After being an engineering student at Qatar Foundation for a while, I have made some interesting observation about uptake technical disciplines among Qatari youth, particularly engineering. While the disinterest seems to cut across both genders, the uptake among girls is particularly wanting. Engineering is one of the most demanding academic disciplines, but it offers limitless possibilities given its role in nation building and improvement of human life. Given the critical role of engineering in society, there is need to motivate Qatari youth to pursue engineering courses, as it remains one of the most undersupplied skill set in the region.
According to Al-Ghanim, Al-Maadeed, and Al-Thani (2014), backward cultural values are the inhibitors of the girl child entering into technical disciplines such as engineering. This hindrance by cultural values is exemplified by the fact that Qatar University, one of the leading institutions of higher learning in the region until recently did not open registration for females. Given the role of cultural values in barring female youth to enrol for engineering courses, it goes without saying that such cultural values must be done away with to give motivate women to take up more roles in technical jobs (Sellami et al., 2016). This, according to Abdalla (1991), does not only motivate them by removing obstacles but also levels the playing ground, which will attract both genders into engineering disciplines.
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Shaw (2015) wrote an article on Thegurdian that explored was through which more students could be encouraged to study engineering. Although the solutions were UK-based, they are universally applicable, which means that similar incentives could be employed in Qatar. Top in the list was lowering of tuition fee, which will give students from low-income households a chance to pursue engineering courses. Shaw (2015) also recognizes the importance of early introduction of students to engineering by explaining to them what engineering means, and how it contributes significantly to society on several fronts, including conserving the environment, improving the economy, enhancing safety and overall human condition.
Engineering, at the moment, is mentioned to children in primary schools as a by the way, but delving more into the importance of engineering in their everyday lives will provoke their curiosity in the discipline (Novak, 2001). For instance, explaining to children that the machines and applications that they come in contact with everyday and take for granted are products of extreme and exciting engineering not only makes the subject interesting but also want to be a part of the development of some of the live-changing engineering products in the future (Novak, 2001). The problem with the current curriculum is that it presents engineering as a narrow discipline, an approach that is unlikely to communicate the prospects of engineering in an interesting way (Shaw, 2015).
Somani (2012) suggests the organizing Youth Motivation Day to increase student interest in technical disciplines. On Youth Motivation Day, youthful volunteer engineers lead hands-on workshops that showcase a wide range of engineering marvels, which are simplified to make them resonate with the youthful observers. Using young and budding engineers kills two birds with one stone, as it encourages the volunteering engineers to showcase their prowess while enabling the visiting youth to relate with the achievements, which motivates them to join the field of engineering.
The stereotype surrounding engineering students as having no life outside of the classrooms and laboratories needs to be challenged if more youth are to join the profession. Combating stereotypes goes beyond merely telling youth that engineering students and engineers as a whole have a social life. For instance, youth could be allowed to visit engineering complexes that value engineers’ both social and academic life. This will demonstrate to them that engineering is not all about laboratories and no play.
References
Abdalla, I.A. (1991). Social support and gender responses to job stress in an Arab culture. In Perrewe, P.L. (Eds.). Journal Of Social Behavior and Personality 6 (7): 273-88.
Al-Ghanim, K. A., Al-Maadeed, M. A., & Al-Thani, N. J. (2014). Impact of innovative learning environment based on research activities on secondary school student ‘s attitude towards research and their self-efficacy. European Journal of Educational Sciences, 1 (3), 39-57.
Novak, J. (2001). Invitational education. Bloomington, Ind.: Phi Delta Kappa Educational Foundation.
Sellami, A., Kimmel, L., Hunscher, B., Cotter, A., Wittrock, J., Al-Emadi, A., & Al-Emadi, D. (2016). Factors shaping qatari students’ interest in STEM, business or public sector careers. Retrieved from https://quspace.qu.edu.qa/handle/10576/4704
Shaw, C. (2015, January 201). Eight ways to encourage more students to study engineering. Thegurdian . Retrieved from https://www.theguardian.com/higher-education-network/2015/jan/20/eight-ways-encourage-students-study-engineering
Somani, N. (2012, March 5). UCLA clubs engineer Youth Motivation Day to boost student interest in the sciences. Daily Bruin. Retrieved from http://dailybruin.com/2012/03/05/ucla_clubs_engineer_youth_motivation_day_to_boost_student_interest_in_the_sciences/
