By Prof.Dr. Jian Lin UNESCO Centre for Engineering Education Tsinghua University

1. Prof.Dr. Jian Lin
UNESCO Centre for Engineering Education
PETOE:
“The Plan for Educating and
Training Outstanding Engineers ”
Tsinghua University
共98页 1

2.  Current Situation of Engineering Education in China
 Problems Existing in Chinese Engineering Education
 The Overview of PETOE
 General Standards of PETOE
 Supportive Policies and Institutions for PETOE
 PETOE University – Industry Cooperation
 Vigorously Promoting PBL in PETOE
 Engineering Faculty Development for PETOE
 Engineering Education Towards World
 PETOE’s Quality Evaluation
 PETOE’s Influence on Higher Education and University
共98页 2

3. Current Situation of Engineering
Education in China
共98页 3

4. Engineering Education in China
• Number of Colleages and Universities
Colleges & Universities with engineering
programs
1077
Universities awarded master's degrees in
engineering
572
Universities awarded doctorates in engineering 269
92% of
total
共98页 4

5. Engineering Education in China
• Number of Engineering Majors and
Programs
Engineering categories for undergraduate 31
Engineering majors for undergraduate 169
Engineering programs for undergraduate 15,733
33.4% of all
disciplines共98页 5

6. Engineering Education in China
• Engineering Education Students at Universities
and Colleges by 2013
Years
12
11
10
9 Doctorial Level
8
7
6 Master Level
5
4
3 Bachelor Level
Vocational Education
2 Technical College
1
0.12 million Doctorial students
0.50 million Master students
4.95 million Bachelor students
5.17 million other
10.74 million totally
1/3 of
total
共98页 6

7. Engineering Education in China
• Engineering Graduates and Faculty
Graduates from engineering programs 2,876,668
 Bachelor’s and college graduates 2,700,232
 Doctorial and master’s graduates 176,436
Engineering faculty 402,946
1/3 of
total
1/3 of
total
共98页 7

8. Problems Existing in Chinese
Engineering Education
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9. The Overview of PETOE
The Overview of PETOE
( “The Plan for Educating and Training
Outstanding Engineers " )
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10. The Overview of PETOE
 Proposed in the National Plan for Medium and Long-Term
Education Reform and Development (2010-2020);
 Launched on June 23, 2010;
 To promote China’s engineering education from a great
scale in its quantity to a great power in its quality
quantity quality
共98页 10

11. China’s three national strategies:
①Taking a New Industrialization Path
with Chinese characteristics,
②Constructing an Innovative Country,
③Constructing a Human Resources
Powerful Nation.
The Overview of PETOE
共98页 11

12. PETOE main objective:
Serve national strategies,
Towards Industry Modernization,
Towards Globalization,
Towards Future Requirements.
The Overview of PETOE
12共98页

13. Basic Principles of Implementing PETOE:
industry-oriented,
university-enterprise collaboration,
respective implementation,
diversity mode,
commitment to excellence.
The Overview of PETOE
共98页 13

14. PETOE contains five key tasks:
The Overview of PETOE
3. Improving quality
of engineering
faculties
2. Innovating the
talent training
mode
1. Establishing a new joint
talent training mechanism
5. Identifying
talent training
standards
4. Expanding &
opening engineering
education
I-U-G Partnership
Quality
共98页 14

15. Some Specific Measures are Proposed:
① establishing a Multi-sector
Coordination Mechanism,
② setting up national education centers
for engineering practice,
The Overview of PETOE
共98页 15

16. Some Specific Measures are Proposed:
③reforming the engineering faculty
employment, assessment and training
system,
④formulating supportive policies to
encourage universities and enterprises
to participate in PETOE.
The Overview of PETOE
共98页 16

17. The implementing fields of PETOE:
A.traditional industries,
B.emerging industries of strategic
importance.
and pay special attention to the talent
demands in the period of national
industrial update and train relevant
talents in advance.
The Overview of PETOE
共98页 17

18. PETOE will train the field engineers,
design engineers and R&D engineers for
the future
at levels of bachelor’s degree, master’s
degree and doctorial degree.
The Overview of PETOE
共98页 18

19. Implementation from 2010 to 2020
Based on the principle of voluntary
Not financial support from
government
Only accept about 20% colleges and
universities which have engineering
programs to participate in the plan
The Overview of PETOE
共98页 19

