Ceremony 3
Academic Oration
Wednesday 21 November 2012 at 1630hrs
JESUITS’ CHURCH – VALLETTA
Dr Ing. Claire De Marco
B.Mech.Eng.(Hons),P.G.C.E.,Ph.D.,C.Eng.,MRINA
Faculty of Engineering
Welcome to this graduation ceremony. I am honoured of having been invited to address
you on such an auspicious occasion.
When I was invited by the Senate to deliver today‟s oration I wasn‟t sure on the topics I
wished to talk about. However, I decided to address items which are close at heart whilst
keeping today‟s occasion and professionalism in the forefront.
At heart I am a multi-disciplined individual – an engineer, a researcher and an educator.
Being an academic within this University requires all these capabilities and it is on these
three topics which I wish to speak about.
Choosing a Career Path
The process of becoming an Engineer starts in secondary school, when the students make
their initial decision about their future paths, initially at the end of middle school or when
applying for their upper secondary subjects at the age of 16. The Faculty of Engineering
together with the PR and Exhibition committee promote the Engineering course to all
levels of education, starting from primary, to secondary and post-secondary level, thereby
encouraging secondary school students to perceive engineering as an exciting and
rewarding profession that is worth pursuing. Whilst many visits are organised as PR
events through invitations, schools very often also request to visit the Faculty. The
laboratories showcase the latest on-going research and new cutting-edge ideas, as well as
past projects. However, of course, the final year project exhibition is the culmination of
all the PR events held annually in July. The exhibition is open to the general public
showing the diversity of the work undertaken in the Faculty.
Engineering. What are the challenges to educate the Engineers for the 21st
Century?
Businesses seek Engineers with the technical abilities, with sound disciplinary
fundamentals, together with the creativity and innovation to apply the learnt theory into
practice, and skills which enable the engineers to work effectively within the business
environment and be aware of the implications of their engineering decisions.
To achieve these goals industry and academia must be encouraged to work together. The
Faculty of Engineering endeavours to strive for closer collaboration with companies to
ensure that the emerging graduate students can apply their knowledge effectively in real
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engineering situations to gain practical experience. Resulting from such collaborations,
the University is given the opportunity to develop and implement new emerging
techniques and fields of study which can be applied to the courses. It is essential that
academia provides the right conditions in the University Engineering Departments for
such partnerships, as well as new approaches for learning and teaching to flourish.
Furthermore, the success of the undergraduate and the postgraduate engineering
experience depends heavily on the quality of teaching. Whilst the teaching and learning
experience is enhanced when the staff is involved in research – the „research–led
teaching‟, lack of adequate funding inhibits the development of a good teaching practice.
When promotion criteria, amongst others are heavily dependent on research and number
of peer reviewed international journal publications, which within the engineering field
requires substantial funds and time, quality of teaching may suffer since there is a strong
perception that the research rewards are much greater than those for teaching.
There have, over the last couple of years, been many possibilities of funding research. On
a national level the Malta Council for Science and Technology, MCST, through the R&I
programmes, FP Funding, European Research Council (ERC), and many others, provide
some funding possibilities. Such funding programmes address the need to support
research cooperation to the highest level of excellence between universities, industry,
research centres and public authorities both locally and across the European Union. The
administrative processes for preparing an application for funding may at times be
excessively complex, time consuming and frustrating resulting that the time spent on
such pursuits exceeds normal good working practice conditions. However, one is not left
with much of a choice and in order to achieve a promotion, a deserved wage package or
personal professional satisfaction then this must be undertaken.
Staff must juggle their time between research, teaching and administration. The last
collective agreement describes a formal commitment to recognise all aspects, however
many feel that research and even administrative activities and expertise are given undue
weight. Therefore, the University must also strive for excellence in teaching and raise the
profile and status given to teaching in all courses, through awards of excellence and
innovation in teaching and learning. This idea of excellence of teaching and learning
must also be seen as central to this academic and learning institution.
