تواصل_تطوير المحاضرة ال 168 المهندس / إبراهيم فهمي بعنوان المدرسة البريطانية في الإدارة المتكاملة للمنظومة الهندسية يوم الإثنين 15 أغسطس 2022 التاسعة مساء توقيت القاهرة العاشرة مساء توقيت مكة المكرمة و الحضور عبر تطبيق زووم https://us02web.zoom.us/meeting/register/tZcud-CgrDosGdWFFlBB2f7ahpcCdBzNG8ao علما ان هناك بث مباشر للمحاضرة على القنوات الخاصة بجمعية المهندسين المصريين ونأمل أن نوفق في تقديم ما ينفع المهندس ومهمة الهندسة في عالمنا العربي والله الموفق للتواصل مع إدارة المبادرة عبر قناة التليجرام https://t.me/EEAKSA ومتابعة المبادرة والبث المباشر عبر نوافذنا المختلفة رابط اللينكدان والمكتبة الالكترونية https://www.linkedin.com/company/eeaksa-egyptian-engineers-association/ رابط قناة التويتر https://twitter.com/eeaksa رابط قناة الفيسبوك https://www.facebook.com/EEAKSA رابط قناة اليوتيوب https://www.youtube.com/user/EEAchannal رابط التسجيل العام للمحاضرات https://forms.gle/vVmw7L187tiATRPw9 ملحوظة : توجد شهادات حضور مجانية لمن يسجل فى رابط التقيم اخر المحاضرة.

2. ‫الرشيدة‬ ‫الحوكمة‬ ‫في‬ ‫البريطانية‬ ‫المدرسة‬
‫الهندسية‬ ‫للمنظومة‬
British School in Good Governance
of The Engineering System
‫المهندس‬
:
‫العاطي‬ ‫عبد‬ ‫فهمي‬ ‫إبراهيم‬
Ibrahim Fahmy Abdelaty, CEng CMarEng, Fellow IMarEST

3. ‫المحاضرة‬ ‫محاور‬
•
‫الرشيدة‬ ‫الحوكمة‬
Good Governance
•
‫والمجتمع‬ ‫الهندسة‬
•
‫التعليم‬
•
‫التدريب‬
•
‫التشغيل‬
•
‫المستمر‬ ‫والتعليم‬ ‫التطوير‬
‫المحاضرات‬ ‫محاور‬
‫القادمة‬
•
‫الجامعي‬ ‫التعليم‬
•
‫واإلنتاج‬ ‫الصناعة‬
•
‫اإلنشاءات‬
•
‫التكنولوجيا‬
-
‫األبحاث‬
-
‫التطبيقا‬
‫ت‬
•
‫الكفاءات‬ ‫في‬ ‫االستثمار‬
•
‫االستدامة‬

4. Principles, Terms and Conditions of Good Governance
‫الرشيدة‬ ‫الحوكمة‬ ‫وأحكام‬ ‫وشروط‬ ‫أسس‬
•
‫واسترات‬ ‫واضحة‬ ‫رؤية‬ ‫خالل‬ ‫من‬ ،‫منها‬ ‫االستفادة‬ ‫وتعظيم‬ ‫المتاحة‬ ‫والبشرية‬ ‫الطبيعية‬ ‫للموارد‬ ‫األمثل‬ ‫االستخدام‬
‫فعالة‬ ‫يجية‬
.
•
‫باستمرار‬ ‫الثغرات‬ ‫وغلق‬ ،‫التهديدات‬ ‫علي‬ ‫والتغلب‬ ،‫بكفاءة‬ ‫استغاللها‬ ‫وحسن‬ ‫الفرص‬ ‫صناعة‬ ‫علي‬ ‫قادرة‬ ‫قيادة‬
.
•
‫الشاملة‬ ‫الجودة‬ ‫معايير‬ ‫وتحقيق‬ ،‫المختلفة‬ ‫المحاور‬ ‫علي‬ ‫للتنمية‬ ‫ومناسبة‬ ‫عادلة‬ ‫تنافسية‬ ‫بيئة‬ ‫توفير‬
.
•
‫بناء‬ ‫علي‬ ‫المتزامن‬ ‫بالتركيز‬ ،‫الحياة‬ ‫جودة‬ ‫وتحسين‬ ‫والرقي‬ ‫التطور‬ ‫تحقيق‬
(
‫اإلنسان‬
-
‫األسرة‬
-
‫المجتمع‬
-
‫المنظو‬
‫مة‬
-
‫الدولة‬
)
.
•
‫وتحسينه‬ ‫اإلنجاز‬ ‫معدالت‬ ‫قياس‬ ‫مع‬ ،‫تنفيذ‬ ‫آليات‬ ‫باستخدام‬ ،‫لها‬ ‫المخطط‬ ‫والنتائج‬ ‫الموضوعة‬ ‫األهداف‬ ‫تحقيق‬
‫ا‬
.
•
‫المجتمع‬ ‫داخل‬ ‫الموجودة‬ ‫الكفاءات‬ ‫أفضل‬ ‫باستخدام‬ ‫استراتيجي‬ ‫التخطيط‬
.
•
‫الرشيدة‬ ‫اإلدارة‬ ‫لمعايير‬ ‫كامل‬ ‫تطبيق‬
:
‫ال‬ ‫تحقيق‬ ،‫الفعالة‬ ‫الرقابة‬ ،‫المساءلة‬ ،‫المحاسبية‬ ،‫الشفافية‬ ،‫النزاهة‬
‫عدالة‬
.
•
‫الجميع‬ ‫علي‬ ‫القانون‬ ‫وتطبيق‬ ‫بحزم‬ ‫الفساد‬ ‫مكافحة‬
.
•
‫جذورها‬ ‫من‬ ‫المشكالت‬ ‫حل‬ ‫علي‬ ‫والعمل‬ ،‫وقتها‬ ‫في‬ ‫وتقويمها‬ ‫األخطاء‬ ‫مراجعة‬
.
•
‫للحضارة‬ ‫واإلضافة‬ ‫االستدامة‬ ‫تحقيق‬
.

