This document discusses the need for reform in engineering education to better meet the needs of industry and society. It advocates adopting a model of career-oriented, professional education called Generalized Professional Education (GPE). GPE aims to provide students with both hard and soft skills through student-centered, project-based learning that incorporates input from industry. This approach, exemplified by the CDIO framework, will help address issues like talent shortages and skills mismatches in the job market. Key principles for GPE include cooperation between industry and education institutions.
Applying Educational Technology to Higher Education in Vietnam Opportunities ...ijtsrd
Industry 4.0 is happening at a very fast pace, with many impacts on Vietnamese education, both advantages and disadvantages. Therefore, big programs such as investing in modern infrastructure, information technology and communication training people who are dynamic, independent, creative, capable of integrating well to start their businesses are becoming urgent requirements to develop countries. In particular, training labor force to meet the requirements of development and integration of the society is at the heart of development strategies that every country must pay attention to. Therefore, higher education is more and more focused and improved in Vietnam these days. This paper discusses educational technology that has been applied in Dong Nai Technology University DNTU , which is known as one of prestigious universities in the south of Vietnam. It is expected that innovations in educational technology would facilitate students to develop themselves and make a great contribution of human resources to the society although those innovations have brought opportunities and challenges to Vietnamese universities in general and to DNTU in particular. The authors also propose recommendations to Vietnamese policy makers in terms of higher education. Huynh Nhu Yen Nhi "Applying Educational Technology to Higher Education in Vietnam: Opportunities and Challenges" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38387.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38387/applying-educational-technology-to-higher-education-in-vietnam-opportunities-and-challenges/huynh-nhu-yen-nhi
Id 7 pp ts hyderabad impact of world bank assisted technician education proje...Thanikachalam Vedhathiri
The research study reveals the positive impact of the World Bank assisted projects on three North-Eastern states of India, viz, Meghalaya, Mizoram, and Tripura.
Applying Educational Technology to Higher Education in Vietnam Opportunities ...ijtsrd
Industry 4.0 is happening at a very fast pace, with many impacts on Vietnamese education, both advantages and disadvantages. Therefore, big programs such as investing in modern infrastructure, information technology and communication training people who are dynamic, independent, creative, capable of integrating well to start their businesses are becoming urgent requirements to develop countries. In particular, training labor force to meet the requirements of development and integration of the society is at the heart of development strategies that every country must pay attention to. Therefore, higher education is more and more focused and improved in Vietnam these days. This paper discusses educational technology that has been applied in Dong Nai Technology University DNTU , which is known as one of prestigious universities in the south of Vietnam. It is expected that innovations in educational technology would facilitate students to develop themselves and make a great contribution of human resources to the society although those innovations have brought opportunities and challenges to Vietnamese universities in general and to DNTU in particular. The authors also propose recommendations to Vietnamese policy makers in terms of higher education. Huynh Nhu Yen Nhi "Applying Educational Technology to Higher Education in Vietnam: Opportunities and Challenges" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38387.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38387/applying-educational-technology-to-higher-education-in-vietnam-opportunities-and-challenges/huynh-nhu-yen-nhi
Id 7 pp ts hyderabad impact of world bank assisted technician education proje...Thanikachalam Vedhathiri
The research study reveals the positive impact of the World Bank assisted projects on three North-Eastern states of India, viz, Meghalaya, Mizoram, and Tripura.
PLTW prepares students for the global economy through its world-class curriculum , high quality professional development and an engaged network of educators, students, universities and professionals.
Project Lead The Way - A K-12 STEM Program of StudyNAFCareerAcads
Project Lead The Way (PLTW) offers an engaging K-12 STEM curriculum. This session will discuss PLTW programming at all levels and how it incorporates activity, project and problem-based learning to help students think critically, problem solve and collaborate.
Precise - Practical and Essential guidelines for any higher educational institution on ICT adoption (ICT for teaching) - based on literature review and gap identification, limitations in existing models, primary data within the sample and validations
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
Curbing Candidates Desperate Desires for University Education against Other T...inventionjournals
This paper discussed curbing candidate’s desperate desire for university education against other tertiary educational institutions. The paper began with a presentation of the general requirements for various types of tertiary education institution – Polytechnics, Colleges of education, Monotechnics and University. It delved into factors responsible for candidates desperate desire which include status disparity, high social rating of university degrees, excessive emphasis on university education, disparity in organizational ranking of graduates from universities and other tertiary institutions, poor funding of other tertiary institutions compared to universities and ineffective implementation of policies and programmes. In order to curb candidates desperate desire for university education, the paper recommended amongst others that: organizations (employers) should eliminate disparity in ranking and undue emphasis placed on university graduates against those from other tertiary educational institutions, other tertiary institutions should be adequately funded, government should provide and maintain equipment and facilities that encourage hands-on activities at college level in order to develop students interest in vocational and technical education offered in polytechnics, monotechnics and colleges of education (Technical), the government should institute a policy that will enable students in polytechnics and colleges of education get scholarship and also give automatic employment to graduates with technical background especially from polytechnics and monotechnics, priority should be given to vocational and technical subjects and be made compulsory at the secondary school level, campaign to sensitize and enlighten parents to desist from discouraging their children and wards from choosing higher education institutions other than universities should be on-going
Planning industry relevant engineering programs to meet the needs of industr...Thanikachalam Vedhathiri
The impact of Industry-4.0, and disruptive technologies demand industry ready graduates. This PPT gives a method planning industry specific engineering programs.
