Arab Republic of Egypt National Authority of Quality

Assurance and Accreditation of Education

National Academic Reference Standards

Environmental Sciences

January 2009

1st Edition
National Academic Reference Standards for Environmental Sciences

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National Authority For Quality Assurance And Accreditation of Education

Table of Contents

Preface 4
Acknowledgements 6
Methodology 7
Introduction to Environmental Sciences Education 9
National Academic Reference Standards 11
Curriculum Structure 17
Glossary 18
References 21

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National Academic Reference Standards for Environmental Sciences

Preface

Based on the Presidential Decree number (82) for the year

2006, the National Authority for Quality Assurance and
Accreditation of Education (NAQAAE) was founded to enhance
the quality of education in Egypt.
In the light of NAQAAE's mandates, developing National
Academic Reference Standards (NARS) for higher education
comes on the top of its priorities. NARS are intended to set out
clearly the graduate attributes and academic characteristics
expected to be achieved in the academic programs of different
disciplines.
The natural resources are no longer the backbone for
development and prosperity; instead knowledge economy has
become the main base for inducing tremendous and progressive
breakthroughs in the resources of nations. In this regard,
knowledge economy requires high quality education based on
well defined reference standards.
The international changes and the concomitant alterations
in the socio-economic conceptions obliged quality education as
the main gate for human resources development. The latter, in
turn, is counted as one of the most important determinants of
national sustainable development.
Good practice in education should encourage students to
improve their innovative and creative capabilities, employ
appropriate technologies and pursue independent and life-long
learning. This would necessitate setting out plans to develop the
institutional capabilities and educational efficiency. Accordingly,

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educational institutions have to reform their programs and

courses to meet the demands of the labor market. In addition,
graduates should acquire the flexibility that enables them to adapt
to the future needs of the labor market.
In alignment with its functions, NAQAAE, in
collaboration with the stakeholders, has developed an integrated
system to assure education quality. One of the system's outcomes
is a series of guides for NARS in different academic disciplines
to help higher education institutions in designing their programs
to meet the accreditation requirements.

National Authority for

Quality Assurance and
Accreditation of Education (NAQAAE)

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National Academic Reference Standards for Environmental Sciences

Acknowledgements
The National Authority for Quality Assurance in
Education, (NAQAAE) would like to thank all the stakeholders
involved in this work. The stakeholders included are
representatives from the Ministry of Higher Education, National
Syndicates, the Academic university staff members and the
Private Sector. All of them were committed to make this work
possible through their knowledge and experience.
The President of the National Authority for Quality
Assurance in Education, Professor Magdy Kassem and Board
members would like to acknowledge the efforts done by the task
force group assigned to prepare this guideline for their hard work
to ensure high quality graduates and to be comparable to the
international standards.

Professor Magdy Kassem

NAQAAE President.

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Methodology

NAQAAE has invited a group of education experts, in

different academic disciplines, from state, private and Al-Azhar
Universities to develop a general framework of the guide for the
national academic reference standards (NARS) in the different
sectors of higher education. The steps proceeded as follows:

1. Brain Storming
The authority held several workshops for expert groups to
discuss the general framework and elements/contents of
the NARS guide and Standardization of concepts and
terms used in the NARS within a definite time table.

2. Reviewing of the International Academic Standard

Experts groups have reviewed the academic standards of
some World accreditation institutions and standard applied
in the corresponding faculties at universities from different
countries in the world to have access to the global level,
taking into account the need to preserve the Egyptian
identity.

3. Reviewing the Available Academic Standards in Egypt

The working groups have reviewed the academic
standards which have been developed by the sectors of the
Supreme Council of Universities - Ministry of Higher
Education and Scientific Research. In accordance with the
required amendments to NAQAAE, groups developed the
guidelines to meet the needs of higher education
institutions.

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4. Reviewing by Technical Committee

Standard first drafts were reviewed by technical

committees formed by NAQAAE board, to insure that
standards meet the agreed essential elements as well as the
technical editing of the draft.

5. Stakeholders Approval
After the completion of the draft of national academic
reference standards, it was presented to representatives
from stakeholders, faculty members from different
universities and Al-Azhar institutions and representatives
from the Ministry of Higher Education and the State for
Scientific Research, to take appropriate action.

6. Dissemination
The Authority posted academic standards on its website
([Link]), to receive feedback from students, faculty
members and stakeholders.