5. Good Governance in the Scottish Government:
Governance is the over-arching structure and strategy that provides accountability and direction, and that
influences our behaviours and cultures.
Governance impacts everyone in their day-to-day jobs, whether we work as part of a team, purchase goods or
services, manage people, or control budgets.
This is not just about what we do but how we do it, creating an environment where governance enables positive
change and supports strategic approaches to our outcomes.
Governance is about raising awareness and sharing information; taking responsibility and providing assurance to
stakeholders; and improving our approaches, learning lessons for the future.

6. Good governance includes identifying a vision, developing a
strategy, selecting and supporting a leadership to deliver that
strategy, assurance that progress is being made, the stewardship of
resources, and the guardianship of quality and safety – all done to
the highest standards of probity and transparency.
The effective and responsible management of an organization,
a country, etc. which includes considering society’s needs
in the decisions it makes:

7. Good Governance Principles ‫الرشيدة‬ ‫الحوكمة‬ ‫مبادئ‬
•
‫المسؤولية‬
•
‫النزاهة‬
•
‫المساءلة‬
•
‫المحاسبية‬
•
‫الشفافية‬
•
‫االستقالل‬
•
‫المشاركة‬
•
‫الثقة‬
•
‫الصراحة‬
•
‫األمانة‬
•
‫باألداء‬ ‫االلتزام‬
•
‫التمييز‬ ‫وعدم‬ ‫العدالة‬ ‫تحقيق‬
•
‫الفساد‬ ‫مكافحة‬
•
‫القانون‬ ‫أمام‬ ‫المساواة‬
•
‫المجتمعية‬ ‫المسؤولية‬

8. ‫والمجتمع‬ ‫الهندسة‬

9. https://youtu.be/ZZqU0p
DfHjE

10. The Engineering Council “the regulatory body” for the UK engineering profession, sets and maintains our
internationally recognised standards of professional competence and commitment ensures that society continues to
These are detailed in the UK Standard for Professional Engineering Competence (UK-SPEC) and the Information and
Communications Technology Technician (ICTTech) Standard.
We also hold the national register of over 229,000 engineers and technicians who have been assessed against these
standards and awarded one of our professional titles:
•Engineering Technician (EngTech)
•Incorporated Engineer (IEng)
•Chartered Engineer (CEng)
•Information and Communications Technology Technician (ICTTech)
The award and retention of these titles ensures that employers, government and wider society – both in the UK and overseas
– can have confidence in the knowledge, experience and commitment of engineers and technicians on the register.

11. ‫التعليم‬
-
‫التدريب‬
-
‫التشغيل‬

12. The History of Education in England – Legislation, Post WWII
The Education Act of 1944 of England and Wales were reproduced in the Education Act of 1945 in Scotland
and in the Education Act of 1947 in Northern Ireland. Two fundamental reforms in the act of 1944 were
The requirement of secondary education for all, a requirement that meant that no school fees could be charged
in any school maintained by public authority; and the replacement of the former distinction between elementary
and higher education by a new classification of “three progressive stages to be known as primary education,
secondary education, and further education.” To provide an adequate secondary education in accordance with
“age, ability, and aptitude,” as interpreted by the Ministry of Education, three separate schools were necessary:
the grammar school, modelled on elite public schools; the less intellectually rigorous secondary modern school;
and the technical school. If, in exceptional circumstances, such provisions were made in a single school, then
the school would have to be large enough to comprise the three separate curricula under one roof. Children
were directed to the appropriate school at the age of 11 by means of selection tests.

