Partnership Project B etween · This project comes within the framework of an educational partnership launched by US Embassy in Tunisia in support of its democratic process after

Republic of Tunisia Ministry of Higher Education

The General Directorate of Technological Studies ISET of Sfax

الجمهورية التونسية وزارة التعليم العالي والبحث العلمي

للدراسات التكنولوجيةالإدارة العامة المعهد العالي للدراسات التكنولوجية بصفاقس

2012-2016

etweenPartnership Project B

Kirkwood Community College &

Institut Supérieur des Etudes Technologiques de Sfax

Activity Report

Presentation

This project comes within the framework of an educational partnership launched by US

Embassy in Tunisia in support of its democratic process after the revolution. The project is

between “Institut Superieur des Etudes Technologiques” (hereafter ISET Sfax) and Kirkwood

Community College in Cedar Rapids, Iowa (hereafter KCC). This program is designed to

encourage the exchange of knowledge about the important role of community colleges and

the ISET system in educating students and finding employment for recent graduates. It is

meant to help a cohort from ISET Sfax to examine experience and adapt the US unique

community college educational model for ISET at a first stage and later the whole country’s

educational and economic benefit.

The program was formally launched on January 31st by his Excellency Jacob Walles, the

American Ambassador to Tunisia who paid a visit to ISET Sfax and met Samir Bakloulti,

the director, Slim Zouari the the associate director and in charge of internships, department

heads from ISET Sfax and Wafa Thabet Mezghani, a teacher and in charge of international

exchanges. The latter offered to the guests a power point presentation explaining the

education system in Tunisia and the importance of ISETs within this system.

In its first phase, the project was developed to help ISET Faculty members and administrators

to examine, experience and adapt the United States’ (US) unique community college

educational model for their country’s educational and economic benefit. to provide

experiential learning for ISET faculty members about the community college model, in a way

that allows participants sufficient time and support to define their needs, set their goals, and

develop implementation plans; and to enhance job opportunities.

The second phase of the project (with no-cost extension) was developed to focus on industry

partnerships and encourage the development of curriculum around local industry needs.

To this end, a cohort of 8 people made up of 5 faculty members and 2 industry

representatives, and one representative from the Ministry of Higher Education and Scientific

Research travelled to USA March 2016 to attend a League of Innovations conference in

Chicago, experience firsthand community college and business partnerships, attend training

that would help in understanding the curriculum building process that aligns with industry

needs and createa business plan for an advanced technology center in Sfax . The latter will

focus on addressing the local workforce needs in the area using the framework of the US

Community College as a model. The Technology Center will serve as a bridge between

academic institutions in the region of Sfax and the local industries.



الجمهورية التونسية وزارة التعليم العالي والبحث العلمي

للدراسات التكنولوجيةالإدارة العامة المعهد العالي للدراسات التكنولوجية بصفاقس


Kirkwood Community College &


First phase : 2012-2014

A Post-Visit Report

May 2013

Acknowledgments

Our visit to the United States of America and precisely to

Iowa and Georgia States wouldn’t have been fruitful without

the assistance of those who planned for us the visit program

and followed us in all its implementation stages.

A BIG THANK YOU to the whole team: Dawn Wood, John

Henik, Linda Hagedorn, Larry Ebbers and Ken Riha for

their invaluable assistance and remarkable patience during

our visit to Cedar Rapids, Ames and Atlanta.

We would like to extend our gratitude to the personnel

working in US embassy in Tunis and particularly Khaled

Souissi and Stephen Kochuba for their professional

guidance and invaluable contribution to make our trip a real

success.

We will keep very good memories of this visit and this

exchange and we shall work hard to go further along the

path of this partnership.

ISET Team- 2013

List of Tables

Table.1: detailing visits to academic institutions businesses and industries .............................. 8

Table 2. A table detailing visits to non-industrial partners. ..................................................... 10

ملخص بين المعهد العالي للدراسات شراكة إطار في الأمريكية المتحدة الولايات إلى هذه الزيارة تندرج

.Kirkwood Community College (KCC) بصفاقس و التكنولوجية تشرف عليه. تونس وهي التي المتحدة الأمريكية في تسفارة الولايا طرف ممول من المشروع هذا

Community Colleges لـ بها قمنا التي الزيارات البداية في التقرير هذا يبين (Pioneer, Hi Bread, …) (…,Kirkwood, Des Moines Area) الصناعيين وشركائهم

Iowa Economic Development Authority, The Greater Des) الصناعيين و غيرMoines Partnership,…) هذا ية (متحف، سينما،...). كما يتعرضالزيارات الثقافإلى ضافة بالإ

Community Colleges في التونسي حضرها الفريق اللذين المؤتمرات أهمإلى التقريرfor International Development (CCID) التكنولوجية المعهد العالي للدراسات ومداخلة فريق

من و . و أخيرا و مشاركته بعرض للحكايات من التراث التونسي بصفاقس حول منظومة التعليم بتونس البحث في المؤسسات الجامعية لتعزيز مجالات يبين صفاقس ISET فريق التقرير، فإن هذا خلال

الشراكة مع الصناعيين. Résumé Cette visite aux Etats Unis s’intègre dans le cadre d’un projet de partenariat universitaire entre l’ISET de Sfax et le collège communautaire de Kirkwood. Ce projet est lancé et supervisé par l’Ambassade des Etats Unis à Tunis. De ce fait, ce rapport détaille, au début, les visites effectuées aux seins des collèges communautaires (Kirkwood, Des Moines Area,…) ainsi que leurs partenaires industriels (Pioneer, Hi Bread, …) et non industriels (Iowa Economic Development Authority, The Greater Des Moines Partnership,…) sans oublier les visites culturelles (Le capitole de l’Etat d’Iowa, Musée Putnam, Théâtre IMAX, …). Ensuite, Il présente les principaux conférences et organismes (Higher Education for Development, World Education Services,…) rencontrés lors du consortium de collèges communautaires CCID ainsi que l’intervention de l’équipe de l’ISET de Sfax. Et enfin durant ce rapport, l’équipe de l’ISET de Sfax présente les points à développer au sein des instituts universitaires afin de renforcer le partenariat avec les industrielles. Abstract This visit to the United States fits into the framework of a partnership project between ISET Sfax and Kirkwood Community College. This project was initiated and supervised by the U.S. Embassy in Tunis. Therefore, this report details the several visits to community colleges (Kirkwood, Des Moines Area, ...), their industrial partners (Pioneer, Hi Bred, ...) and non-industrial partners (Iowa Economic Development Authority, the Greater Des Moines Partnership, ...) without forgetting the cultural visits (Iowa state’s capitol, Putnam Museum, IMAX Theatre, ...). Then it presents the main conferences and agencies (Higher Education for Development, World Education Services, ...) attended and met during the Community Colleges for International Development (CCID) and the participation of ISET team either in the ISU or CCID or the storytelling event. Finally the report presents the different projects which must be developed in the university institutes to strengthen the partnership with the industry.

Table of contents

Introduction ................................................................................................................................ 1

1. Academic and industrial institutions .................................................................................. 4

1.1. Visits to academic institutions......................................................................................... 4

1.2. Table detailing visits to academic institutions and businesses ........................................ 6

2. The non- industrial partners/ other partners ........................................................................... 9

3. CCID Conference ................................................................................................................. 11

3.1. Higher Education for Development (HED) .................................................................. 11

3.2. World Education Services (WES) ................................................................................. 12

3.3. The Fulbright program .................................................................................................. 12

3.4. ISET Participation ......................................................................................................... 12

4. Recommandations ................................................................................................................ 13

5. Evaluation of ISET visit to KCC and partnership program ................................................. 14

Conclusion and perspectives .................................................................................................... 16

A post-visit report

Page 1

Introduction

This visit was proceeded by many preparations and virtual discussions between ISET, KCC

and two other partners Iowa State University (hereafter ISU) and AMIDEAST in Tunisia and

was crowned by a signing a memorandum of (MOU) between ISET and KCC.

In December 2010, riots started in Tunisia in response to a high rate of unemployment and

economic frustration lived by many Tunisians, especially those with university degrees. These

riots toppled the Tunisian government and started the so called “the Arab Spring”.

However, things haven’t improved a lot after revolution and unemployment rate has

continued to rise and turned to be one of the catalysts of social unrest. In Fact, since Ben Ali

was ousted in January 2011, the rate has increased to 18%. One of the explanations for this

high rate of unemployment in Tunisia is the huge mismatch between what the university

offers and the job skills that the employers need.