Faculty of Engineering
The Faculty of Engineering is to celebrate 50 years in 2013, when the first degree course
in Engineering commenced in October 1963. This service was provided for by the
Polytechnic Institute (also called The Malta College of Arts, Science and Technology),
whilst students with the necessary qualification were registered with the Royal University
of Malta, as it was called in the 60s, a title bestowed in 1937 when it had been accorded
royal patronage by King George VI. In 1978 the Polytechnic was incorporated into the
University and the Faculty became known as the Faculty of Engineering and
Architecture. In September 1987, the Faculties were recognised into two separate
Faculties, namely the Faculty of Architecture & Civil Engineering and the Faculty of
Mechanical and Electrical Engineering. In 1996 the name was further changed and to
date it is called the Faculty of Engineering.
Since 1983, in the last 30 years, there have been a total of 1600 graduate engineers, with
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an equal balance between Mechanical and Electrical disciplines; however, only 15% of
the graduates are women, i.e. about 150.
In 1983 the first two female Electrical Engineers graduated and 6 years later, in 1989,
myself and another graduated as the first female Mechanical Engineers.
Engineering – A Profession
Graduation is the start of the Engineer‟s career and the Engineering Profession Act,
through the award of a warrant empowers and recognises the Engineering graduate as a
practising Engineer. Engineering warrants have been awarded since 1993, to date there
are now 1136 warranted engineers, with an equal balance between the Mechanical and
Electrical disciplines. Grouping these numbers according to gender there are a total of 95
female and 1042 male warranted engineers, implying only 9% are female.
An average of 80 students graduate each year and it is quite evident that the number of
graduates far outweighs the number of warranted engineers.
So what happened to everyone else? Where did they all go? Do they still practise? Is the
time spent studying only a means to another end?
To answer such questions requires an in-depth social economic study. Whilst initially
women constitute 50% of the population, more than twice as many male workers than
female are found in the workforce. Yet, since the late 90s, women outnumber men in
tertiary education.
Although on average 15% of the engineering graduates are women only 9% are
warranted engineers. Is the exodus of such skilled force the result of social expectations
and difference between men and women, do they find that women tend to gravitate
towards particular sectors of the labour market such as education, healthcare and arts, do
they shy away from engineering? The numbers say they do.
However, women are becoming more assertive, determined, qualified and aware that they
are just as accountable as men in most fields. So until the conflict between society and
culture versus determination to succeed balances out, this discussion and argument
between men and women will endure.
The vast majority of students after graduating move into either full-time employment or
further study. The number of postgraduates is increasing every year and the number of
graduates present here is a testimonial to this fact. The education level of the general
population is increasing and many studies show that those with postgraduate
qualifications are far more likely to enter full-time paid employment. Although many
plan to work in their profession, some may find that the job does not stand up to their
expectations; perhaps they simply do not succeed in the profession; that there are not
enough engineering jobs, whilst others gain employment out of their profession since
generally the pay packages for engineers are not as attractive as for other professions.
However, on the positive side the Engineering Profession Board, has seen an increasing
number of applicants, which is very encouraging. The graduates are now recognising the
importance of becoming warranted professionals and the benefits of being legally
recognised as such. Practising your profession, whichever it may be requires dedication
and professionalism, being responsible towards the profession and the greater
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community, to understand the ethical, economic and environmental impact outside the
chosen profession, to uphold a Code of Professional Conduct, to commit themselves to
life-long learning within their field, and the responsibility, involvement, as well as the
formation of other younger professionals.
Educational Changes
On a national level there are going to be many changes to the National Curriculum. The
National Curriculum Framework 2011 suggests changes which are specifically directed
towards Science – “A vision for Science Education in Malta” based on “a way in which
to make this field of study a valuable and rewarding experience”, “in order to empower
learners to consider careers in Science at further and higher education levels”. There is
much debate amongst the education community about all the impending changes and
possible dilution of content.
The National Curriculum working group describe changes where there will be a paradigm
shift in the methodology of instruction and concept knowledge acquired by students.
However, no mention or detail is given regarding to the effect of such changes in the
science subjects at advanced or intermediate level and how such changes are to affect the
entry requirements to the degree courses such as Engineering, Science and Medicine and
Surgery. Will the respective faculties have to change methods of instruction and module
content or even fill knowledge voids? Will the time honoured names of Physics,
Chemistry and Biology be put into retirement for the novel titles of Physical Science,
Material Science and Life Science respectively? Really the authorities and working group
should have started from the tertiary education, the University – who produce tomorrow‟s
professionals and worked downwards, in order to effectively achieve the changes.