13. • The Education Act of 1944.
• The school leaving age was raised to 15, though the stated intention that it should be 16 was not
effected until 1972.
• 1972 Children Act (1972 c. 44): ensured that the minimum age at which children could be employed would
not be affected by any further change in the school leaving age.
• 1998 Teaching and Higher Education Act (1998 c. 30): a wide-ranging Act which included provision for the
establishment of General Teaching Councils for England and Wales; arrangements for the registration and
training of teachers; and provisions relating to students in higher and further education and the funding of
higher education.
• The Equality Act 2010 says schools mustn't discriminate against a pupil because of their disability. This is
unlawful under the Act. In some situations, schools must also take positive steps so that disabled pupils can
access and participate in the education and other activities they provide.

14. •
‫المجتمع‬ ‫داخل‬ ‫االندماج‬
•
‫السلوكية‬ ‫التربية‬
•
‫القيم‬
•
‫المعرفة‬
•
‫الوعي‬
•
‫متكامل‬ ‫بشكل‬ ‫اإلنسان‬ ‫بناء‬ ‫في‬ ‫األهم‬ ‫المرحلة‬ ‫هو‬ ‫المدارس‬ ‫في‬ ‫األساسي‬ ‫التعليم‬
• The purpose of education is to prepare people for life, equipping them with
the knowledge and skills to contribute to thriving society.
• Acquiring knowledge in various fields.
•
‫المهارات‬
•
‫الوقت‬ ‫تنظيم‬
•
‫واألنشطة‬ ‫الهوايات‬
•
‫والكتاب‬ ‫بالقراءة‬ ‫االرتباط‬
‫ة‬
•
‫والفنون‬ ‫الرياضة‬ ‫ممارسة‬
•
‫النفسية‬ ‫الصحة‬
•
‫صداقات‬ ‫تكوين‬
•
‫الجماعي‬ ‫العمل‬
•
‫وال‬ ‫والقوانين‬ ‫القواعد‬ ‫احترام‬
‫ناس‬
•
‫الن‬ ‫علي‬ ‫واالعتماد‬ ‫المسئولية‬
‫فس‬

15. •
‫هو‬ ‫المدارس‬ ‫في‬ ‫األساسي‬ ‫التعليم‬
‫متكامل‬ ‫بشكل‬ ‫اإلنسان‬ ‫بناء‬ ‫في‬ ‫األهم‬ ‫المرحلة‬
• Primary Schools.
• Middle Schools.
• Secondary School “High Schools”.
• Academies.
• GCSE General Certificate of Secondary
Education, Years 9,10 and 11. Age 14-16.
• AS “Advanced Subsidiary” Level.
• A “Advanced” level.
• Apprenticeships.
CLASS TIME HIGH SCHOOL:
You spend on average
6 hours each day/30 hours a week in class,
proceeding from one class to the next.
The school year is 36 weeks long;
with a short break in the spring
and a long one over the summer.
https://www.kings.edu/admissions/hs_sophomores_and_junio
rs/preparing_for_college/high_school_vs_college

16. •
‫متكامل‬ ‫بشكل‬ ‫اإلنسان‬ ‫بناء‬ ‫في‬ ‫األهم‬ ‫المرحلة‬ ‫هو‬ ‫المدارس‬ ‫في‬ ‫األساسي‬ ‫التعليم‬
Ofsted is the Office for Standards in Education, Children's Services and Skills.
to inspect services providing education and skills for learners of all ages.
And also inspect and regulate services that care for children and young people.
We will look at the most important elements of all areas — for even more detailed descriptions,
please refer to Ofsted's Education inspection framework guidance.
The four areas that exist now are: Quality of education, Behaviour and attitudes,
Personal development, and leadership and management.
concerns are raised to Ofsted about the safety of pupils or staff, an inspection can be
triggered. For example, if information may suggest that there has been a serious breakdown of
leadership or management within the school.