Unemployment is a very serious problem in Tunisia. According to the World Bank’s report of

2012, the rate of unemployment in Tunisia rose from 13% in 2010 to 19% in 2011. What

makes the situation worse is that the highest rate is among new college and university

graduates. It has recently reached 44% . So why are highest unemployment rates among the

skilled labour force?

One of the answers is the over-emphasis of Tunisians on high level and specialized education.

Socially speaking, parents in Tunisia highly value occupations related to medicine and

engineering and other highly-trained professions where there aren’t enough jobs and

vacancies. It looks like “we don't have a jobs crisis, we have a skills crisis”, as stated by

McKinsey in his report ‘Education to employment’ http://mckinseyonsociety.com/education-

to-employment/report/

To create an avenue of relief to the Tunisian unemployment situation, American Embassy in

Tunisia issued in April 2012, the U.S. Embassy a call for applications related to U.S. –

Tunisian university collaboration in five fields. One option, was the “Comprehensive

Community College Concept and this was meant to provide information and training on the

American model. The community college system in the U.S. was selected as a model for this

partnership because of its educational similarities with the ISET system in Tunisia. The

A post-visit report

Page 2

community college system serves nearly half of the undergraduate students in the U.S. by

providing affordable access to post-high school education as a method to encourage

workforce development and skills training.

“In a quest for relief and prosperity, eyes are turning towards finding new alternatives that

could solve the country’s current problems. The American community college model; is

among the responses suggested to be tested, tried, and possibly followed. . It is the

community college’s vocational aspects and its ties to business and industry that hold promise

of contributing to relief of Tunisia’s current difficult situation. (Hegedorn and Mezghani,

2013)

Kirkwood Community College in Cedar rapids, Iowa will lead the activities towards this

purpose with the assistance of three partners: Iowa State University (ISU) in Ames, The

Higher Institute of Technological Studies in Sfax (ISET) and AMIDEAST in Tunisia. This

will be carried out through exchanges between Kirkwood Community College and ISET Sfax.

Participants from ISET:

Samir Baklouti, ISET director

Wafa Thabet Mezghani, Head of the project, in charge of international exchanges and

English teacher.

Slim ZOUARI, Studies and Internships Director, Associate Director.

Mondher HADIJI: Head of Computer and Technology Department

Souheil KAMMOUN, Head of Economics and Management Department

Moncef MAKNI, Head of Civil Engineering Department

Anouar KOUBAA, Head of Processes Department

Hedi BEN GARRACH, Head of Mechanical Engineering Department

And participants on the Kirkwood Community college side are:

Dawn WOOD: Director, International Programs

John HENIK: Associate Vice President, Academic Affairs

Ken RIHA: Project Coordinator

From ISU:

Linda Hegedorn : Associate Dean, Undergraduate and International Programs, College

of Human Sciences

A post-visit report

Page 3

Larry Ebbers : University professor, Education Leadership and Policy Studies

From AMIDEAST Tunisia:

Quincy Dermody : Country Director

The exchanges of faculty members and administrators include the examination of how

American community colleges create affordable and accessible education opportunities for

students, the exploration of the educational and curriculum development models of the

community college system to create partnerships with private sector businesses to train

graduates for employment following their studies. The two partners will also work together

to strengthen pre-existing links between ISET-Sfax and businesses in Tunisia.

One of the challenges of this visit is:

Study the US educational system, explore the models of education development, see

the methods and the means applied in Kirkwood and other US educational institutions

to create affordable and accessible possibilities of training of students and this to

facilitate their insertion in the socioeconomic environment.

Try to find procedures to strengthen the pre-existent links between the ISET and the

Tunisian businesses.

To this end, a 17-day visit to USA was planned for a group of 8 persons from ISET.

The program includes several sessions of informative training and meetings of experts to

explore and investigate the way of offering education and training within the framework of

the community college system and the way community colleges cooperate and work in

tandem with local businesses and other centers.

Presentations and discussions were led on instructional design and development, including

developing course objectives and learning outcomes, course planning, curriculum designs the

elaboration of the programs, classroom technology and interactive learning, the development

of the human resources …

Moreover, visits to local industries, career centers, chamber of commerce and other related

bodies and cultural excursions were scheduled to learn more about the educational system and

the lifestyle in Iowa.

In second part of this project, a specific plan of partnership is going to be prepared for a

period of three years, accentuating the procedures adequate to implant to reach the aimed

goals.

A post-visit report

Page 4

1. Academic and industrial institutions Among the activities done during this program, we can mention the visits made for

universities, businesses and industries.

1.1. Visits to academic institutions

a) Kirkwood Community College (KCC), Kirkwood's Center for

Excellence in Learning and Teaching (KCELT)

The purpose of these visits is to make us explore and experience through meetings and

workshops:

- A new educational method (Flipped classroom),

- New teaching methods using modern technologies and high tech such as cameras and

tools of projections.

This visit also allowed us to discover the platform of e-learning (Angel), through a workshop

offered by KCC staff.

The e-learning platform (Angel) enables students:

- To use on-line educational resources (courses, guided activities),

- To be up to date concerning all the news and events occurring in Kirkwood Community

college such as their marks, information about faculty absence, homework, etc).

The platform (Angel) allows, teachers as well to do their students follow-up on-line and to

evaluate their students work and activities.

Site: http: // www.kirkwood.edu/

b) Des Moines Area Community College (DMACC)

During this visit we were offered:

A presentation on DMACC

Its ties with the socioeconomic environment (tight relationships with the businesses of

the region: John Deere and Sauer Danfoss),

Its relationship with other centers as Evelyn Davis center for working families. This

project or initiative aims at improving families’ income and therefore life by creating

new opportunities for them to gain employment and this could be done through

education and on-the-job training programs. Surprisingly, this project is supported by

local employers who are interested in finding solutions and opportunities for the

unemployed and underemployed living in Central Iowa and giving them the chance

for new careers.

A post-visit report

Page 5

To ensure the sustainability of these relations, DMACC appoints a consultant / academic

advisor for every program, whose role is to coordinate between both parties and mainly to

help in preparing programs tailored to their needs.

Site: http: // www.dmacc.edu/

d) Iowa State University

During this visit, Wafa Thabet Mezghani presented to doctoral students in the college of

Human Sciences (CHS) the Tunisian educational system. This was preceded by listening to

Tunisian National Anthem and general presentation of Tunisia and Sfax, their cultural

heritage and tourist attractions and economic activities, then Mondher Hadiji and Souheil

Kamoun offered a presentation of their departments.

Figure4. Presentation made by Wafa, Mondher and Souheil in the CHS

Then we attended a lecture offered by Dr. Linda Hegedorn and participated in a discussion on

the policy analysis in general and on its influence on education in particular. This was

followed by a discussion about the case of Tunisian educational system.

Site: http: // www.iastate.edu/

A post-visit report

Page 6

1.2. Table detailing visits to academic institutions and businesses

Date of

the visit People met Visited institutions

Content of the visit

(workshop/ meeting/

presentation/classroom or lab’s

observation, guided tour)

Objectives/results Transferable ideas

What and how?

12/02/2013

8. 30

Bonnie Cackoski,

Theresa Moore

Kirkwood Community

College (KCC):

Kirkwood's Center for

Excellence in Learning

and Teaching (KCELT)

Presentation of the platform Angel and e-

learning

- New teaching techniques : new

pedagogical methods

(Flipped classtroom)

- Multimedia Lab for distance

learning.

Introducing distance

learning in our curricula.

12/02/2013

13. 30 Laura Carson Apple Store

A training workshop : Using Ipad

technology in teaching and learning

Using new technologies in teaching

and learning.

Put some pedagogical

resources on the

plateform iTunesU

13/02/2013

10.00 Alison Ryan Pioneer A guided tour

Learning about and exploring

research and development.

Networking with Tunisian

businesses

14/02/2013

8. 15

Robert J. Denson,

Kim linduska,

Scott Ocken,

Jeff Janes,

Karen Stiles

Des Moines Area

Community College

(DMACC)

-Presentation of DMACC

-Presentation of a pilot cooperation

between community colleges and

businesses and industries( John Deere –

DMACC et DMACC – SauerDanfoss)

-Presentation of the cooperation between

DMACC and Evelyn Davis Center.

Strong ties between the university

and its surrounding environment.

- Creating a position of a

consultant in ISET that

takes care of relationship

between ISET and its

socio-economic

environment

- Designing programs and

A post-visit report

Page 7

curricula in collaboration

with regional businesses.

14/02/2013

9. 30 John Deere A guided tour

Exploring production sites in the

industry

Strengthening ties with

Tunisian businesses.