The high performing students need appropriate electives to meet their career plan. Many may plan to further higher education programs in research universities. These concepts are explained in this presentation/
This presentation is a supplement to the article: “Towards an organisational model of ‘interface’ university structure as a means of serving Lifelong Learning needs”, by Pencho Mihnev and Roumen Nikolov.
It is part of the book “Lifelong Learning in the Digital Age”:
Tom J. van Weert, Mike Kendall (Eds.) (2004). Lifelong Learning in the Digital Age: Sustainable for all in a changing world, IFIP Technical Committee 3 (Education) Lifelong Learning Working Track in the IFIP conference “E-Training Practices for Professional Organisations”, Pori, Finland, 7-11 July 2003. IFIP Conference Proceedings 266 Kluwer 2004, ISBN 1-4020-7842-0
PLTW prepares students for the global economy through its world-class curriculum , high quality professional development and an engaged network of educators, students, universities and professionals.
Project Lead The Way - A K-12 STEM Program of StudyNAFCareerAcads
Project Lead The Way (PLTW) offers an engaging K-12 STEM curriculum. This session will discuss PLTW programming at all levels and how it incorporates activity, project and problem-based learning to help students think critically, problem solve and collaborate.
Precise - Practical and Essential guidelines for any higher educational institution on ICT adoption (ICT for teaching) - based on literature review and gap identification, limitations in existing models, primary data within the sample and validations
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
Curbing Candidates Desperate Desires for University Education against Other T...inventionjournals
This paper discussed curbing candidate’s desperate desire for university education against other tertiary educational institutions. The paper began with a presentation of the general requirements for various types of tertiary education institution – Polytechnics, Colleges of education, Monotechnics and University. It delved into factors responsible for candidates desperate desire which include status disparity, high social rating of university degrees, excessive emphasis on university education, disparity in organizational ranking of graduates from universities and other tertiary institutions, poor funding of other tertiary institutions compared to universities and ineffective implementation of policies and programmes. In order to curb candidates desperate desire for university education, the paper recommended amongst others that: organizations (employers) should eliminate disparity in ranking and undue emphasis placed on university graduates against those from other tertiary educational institutions, other tertiary institutions should be adequately funded, government should provide and maintain equipment and facilities that encourage hands-on activities at college level in order to develop students interest in vocational and technical education offered in polytechnics, monotechnics and colleges of education (Technical), the government should institute a policy that will enable students in polytechnics and colleges of education get scholarship and also give automatic employment to graduates with technical background especially from polytechnics and monotechnics, priority should be given to vocational and technical subjects and be made compulsory at the secondary school level, campaign to sensitize and enlighten parents to desist from discouraging their children and wards from choosing higher education institutions other than universities should be on-going
Planning industry relevant engineering programs to meet the needs of industr...Thanikachalam Vedhathiri
The impact of Industry-4.0, and disruptive technologies demand industry ready graduates. This PPT gives a method planning industry specific engineering programs.
The high performing students need appropriate electives to meet their career plan. Many may plan to further higher education programs in research universities. These concepts are explained in this presentation/
This presentation is a supplement to the article: “Towards an organisational model of ‘interface’ university structure as a means of serving Lifelong Learning needs”, by Pencho Mihnev and Roumen Nikolov.
It is part of the book “Lifelong Learning in the Digital Age”:
Tom J. van Weert, Mike Kendall (Eds.) (2004). Lifelong Learning in the Digital Age: Sustainable for all in a changing world, IFIP Technical Committee 3 (Education) Lifelong Learning Working Track in the IFIP conference “E-Training Practices for Professional Organisations”, Pori, Finland, 7-11 July 2003. IFIP Conference Proceedings 266 Kluwer 2004, ISBN 1-4020-7842-0
Why Training in Engineering colleges should orient towards Industry 4.0 and the importance of advanced Mfg techniques. What should India do to catch up with the requirements for implementing Industry 4.0 techniques in Engg Colleges. What should students also do?
Impact of Technology and Globality in Engineering EducationManuel Castro
This invited presentation during REV 2015 in Bangkok will show how new global activities and technology are impacting Engineering Education. New ways of teaching, such as MOOCs and blended learning, as well as different kinds of learning analytics, assessment and engagement will be analyzed and connected. The evolution of teaching through face-to-face, distance learning and now online learning will be linked to the increasing use of technology in teaching, analyzing the main critical factors in the EHEA, USA and other reference countries and continents. This evolution is driving us to blended learning and jumping to open education (OCW and MOOCs) caused today by a change in the higher education paradigm pushed by the international crisis as well as the in-depth refurbishing of the public and private university roles in the different education steps and in longlife learning. Manuel Castro, Past President Jr of IEEE Education Society and UNED Head of Department
The Development of Holistic Manpower for Industry 4.0 Readiness: The German-M...OECD CFE
Presentation by Ngan Cheng Hwa,German-Malaysian Institute, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
Introduction
Implication of IR4.0 to Teaching covers the 4th Industrial Revolution (IR4.0), the Emerging Technologies, the types of Skills required for IR4.0 and…
…The role of the Education Sector in response & preparation to teach Students for future changes in skills and work.