7. Endorsement of Standards
The draft was revised according to the feedback received
and introduced to NAQAAE’s Board for approval.

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Introduction to Environmental Sciences Education

Our physical environment is being degraded by global

climate change, species extinctions, habitat loss, pollution,
and other human-caused disruptions. Our social or cultural
environment is stressed by unsustainable population growth,
increasing gaps between the rich and poor, and sudden social,
political, and economic shifts. Although the human
population has had undoubtedly a negative impact on our
environment, our understanding of environmental sciences
has allowed us to become better stewards of the Earth.
Environmental sciences attempt to identify and remedy many
environmental problems that can cause severe stresses on our
limited pool of natural resources. Environmental sciences are
considered as a sustainability-based science that meets
fundamental human needs while preserving Earth's life
support systems.
In Egypt, we face challenges to sustaining the planned
and present development activities. Environmental quality is
a prime concern to sustain the development of our country.
Major environmental issues and concerns, that challenge
Egypt today include limited natural fresh water resources,
desertification, urban sprawl on agricultural land,
deterioration of marine habitats, air pollution in major cities
and solid waste generated from human settlements (EEAA,
2001). Therefore, there has been an ever increasing need in
Egypt to have professionally qualified environmental
scientists and specialists to help understand the

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environmental problems facing our country, to find suitable

solutions and mitigation measures to solve these problems
and to apply the environmental standards and measures to
bring such solutions into real-world actions. Accordingly,
academic programs in Egypt (both undergraduate and
postgraduate) addressing environmental sciences are
increasing in number, quality and popularity.
Identifying NARS for the environmental sciences will
ensure a high quality environmental sciences graduates that
can participate in the best professional practice to solve the
environmental problems confronting our nation.
Career opportunities and employability profiles:
The majority of Environmental sciences graduates are
employed in governmental positions. However, job growth
for environmental graduates should be strongest in the
private-sector consulting firms and industry. Such growth
will be spurred largely by the increasing demands placed on
the environment. Further demand should result from the need
to comply with the environmental laws and regulations. The
most potential job fields include: academic staff, Egyptian
Environmental Affairs Agency (EEAA), industrial sectors,
scientific research institutions, consultancy offices, school
teaching, governmental institutions (e.g. local authorities,
drinking water and sewage treatment facilities, etc.), Non-
Governmental organizations (NGO's), and international
organizations.

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[Link] Academic Reference Standards (NARS)

There is a wide variety of definitions for environmental
sciences found in the literature. These definitions might have
different point of views and different levels of details.
However, they all agree that environmental sciences is
considered an interdisciplinary combination of basic sciences
applied to the study of the environment, particularly biology
(especially ecology), geology, chemistry and social sciences.
Environmental sciences integrate the knowledge from these
disciplines to study how we and other living resources are
interacting with one another and with their non-living
components.
1. Attributes of the Environmental Sciences graduates:
The people working in the field of environmental
sciences are called environmental scientists if they work in
the academic field otherwise they are called environmental
specialists. They are professionals with chemical, physical,
geological, ecological and project management expertise who
may work in a range of different sectors including
conservation, energy, engineering, waste management or
water quality. They usually work as part of a team, advising
colleagues or managers and writing reports or making
presentations. They may assist with environmental impact
assessments, which are required for many developments
before permission is granted. They monitor the quality of the
environment; interpret the impact of human actions on
terrestrial and aquatic environments. In addition, they help
planners to develop and construct buildings, transportation

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corridors, and utilities that protect water resources and reflect

efficient and beneficial land use.

Since most environmental issues deal with human

activities, study of economics, law and social sciences are
often applied in conjunction with environmental sciences.
Environmental sciences graduates have a long track record in
gaining employment across a number of different professions
and organizations, including environment-based industries.
This is due to the wide range of skills they have developed in
the study of the subject through hands-on learning activities
such as fieldwork, laboratory work and team-based projects.

The graduate of Environmental Sciences must have the

ability to:
1.1. Apply the knowledge of environmental sciences, their
related disciplines, applications and tools to the
management/solution of the environmental issues.
1.2. Gain new knowledge and continually enhance the
available information to improve the understanding
and handling of the environment and natural resources.
1.3. Propose sustainable solutions to the environmental
problems.
1.4. Participate in the development and implementation of
environmental policies, strategies and planning.
1.5. Disseminate the environmental knowledge and
experience through effective interaction to enhance the

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performance of the profession and promote

community development.
1.6. Share in multidisciplinary team work and be flexible
for adaptation and working under contradictory
conditions.
1.7. Use IT technology effectively.
1.8. Hold professional values that maintain individuality,
positive thinking, self-confidence, dignity and honor.