15/02/2013

9.00

Christopher Duree,

Lori Wildman,

Bob Hiatt

IOWA VALLEY

Community College

Presentation of Iowa Vally Community

College district

Involving businesses’experts in

teaching relying on their

professional experience rather than

their degrees and diplomas.

Tailoring programs to the

job market..

15/02/2013

10.30 Bob Hiatt

Iowa Vally Community

College Tour of Alliant Training Center Facility

15/02/2013

11.15 Jean Brownline


College

Tour of Iowa Vally Community College

district’s

15/02/2013

11.45 Dan Huntley


College

Tour of Marshalltown Community

College Student

16/02/2013

9.00

Linda Serra

Hagedorn

Ph.D students

Iowa State University

-Presentation of Tunisia, Sfax and

Tunisian educational system by Wafa

Thabet Mezghani

Presentation of Computer Sciences

department by Mondher Hadiji

Presentation of Economics and

Management Department by Suheil

Kamoun

-Presentation on Policy Analysis by Linda

Hegedorn

Workshop and PhD students in

education on policy analysis to

suggest ideas to improve Tunisian

education system.

The importance of

carrying out a policy

analysis of education in

ISETs

A post-visit report

Page 8

18/02/2013

9.

David Horsfield,

Stephanie Bredeman,

Kim Johnson

Kikwood Community

College

-Attending a lesson: classroom

observation and culinary Lab observation

-Presentation on Workforce development.

Using new technologies in teaching

and learning (cameras, projectors)

Designing a questionnaire

to identify the real needs

of the businesses in the

region.

19/02/2013

9h

Jeff Mitchel,

David Bennett,

David Stoppelmeyer

Kikwood Community

College

-Energy Training Center

Wind Power

-Advanced Manufacturing Center

Starting a program in

renewable energy

.

20/02/2013

10h John Deere in Moline

A video presentation followed by a guided

tour Exploring production sites.

Building relationships

with Tunisian businesses.

21/02/2013

8h30

John Buse,

Doug Bannon

Kikwood Community

College Student Services Presentation

Programming regular meetings with

students.

Creating a service that

takes care of student’s life

on the American way.

Table.1: detailing visits to academic institutions businesses and industries

A post-visit report

Page 9

2. The non- industrial partners/ other partners

Date of the visit

People met

Visited institutions

Content of the visit (workshop/ meeting/ classroom or lab’s observation, guided tour)

Objectives/results

Transferable ideas

What and how?

13/02

/2013

The Capitol

(Senate and

House of

representatives of

Iowa State)

A guided tour and meetings with

key policy makers

-Understanding the functioning of different

political institutions on the local/state level

- It was an occasion for us to learn about the

importance of decentralization of policy

making on the administration of community

affairs

Decentralization of

decision making and

administration of the

community affairs

13/02

/2013

Paritosh Kasotia Iowa Economic

Develop-ment

Authority

Presentation of the center and its

role in the community

-understand its role in the community and its

interactions with other institutions

-The proximity and decentralization play a

very important role in paving the way for a

better role of this institution

Creating a similar body in

Sfax region that offers

studies on the economic

development of the region.

14/02

/2013

Mary Chapman,

VP Community

and Workforce

Partnership and

staff, Marvin

DeJear, EDC

Director

Evelyn Davis

Center

Presentation of the center and its

role in the community

-Learning about its role in the community

and especially in its relationship with the

community colleges.

-This institution offers different services

to help individuals improve their lives and

realize their potentials. This is done by

delivering educational opportunities and on-

the-job training. The center also offers job

search assistance, short term certificate

No age limit to study and

there will be always

opportunities for people to

“improve their lives, realize

their potential and reach

their dreams.” (EVD)

A post-visit report

Page 10

training, career assessments, income and

work support, etc.

14/02

/2013

Mayor Cownie

David Maahs,

Executive VP

Economic

Development

The Greater Des

Moines

Partnership

Presentation of the institution and

its role in the community

- Rôle dans la communauté et interaction

avec les autres organismes

-Ils ont beaucoup de moyens, ils

interviennent dans plusieurs projets, ils sont

conscients de l’importance de leur

implication dans des projets avec les

Collèges Communautaires

It’s a consortium of many

chambers of commerce.

One of its key roles is

preparing students before

going to universities and

colleges by offering

training in particular skills

as communication and

leadership skills. They are

trying to make their

services offered for free.

15/02

/2013

Carol Stax

Brown

CCID Presentation of the institution and

its key role in drawing a strategy

for community colleges. (CC)

Role of the CCID in organizing the

international conference.

The role of this institution is not limited to

organizing the conference but it works to

make the concept of CC international by

helping CC to act internationally and build

relationships with other international

institutions.

We can work with them as

they cover all CCs in the

country. They could

facilitate later students and

staff exchange

Table 1. A table detailing visits to non-industrial partners.

A post-visit report

Page 11

3. CCID Conference

The idea of creating Community Colleges for International Development (CCID) was first

discussed by the president of Brevard Community College and his assistant in 1976. The main

principle was to create a consortium that groups all community colleges in the country to act

internationally. The rationale behind that was that the consortium could find more opportunities

abroad than a single community college acting independently, on its own way.

CCID groups students, teachers, leaders and governmental institutions together, they share their

ideas and their experiences regarding international partnership.

For more than 40 years, CCID has created an international network for community colleges to

further their internationalization initiatives and to enhance the development of an international

competent workforce that meets the needs of businesses around the world.

To accomplish its mission, CCID offers:

- Activities for its network partners

- Opportunities to develop internationally

- A data base of information and knowledge to be shared by members of CCID.

https: // programs.ccid.cc / cci/

This year (2013), our partner Kirkwood Community College invited us to participate in the 37th

conference of the CCID which took place in Atlanta from 22 till 25 February 2013.

During the opening day, the steering/ organizing committee offered us a table with a Tunisian flag

to market our institution and showcase our skills and meet participants looking for information

about Tunisia and create a network for potential partners.

This opportunity allowed us to:

Establish new contacts with other community college: Technical College System of

Georgia, Muscatine Community College, Illinois Central College,…

Share ideas with participants representing other community colleges and learn from

previous international initiatives.

Contact representatives from Higher Education for Development (HED), World Education

Services (WES), Fulbright program, etc.

3.1. Higher Education for Development (HED)

Higher Education for Development (HED) works in close collaboration with the United States

Agency for International Development (USAID) and operates with the advice and

recommendations of higher education associations in order to support the American engagement in

developing higher education worldwide.

A post-visit report

Page 12

HED manages partnerships of community colleges and American universities with the institutions

of higher education in developing countries.

http: // www.hedprogram.org

3.2. World Education Services (WES)

WES is a nonprofit organization which offers information about international education for

foreign students, job seekers and immigrants intending to study or work in the United States or

Canada.

With an experience of more than thirty years in evaluating international credentials, WES possesses

a robust and comprehensive database known under the name AICES. It is a powerful and reliable

source of information about education systems as well as the evaluation methods used around the

world.

http: // www.wes.org

3.3. The Fulbright program

The Fulbright program offers grants to study, teach and conduct research for both US and non-US

citizens. These are jointly subsidized by US State Department and by the governments of countries

interested to participate in this program.

The Fulbright program was created in the United States in 1946 after the Second World War, to

increase mutual understanding between US and other countries through cultural and educational

exchanges.

This program can be managed by an external body as the case of Egypt or by the embassy as the

case of Tunisia.

3.4. ISET Participation

During the CCID conference Dawn Wood and John Henik from KCC, Wafa Thabet Mezghani from

ISET and Linda Hegedorn from ISU together offered a presentation on behalf of the above

mentioned three institutions. It covered the program of Tunisia US partnership program and Higher

Education system and some economic, political and cultural information about Tunisia. The idea

was to make the American audience understand better the context of this partnership and offer

further details for potential partners who intend to act internationally either in Tunisia or in MENA

region.

A post-visit report

Page 13

4. Recommandations The visits to universities community colleges and industries which we made have been very fruitful

and lead us to suggest the following recommendations to improve the educational system of ISET.

Starting an independent and autonomous service for international exchanges with devoted

personnel for this service. This service will be responsible for building relationships,

promoting staff and students exchanges and finding new opportunities for internships

internationally, among other related activities. It is highly recommended that its members

master English as it is the language of communication.

Integrating tools for distance education

Providing educational resources on the iTunesU platform,

Developing and building mutually beneficial and substantial relationships between ISET

and Tunisian businesses,

Creating an advisory committee of consultants that takes care of the relationship of ISET

and its socioeconomic environment.