Contents:
1. Industry 4.0, & the Emerging Technologies
2. Students Have Technology-
Driven Expectations
3. Type of Skills needed for IR4.0
4. Education Is Getting Personal
5. IoT Is Taking Over
6. Role of the Education Sector in
response & preparation for IR4.0
ICT for a Future-Proof TVET – Opportunities and ChallengesDominic Orr
Looks to the new challenges coming from digitalisation, but also how new digital affordances can be harnessed to make TVET (technical and vocational training) lifelong and future-proof. Held at the UNESCO Qingdao Forum 2017, 10-11 July.
Need of Non- Technical Content in Engineering Educationiosrjce
The foundation of engineering education has its root in the basic sciences. The knowledge of basic
science is the backbone of all technical education. It is the base on which the building of innovations, ingenuity
and research stands. The first introduction of engineering is always through sciences i.e. through physics,
chemistry and mathematics. Engineering is the bridge between the sciences and humanities. It is observe that
engineers apply scientific principles to advance the human condition, but their success relies as much upon an
understanding of physics and mathematics as an appreciation of history and psychology. The main objective of
this paper is to emphasize the importance and pertinence of basic science in engineering programs, not with the
objective of providing a cultural complement but with the idea of giving the students a strong basis in this area,
in order to provide them with adequate continuity along with engineering and applied engineering. This will
allow them to adapt better to technological changes and advances.
Education and Technology, Synergies and on-going ActivitiesManuel Castro
Distinguished IEEE Education Society presented by Manuel Castro, IEEE Fellow, on a webinar of the Portuguese Chapter of IEEE Education Society in May, 2019 (http://sites.ieee.org/portugal-es/home/2019-webinar-cycle/)
The Evolution of Kanazawa Technical CollegeRobert Songer
In April of 2018, Kanazawa Technical College (KTC) will open the new school year as International College of Technology Kanazawa (ICT). The educational program planned for this transformation is radically different from anything a Japanese 5-year College of Technology (or Kosen) has tried before. It combines an intensive education on a boarding-style campus with compulsory overseas study and collaborative projects from local communities and industries in a primarily English curriculum. How does a school originally founded to produce factory workers in the Kosen system evolve into an internationally-minded, interdisciplinary engineering school with a focus on authentic design projects? This talk will illustrate the social, organizational, and human factors that have driven KTC to become international in a comparison of the historical context of the Kosen system to modern drivers for change.
Presentation to Korean ICT Educators at the National Science Foundation funded National Center for Information and Communications Technologies on the campus of Springfield Technical Community College.
STUDENT ABILITY CULTIVATING OF ELECTRONIC TECHNOLOGY EXPERIMENTAL TEACHING AD...ijejournal
To meet the cultivating requirements of the high-quality engineering and technology talents for the development of “new engineering”, the electronic information major of the college vigorously carries out the reform of the electronic technology experimental teaching. The electronic technology experiment is an important basic practical course in the electronic information major, which plays an important role in the ability cultivation of the engineering practice talents. Combining with the current needs of China to vigorously develop the “new engineering” construction, this paper discusses the problems existing in the traditional electronic technology experimental courses and proposes to split the electronic technology related modules from the school-enterprise cooperation or currently popular practical topics for the experimental topic selection. This experimental topic requires students to use the virtual simulation software to simulate the experimental tasks and complete the assigned design tasks before the class, and then complete the physical circuit experiments in the offline practical courses, which can cultivate the students' design thinking, exercise the students' hands-on ability and consolidate the knowledge learned in theoretical teaching, thereby adapt to the development of the "new engineering".
Према Стратегији развоја индустрије информационих технологија за период од 2017. до 2020. године, српска индустрија софтвера налази се између 30. и 50. места на светским листама што представља можда најбољи резултат српске привреде у протеклим годинама. To је једна од оцена из Анализе услова конкуренције на тржишту софтвера и рачунарске опреме на територији Србије, коју је спровела Комисија за заштиту конкуренције.
eGovernment Action Plan 2016 2020 accelerating the digital transformation of ...Dejan Majkic
KOMUNIKACIJA KOMISIJE EVROPSKOM PARLAMENTU, SAVJETU, EVROPSKOM PRIVREDNOM I SOCIJALNOM ODBORU I ODBORU REGIJA
Akcioni plan EU-a za e-upravu 2016. – 2020.
Ubrzavanje digitalne transformacije uprave
Hrvatski jezik
eGovernment Action Plan 2016 2020 accelerating the digital transformation of ...Dejan Majkic
COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS
EU eGovernment Action Plan 2016-2020
Accelerating the digital transformation of government
Projekat LIR ima za cilj podizanje životnog standarda i povećanje socijalne kohezije u BiH putem inkluzivnog održivog socioekonomskog razvoja. U okviru komponente za ekonomski oporavak, LIR projekat će direktno podržati privatni sektor te potencijalne investitore kako bi se povećala cjelokupna ekonomska aktivnost u lokalnim zajednicama, osigurao ekonomski rast kroz produktivnije lance vrijednosti, te stvorila nova radna mjesta i prihodi. Također, projektom se predviđa pomoć i za dugoročno nezaposlene i socijalno isključene kategorija stanovništva, a posebno povratnike, interno i dugotrajno nezaposlene osobe.