20. "PETOE Committee"
"Committee Office"
Inter-ministerial
Working Groups
MoE
Expert
Group
Industry
Expert
Groups
Academician
Steering Group
20
Organizational Structure of PETOE
The Overview of PETOE
共98页

21. The Overview of PETOE
Universities participating in PETOE:
“985” Project
Universities
28
“211” Project
Universities
42
Undergraduate
Universities
119
Newly-
established
Universities
19
Sum up 208
Universities
Directly Under
MoE
45
Universities
Belonging to
Other Ministries
15
Universities
Belonging to
Local
Governments
148
Sum up 208
Covering 30 Provinces、Autonomous Regions and Municipalities
共98页 21

22. Students Participating in PETOE
22共98页
0
5000
10000
15000
20000
25000
30000
2008级 2009级 2010级 2011级 2012级 2013级 2014级
985高校
211
普通本科院校
新建本科院校

23. 23共98页
0
10000
20000
30000
40000
50000
60000
2008级 2009级 2010级 2011级 2012级 2013级 2014级
本科
硕士
博士
Students Participating in PETOE

24. General Standards of PETOE
共98页 24

25. In order to ensure the quality of
training, PETOE formulated the general
standards at undergraduate, master’s
and doctoral level.
These standards are the national
benchmarking for training the future
outstanding engineers. These standards
should be followed by any university
who join in the PETOE.
General Standards of PETOE
共98页 25

26. General
Standard
Industry
Standards
University
Standards
Doctor’s
level
∨ ∨ ∨
Master’s
level
∨ ∨ ∨
Bachelor’s
level
∨ ∨ ∨
PETOE standards system
General Standards of PETOE
共98页 26

27. Standardinclusive
PETOE standards system
University Standards
Industry Standards
PETOE General Standard
General Standards of PETOE
共98页 27

28. PETOE Standards System
Universities
Standards
Industrial
Standards
General
Standards
Standards Inclusive
StandardRequirements
General Standards of PETOE
共98页 28

29. ① With a good engineering ethics, the pursuit of
excellence, professionalism and patriotism, a
stronger senses of social responsibility and
humanistic quality;
② With deeper concern about environment,
occupational health, safety, and social
service;
③ With engineering-related knowledge of
mathematics and natural science, knowledge
of economic and management and the other
humanities and social sciences;
General Standards of PETOE
PETOE General Standards
For Bachelor’s Level
共98页 29

30. PETOE General Standards
For Bachelor’s level
④ With basic knowledge in engineering and
fundamental theories in the field for solid
works, a good understand of production
processes, equipment and manufacturing
systems, a good understand of professional
development status and trends;
⑤ With an understanding of the technical
standards, policies, laws and regulations in the
field and relevant industry;
⑥ With learning abilities to access to information
and professional development;
General Standards of PETOE
共98页 30

31. ⑦ With integrated abilities to utilize scientific
theory, analysis and problem-solving methods
and technical means to solve practical
problems; with an ability to participate in the
design of producing and operational systems,
and with an ability to operate and maintain
these systems;
⑧ With a stronger sense of innovation and
product development and initial capacity of
design, technology and innovation;
General Standards of PETOE
PETOE General Standards
For Bachelor’s level
共98页 31

32. ⑨ With necessary skills to manage, communicate,
and collaborate in a team and abilities to adapt
to the environments;
⑩ With initial capacity of response to crisis and
emergencies;
11. With a certain degree of communication,
competition and cooperation under the
circumstance of international exposure and
cross-culture. █
General Standards of PETOE
PETOE General Standards
For Bachelor’s level
共98页 32

33. Supportive policies and
institutions for PETOE
共98页 33

34. Supportive policies and institutions for PETOE
Policies issued by MoE
① Giving priority to develop professional degree
program and distribute more recommended
quota to engineering master’s degree program
to supply excellent students for PETOE;
Suggesting flexible enrollment management in
PETOE programs to retain admission
qualification for those students who would like
to practice or work in enterprises for 1-2 year
before beginning the graduate program.█
共98页 34

35. Policies issued by MoE
② Supporting colleges and universities to reform
the engineering faculty appointment criteria,
assessment and training approaches;
Evaluating engineering faculties from focusing
on theory research and published papers to
engineering project design, patents, industry-
university cooperation and technical services.
█
Supportive policies and institutions for PETOE
共98页 35