Designing curricula and programs in collaboration with Tunisian businesses.

Tailoring programs according to the jobs in demand.

Designing a questionnaire for collecting data and identifying businesses’ real needs.

Creating a Bachelor's degree (Co-built license) in renewable energy.

Allowing ISET Sfax to have a flexible financial autonomy for a pilot program co-designed

in collaboration with our partners in USA to overcome all the administrative routines that

might hinder the progress of the project

Establishing a division that takes care of the student life: offering career and personal

counseling, leadership programs, health care, cultural activities, etc.

Reviewing the legislative laws that organize the governance of institutional finance.

Financial autonomy is highly recommendable for the success of many partnership projects.

Starting a new program taught in English that could answer the needs of international

companies in Tunisia.

Making laws more flexible in the management of programs. ISET Sfax is often called for to

design and organize activities and short-term training tailored to specific needs (for instance,

certified welders, power distribution electrical technician, etc). Businesses could then apply

for these services from ISET within the framework of “in-company continuous training”.

ISET could help in the design and development of these programs and answer the direct

needs of businesses. However there should be laws and legal framework that organizes these

A post-visit report

Page 14

activities and good and satisfactory remuneration of trainers based on their experience and

not only degrees.

Launching a cultural consulate in Sfax with the initiative of American embassy to promote

the advancement of better understanding between the two countries and giving a greater role

to cultural diplomacy.

5. Evaluation of ISET visit to KCC and partnership program

The cohort of ISET Staff visiting USA was satisfied and really impressed because of:

Humanitarian aspect of the personnel and partners

Time respect as well as the quality of the well-planned visits

The use of new technologies and distance learning in the educational system of

community colleges

The flexibility of cooperation between community colleges and their industrial and non-

industrial partners

The processes used in students’ affairs management and job seekers.

The involvement of local and regional businesses in the programs as well as the design of

curricula.

The staff whether in KCC or ISU or other institutions was very motivated and motivating.

The program was well-planned, the visits well- targeted well and the time allocated was

most of the time good enough to do the job.

During the visits, guides and accompaniers enriched a lot the discussions. All the partners

of the visited community colleges without exception gave a lot of importance to these

visits.

The meetings and the contacts we made were with well-qualified officials in key positions

whether in community colleges or companies and this has allowed us to gain a deeper

knowledge and experience.

The visits to community Colleges were varied and interesting and they led to fruitful

discussions and exchange of ideas.

The different partners of Community Colleges are multiple and complementary and their

role is of paramount importance.

The objectives of this visit were all most achieved and we can see the signs of real achievement as

the chapter co-authored by Linda Serra Hegedorn and Wafa Thabet Mezghani under the title

Bringing Community Colleges to Tunisia, And we hope that the future brings more.

A post-visit report

Page 15

However, we think that paying attention to the following remarks would make our visit even better,

more fruitful and enjoyable. Therefore it is highly recommendable that:

AMIDEST plays a bigger role in preparing linguistically the cohort visiting USA: English in

Tunisia is a foreign language and faculty visiting US does not master English very well. The

only person who is Fluent is Wafa Thabet Mezghani (English teacher) ; Thanks to her, this

visit was successful but she spent a lot of energy to translate to both sides and made an

incredible effort in order to pass the information in two ways. And overcome the problem

of communication. We think the AMIDEAST should offer training to the cohort followed

by accredited tests in TOEFL or TOEIC and improve our language and communication

skills...

Help us to apply for Schengen visa to avoid any inconvenience as to what happened in

Charles de Gaule on the 11th of February where ISET team was trapped inside the airport

and spend their two days and one night sleeping on a sofa.

Devote some time for rest- at let one day (time difference of 7 hours, climate and culture

change, cognitive effort in language processing). For this visit we reached our rooms almost

9 pm. (after more than 38 hours without sleeping) and had to start our non-stop meetings,

visits and workshops the following day.

Minimize the number of trips when they are unnecessary. We stayed just two days in Cedar

Rapids then went to Ames to come back again to Cedar Rapids and then flew to Atlanta. We

could have avoided going to Ames and coming back Cedar Rapids by planning all the

meetings in Cedar Rapids for the first period , then go to Ames and then to Atlanta.

CCK and ISU should coordinate more while preparing the schedule for our visit to avoid

unnecessary repeated visits to John Deere.

Alleviate the duration of workshops, especially when the schedule of the visit is “heavy

enough”. Sometimes we feel very tired and unable to catch up or focus as the case with

“Workforce Development” presentation that lasted two hours – which was impossible for us

to stay focused from 1 To 3 p.m with all the cognitive effort that the processing of foreign

language requires.

Plan at least one meeting for each specialty, Civil Engineering, Computer Sciences,

Economics and Management, etc. Attending a lesson related to corresponding specialties

would be an asset as well. (Classroom observation of February 18th was not really

beneficial).

A post-visit report

Page 16

Conclusion and perspectives

A cohort of 8 Tunisian faculty and administrators was selected to participate throughout the 24-

month grant period of performance. The project has four phases two of them have been covered so

far.

The first phase was the introductory planning when partners learnt about each other capabilities and

needs through skype discussions, emails and face-to-face meetings.

The second part makes the topic of this visit and it was about bringing the Tunisian cohort to USA

to spend some time in Kirkwood and Ames, experiment with educational technologies, visit local

businesses and learn from community colleges experts the basics about community colleges.

The first visit allowed the Tunisian team to learn about the functioning of community colleges in

the state of Iowa and mainly their tight ties and relationships with local businesses and industries

The visit also allowed us to interact with community college experts and have an idea about the

content of programs offered to students characterized by its practicality and professionalism and the

integration of e-learning in addition to face-to-face learning.

Following this visit, partnership between ISET and KCC and ISU has been seen as beneficial to all

parties and many other perspectives need to be explored for the success of the current and even

future projects.

For the current project, ISET could benefit from KCC’s experience:

In the field of e-learning by harnessing new technologies for new pedagogical goals.

In distance teaching/interactive learning (using e-classroom techniques and

videoconferencing, multimedia, recording courses, platform management, etc.)

On workforce development. In fact, KCC builds and maintains good relationships with its

socio-economic environment. Career and Technical Programs are managed on the campus

and designed in collaboration with local businesses through Advisory Committees who steer

the direction of the curriculum.

On contracted training that has become critical to economic development by solving the

problem of unemployment and gaining additional revenue.

With state government by maintaining good relationships and updating their needs. The

latter politically nurtures economic development through community colleges.

For the future, ISET and KCC could work together on the following points:

Creating a Tunisian style of programs that bears resemblance to the American community

college. This program inspired from KCC or other community colleges programs could be a

prototype for other institutes of technological studies in Tunisia.

A post-visit report

Page 17

Helping in the marketing of programs and training

Developing a detailed plan on how to design courses, either face-to-face or for distant

learning

Helping to bring and install lab and experimental equipment.

Getting software and simulated games.

Focus on student exchange possibilities and pathway programs

Encourage faculty/ staff exchanges to continue to promote this and other future programs, to

disseminate learning, strengthen cultural ties and improve cultural fluency. Making use of

Fulbright programs and USAID to promote further exchanges and more training.

SCOPE OF WORK

Project : Technology Center

Activities: focus on three areas to improve employability

● Training and assistance to businesses.

● Matching the needs of employers to graduate profiles

● Offering support in the creation of new businesses (Start-Ups)

Year 1

Investigate legal framework for Sfax Technology Center in

conjunction with Kirkwood Community College.

Establish legal framework for Sfax Technology Center.

Create budget model.

First year training provided in :

o Soft Skills

TOEIC Preparation

DELF Preparation

o Primavera

o CISCO

o C2I

o JAVA

o .NET

o IT Essentials

o Oracle Certified Professional

o Project Management Professional

o Concrete ACI Certification

● Launch phase: Communication / promotion of the Technology Center (TC).

● Identification of local business needs in terms of technical and soft skills. This

will help to guide the actions to be undertaken by the center.

●Evaluation of existing ISET SFAX experiences in training and services delivered

to local industries.

Determine an effective pricing structure for training for ISET Sfax to industry.

● Development of an information system that serves as a network of local

businesses.

● Identification of available skills that could offer services within the framework of

the technology center.