This paper outlines a basic strategy for law firms to backup their critical data, and reviews the various
backup options and technology issues that firms should consider when implementing a backup plan. It is
a supplement to the articles in LAWPRO Magazine: Cybercrime and law firms
Predmet 4: Informacione tehnologije i primjena rješenjaDejan Majkic
KOMISIJA ZA RAČUNOVODSTVO I REVIZIJU BOSNE I HERCEGOVINE
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PREDMET 4: INFORMACIONE TEHNOLOGIJE I PRIMJENE
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
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Professional career oriented engineering education and CDIO model
1. Professional Career-Oriented Engineering
Education and CDIO Model
Jianzhong (John) Cha, Ph.D.
UNESCO Chair Holder & Professor
Beijing Jiaotong University
Board Member of UNESCO Institute of IT in Education
2016 Seminar on Engineering Education and Project Management
for Countries in “One Belt and One Road” areas
Beijing, China, Oct.19,2016
2. Supply-Side Structural Reform
for HR Market
1. One of causes for big gap between supply and
demand sides of HR market due to No sufficient /
complete data to know real needs
UNESCO 2010 Report “Engineering: Issues, Challenges and
Opportunities for Development” :
Considering importance of engineering…in knowledge society,
it is surprising that better data is not available on these most
important drivers of social and economic development
Statistics and indicators for engineering are in serious need of
refining and redefining
Develop information on engineering, highlighting urgent need
for better statistics and indicators in engineering(such as how
many and what types of engineers a country has and needs)
3. Supply-Side Structural Reform
for HR Market
UNESCO 2016 Key Project “Engineering
Initiative: Engineering Data Collection and Analysis” :
Defining meaningful indicators for performance and
needs engineering profession and engineering
education
Within 10 years, carrying out surveys in 100-150
member states according to indicators
Based on statistics, analyzing and making policy
suggestions for decision making of engineering
education
4. Supply-Side Structural Reform
for HR Market
2. Overcapacity– Actually should be interpreted as
Low end capacity over-produced -- High
unemployment rate among new graduates
High end capacity insufficient -- Great shortage of
talents in HR market
3. Unbalanced allocation of education resources
between academic and professional orientations
4. Reform on professional education
Academic Oriented Professional career oriented
Isolated mechanism Open to society and
industry
7. Top 10 Jobs Employers Are
Having Difficulty Filling
2015 surveyed 41000
companies in 42 countries
Talent shortage at Higher,
meddle and lower end positions
Correlated professional
education level
Middle vocational:
1,5,10 (5.3 X 3)
Higher vocational:
2,4,7,8,9 10(6.0X5)
Undergraduate study:
2,3,6,7,8,9
(5.8X6)
8. Top 10 talent shortage in
mainland of China
Top 10 talent shortage is different
from global one, which reflects
special needs for China to upgrade
its industries
Correlated professional education
Middle vocational:
5,6,9 (6.6 X 2)
Higher vocational:
1,2,8 (3.7 X 3)
Undergraduate:
2,3,4,7,8 (4.8X5)
Graduate study:
4,7,10 (7.0X3)
9.
10. Reasons for Difficulty Filling Jobs
1.Lack of enough applicants (35%)
2.Lack of Hard Skills (34%)
3.Lack of experiences (22%)
4.Lack of Soft Skills (17%)
11. Paradox in HR Market
High unemployment rate among new graduates but
great shortage of talents in HR market
2010 Nobel Prize on Economy was granted for
research on the paradox phenomena
Indication of worldwide significance of the issue
winners attribute the paradox to mismatching
Analysis from other data may not agree with this
viewpoint (Manpower)
main reason for the paradox -- gap between
education and society’s needs
12. UNESCO Report(1972)
“For the first time in history
some societies are
beginning to reject many of
the products of
institutionalized
education. …This shows
how easily educational
systems can become out of
phase.”
Source: Edgar Faure, etc. “Learning to be: The world
of education today and tomorrow”, UNESCO, 1972
13. Dr.William A. Wulf, the former president of
National Academy of Engineering of USA, said,
“Our society is dependent upon technology
created by engineers. Engineering is changing
rapidly, and I believe engineering education has
to change even faster for us to maintain our
quality of life.”
WilliamA.Wulf, “An Urgent Need for Change,”
http://www.tbp.org/pages/publications/Bent/Features/Sp04Wulf.pdf
14. How to satisfy
the key stakeholders’ needs?
Graduates find jobs
Companies recruit
talents
State builds for
Human Resource
Requirements of
professional
career!
Professional career-oriented professional
education must be promoted!
15. (1)To meet the requirement of industry on
talents – Cradle of Engineers
Providing graduates with abilities according to standard of
engineering profession
(2) To satisfy needs of students on jobs –
Career-oriented education
making students more competitive in world job market
(3) To meet strategic target of the government to build
an innovative society
cultivating large qty. innovative graduates
The goal of
engineering education
17. Professional career-oriented:Talent
qualification, required quantity, levels should be
decided by the professions in the future market
Industry-Education Cooperation:Target,
Syllabus, professional career context, industrial
pedagogy resources (experts, hardware,
software),assessment
Unified professionalism and academic discipline
Learning culture from industry
Common principles for GPE
18. Unified hard skill and soft skill education
Unified theoretical and practical education
Prospective Vision on Telants: to prepare
students for future human resource market
Cultivate Process: Student-centered, project-
based teamwork active learning by making use
ICT tools
Common principles for GPE
19. Context for GPE
Profession Education
institutions
Program, Curricula,
Students,Teachers, Pedagogy,
Contents, ICT tools
Professional HR Market
Society needs
Key stakeholders’needs
assessment
Student
Program
University
Strategies and
measures
for improvement
Edu. Addmi
Policy
Leadership
Resurces
…
Employment rate and quality
Of graduates
Skills and attributs required by
professionals
20. Desired engineers for 21st century
source: Gretar Tryggvason and Diran Apelian , JOM Oct.2006, translated
into Chinese by Cha
19th Century and First Half of the 20th Century: The
Technical Engineer
As distinct profession early engineering programs focused on
considerable hands-on training
Role of science and mathematical modeling slowly increased
and gained acceptance.