36. Policies issued by MoE
③ Giving priority to those programs on new
strategic industries. █
Supportive policies and institutions for PETOE
共98页 36

37. Policies issued by MoE
④ Supporting students in PETOE universities for
international exchange:
Including government funded overseas study,
internship, exchange learning;
Giving priority to fund the youth faculties’
academic exchange in multinationals
enterprises;
Giving priority of government scholarship to
fund foreign students to finish engineering
education in China;
Supportive policies and institutions for PETOE
共98页 37

38. Policies issued by MoE
④ Supporting students in PETOE universities for
international exchange:
Increasing government scholarship quota to
independent recruitment program in PETOE;
Giving priority to PETOE universities to
develop Chinese-foreign cooperative education
programs. █
Supportive policies and institutions for PETOE
共98页 38

39. Policies issued by MoE
⑤ Supporting the engineers in PETOE enterprises for
continuing education:
 Supporting the engineers’ on-job training,
improving the in-service engineers’ theoretical
level and helping them to master new technologies
and new equipment;
 Supporting the enterprises which established
national and provincial centers to enhance their in-
service engineers’ qualification level, giving
priority to admit the in-service engineers in these
enterprises to take part in in-services professional
engineering master’s degree program;
Supportive policies and institutions for PETOE
共98页 39

40. Policies issued by MoE
⑤ Supporting the engineers in PETOE enterprises
for continuing education:
 Encouraging those enterprises which established
the national Engineering Education Center to
develop in-services doctorial program with
cooperative universities;
 Giving privileges to those universities at the
graduate-level engineering education for PETOE
enterprises in enrollment policies. █
Supportive policies and institutions for PETOE
共98页 40

41. Policies issued by MoE
⑥ On the basis of the three parties agreement
signed among universities, enterprises and
students, PETOE enterprises have priority to
hire those students who graduate from PETOE
programs. █
Supportive policies and institutions for PETOE
共98页 41

42. A. Establishing the Institutionalized Links
Between Education and Industry
① Industrial Sectors direct the formulation of
industrial major criteria to meet the industrial
requirements for engineering professional
qualifications.
② Industrial Sectors participate in evaluating the
quality of education.
Supportive policies and institutions for PETOE
Institutions demanded by MoE:
共98页 42

43. B. Establishing University-enterprise
Collaboration Systems
① “312+1”mode:
In PETOE, every level of engineering education
program is divided into two phases: on-campus
learning(312 years) and on-site learning in
enterprises(1 year).
Supportive policies and institutions for PETOE
Institutions demanded by MoE:
共98页 43

44. B. Establishing University-enterprise
Collaboration Systems
1 year in enterprise:
 learning advanced technology and corporate
culture;
 completing graduate design;
 participating in technological innovation and
engineering development.
Supportive policies and institutions for PETOE
Institutions demanded by MoE:
共98页 44

45. B. Establishing University-enterprise
Collaboration Systems
② State Engineering Education Centers:
the integrated training platform established in
enterprises. These centers are built on the basis
of the previous practice bases with expanded
functions.
Supportive policies and institutions for PETOE
Institutions demanded by MoE:
共98页 45

46. B. Establishing University-enterprise
Collaboration Systems
The main tasks of these centers:
 drafting training proposal together with
cooperative universities;
 constructing the Curriculum system especially on
the enterprises learning and practice;
 arranging the one-year practice learning.
Institutions demanded by MoE:
Supportive policies and institutions for PETOE
共98页 46

47. PETOE University – Industry
Cooperation
共98页 47

48. Till now 208 universities participating
in PETOE have combined with
leading enterprises to establish 980
Engineering Education Centers.
Together with 23 ministries of the
State Council, the Ministry of
Education has preliminarily select
654 as State-level candidate centers.
PETOE University – Industry Cooperation
共98页 48

49. Universities
Large
enterprises
High-tech
enterprises
Sum up
“985” Project
Universities 1828 1569 3254
“211” Project
Universities 1071 858 2191
Undergraduate
Universities 2175 1667 4341
Newly-Established
Universities 285 285 629
Sum up 5359 4379 10415
Table 1. The enterprises who contracted with PETOE
PETOE University – Industry Cooperation
共98页 49