● Identification of ISET and ENIS (National School of Engineering) graduates

skill profiles with the focus on analyzing gaps between the training provided and

the expectations of manufacturers when it comes to recruitment

● Preparation of training plans. In the short term, separate sessions, then packages

a-la-carte offered to new graduates or people working in industries (upgrading their

skills)

●Offering separate and various training activities to ensure the center sustainability

● Assistance actions: offering troubleshooting assistance for particular and

specific needs

● Prompt evaluation and assessment for each action

Year 2

● Assessment of the first year

● Extend the identification of the skill gaps of graduates with the industry needs to

cover other educational institutions (Year one ISET and ENIS; Year 2 could be

Commerce School and Faculty of Arts and Humanities- Business English, for e.g)

Align Academic Program competencies with industry sector employment

needs.

● Develop data base of for job requirements in collaboration with industry.

● Creation of a career center.

● Creating a data base of new graduates PFE (Final Project). Begin with ISET-

Sfax then of other institutions.

● Identity from graduation projects potential candidates for business incubator.

●Continuing with training actions offered from year one.

● Continue offering a-la-carte support to industries in terms of expertise,

consulting and training.

● Prepare customized training bundles as part of professional development for

existing and new employees.

●Work with Industry sectors to prepare specific training packages based on local

workforce needs.

Year 3

● Assessment of the second year

●Extending the training programs offered and assistance geographically and also in

terms of the fields of expertise.

Expand industry linkages with training center with documented MOU’s.

● Inviting and assisting other ISETs to start technology centers

● Development of the center's activity in supporting start-ups

● Exploring new geographical areas such as companies or organizations working

in or with African countries’ businesses.

1

QUESTIONNAIRE :

La création d’un centre technologique Tuniso-Américain

1. Le manque de compétences chez votre personnel constitue un handicap au

développement de votre entreprise dans la région ?

Tout à fait d’accord

Plutôt d’accord

Pas d’accord

Pas du tout d’accord

2. En général, est-ce que vous faites recours à la formation continue professionnelle ?

Souvent

Rarement

Jamais

3. Quels sont les domaines de formation qui vous intéressent :

Technologies de l’information

BTP

Management

Langues

Autres à

préciser………………………………………………………………………………………

4. D’après votre expérience, les demandeurs d'emploi possèdent-ils les compétences

nécessaires aux postes de travail :

Oui, absolument

Plutôt oui

Plutôt non

Non, absolument

2

5. Quelles sont les principales compétences manquantes :

Techniques

Transversales (communication,

leadership)

Langues

Autres

………………………………………………………………………………

6. Que pensez-vous d’une offre de « package1 » de formation :

Très bonne idée

Idée acceptable

Mauvaise idée

7. Faites vous recours à des expertises ?

Oui

Non

8. Adhérez-vous à l’idée de création d’un centre technologique qui offre des formations à

la carte et des expertises avec un label américain (Kirkwood Technology Center)

Tout à fait d’accord

Plutôt d’accord

Pas d’accord

Pas du tout d’accord

Raison sociale :………………………………………………………………………………………………………………………

Domaine d’activité :……………………………………………………………………………………………………………..

1 Un package : Un ensemble de sessions de formation dont l'entreprise a besoin dans différents domaines.

Questionnaire : la création d’un centre technologique Tuniso-américain

1- Le manque de compétences chez votre personnel constitue un handicap au

développement de votre entreprise dans la région :

Tableau :

Effectif Poucentage

Tout à fait

d'accord

20 51%

Plutôt d'accord 13 33%

Pas d'accord 5 13%

Pas du tout

d'accord

1 3%

Total 39 100%

Graphique :

2- En général, est-ce que vous faites recours à la formation continue professionnelle :

Tableau :

Effectif Poucentage

Souvent 16 41%

Rarement 22 56%

Jamais 1 3%

Total 39 100%

51%33%

13% 3%

Tout à fait d'accord

Plutôt d'accord

Pas d'accord

Pas du tout d'accord

Graphique :

3- Quels sont les domaines de formation qui vous intéressent :

Tableau :

Les domaines Effectif Pourcentage

Technologies de

l'information

23 60%

BTP 4 10%

Management 15 38%

Langues 12 31%

Autres 3 8%

Graphique

41%

56%

3%

titre de graphique

Souvent Rarement Jamais

41%

7%26%

21%

5%

titre de graphique

Technologies de l'information BTP Management Langues Autres

4- D’après votre expérience, les demandeurs d’emploi possèdent-ils les compétences

nécessaires aux postes de travail :

Tableau :

Effectif Pourcentage

Oui, absolument 10 26%

Plutôt oui 12 31%

Plutôt non 15 38%

Non, absolument 2 5%

Total 39 100%

Graphique :

5- Quelles sont les principales compétences manquantes :

Tableau :

Les compétences Effectif Pourcentage

Techniques 17 44%

Transversales

(communication,

Leadership)

26 67%

Langues 10 26%

Autres 1 3%

Aucune réponse 1 3%

26%

31%

38%

5%

Titre de graphique

Oui, absolument Plutôt oui Plutôt non Non, absolument

Graphique :

6- Que pensez-vous d’une offre de « package »de formation :

Tableau :


Très bonne idée 17 44%

Idée acceptable 18 46%

Mauvaise idée 2 5%


Total 39 100%

Graphique

44%

67%

26%

3% 3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Titre de graphique

44%

46%

5%5%

Titre de graphique

Très bonne idée

Idée acceptable

Mauvaise idée

Aucune réponse

7- Faites vous recours à des expertises :

Tableau :


Oui 24 62%

Non 13 33%


Total 39 100%

Graphique

8- Adhérez-vous à l’idée de création d’un centre technologique qui offre des formations à

la carte et des expertises avec un label américain (Kirkwood Technology center) :

Tableau :

Effectif Poucentage

Tout à fait

d'accord

20 51%

Plutôt d'accord 17 44%

Pas d'accord 0 0%

Pas du tout

d'accord

0 0%


Total 39 100%

Graphique

62%

33%

5%

Titre de graphique

Oui Non Aucune réponse

51%

44%

0% 0%5%

0%

10%

20%

30%

40%

50%

60%

Tout à

fait

d'accord

Plutôt

d'accord

Pas

d'accord

Pas du

tout

d'accord

Aucune

réponse

Titre de graphique

Tout à fait d'accord

Plutôt d'accord

Pas d'accord

Pas du tout d'accord

Aucune réponse

1



الجمهورية التونسية وزارة التعليم العالي والبحث العلمي الإدارة العامة للدراسات التكنولوجية

المعهد العالي للدراسات التكنولوجية بصفاقس

March 2016


Kirkwood Community College

&


Second phase : 2014-2016

A Post-Visit Report

2

Table of Content

I. Introduction ................................................................................................................................................ 3

II. Background of the visit: ........................................................................................................................... 3

a- Participants .......................................................................................................................................... 4

b- Goals of the Visit .................................................................................................................................. 4

III. Visit Program .......................................................................................................................................... 5

a- Leage for Innovation Conference ....................................................................................................... 5

b. Site Visits in Chicago ........................................................................................................................ 10

C. Training and workshops .................................................................................................................. 19

IV- Conclusion ............................................................................................................................................ 23

3

I. Introduction

The US-Tunisia Community College Development Project between ISET Sfax/KCC was

launched in 2012 after a call published on the website of US Embassy in Tunis and an

application presented by ISET Sfax.

The linkage program has been established between Kirkwood Community College in Cedar

Rapids and The Higher Institute of Technological Studies in Sfax for two years .The project has

been managed by KCC and by ISET Sfax. The financial side has been managed by KCC and

supervised by US Embassy in Tunisia .The project benefited from a one year no cost extension

to accomplish the planned activities.

II. Background of the visit:

In its first phase, the project was developed to help ISET Faculty members and administrators to

examine, experience and adapt the United States’ (US) unique community college educational

model for their country’s educational and economic benefit. to provide experiential learning for

ISET faculty members about the community college model, in a way that allows participants

sufficient time and support to define their needs, set their goals, and develop implementation

plans; and to enhance job opportunities.

The second phase of the project (with no-cost extension) was developed to focus on industry

partnerships and encourage the development of curriculum around local industry needs.

To this end, a cohort of 8 people made up of 5 faculty members and 2 industry representatives,

and one representative from the Ministry of Higher Education and Scientific Research travelled

to USA March 2016 to attend a League of Innovations conference in Chicago, experience

firsthand community college and business partnerships, attend training that would help in

understanding the curriculum building process that aligns with industry needs and createa

business plan for an advanced technology center in Sfax . The latter will focus on addressing the

local workforce needs in the area using the framework of the US Community College as a

model. The Technology Center will serve as a bridge between academic institutions in the

region of Sfax and the local industries.