2. Knowledge and Understanding Environmental graduates\

specialist must acquire knowledge and achieve
understanding of:

2.1. Basics of biology, chemistry, mathematics, earth

sciences, physics and computer sciences.
2.2. Principles of ecology, environmental geology,
biodiversity, conservation, and natural resources
management.
2.3. Environmental chemistry, pollution, environmental
health and waste management.
2.4. Remote sensing, statistics and geographical
information systems.
2.5. Environmental policies, impact assessment,
environmental economics, environmental management
and legislation, national and international regulations
and law.
2.6. Sustainable development concepts as well as the tools
and indicators of evaluating sustainability.

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National Academic Reference Standards for Environmental Sciences

2.7. Systems analysis and modeling of environmental

systems.
2.8. Planning, implementation and reporting of fieldwork
(data collection, sampling and working with portable
apparatuses).
2.9. The relevant and recent laboratory methodology; the
safe and proper operation of laboratory techniques and
instruments
2.10. The methods of data management and analysis.
2.11. The most important contemporary environmental
issues, treaties or conventions and/or organizations.
2.12. The role analysis of national and international policies
and regulations.

3. Practical and professional skills:

The graduate must be able to:

3.1. Apply the principles of environmental sciences to

come with the best practices that will ensure a
sustainable human development.
3.2. Use acquired knowledge and understanding to
participate in the implementation of the proper
solutions and mitigation measures of environmental
issues.
3.3. Evaluate and monitor features of nature conservation
interest in habitats and sites.

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3.4. Collect and interpret data from a variety of sources,

and present it as written scientific reports and policy
recommendations.
3.5. Conduct field surveys to establish baseline data or
other levels.
3.6. Conduct audits to evaluate the environmental
performance of particular activities.

3.7. Investigate reasons for deterioration of the water and

air quality and suggesting changes or solutions to these
problems.
3.8. Develop environmental programmes that ensure
corporate compliance with the environmental
regulations and laws.
3.9. Develop pollution control, pollution prevention and
recycling programs through cleaner production
techniques.
3.10. Prepare and implement annual management plans
based on ecological surveys and scientific observation.
4. Intellectual Skills:
The graduate must be able to:
4.1. Examine critically scientific evidence, both
quantitative and qualitative, in order to arrive at
evidence-based conclusions.
4.2. Understand not only the theoretical underpinnings of
the discipline but also how that theory influences
practice.

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4.3. Assess alternatives which take account of qualifying,

affording and constraining circumstances.
4.4. Monitor and review the applications, progress and
outcomes of suggested solutions.
4.5. Evaluate critically published information.
4.6. Analyze and identify criteria and specifications
appropriate to specific problems at different levels,
and propose options for their solution.
4.7. Carry out environmental impact assessments for a
wide range of projects.
5. General and Transferable Skills
The graduate must be able to:
5.1. Present information and express ideas through
structure and writing essays and oral modes using IT.
5.2. Manage one's own learning and development,
including time management and organizational skills.
5.3. Work in team and comprehend and assume the
interchangeable role of leaders and followers.
5.4. Possess good project management and business skills
5.5. Demonstrate respect, tact, empathy and appropriate
verbal and nonverbal expression when dealing with
colleagues, superiors and the general population.
5.6. Enhance sense of responsibility towards
environmental sustainability to build positive interest
or affection for environmental research and inquiry.

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National Authority For Quality Assurance And Accreditation of Education

Curriculum Structure
The percentages mentioned in the following table for each area of
study are just a guide for the faculty and not obligatory to follow.
Table 1. Percentages of areas of study
Subjects Percentage Tolerance

Basic Science 28 26-30

Humanities (including
9 8-10
language)

Specialty(Professional) 42 40-44

Computer and IT 6 5-7

Field training project 7 6-8

Others (Discretionary) 8 7-9

Total 100 92-100

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II. Glossary

1. Institution
A University, faculty or higher institute providing
education programs leading to a first university degree or a
higher degree (Master's or Doctorate).
2. Graduate Attributes
Competencies expected from the graduate based on the
acquired knowledge and skills gained upon completion of
a particular program.
3. National Academic Reference Standards (NARS)
Reference points designed by NAQAAE to outline /
describe the expected minimum knowledge and skills
necessary to fulfill the requirements of a program of study.
4. Academic Standards
Reference points defined by an institution comprising the
collective knowledge and skills to be gained by the
graduates of a particular program. The academic standards
should surpass the NARS, and be approved by NAQAAE.
5. Subject Benchmark Statements
Guideline statements that detail what can be expected of a
graduate in terms of the learning outcomes to satisfy the
standards set for the program. They enable the outcomes to
be compared, reviewed and evaluated against agreed upon
standards.
6. The Program
A set of educational courses and activities designed by the
institution to determine the systematic learning progress.