50.  Solving the R&D and engineering problems for
enterprises;
 Jointly carrying out the research of real
engineering practical project;
 Training enterprise staff for nonprofit;
 Offering the opportunities for engineers to
promote their education degrees.
Universities Stimulate the Enthusiasm of
Enterprises to Cooperate:
PETOE University – Industry Cooperation
共98页 50

51.  Order-orientated model of joint talent training
according to the needs of enterprises;
 Pre-employment model of joint talent training;
 Pre-contract model of joint talent training.
Reforming the Mode of Talent Training:
PETOE University – Industry Cooperation
共98页 51

52.  Carrying out the teaching around engineering
projects or production problems;
 Strengthening the case analysis and teaching at
the engineering field;
 The senior engineers participate in the revision of
the training plan, fully considering the industry
requirements;
 Setting up the training plan based on research
projects.
Reforming the Talent Training Plan in Enterprise:
PETOE University – Industry Cooperation
共98页 52

53.  The comprehensive grade of enterprise courses
consists of：usual class assignments, individual
defense，team work and the final examination;
 Enterprise learning evaluation content includes:
working attitude, innovation ability, team
spirit,practical ability and professional practice
results.
Examining students’ performance in Enterprise:
PETOE University – Industry Cooperation
共98页 53

54. Vigorously Promoting PBL in
PETOE
共98页 54

55. The Achievements of PBL in PETOE:
Vigorously Promoting PBL in PETOE
 Utilizing various forms of PBL mode:
 integrating “thinking, cognizing, speaking and
acting”;
 problem discussion, situation-based and case-
based teaching;
 the combination of diversified forms: group
project, independent project, experiment, design
and manufacture.
共98页 55

56. The Achievements of PBL in PETOE:
Vigorously Promoting PBL in PETOE
 Implementing comprehensive reform
centered on PBL:
 the innovation of correlated curriculum and
teaching organization form;
 the emphasis on educating and training students
comprehensively;
 the reformation of examination and evaluation
modes.
共98页 56

57. The Achievements of PBL in PETOE:
Vigorously Promoting PBL in PETOE
 Adopting various kinds of examination and
evaluation modes to support PBL:
 The transformation of the appraisal mode from
academic grades to learning effectiveness;
 oral debate, comprehensive design, seminar, group
discussions;
 open-ended examination, ability test, online
examination.
共98页 57

58. The Achievements of PBL in PETOE:
Vigorously Promoting PBL in PETOE
 PBL driven by the achievements of
students :
 the appraisal of the learning effectiveness of the
students by the design of the accomplished
products or projects;
 eg. relatively integrated digital media / physical
product (including cartoons, digital media
mutual software, video games).
共98页 58

59. The Achievements of PBL in PETOE:
Vigorously Promoting PBL in PETOE
 The implementation of teaching with
engineering projects or production
issues as carriers:
 conducting progressive training repeatedly
driven by engineering tasks;
 having classes instructed by engineers on
spot in enterprises;
 students participate in research projects from
enterprises.
共98页 59

60. The Achievements of PBL in PETOE:
Vigorously Promoting PBL in PETOE
 Accomplishing the graduation project
on spot:
The requirements of PETOE are as follows:
a) the subjects should be derived from
engineering practice;
b) the project design should be
accomplished in enterprises;
c) the project design should be guided by
supervisor from enterprises.
共98页 60

61. Engineering Faculty
Development for PETOE
共98页 61

62. Full-time Engineering Faculty Building:
Engineering Faculty Development
① Modifying the appointment and assessment
standards for engineering teachers to
emphasize their engineering practice
experience;
② Setting up professional title system of
“engineering type” for engineering teachers;
③ Paying universal attention to the cultivation
of teachers’ engineering ability, especially for
young ones;
共98页 62

63. Full-time Engineering Faculty Building:
④ Requiring each young teacher to work in
enterprise fields for 1-2 years totally;
⑤ Setting up professional education teaching
posts,especially for PETOE;
⑥ Requiring engineering teachers:
a) Focusing papers on engineering
products;
b) Researching into actual engineering
projects;
c) Transforming research achievements to
the enterprises.
Engineering Faculty Development
共98页 63

64. Full-time Engineering Faculty Building:
⑦ Employing full-time teachers with qualified
professional title and university degree
directly from enterprises;
⑧ Encouraging teacher to get the qualification
of registered engineers in related field;
⑨ Building teaching teams crossing different
majors and between university and industry.
Engineering Faculty Development
共98页 64