However, there is much discussion amongst the academics that the working group and
authorities should consider eliminating 2 intermediate subjects and replacing them with
another advanced level, whilst sitting for the SOK in the 1st year – this approach would
require major changes in the system, but although reducing the breadth of knowledge, as
some may argue, which is gained anyway by life experiences, increases the foundation
knowledge of the advanced level core subjects required for further tertiary education. It is
better to have a solid foundation to build upon rather than a crumbling base as is often
recognised in many degree courses with high failure rates in the first year, where
numbers between 20 – 30% are common.
A further course of action that is to be considered is to allow the students to sit for their
examinations within a maximum period of five years. Surely students who could not
attain the required grades within the first or at most the second sitting will find the rigours
of the University examination system and assessment well beyond their capabilities. Why
prolong the academic life of such students, when clearly they are not cut out for such?
Allow them to become part of the fruitful work force needed on these islands. However,
on the other side of the coin, this five year period empowers the general population to
achieve a higher standard of education. The loophole to these five years is that these
students would then have attained or nearly attained an age whereby they can then be
called mature students and possibly enter a University course as such.
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The National Curriculum Framework also intends to introduce vocational subjects;
Engineering being one of the four subject areas considered in secondary education.
Although the official reintroduction of „vocational‟ subjects in the secondary education is
very much welcome, the time when secondary school students are selecting and
narrowing their future possibilities, the National Curriculum document gives the false
impression, that by using the word engineering in vocational courses, that the only path
leading to a career in engineering is by means of vocational courses. The working group
through this document and the establishment should also clarify that students can also
pursue a professional career in Engineering by following studies through a recognised
University and the attainment of the Engineering warrant according to the Engineering
Profession Act (Ch 321). Such misconceptions, misuse and misunderstanding of the role
of a true engineer by many, including companies who advertise vacant posts as engineers,
when truly they are referring to technicians, even prompted the Chamber of Engineers to
report such misuse of the word “Engineer”.
Any effect of such national curriculum changes will not be immediate: the changes will
be evident many years later, when prospective students enter further education. May the
persons in the working groups be given the guidance, advice and inspiration to effectively
make the changes that will benefit the country and the future of our children.
Taking your oath
Therefore, to all graduates here present when taking your oaths, as you stand before us,
be aware of the full implications and responsibilities as you affirm your oath as you
accept your award. Remember that the oath you are about to take is a promise, spoken out
aloud in front of all these people who can see and hear what is said and done. They are
your witnesses. The oath you are taking today and in the court of law when you become
warranted professionals, as you place your hand upon the Bible, you are calling God to
see and remember your promise which cannot be taken back, whereby you have pledged
your commitment to your profession to the fullness to what it entails.
Finally, to you the graduands, we are here today to celebrate your accomplishments.
Congratulations for arriving to this day. The years of hard work and studying have paid
off, and to the parents and loved ones who have suffered with you throughout the years.
Graduation is a major milestone; it is the end of a very significant phase in your lives and
the beginning of a new life outside the guidance of your family and University.
Tomorrow, when you call yourself graduates alumni of this university, it will be the first
day of the rest of your professional lives – your true education is about to begin – your
lifelong learning experience. You have been given the skills and the abilities to make a
difference; now, the rest is up to you. The best opportunities always come knocking when
you least expect them, grab them and make the most of them. However, if you do not
recognise these opportunities, then make them happen. You cannot expect to get rich
overnight. To truly succeed you must be good in what you do, excel above the rest in that
field and eventually it will be known where an expert can be found. Go to work with
determination to succeed, to inspire confidence and energy to those around you.
Everyone relies on a person they know that what he/she undertakes is sure to succeed.
Everyone wants to be part of a successful team.
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I salute you, your family and the University who have given you a solid and strong
foundation, build on it and flourish. To all of you I wish you a bright future filled with the
promise of a wonderful life.
Thank you.
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