Second Half of the 20th Century: The Scientific Engineer
By 1950’s, technological progress, such as nuclear energy,
geopolitical realities by Sputnik stimulated needs for engineers
to be well-versed in science and mathematics
This continued until 2000, although design content increased
slowly. In early 1990s it was clear that more than science was
needed to emphasize non-technical professional skills such as
teamwork and communications.
21. Desired engineers for 21st century
source: Gretar Tryggvason and Diran Apelian , JOM Oct.2006, translated
into Chinese by Cha
The 21st Century: The Entrepreneurial/ Enterprising
Engineer
Knows everything—can find information about anything quickly
and knows how to evaluate and use the information.
Can do anything—understands the engineering basics to the
degree so they can quickly assess what needs to be done, can
acquire the tools needed, and can use these tools proficiently.
Works with anybody anywhere— communication skills, team
skills, and understanding of global and current issues
necessary to work effectively with other people.
Imagines and can make the imagination a reality—has the
entrepreneurial spirit, the imagination, and the managerial skills
to identify needs, come up with new solutions, and see them
through.
22. Goals for Education
Internationali-
zation
Learning By
Doing
University-
Industry
Cooperation
Washington
Accord
Co-Op
Education
Goals for
Engineering
Education
Reform
Strategies
Implementation
Models
Learning
Process
Paradigm for GPE
Student-centered, project-based active learning by making use of
advance education technology and ICT tools
23. Tsunami Impact of ICT on
professional education-how
long it will be last ?
BooksLibraryTeacherClassroom
-based instruction???
LabsProfessional training CenterProfessional Experts
profession career
(Teacher+Engineer、Physician、Accountant、Lawyer….)
Students
OER、MOOK、Cloud Computing ……
Learning+Internet
Teachers’interaction
Internship in professions
24. There is no evidence that one learns better
through ICT if the pedagogy model of schools
does not ready with ICT
Prof.Cornu of UNESCO IITE
来源:Prof. Alexander Khoroshilov, National Programme Officer/ Capacity Development Team Leader , UNESCO IITE
25. Policy Briefing by
J.Cha & B.Koo of UNESCO Chair
Individualized Learning
Process has to be
supported by ICT tools
Complex pedagogic
process management
has to be supported by
ICT tools
Similar to CIMS for
flexible manufacturing
26. Key to Successful Reform
in China- Liberating
Productivity
Agriculture: to have given the rights to manage
the land back to farmers
Industry: to have given the market back to
entrepreneurs
Education: to give school space-time back to
students - Student-centered Education
27. “If we teach today as we taught yesterday,
we rob our children of tomorrow
— John Dewey
We must continuously improve
professional education!
28. The UNESCO Chair on Cooperation between
Engineering Education and Industries at BJTU
Thank you for your
attention!
Q&A
29. School Total cost ROI
1. MIT $189,300 $1,688,000
2. Calif. Inst. of Technology 181,100 1,644,000
3. Harvard 189,600 1,631,000
4. Harvey Mudd 187,700 1,627,000
5. Dartmouth 188,400 1,587,000
6. Stanford 191,800 1,565,000
7. Princeton 187,700 1,517,000
8. Yale 194,200 1,392,000
9. Notre Dame 181,900 1,384,000
10. Univ. of Pennsylvania 191,300 1,361,000
THE RETURN ON INVESTMENT
American schools with the best 30-year net ROI over wages
earned by a typical high school graduate
CRUNCHING THE DATA
30-year net return on investment is the difference between the amount earned by graduates from
1980 to 2009 and the earnings of a typical high school graduate, after deducting the cost of
obtaining an undergraduate degree. It takes into account the likelihood of never graduating. ROI for
public schools in the study was calculated using both in-state tuition and out-of-state tuition; figures
shown for public schools include both. Total cost includes tuition fees plus other expenses for the
number of years it takes most students to graduate.
Reference: Louis Lavelle. College Degrees Get an Audit. Bloomberg Businessweek, June 28 –July 4, 2010, P15.
30. Investment Status of American College Education
Reference: Louis Lavelle. College Degrees Get an Audit. Bloomberg Businessweek, June 28 –July 4, 2010, P15.
31. Number of engineering Bachelor
offered by countries
0
50,000
100,000
150,000
200,000
250,000
1985
1987
1989
1991
1993
1995
1996
1997
1998
2000
人
中国
美国
日本
韩国
英国
德国
33. NATIONAL DEVELOPMENT OF
ENGINEERING EDUCATION
Personal and
Interpersonal
Skills, and
Product, Process,
and System
Building Skills
Disciplinary
Knowledge
Pre-1950s:
Practice
1960s:
Science &
practice
1980s:
Science
2000:
CDIO
Engineers need both dimensions, and we need to develop
education that delivers both
34. 1. Suitability rates empirically based on 83 interviews with human-resources (HR) professionals working in countries shown.