4

a- Participants

ISET Faculty members:

Wafa MEZGHANNI : Project Manager, English teacher, In charge of international

Relations, ISET Sfax

Ines Ben Salah Kaâniche : member, teacher in Management and Coordinator of a master

program : "Training and Skills Development"

Ahmed Jmal : member, teacher in information science and Director of Studies and

Internships.

Ali Boulila : member, teacher in Civil Engineering and department head.

Hassan Hachicha, member, teacher in information science and department head

From industry:

Samir Medhioub, Technical Manager "Alfa Group", Civil and Coastal Engineer.

Walid Chebbi, Director of TDS Tunisia Development Systems

From the Ministry of Higher Education and Scientific Research, Tunisia:

Slim Choura, Professor of Mechanical Engineering, Director General of International

Cooperation

From Kirkwood Community College:

John HENIK : Associate Vice President, Academic Affairs

Dawn WOOD : Director, International Programs

John Halder : CEO at J Halder Consulting LLC

Joe Greathouse: Faculty, Construction Management

Dan Martin: Dean, Industrial technologies.

b- Goals of the Visit

This visithas been designed and planned to prepare a draft of a comprehensive business plan

with a multilateral approach ensuring a balance between the product / service that will be offered

by the technology center, the expectations of the regional industry and strategy to promote such

partnerships. To this end, manufacturers of the Sfax region were represented by two members

and the Ministry of Higher Education and Scientific Research (MESRS) was also represented

through the participation of the Director General of International Cooperation.

5

The program of the visit took place both in Chicago Illinois and Cedar Rapids, Iowa. The visit

was planned and designed to achieve three objectives:

1. Involve industry of the Sfax region through the participation of two representatives who

expressed their motivation towards the project and provide them the opportunity to learn about

American business technological and organizational potentials and study the available

cooperation possibilities.

2. Learn more about the educational/pedagogical and technological means available to Kirkwood

Community College and identify ways to benefit from its experience.

3. Discuss and evaluate the purpose of creating a technology center and prepare a draft of a

business plan for the Technology Center.

III. Visit Program

To this end, participants attended two days at the League for Innovation conference 'Innovation

2016' dedicated to presenting innovative techniques of teaching and learning community

colleges. Participants attended a series of sessions considered relevant and useful for the

preparation of the business plan. The main objective of the visit was to better understand the

methods used to create, evaluate and strengthen the relationship between industry and colleges:

education-industry partnerships.

A visit to Kirkwood Community College in Cedar Rapids, Iowa was then scheduled for a period

of five days for the ISET-Sfax group whose detailed schedule is attached in Appendix A.

Visits to laboratories, sites, companies and other events were planned to discover the educational

system and understand its characteristics and its relations with the industrial fabric inspired the

general framework and socio-economic characteristics of Iowa.

Team members also were able to attend workshops led by experts in education and training

which aims to give them hands-on experiences that might be required in the implementation of

the technology center.

a- League for Innovation Conference

The League for Innovation in the Community College (League) is an international nonprofit

organization dedicated to catalyzing the community college movement. The League was created

in 1968, and continues to fulfill its mission through conferences, institutes, online resources,

6

research, and projects and initiatives with member colleges, corporate partners, government

agencies, and private foundations in support of student and institutional success.

League activities and initiatives center on essential topics for community colleges, including

diversity, equity, and inclusion; information technology; leadership development; learning and

student success; research and practice; and workforce development.

Innovations 2016 is the premier event for professionals dedicated to improving organizational

teaching and learning, and discovering new approaches for enhancing the community college

experience. This international conference provides a forum for collaboration among academic

experts and leading community college professionals, while granting participants exclusive

access to the most inventive and thought-provoking programs from around the world.

Conference Tracks

Learning and Teaching

Leadership and Organization

Workforce Preparation and Development

Student Success

Basic Skills and Developmental Education

In order to benefit from the experience in education and partnership with the industries of the

various community colleges in the network, team members attended several sessions that they

considered the most relevant to help them in the development of the business plan for the

technology center, as well as development of the technology center’s overall purpose of the

mission. (see B). The following sessions have been reported by the participants.

● «Accountability for Student Success: A College wide Dashboard » reported by Ahmed

Jmal.

This is a presentation about a set of metrics related to education in community colleges. These

metrics are a means of measuring accountability and a dashboard that encourages transparency.

The presentation related metrics to the expertise acquired by the students, the degree of

completeness of the teachings, and the impact of work on the completion of studies etc. The

presentation showcases all of these metrics through the use of a dashboard

A discussion was conducted on the method of defining evaluation criteria. The focus has been on

defining measurable goals from which we define criteria for measuring the achievement of

7

objectives. These criteria must first be measurable in a meaningful way. They must also be

objective and quantifiable.

Of course, this discussion was rewarding. It helped us to learn how to be creative in developing

metrics for units outside of Academic and Student Affairs. It helped us to better identify specific

measurable quantifiable objectives for the new technology center. It allowed us to define and

determine evaluation measures (metrics) to assess the degree of achievement of our objectives.

● « Transforming Student Services With an Online Virtual Agent », reported by Hassan

Hachicha

This conference session discussed the usefulness of establishing a virtual agent for the

management of the relationship between community colleges and the students they host. Indeed,

to find an answer to their instant and urgent questions related to their teaching, students have

demanding needs of a ubiquitous staff in the college. This need can be met through the search

engines or the FAQ or forum. However, these tools are generic and may mislead users who

request them. The online support services are more efficient and provide a remedy for this

problem but require very high costs for businesses.

Thus, virtual agents constitute a technological means and hold increasingly a strategic place in

the relationship with the client to fill in the void. Available 24/7, they provide a "human touch"

to web sites and become the point of contact for users in terms of information requests. They

answer questions and point students to resources accurately and effectively.

● « Facing tomorrow’s realities today », reported by Inès Ben Salah

This session comes under the theme of "leadership and organization" and raises several

challenges faced by community colleges to meet the needs of the labor market. The challenges

require continuous and effective communication, organization, innovation, preparation, and team

development to improve student learning and success and stay afloat. Indeed, a series of studies

have been conducted since 1997 and identified seven trend clusters that will challenge

community college leaders for years to come:

Access and Completion

Learning Outcomes

Learning Models

Structural issues and incentives

Working the regional educational ecosystems

8

Data and analytics

Future-ready work

The results of the 2014 study demonstrated that community colleges must adopt a response

based on:

The promotion of a culture of innovation and excellence to meet the needs of the labor

community;

Skills development, quality of education and accelerated training programs;

Building partnerships between industry and community colleges.

These results constitute the pillars of the idea of the creation of the technology center whose

main mission is to create a real bridge between the Higher Institute of Technological Studies of

Sfax and the regional industrial fabric.

● Roundtable: Preparation and development of the workforce reported by Wafa Thabet

Mezghani

The roundtable that I attended and participated is titled "how to create and develop business

engagement and leadership teams / management"

This roundtable discusses the role of CTE Advance (Career Technical Education) in the

corporate motivation to engage in the preparation and development of the workforce. Moderators

Meredith Winchester, Thomm Beggs, presented their experience in the College of McHenry

County by highlighting the close cooperation with local companies in order to prepare students

for employment. They also described their efforts to recruit and hire the team.

The Advance CTE: State Leaders Connecting Learning to Work is the longest-standing national

non-profit that represents State Directors and state leaders responsible for secondary,

postsecondary and adult Career Technical Education (CTE) across all 50 states and U.S.

territories. Advance CTE's vision is to support an innovative CTE system that prepares

individuals to succeed in education and their careers and poises the United States to flourish in a

global, dynamic economy through leadership, advocacy and partnerships.

Their mission is to support visionary state leadership, cultivate best practices and speak with a

collective voice on national policy to promote academic and technical excellence that ensures a

career-ready workforce.

-You can see more at: https://careertech.org/who-we-are#sthash.Cw1Xbmc0.dpuf

Among their practices:

9

• Outreach visits to secondary schools to expose the skills required in the labor market.

• Introduction of technical subjects in high schools that will subsequently be valued at

universities and colleges as credits earned.

• Visits by moderators / leadership committee for companies to involve them in the design of

their programs and the purchase of equipment. The idea is to move from an advisory role to an

executive role. Companies become co-investors, co-executors, co-developers of programs.

They discussed the importance of communication and empathy through actions such as open

days, invitation to graduation ceremonies, holiday vouchers etc.

This roundtable discusses the role of "Career Technical Education" in supporting the education

system to meet labor market needs. This role will be allocated to the technology center that aims

to involve industry in its training, as customers, program developers and even as investors.

