grading apparatus ; theodolites, levels and sundry surveying equipment.

Electrical engineering. Rotating machine and rectifier, demonstration test sets with switchboards and control gear; radio transmission, direction finding, circuitry and computing kits; electronic circuit components; measuring and recording instruments and oscilloscopes.

Laboratories. Science and physics laboratory equipment (optics, sound, heat, magnetism, electricity, chemistry, mechanics, etc); and for the heavier laboratories: gas turbine test set; variable compression engine test set; torsion testing machine.

Mechanical engineering. Steam laboratory (90 h.p. boiler, superheater, instructional turbine set, engine, condenser, cooling tower, etc.); hydraulic machines (Francis turbine and governor, Petton turbine, pump sets, etc.); hydraulics test benches; air flow demonstration set; engine testing dynamo- meter and transducers; fuel testing apparatus; refrigeration calorimeter, compression, impact and hardness testers; structures demonstration test rigs; strain gauge equipment; also metrology equipment (comparators, gauges, micrometers, diameter measuring machine, surface plates, etc.) ;

hand tools; metallurgical microscopes and spe- cimen preparation equipment ; audio-visual aids (projectors, films, duplicator, etc.). .

Equipment shipped 1

Year Orders shipped Cumulative

1961 1962 1963 1964 1965 1966 1967 1968

1. Including publications.

f

898 71 604 137 614 96 754 25 037 19 194 28 014 30 144

8

898 72 502 210 116 306 870 331 907 351 101 379 115 409 254

Equipment purchased (by category of equipment)

Equipment Value

Automotive engineering Building and construction Electrical engineering Laboratories Mechanical engineering Sundries Other equipment Library equipment only

Less: Insurance and adjustment Total equipment value

f

20 459 49 954 129 077 53 445 141 458 1141 2 813

398 347 4 295

394 052

-

24

F Building plan and cam

I

Entrance

Main entrana

?us layout

Entrance

I I

I

Subdivision

for

teachers'

houses

Mounting court

Mechanical workshops RT L J L

Carpentry Soil-testing Concrete 1 lab?rotory laboratory

I I

lroqi- ' Germon school : laboratories

j Provisional mechanical

Parking: 100 cars

1

Dormitory bvildings

for lecture rooms and laboratories)

Extension oreo

d O 10 20 30 40 50

Football ground

G Courses of study'

I. 1968/69 session-&st year

Class

'E ~

1A 1B 1c 1D Da y

Saturday Mech. drawing Mech. drawing Mech. drawing Physics lab. Chemistry lab.

Sunday

Monday

Tuesday

Mathematics Physics Mathematics English

Mathematics Physics Chemistry

Workshop Workshop Workshop

Wednesday Workshop Workshop Workshop

Thursday Workshop Workshop Workshop

- .-


Workshop Workshop Workshop Physics lab. Chemistry lab.


Physics Physics English

Mech. drawing Mech. drawing Mech. drawing Mathematics

Mathematics Chemistry Mathematics

-

Mech. drawing Mech. drawing Mech. drawing

English Mathematics Chemistry

Physics Mathematics Mathematics Physics lab. Chemistry lab.


Workshop Workshop Workshop Physics



Workshop Workshop Workshop Mathematics


Mathematics English Physics Physics lab. Chemistry lab.


Physics Mathematics Chemistry

Chemistry Mathematics Mathematics

Physics Constr. drawing Constr. drawing

English Mathematics Physics Arch. drawing Arch. drawing


Workshop Workshop Workshop Chemistry lab.


1. The following are a list of manuals prepared by Unesco for students' use:

Professor S. F. Mirkotan: Physics Laboratory Manual, Part I (1st and 2nd years) ; PhysicsLaboratory Manual, Part II (1st and 2nd years).

Dr. H. Helmy: A Course in Engineering Drawing (Ist year); A Course in Steam Engines (3rd year); A Course in Steam Engines (5th year).

Dr. M. P. Varshney: Electrical Power Station Manual (5th year).

26

Appendixes

II. Second year

Engineering class Day

Mechanical (A) Mechanical (B) Electrical (A) Electrical (B) Building

Saturday Workshop Statics Physics English Workshop Physics Mathematics Statics Workshop Mathematics Sta tics Physics

Statics Physics Arch. history Carpentry

Sunday Physics Workshop Metallurgy Mach. construction Metallurgy Workshop Mech. drawing Mathematics English Statics Workshop Mech. drawing Physics lab. Geology

Physics lab.

Workshop Prod. engineering Metallurgy Statics Mathematics Mech. drawing Metallurgy Workshop Statics Mathematics Mech. drawing Physics lab. Workshop Metallurgy Physics

Carpentry Physics lab.

Monday

Tuesday Mathematics Mech. drawing English Workshop Statics Mach. construction Mech. drawing Mathematics Workshop W/shop concrete Physics lab. Statics Mach. construction Workshop W/shop concrete Physics lab.