2. Mexico is the only country where interview results were adjusted to 20%(form 42%) for engineers and to 25%(from 35%)
for finance/accounting employees-since interview base was thinner and risk of misunderstandings high.
Source: Interviews with HR managers, HR agencies, and heads of global-resourcing centers; McKinsey
Global Institute analysis
Employable rate by multi-national
companies among applicants
81313巴西
112520墨西哥2
拉美
南美
31510中国
253020菲律宾
101525印度
202535马来西亚亚洲
102010俄国
153050波兰
204050捷克
305050匈牙利中欧和东
欧
通才金融/会计工程师国家地区
35. Engineers’ ratio to meet
needs of multination companies
出处:Michael E. Porter, “THE COMPETITIVENESS INDEX:WHERE AMERICA STANDS”,Council on competitiveness
36. Strategy 1 :Univ.- Industry Coop
1.To form a complete chain for talent cultivation
• To meet requirements from Industry
• To introduce industrial profession into education as its
context (outcomes, curricula, teaching resource,
assessment,….)
• Industry should contribute to education as its human
resource strategy
• Government/industry/education/students & parents work
together for talent cultivation
This is responsibility of whole society!
Complete talents cannot be fostered
in isolated education institution!
37. Univ.-Industry Coop cont.
2. To form a complete industrial innovation chain
• New mechanism for innovation
• Industry- main body for industrial innovation
• Government—Policy making,services and initial
fund
• University- main body for knowledge innovation
• Research institute- bridge between knowledge
innovation and industrial innovation with tech.
transfer
38. Strategy 3:Learning by doing
Learning methodology suggested by John
Dewey in 1920’s
Project based learning:Version of LbD for
engineering education
CDIO:a systematic model of PbL
CDIO (Conceive,Design,Implement,Operate) :
represents lifecycle of engineering project
(product, process, system, and service)
39. BEST PRACTICE:
THE CDIO STANDARDS
1. The Context
Adoption of the principle that product. Process, and
system lifecycle development and deployment are the
context for engineering education
2. Learning Outcomes
Specific, detailed learning outcomes for personal,
interpersonal, and product,.process and system
building skills, consistent with program goals and
validated by program stakeholders
3. Integrated Curriculum
A curriculum designed with mutually supporting
disciplinary subjects, with an explicit plan to integrate
personal, interpersonal, and product, process, and
system building skills
4. Introduction to Engineering
An introductory course that provides the framework for
engineering practice in product. Process, and system
building, and introduces essential personal and
interpersonal skills
5. Design-Implement Experiences
A curriculum that includes two or more design-
implement experiences, including one at a basic level
and one at an advanced level
6. Engineering Workspaces
Workspaces and laboratories that support and
encourage hands-on learning of product, process, and
system building, disciplinary knowledge, and social
learning
7. Integrated Learning Experiences
Integrated learning experiences that lead to the
acquisition of disciplinary knowledge, as well as
personal, interpersonal, and produc, process,t and
system building skills
8. Active Learning
Teaching and learning based on active experiential
learning methods
9. Enhancement of Faculty Skills Competence
Actions that enhance faculty competence in personal,
interpersonal, and product and system building skills
10. Enhancement of Faculty Teaching Competence
Actions that enhance faculty competence in providing
integrated learning experiences, in using active
experiential learning methods, and in assessing student
learning
11. Learning Assessment
Assessment of student learning in personal,
interpersonal, and product, process, and system
building skills, as well as in disciplinary knowledge
12. Program Evaluation
A system that evaluates programs against these 12
standards, and provides feedback to students, faculty,
and other stakeholders for the purposes of continuous
improvement
40. CDIO Standard 1 -- The Context
Adoption of the principle that product, process, and
system lifecycle development and deployment --
Conceiving, Designing, Implementing and Operating --
are the context for engineering education
• It’s what engineers do!
• Provides the framework for teaching skills
• Allows deeper learning of the fundamentals
• Helps to attract, motivate, and retain students
41. Constant characteristics of
context in eng’g profession
Focus on the needs of the customer and society
Delivery of new products, processes and systems
Role of invention and new technology in shaping the
future
Use of many disciplines to develop the “solution”
Need for engineers to work together, to communicate
effectively
Provide leadership in technical endeavors
Need to work efficiently, within resources and/or
profitably
42. New characteristics of context of
engineering profession
A change from mastery of the environment to stewardship of
the environment
Globalization and international competition
Fragmentation and geographic dispersion of engineering
activities
The increasingly human-centered nature of engineering
practice
Increasing emphasis on service-oriented engineering industries
Rapid evolution of technologies, so, future engineers also need
to be quick learners
companies want their new hires to be productive from the first
day on the job.