• "Working with manufacturers: best practices for success" reported by Ali Boulila and

Samir Medhioub

This session presents the best possible practices for the development of strong and meaningful

industry partnerships and work together to define what they need and want from industry

partners. These good practices come from understanding and answering the following three

questions:

- What can the industry add to the teaching at the college?

Make classroom presentations

Welcome the students and teachers to perform certain experiments

Assist students in their projects

Facilitate the integration of students in their future jobs

- What can the education sector do for the industry?

Listen to the needs of the industries

Upgrade employee qualification

Keep communication going

- What can industry and education do together?

Recruit teachers temporarily for a period of about 4 weeks to establish the need for the

host industry.

Involve industrialists in updating curricula to adapt to new technologies

Organize all the summer camps: e.g. robotics camps and exhibitions for student projects

10

Create links with industry associations.

Bridging the Great Divide: Unifying Academic and Workforce Development

worlds reported by Ali Boulila and Samir Medhioub

This spirited presentation combines an informal panel discussion with interactive group activities

that challenge academic and workforce development leaders to engage in dialogue to yield

recommendations for bridging the divide between academic and workforce development

programming. In this presentation, speakers stressed the importance of organizing forums to

present: who they are, what they do and how they do it.

Who they are: training providers in partnership with industry

What they do:

Provide training in 10 areas: advanced technology, quality, electronic, mechanical

manufacturing, renewable energy etc.

Share information resources, science and technology

Seek solutions to industrial problems

Share with colleagues problems and their solutions

Listen to the needs of industries

Align training to industry needs

The key words for this forum: learn, share, innovate and grow

• “Blended Student Services: Streamlining How We Support Students Today reported by

Walid CHEBBI

In this session, speakers suggested methods for students to achieve academic goals, acquire

practical learning strategies and plan for their future. They have focused on the following

question: “How can students plan their future through a blended learning model ?”

An online software is used as a plan of action that deepens the results of student learning

outcomes and validates their success.

b. Site Visits in Chicago

March 22, 2016 Construction / Jobsite tour of 32-story high rise luxury apartment building under

construction.

This tour included discussion of materials and processes involved in the design and construction

of the multi-story residential building.

Here is a link to the project: http://tinyurl.com/nbz5nc5

11

Owners: RYAN / LINCOLU / 3rd

Company: RYAN Builder

Project Director: PEREZ ART

End of the project in April 2017

The hotel units have been designed to offer a unique combination of clean aesthetics, urban

functionality and sophisticated design elements. Apartments will feature floor-to-ceiling (9’)

glass windows to capture exceptional views in all directions of the Chicago skyline and Lake

Michigan. Other unit features include chef-inspired kitchens, a full-sized washer and dryer,

luxurious bathrooms, oversized walk-in closets and pre-wiring for high-speed internet and cable.

Many units will have private balconies.

The hotel structure is made of post-tensioned concrete 8-inch thick (20 cm) and spans exceeding

6m cast in place on reinforced concrete columns. Post-tensioning is a form of prestressing. The

latter means that the steel is stressed (pulled or tensioned) before the concrete has to support the

service loads. In post-tensioning, tendons are positioned in the forms before the concrete is

placed. Afterwards, once the concrete has gained strength (but before the service loads are

applied), the cables are pulled tight, or tensioned, and anchored against the outer edges of the

concrete. For more information visit:

http://www.concretenetwork.com/post-tension/

The company's commitment to the prevention of fall hazards and the protection of its employees

is highly noticed. Another observation of the jobsite visit is site cleanliness and good

organization of the workplace.

In planning its work the company uses MS Project. In addition, Ryan uses its own specific

software that is followed by the line, storage and sharing of plans, photos, data ... .etc.

Presentation: Green building (low consumption energy buildings):

In Cedar Rapids, the group was presented about the Green buildings on the Kirkwood Cedar

Rapids campus. The cost of energy and the over-use of non-renewable energy and the attention

to the preservation of the environment led to seek improvement of the energy performance of

buildings on campus either through the use of new materials or in the frame of the structure of

minor works and carpentry.

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The presentation included a description of a wall with fiber insulation material with a high

recycled content. Insulation testing is with temperature sensors and humidity on panels 1.5 x

3m.Tests of Fire and smoke are also made. The presentation showed Rewall 100% and recycled

building materials.

There was also discussion regarding the materials used for interesting wall covering. The group

had some discussion about the possibility of using them in white rooms (treatment rooms) in

Tunisia.

The tour included a presentation of double and even triple glazed windows.

A tour of ZERO Energy, a precast /pre-stressed concrete plant in Cedar Rapids

ZERO Enegy is an example of an advanced manufacturing plant of high performance wall

system concrete panel

Zero Energy Systems is dedicated to making smart building technology – insulated concrete wall

panels – far more affordable, faster to market, and easily attainable to both the residential and

commercial building industries.

There are myriad benefits to using Zero Energy Systems, including industry-defining:

Cost-cutting

Environmental friendliness

Speed and flexibility

Customization

On-site fulfillment

Industrial progress experienced by the United States has resulted in mechanization and a

challenge in the possibilities for transport and handling. There is a need to build a lot of

housing in a very short period of time. Because of these challenges and developments, there has

been a trend toward the industrialization in the area of civil construction and the tendency to

think about prefabrication.

ZERO Energy specializes in the manufacture of front panels of the floor height of the "sandwich

panels" generally 11x 41 square feet (3.35x12,5 m²), whose weight may exceed fifteen tons .

The sandwich panel is a structure made of three layers: low density core inserted in between two

relatively thin skin layers. This sandwich setup allows the capacity to have an excellent

mechanical performance at minimal weight.

http://www.zeroenergy-systems.com/about-us/

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These are reinforced concrete panels with double walls (one or both may carry the following

requirement engineering calculation reinforced concrete) having therein a heat insulator

(polystyrene in general) or the edges of the apertures of the cutting structure has a 45 ° chamfer

to retain the continuity of the thermal insulation and eliminate thermal bridges.

One starts by laying the reinforcement (which are already calculated by the concrete engineer)

respecting the coating necessary (presence of the coating holds) without forgetting routing of

lines devices between panels, then pouring the first layer of concrete then placing thermal

insulation attached to the first panel using plastic fasteners (to avoid thermal bridges) and the

armatures of the second layer and finally pouring the concrete of the second layer.

If there are reservations (door or window), it is shaped in advance with wood and we place them

when pouring concrete.

The floors of these buildings are generally structural steel or composite steel-concrete structure.

Hardening of the panels is done in special treatment rooms. The temperature of these rooms is

controlled.

The good plant production management, profitability and product quality depends on the good

organization of the workflow, speed of execution and the quality of materials used.

The engineer in the plant is responsible for:

• cutting of the simple elements structure, repetitive, easy to run and easy to assemble especially

closely with engineering reinforced concrete.

• finding the means and most economical solutions during transport, handling and installation of

precast

And to perform his work methods engineers use AutoCAD Architecture 2014 for cutting the

structure and TEKLA structure to define the connections between panels.

Product quality and safety is assured.

Visits to different laboratories Kirkwood Community College

This visit allowed the group to see closely the various existing equipment in college laboratories,

as well as the specialties taught at KCC. These specialties are mainly focused on automation,

computer science, robotics, electronics and mechanics. Discussions were held with teachers

indifferent laboratories to have a better idea about the offered programs.

Visit to laboratory automation

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This visit showed us the high quality of the equipment used in the laboratories of maintenance

and industrial development. Every user belonging to the laboratory, in partnership with an

industry that offers them the tools and the necessary hardware, is in charge of developing the

necessary activities (simulations, programming, circuit additions, communications between cards

etc.) on specific systems in order to solve some raised problems.

These laboratories contain mainly programmable logic controllers and operating parts. This

allows students to master PLC programming, implementation of industrial networks and

monitoring systems. Control benches also allow the study of instrumentation of different types of

industrial sensor and mainly handling of control loops via the DCS.

Visit the Robotics lab

This robotics lab contains industrial robots used in car manufacturing plants, for example. They

are donated by an industrial partner. The industry can later benefit from training sessions with

reduced costs for its employees. This is a good example illustrating university-industry

partnership.

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Visit to IT department

We were received by Mrs. Sharon Blanchard, coordinator of the Business & Information

Technology department who presented the different specialties provided by the department,

namely Computer Software Development, Web Technologies, Network and System

Administration and Computer Support Specialist. We discussed all the contents of each program.

(Appendix A ).

We found out that the training has been focused on certifications. Certainly, this choice is meant

to meet specific industrial needs. For instance, the specialty Computer Software Development

allows students to have all of the following certificates:

- Database Technologies

- Java Programming

- Mobile App Development

- NET Programming

This meeting was followed by a visit to the laboratories of the Business & Information

Technology department, which are spacious and whose equipment are characterized by their

highly developed performance.