17. The education inspection framework
(‘the framework’) sets out how Ofsted
inspects maintained schools,
academies, non-association
independent schools, further
education and skills provision and
registered early years settings in
England.
The grading scale used for
inspection judgements
We will use a 4-point grading scale in
all inspections to make the principal
judgements:
•grade 1 – outstanding
•grade 2 – good
•grade 3 – requires improvement
•grade 4 – inadequate

18. (Ofqual) is The Office of Qualifications and Examinations Regulation regulates
qualifications, examinations and assessments in England.
Awarding organisations
The awarding organisations that offer GCSEs, AS and A levels are commonly called
exam boards. Exam boards develop, mark and award GCSEs, AS and A level
qualifications.
There are 4 exam boards delivering these qualifications in England:
AQA, OCR, Pearson and WJEC Eduqas
UCAS The Universities and Colleges Admissions Services in the UK.
A letter to students from Ofqual and UCAS

19. From reports:
In cash terms, the total funding allocated to schools through the grants is £53.5 billion in
2022-23, an increase of 53% compared to the £35.0 billion allocated in 2010-11.
The Spending Review outcome means funding will increase further in 2023-24 and 2024-
25.
On a per-pupil basis the total funding allocated to schools for 5-16 year old pupils, in cash
terms, in 2022-23 was £6,970, a 35% increase compared to £5,180 allocated per pupil in
2010-11.
When adjusted for inflation, funding per pupil was broadly flat between 2010-11 and 2015-
16 at just under £6,400 reaching £6,780 (in 2021-22 prices).
OECD analysis puts UK public spending on education at 3.9% of GDP in 2018. This was
19th highest out of the 37 OECD members with data on this measure and below the OECD
average of 4.1%.

20. Higher apprenticeships ‫الصناعية‬ ‫التلمذة‬
"
‫مهنة‬ ‫في‬ ‫التدريب‬
"
• Go from level 4 to 7 and are equivalent to a foundation degree and above.
• Degree apprenticeships are available at levels 6 and 7 and are equivalent to a full BSc
&Master’s.
• They combine work with study and may include a work-based, academic or combined
qualification or a professional qualification relevant to the industry.
• apprenticeships do count at full-time education in relation to the laws on leaving school.
• School leavers at 16 and go on to an apprenticeship, and still be classed as in full-time
education.
• The training might be at your place of work, a college, a training provider or online.

21. Higher apprenticeships ‫الصناعية‬ ‫التلمذة‬
"
‫مهنة‬ ‫في‬ ‫التدريب‬
"
Levels of apprenticeships
You’ll earn a qualification from your
apprenticeship.
The 4 different apprenticeship levels are:
• Intermediate: level 2
• Advanced: level 3
• Higher: level 4 or 5
• Degree: level 6 or 7
Apprenticeships also have equivalent
educational levels listed on GOV.UK.
For example, a level 3 apprenticeship is
considered the same level of qualification
as 2 or 3 A levels.
Starting an apprenticeship
To start an apprenticeship, you’ll need to:
• be 16 or over
• live in England
• not be in full-time education
You can apply for an apprenticeship while you’re
still at school.
What you'll do as an apprentice
An apprenticeship is a job where you’ll:
• earn a wage and get holiday pay
• work alongside experienced staff
• gain job-specific skills
• get time for training and study related to your
role.

22. • The education leaving age was raised to 17 In September 2014 .
• Finally, raised to 18 From September 2015.
• However Children can leave school when they reach 16 years of age end of June of the school year.
• But They must however continue in further education until reach 18:
• staying in full-time education, at a college.
• Joining an apprenticeship or traineeship.
• Apprenticeship funding: Employer pays 5% and Government pays 95% of training and assessment cost.
• Employers in England who hire new apprentices will continue to receive £3,000 per new hire.
• Budget of apprenticeship will reach 2.7 Billions £ in 2023/2014

23. •
‫المستمر‬ ‫والتعليم‬ ‫التطوير‬
Continuing Professional Development (CPD)
•
https://youtu.be/HnhmW0PZieg

24. • All Engineering Council registrants make a commitment to maintain and enhance their competence. In practice, this means
undertaking Continuing Professional Development.
• The requirement is set out in the UK Standard for Professional Engineering Competence (UK-SPEC) and the ICT
Tech Standard, and the obligation is explained below in the CPD Code for Registrants.
• Take ownership of their learning and development needs, and develop a plan to indicate how they might meet these, in
discussion with their employer, as appropriate.
• Undertake a variety of development activities, both in accordance with your plan and in response to arising opportunities.
• Reflect What you have learned or achieved through CPD activities and record both these reflections and CPD. .
• Evaluate CPD activities against any objectives which they have set and record this evaluation.
• Review learning and development plan regularly following reflection and assessment of future needs.
• Support the learning and development of others through mentoring, and sharing professional expertise and knowledge.

25. THANK YOU
Q/A