65. University full time faculty sent to
enterprises
“985” Project Universities 2345
“211” Project Universities 1434
Undergraduate Universities 2953
Newly-Established
Universities 312
Sum up 7044
65共98页
Engineering Faculty Development

66. Part-time Engineering Teachers Building:
Engineering Faculty Development
① Engaging enterprise experienced engineers
as part-time teachers;
② Paying high attention to the cultivation of
part-time teachers' teaching ability;
③ Gaving full play to part-time teachers’ role in
the whole process of outstanding engineers’
training;
共98页 66

67. Part-time Engineering Teachers Building:
Engineering Faculty Development
④ Encouraging the cooperation between full-
time and part-time teachers;
⑤ Every student has an engineer as the
supervisor for graduation design.
共98页 67

68. Engineering Education
Towards World
共98页 68

69. The actions taken:
Engineering Education Towards World
 Inviting professors and experts from the
world famous universities to join the
implementation of PETOE;
 Expanding the proportion of bilingual
teaching and whole English teaching;
 Employing the overseas scholars with rich
international experience;
 Selecting and sending engineering faculty to
study abroad;
共98页 69

70. The actions taken:
Engineering Education Towards World
 Implementing multimodal sino-foreign joint
training;
 Carrying out the international cooperative
education；
 Choosing graduation design topics from
international projects with foreign
supervisors;
 Setting up international engineering
education unions.
共98页 70

71. PETOE Quality Evaluation
共98页 71

72. The Overall Thought of PETOE Quality Evaluation:
combining the evaluation with accreditation
PETOE
Quality
Requirements
PETOE
Essential
requirements
PETOE Special
Requirements
共98页 72
PETOE quality evaluation
Engineering
education
accreditation
standards

73. Engineering education accreditation
standards
PETOE Special
Requirements
Indiv
idual
ity
Diver
sific
ation
Univer
sity
advant
ages
Educa
tion
featur
es
Excellent
evaluation without
unified standard
Qualified
evaluation
PETOE quality evaluation
共98页 73

74. PETOESpecial
Requirements
University standards of PETOE program SR1
Reformation of course system and teaching
mode
SR2
SR3
University faculty development
SR4
SR5
Joint training of University-Industry
SR6
SR7
SR8
Engineering education towards world SR9
University support and guarantee SR10
PETOE quality evaluation
共98页 74

75. PETOE’s Influence on Higher
Education and University
共98页 75

76. PETOE influence on higher education and university
PETOE has powerfully pushed
forward China’s engineering education in
the past six yeas. The new joint talent
training mechanism becomes a model in
higher education in China. Based on this
mode, the Ministry of Education launched
other five similar plans in 2011 and 2012.
共98页 76

77.  “The Plan for Educating and Training
Outstanding Doctors",
 " The Plan for Educating and Training
Outstanding Legal Talent",
 " The Plan for Educating and Training
Outstanding Teachers",
 " The Plan for Educating and Training
Outstanding Agricultural and Forestry Talent " ,
 " The Plan for Educating and Training
Outstanding News Media Talent ".
PETOE influence on higher education and university
共98页 77

78. 78共98页
① Lead the university reform of overall
engineering professional talent training
mode；
② Providing the models for the education
reform of those non-engineering
majors；
PETOE influence on higher education and university

79. 79共98页
③ Making an examples for university
non-engineering majors to
successfully get into MoE and
provinces’other “excellence” plans；
④ Promoting universities to set up
“excellent management education”
and “excellent design education”;
PETOE influence on higher education and university

80. 80共98页
⑤ Setting up the "China metallurgical
industry outstanding engineers training
alliance"；
⑥ Setting the "China construction field
outstanding engineers education
alliance"。
PETOE influence on higher education and university

81.  PETOE graduates: high employment
rate，some reached 100%, 4% higher
than non-PETOE graduates;
 Graduate employer comments：
obvious advantages on professional
level, engineering practice ability,
innovation ability and
comprehensive quality;
 More and more enterprises want to
strengthen / continue cooperation.
PETOE influence on higher education and university
共98页 81

82. MoE wants to spread the achievement
and experience obtained from
implementing PETOE to other areas of
education in China.
PETOE influence on higher education and university
共98页 82

83. 共98页 83

84. 共98页 84

85. 谢谢大家！
Thanks!
共98页 85