Wednesday English Physics Prod. engineering Mathematics Metallurgy Physics Metallurgy Humanities Humanities Mathematics Mathematics English Physics Metallurgy Physics lab.

Physics lab.

Thursday Prod. engineering Mach. construction Metallurgy Physics Metallurgy Prod. engineering Statics Mech. drawing Humanities Humanities Humani ties Physics lab. Mech. drawing Arch. history

Physics lab.

III. Third year

Engineering class

Mechanical (A) Mechanical (B) Electrical (A) Electrical (B) Building

Fluid mechanics Struc. of materials

Saturday Thermodynamics Struc. of materials Prod. engineering

Thermodynamics Prod. engineering Theory of machines

Electronics Machines Elec. techniques

Instruments Elec. techniques Electronics

Struc. of materials

Mathematics Thermodynamics

Sunday

Monday

Steam engines Mathematics Theory of machines

Design Design Design

Steam engines Struc. of materials Mathematics

Instruments Thermodynamics Fluid mechanics

Electronics Thermodynamics Fluid mechanics

Workshop Workshop Works h o p

Mathematics Mathematics Survey Mat. proportions

Electronics lab. Electronics lab.

Electronics Electrical lab. Electrical lab.

Elec. techniques Electronics lab. Electronics lab. Electrical lab.

Thermodynamics Mathematics Library

Tuesday Workshop Workshop Workshop

Wednesday Thermodynamics Steam engines Mathematics

Design Design Design

Thermodynamics Steam engines Library

Elec. techniques Electrical lab. Electrical lab.

Machines Electrical lab. Electrical lab.

Struc. of materials Arch. design Arch. design

Mathematics Building erection Mat. proportions

Thursday Struc. of materials Theory of machines Library

Mathematics Struc. of materials Theory of machines

Thermodynamics Mathematics Library

SUNeY Survey Fluid mechanics

27

Appendixes

IV. Fourth year

Engineering Class Automotive Electrical Building Day Mechanical

Sunday

Monday

Tuesday

Saturday Machine tools Chassis construction Electronics Construction theory Theory of machines Theory of machines Electrical lab. Concrete design Heat transfer Heat transfer Electrical lab. Concrete design

Electronics lab.

Theory of machines Theory of machines Power Design Design Project Machine tools Theory of m/vehicles Project

Building services Fluid mechanics Soil mechanics

Workshop Workshop Elec. engineering Building erection Workshop Workshop Magnetic fields Concrete design Workshop Workshop Mathematics

Mathematics Combustion engines Combustion engines Machines lab. Fluid mechanics Fluid mechanics Fluid mechanics Machines lab. Construction theory

Mathematics Machines Steel design

Machines lab.

Wednesday Fluid mechanics Fluid mechanics Machines Building services Design Design Elec. engineering Mat. proportions Design Design Electronics Mat. proportions (lab.)

Carpentry

Thursday Combustion engines Combustion engines Power Building erection Elec. engineering Elec. engineering Instruments Soil mechanics Heat transfer Heat transfer Communications Laboratory

V. Fifth year

Day

Saturday Vibrations Chassis construction Radio and TV Steel design Project Chassis construction Control Soil engineering Psycholow Psychologv Psychology Psychology

Engineering class Automotive Electrical Building Mechanical

Materials lab.

Sunday

Monday

Tuesday

Lifting machines Workshop Air cond./Refrigeration Workshop Power stations Workshop

Electronics Irrigation, drainage Electrical lab. Project Electrical lab.

Air cond./Refrigeration Elec. instruments Power Concrete design Combustion engines Combustion engines Project Arch. design Fluid mechanics Theory of m/vehicles Project Building methods

Electrical lab.

Fluid mechanics Elec. instruments Power Construction theory Fluid mechanics Project Control Highway engineering Elec. engineering Project Radio and TV Soil engineering

Wednesday Prod. engineering Maint. engineering Electronics Steel design Combustion engines Combustion engines Communications Project

Chassis construction Machines Project

Thursday Els. engineering Workshop Power stations Workshop Power stations Workshop

Machines Concrete design Machines lab. Irrigation, drainage Machines lab. Building methods

28

H Student enrolment and graduate output

I. Enrolment II. Graduate output

Academic year

Plan of Operation Actual

Academic year

Plan of operation Aeual

1960161 1961 162 1962/63 1963164 1964165 1965166 1966167 1967168 1968169

75 135 195 255 27 5 315 315 315 315

43 122 173 266 319 41 5 678l 694l 758l

1. Including 50 students enrolled for the two-year technician training course.

1964165 1965166 1966167 1967168 TOTAL

60 60 60 60 240

~

21 37 42 69 169l __

1. In addition to the total number of 169 graduate engineers, 16 students coming from technical secondary schools received a two- year training course for technicians in different specializations. They all graduated in 1965/66 academic year and are now also employed in governmental departments and services. A second batch of 50 students enrolled in 1967168 for a two-year technicians’ course.

29

college of engineering technology baghdad, iraq -...

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