We had the chance to attend a part of a course on local networks offered by Professor Russ Bush.

The latter, after the course, gave us an overview of network hardware available to the department

and its operating resources.

Visit the library

Following the devastating flood that swept Cedar Rapids in 2008, hundreds of homes and

businesses were destroyed, including the public library in the city. The entire first floor of the

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former 25 years old building has been lost (About 200,000 collection items were destroyed and

thousands of items of furniture and electronic equipment).

Therefore, the Board of Directors of the library launched a relocation of the library project while

having as objectives to provide a highly innovative library that will serve the citizens of Cedar

Rapids for the next 100 years and reduce costs operating through efficient energy consumption

optimization approach. The new library uses only a third of the energy consumed by the building

of the pre-flood library.

Thus, the new library currently offers the following services:

1- An apprenticeship on "green" roof: the roof of the new library, originally booked for

weddings, is accessible to public. It is 60% over plants that are irrigated with Rainwater

Harvested.

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2- A generation and energy consumption and controlled métrisées.

3- A heating and cooling mechanism based on the use of thermal water and ambient air

(pumping and reinjection, slabs heated by sunlight)

4- Natural lighting through the 15 solar tubes to it, the large roof window "Clerestory"

photochromic glazing ...

The new library is a huge investment on the part of the city of Cedar Rapids. Its design and the

tools it has, helped it to meet current and even future needs of the community. The building has

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also achieved "Leadership in Energy and Environmental Design" (LEED Platinum). This is a

green building certification program and sustainable US

The features making this new library building "Green" are:

- It is designed to improve and optimize the energy consumption of the city "Iowa".

- It has a geothermal HVAC system (Heating, Ventilation and Air-Conditioning) based on the

pumping mechanism and reinject the thermal waters (Pump & Re-injection)

- It has reduced by one third the level of energy consumption

- Its exterior is 37% glass

- The aluminum used in its construction is heat resistant and the windows are insulated.

- It makes the most of natural light and sunshine

- It operates and manages storm water

Visit to Iowa Facilities Management (energy management)

This visit was made to the University of Iowa to get a first-had experience looking at an energy

management pilot project at the University of Iowa. This project consists of a control room

allowing for the control and monitoring of energy systems of all university buildings (lighting,

air conditioning, heating, etc.)

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Visit to the Chamber of Commerce

A visit was scheduled to the Chamber of Commerce Cedar Rapids. We met Theresa Bornbach,

Business Support Strategist, who presented the role of this organization in the promotion of local

industry and its contribution to the Kirkwood Community College training programs.

We then discussed the economic problems we face in Tunisia and mainly the graduate

unemployment problem resulting in the mismatch between market demand for employment and

training offered by universities. Ms. Bornach has confirmed, from her experience, the

importance of involving industry in building training programs. She also stressed the importance

of promoting entrepreneurship and helping young people to create their own projects. As such,

universities can play in accompanying role of young graduates through the establishment of

nurseries and project incubators.

C. Training and workshops

● Educational services and training KTOS

The day of March 25, 2016 was devoted to two presentations that we witnessed in the Kirkwood

Community College training center (KTOS).

The first session was on Continuing Education and Training Services, run by:

• Kim Becicka: Vice President

• Amy Lasack, Senior Director

Presenters have reported their rich content experience by describing the beginning of their

experience and the current state of KCC Training Centre (KTOS) that provides some added

value to industry through a variety of training programs and prompt response to industry specific

needs.

The credibility of the center is the cornerstone of the commitment of its partners such as the

Chamber of Commerce, the Department of Economic Development, and the businesses in the

community. All of these entities closely contribute to the definition of short, medium and long

term objectives of the center and the continuous professional programs and training provided by

the center.

Speakers emphasized the importance of local businesses’ commitment to the success of the

training center. They also emphasized the role of trainers in developing an attractive brand

image. To this end, much research and attention to the selection strategy of trainers had to be

created to ensure the quality of service.

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A simulation exercise was carried out with our 8 visit participants which consisted of:

• Defining a process for selecting a trainer

• Determining the hourly cost of the trainer

• Estimating the cost of a training session for 25 people.

By the end of the training morning we were honored by the presence of a panel of three business

representatives who have chosen the training center to meet their training needs. They showed

their experience by emphasizing the importance of their commitment and the successes through

a cooperative approach.

The second session was devoted to the presentation on Building Customer/ Client

Relationships. It was conducted by Dr. Celina Peerman.

Dr. Peerman began her presentation by highlighting the specificity of the relationship that

connects the training center to its customers.

Thus, the sales management position occupies a key position in the success and completion of

training. Indeed, when it comes to a training center, sales people are expected to:

Connect people with products and services or experience

Solve customer-specific problems.

Achieve a win-win outcome for the organization and the customer

Build long-term relationships by helping people.

Thus, the best salesperson is the one who starts with understanding what is important to their

customer, then ensuring the most appropriate training or solution to solve the problem of his

client. Then, it collects information about the position (types of skills and degree of control).

Finally, it analyzes the skills acquired by the employee in the position to determine the

difference between the existing level and the required level.

For the collection of information, several techniques can be implemented such as direct

observation, interviews, surveys, tests, databases, activity reports, etc. ...

The approach adopted by sales people in a sales call is divided into five steps:

• Discovery: understand the needs and align them with the available resources

• Demonstration: use facts and examples of storytelling to show how they help customers

• Recommendation: select the best solution to the problem; customize solutions to meet the

customer objectives.

• Collaboration: define together the different steps to work together

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• Follow-up, share what will happen during and after the training.

In conclusion, the success of the technology center we intend to implement in Sfax is dependent

on:

• The degree of commitment of stakeholders (industry, MESRS, chamber of commerce, ...)

• Available resources (equipment, premises, trainers)

• The relevance of a forward-looking approach and maintaining a close relationship with

customers

● Introducing John Halder (Appendix B)

This day was devoted to discussion of the business plan of the technology center. Mr John

Halder presented his partnership experience in three countries namely Pakistan, Afghanistan and

Georgia. He also identified the critical issues relating to the creation of technology center such as

the allocation of responsibility, leadership, coordination, barriers, financing, legal framework etc.

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IV- Conclusion

This visit was an opportunity for the team to discover the operating model of community

colleges based on genuine partnership with industry. The relevance of training provided by these

colleges is the result of an approach based on identifying labor market needs.

The rich program of the visit enabled us to achieve the objectives previously set in terms of

learning and inspiration. The lessons learned will be of great use to define the mission and goals

of the technology center, set up the model of operation and coordination and develop a business

plan.

The success of this project depends on the degree of involvement /commitment of all

stakeholders: teachers, Businesses, Ministry of Higher Education, Kirkwood Community

College, etc. The supporting organizations will cooperate to develop a new culture of partnership

in the fields of education and the continuing education and training services.

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Appendix A

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31

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34

35

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Appendix B John Halder’s workshop

Developing the Tunisia Technology Training Center(s) Business Plan

In order to make the best use of our time during this workshop, it is important that we all have a

common understanding of the goals we whish to achieve. This session is designed to provide

participants with an understanding of the presenter’s goals through the workshop, and to develop

agreement of the issues to be discussed.

I. Goals for Participants

II. Review of Critical Questions

a. What are the principal objectives of creating this new centers ?

b. Have you developed a basic system plan yet, or is that one of the workshop objectives?

c. Have you determined which of the key organizational systems and processes will be done at the

local level, and which will be done at the centralized level?

d. Will center financing be a centralized obligation, or will there be an expectation of local share?

e. Has the center location been selected and if so, what was the basis for the selection?

f. Are there now industries in these communities that can serve as a basis for program

development and meeting workforce development goals?

g. What should we have accomplished by the time this workshop ends?

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h. Has a preliminary time-line been created?

III. Planning the rest of our time

Time-line

3/26/ Initial development of framework

Next meetings of Planning Committee

4/9, 4/23, 5/7, 5/21

2pm ISET campus, 8am Iowa

Tasks

Developing complete business plan by 6/1

One page concept paper 4/9.

Open house plan will be when business plan is finalized.

Need to select solid partners from Industry and work on getting letters of support.

Visit by Kirkwood Community College representatives at time of industry meeting. Include meeting with

Embassy and Ministry of Education. Meeting to be held May 28th.

Documents

Partnership Project B etween · This project comes within the framework of an educational partnership launched by US Embassy in Tunisia in support of its democratic process after