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The program also imparts the intended competencies

required for the award of an academic degree.
7. Intended Learning Outcomes (ILOs)
Subject-specific knowledge, understanding and skills
intended by the institution to be gained by the learners
completing a particular educational activity. The ILOs
emphasize what is expected that learners will be able to do
as a result of a learning activity.
8. Knowledge and Understanding
Knowledge is the intended information to be gained from
an educational activity including facts, terms, theories and
basic concepts. Understanding involves comprehending
and grasping the meaning or the underlying explanation of
scientific objects.
9. Intellectual Skills
Learning and cognitive capabilities that involve critical
thinking and creativity. These include application,
analysis, synthesis and evaluation of information.
10. Professional and Practical Skills
Application of specialized knowledge, training and
proficiency in a subject or field to attain successful
career development and personal advancement.
11. General and Transferable Skills
Skills that are not subject-specific and commonly
needed in education, employment, life-long learning
and self development. These skills include
communication, team work, numeracy, independent

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learning, interpersonal relationship, and problem

solving... etc.

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III. References
 Barrows HS, Tamblyn RM. Problem-based learning, an
approach to medical education. New York: Springer
Publishing Co.,1980.
 Guyatt G, Chairns J, Churchill D et al. Evidence-based
medicine. A new approach to teaching the practice of
medicine. A new approach to teaching the practice of
medicine. JAMA 1992: 266: 2420-2425.
 Hendricson WD, Cohen PA. Future directions in dental
school curriculum, teaching, and learning. In: Haden NK,
Tedesco LT, eds. Leadership for the future: the dental school
in the university. Washington, DC: American Association of
Dental Schools, 1999.
 Kelly M, McCartan BE, Schmidt HG. Cognitive learning
theory and its application in the dental curriculum. Eur J
Dent Educ 1998: 3: 52-56.
 Lantz MS,ChavesJF. What should biomedicalsciences
education in dental schools achieve? J Dent Educ [Link]
426-433.
 Leahey TH, Harris RJ. Learning and Cognition, 4th edn.
Englewood Cliffs, NJ: Prentice Hall, 1997.
 Whipp JL, Ferguson DJ, Wells LM, Iacopino AM.
Rethinking knowledge and pedagogy in dental education. J
Dent Educ 2000: 64 : 860-866.
 Yip H, Barnes I. Learning in dental education. Eur J Dent
Educ 1997: 1: 54-60. Cunningham, W.P., and Cunningham,

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National Academic Reference Standards for Environmental Sciences

M.A. (2007), Environmental Science: A global concern, 10th

Edition, McGraw-Hill, Boston, MA.
 Egyptian Environmental Affairs Agency [EEAA], (2001),
The National Environmental Action Plan of Egypt 2002/2017
- Environment at the centre of Modernizing, Egypt. EEAA,
Cairo.
 Miller, G.T. (2004), Living in the Environment: Principles,
Connections and Solutions, 14th Revised Edition.
 Murck, B.W. (2005), Environmental Science: A Self-
Teaching Guide. John Wiley & Sons, New Jersey.
 Raven, P.H., Berg, L. R., and Johnson, G.B. (1995),
Environment. Saundert College Publishing, UK.
 Withgott, J.H., and Brennan, S.R. (2007), Essential
Environment: The science behind the stories, 2nd Edition,
Prentice Hall.
 University of California, Davis – College of Agricultural and
Environmental Sciences; [Link]
 University of East Anglia, Faculty of Science, Environmental
Science degrees [Link]
 University of Lancaster, Department of Environmental
Science, [Link]
 Brown University, Centre for Environmental Studies,
[Link]
 University of California, Berkeley, College of Natural
resources, Faculty of Environmental Sciences,
[Link]

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 University of Sydney, Australia, Environmental Science

degree, [Link]
 University of Florida, School of Natural Resources,
[Link]

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