43. CDIO Standard 2 -- Learning Outcomes
Specific, detailed learning outcomes for personal
and interpersonal skills, and product, process,
and system building skills, as well as disciplinary
knowledge, consistent with program goals and
validated by program stakeholders
• Allows for the design of curriculum
• Serves as the basis of student learning
assessment
44. CDIO SYLLABUS
• Syllabus at 3rd
level of detail
• One or two more
levels are detailed
• Rational
• Comprehensive
• Peer reviewed
• Basis for design
and assessment
1 TECHNICAL KNOWLEDGE AND REASONING
1.1. KNOWLEDGE OF UNDERLYING
SCIENCES
1.2. CORE ENGINEERING FUNDAMENTAL
KNOWLEDGE
1.3. ADVANCED ENGINEERING
FUNDAMENTAL KNOWLEDGE
2 PERSONAL AND PROFESSIONAL SKILLS
AND ATTRIBUTES
2.1. ENGINEERING REASONING AND
PROBLEM SOLVING
2.1.1. Problem Identification and Formulation
2.1.2. Modeling
2.1.3. Estimation and Qualitative Analysis
2.1.4. Analysis With Uncertainty
2.1.5. Solution and Recommendation
2.2. EXPERIMENTATION AND KNOWLEDGE
DISCOVERY
2.2.1. Hypothesis Formulation
2.2.2. Survey of Print and Electronic
Literature
2.2.3. Experimental Inquiry
2.2.4. Hypothesis Test, and Defense
2.3. SYSTEM THINKING
2.3.1. Thinking Holistically
2.3.2. Emergence and Interactions in
Systems
2.3.3. Prioritization and Focus
2.3.4. Tradeoffs, Judgment and Balance in
Resolution
2.4. PERSONAL SKILLS AND ATTITUDES
2.4.1. Initiative and Willingness to Take
Risks
2.4.2. Perseverance and Flexibility
2.4.3. Creative Thinking
2.4.4. Critical Thinking
2.4.5. Awareness of One’s Personal
Knowledge, Skills, and Attitudes
2.4.6. Curiosity and Lifelong Learning
2.4.7. Time and Resource Management
2.5. PROFESSIONAL SKILLS AND
ATTITUDES
2.5.1. Professional Ethics, Integrity,
Responsibility and Accountability
2.5.2. Professional Behavior
2.5.3. Proactively Planning for One’s Career
2.5.4. Staying Current on World of Engineer
3 INTERPERSONAL SKILLS: TEAMWORK AND
COMMUNICATION
3.1. TEAMWORK
3.1.1. Forming Effective Teams
3.1.2. Team Operation
3.1.3. Team Growth and Evolution
3.1.4. Leadership
3.1.5. Technical Teaming
3.2. COMMUNICATION
3.2.1. Communication Strategy
3.2.2. Communication Structure
3.2.3. Written Communication
3.2.4. Electronic/Multimedia Communication
3.2.5. Graphical Communication
3.2.6. Oral Presentation and Interpersonal
Communication
3.3. COMMUNICATION IN FOREIGN
LANGUAGES
3.3.1. English
3.3.2. Languages within the European Union
3.3.3. Languages outside the European
Union
4 CONCEIVING, DESIGNING, IMPLEMENTING
AND OPERATING SYSTEMS IN THE
ENTERPRISE AND SOCIETAL CONTEXT
4.1. EXTERNAL AND SOCIETAL CONTEXT
4.1.1. Roles and Responsibility of Engineers
4.1.2. The Impact of Engineering on Society
4.1.3. Society’s Regulation of Engineering
4.1.4. The Historical and Cultural Context
4.1.5. Contemporary Issues and Values
4.1.6. Developing a Global Perspective
4.2. ENTERPRISE AND BUSINESS CONTEXT
4.2.1. Appreciating Different Enterprise
Cultures
4.2.2. Enterprise Strategy, Goals and
Planning
4.2.3. Technical Entrepreneurship
4.2.4. Working Successfully in Organizations
4.3. CONCEIVING AND ENGINEERING
SYSTEMS
4.3.1. Setting System Goals and
Requirements
4.3.2. Defining Function, Concept and
Architecture
4.3.3. Modeling of System and Ensuring
Goals Can Be Met
4.3.4. Development Project Management
4.4. DESIGNING
4.4.1. The Design Process
4.4.2. The Design Process Phasing and
Approaches
4.4.3. Utilization of Knowledge in Design
4.4.4. Disciplinary Design
4.4.5. Multidisciplinary Design
4.4.6. Multi-objective Design
4.5. IMPLEMENTING
4.5.1. Designing the Implementation Process
4.5.2. Hardware Manufacturing Process
4.5.3. Software Implementing Process
4.5.4. Hardware Software Integration
4.5.5. Test, Verification, Validation and
Certification
4.5.6. Implementation Management
4.6. OPERATING
4.6.1. Designing and Optimizing Operations
4.6.2. Training and Operations
4.6.3. Supporting the System Lifecycle
4.6.4. System Improvement and Evolution
4.6.5. Disposal and Life-End Issues
4.6.6. Operations Management
45. CDIO Standard 3 -- Integrated Curriculum
A curriculum designed with mutually supporting
disciplinary courses, with an explicit plan to
integrate personal, interpersonal, and product,
process, and system building skills
• Disciplinary courses or modules make explicit
connections among related and supporting content
and learning outcomes
• Explicit plan identifies ways in which the
integration of engineering skills and
multidisciplinary connections are to be made
46. CURRICULUM MODELS
A strict
disciplinary
curriculum
Organized around
disciplines, with no explicit
introduction of skills
An apprenticeship
model
Based on projects, with no
organized introductions of
disciplines
A problem-based
curriculum
Organized around
problems, but with
disciplines interwoven
An integrated
curriculum
Organized around
disciplines, but with
skills and projects
interwoven
(Disciplines run vertically; projects and skills run horizontally.)
47. SEQUENCING
ENGINEERING SKILLS
Oral
communication
Written
communication
Project
management
Teamwork
INTEGRATION OF SKILLS
Year 1
Year 2
Year 3
Physics
Introductory
course
Numerical
Methods
Mechanics I
Thermodynamics
Mechanics II Solid
Mechanics
Sound and
Vibrations
Mathematics II
Fluid
mechanics
Product
development
Mathematics I
Mathematics III
Control Theory Signal
analysis
StatisticsElectrical Eng.
(Schematic, based on the curriculum in Vehicular Engineering at KTH)
49. CDIO Standard 4 –
Introduction to Engineering
An introductory course that provides the framework for
engineering practice in product, process, and system
building, and introduces essential personal and
interpersonal skills
learning experiences that introduce personal and
interpersonal skills, and product, process, and system
building skills
student acquisition of the skills described in Standard
2
high levels of student interest in their chosen field of
study, demonstrated, for example, in surveys or
choices of subsequent elective courses
50. CDIO Standard 5 –
Design-Implement Experiences
A curriculum that includes two or more design-
implement experiences, including one at a
basic level and one at an advanced level
Design-implement experiences
• Add realism to the curriculum
• Illustrate connections between engineering
disciplines
• Foster students’ creative abilities
• Are motivating for students
)
51. CDIO Standard 6 - Engineering Workspaces
Workspaces and laboratories that support and
encourage hands-on learning of product,
process, and system building, disciplinary
knowledge, and social learning
• Students are directly engaged in their own
learning
• Settings where students learn from each
other
• Newly created or remodeled from existing
spaces (See Handbook, p. 9)
52. CDIO Standard 7 –
Integrated Learning Experiences
Integrated learning experiences that lead to the
acquisition of disciplinary knowledge, as well as
personal and interpersonal skills, and product, process,
and system building skills
. Curriculum design and learning outcomes can be
realized only if the teaching and learning experiences
make dual use of student learning time
. Faculty serve as role models in teaching product,
process, and system building skills as the same time
as engineering principles and theory
53. CDIO Standard 8 -- Active Learning
Teaching and learning based on active and experiential
learning methods
• Engage students directly in thinking and problem
solving
• Help students recognize what and how they learn
• Increase student learning motivation
• Help students form habits of lifelong learning
54. CDIO Standard 9 – Enhancement
of Faculty Skills Competence *
Actions that enhance faculty competence in personal
and interpersonal skills, and product, process, and
system building skills
. Hire faculty with industrial experience
• Give new hires a year to gain experience before
beginning program responsibilities
• Create educational programs for current faculty
• Provide faculty with leave to work in industry
• Encourage outside professional activities that give faculty
appropriate experiences
• Recruit senior faculty with significant professional
engineering experience
55. CDIO Standard 10 – Enhancement of Faculty
Teaching Competence
Actions that enhance faculty competence in providing
integrated learning experiences, in using active
experiential learning methods, and in assessing student
learning
• Hire faculty with interest in education and ask them to
discuss teaching during their interviews
• Encourage faculty to take part in CDIO workshops
• Connect with the teaching and learning centers at your
universities
• Invite guest speakers on teaching topics
• Organize coaching by educational professionals or
distinguished peers
• Participate in teaching mentorship programs
56. CDIO Standard 11 - Learning Assessment
Assessment of student learning in personal and
interpersonal skills, and product, process, and
system building skills, as well as in disciplinary
knowledge
• Measure of the extent to which a student has
achieved specified learning outcomes
• Faculty usually conduct this assessment within
their respective courses
• Uses a variety of methods matched
appropriately to learning outcomes
57. CDIO Standard 12 -- Program Evaluation
A system that evaluates programs against these twelve
standards, and provides feedback to students, faculty,
and other stakeholders for the purposes of continuous
improvement
. a variety of program evaluation methods used to
gather data from students, instructors, program
leaders, alumni, and other key stakeholders
. a documented continuous improvement process
based on results of the program evaluation
. data-driven changes as part of a continuous
improvement process
58. A Case Study
of the Best Practice
University of Waterloo, the flag of
Co-op Education
Co-op Education since funded (1957-2008)
50% of students participate(10000), switch
between school and industry every 4 months
3500 partners from industry
High employment rate:97.6%, high rate of
permanent position 91.1% vs. national wide
average 77.9%)
Most innovative univ. in Canada, and most
appreciated by industry (Bill Gates)
59. Goals for learning:
UNESCO Four Pillars
Learn to Know
Learn to Do
Learn to Live together
Learn to Be
59/58
60. 5E Engineering
Education Model
Engineering: Innovation-to design and make
Enterprising: Entrepreneurship-vision,
mission, deliver to market, cost effective, team
work
Educating: Developing ones- Life-long learning
and to communicate with others
Environmenting: Consciousness-adapting to
multi-cultural and natural environment
Ensembling: Responsibility-to be harmonic with
society and nature, social and professional60/58
61. Desired attributes of an engineer
source: Boeing Management Company
A good understanding of engineering science fundamentals
A good understanding of design and manufacturing process
A multi-disciplinary, systems perspective
A basic understanding of the context in which engineering is
practical (market, business, economy, services,
Good communication skills
High ethical standards
Ability to think both critically and creatively-independently and
cooperatively
Flexibility: the ability and self-confidence to adapt to rapid or
major changes
Curiosity and desire to learn for life
A profound understanding of importance of team work