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1.
The computer-aided engineering (CAE) system gives an engineer a set of powerful new tools for proper realization of his/her design tasks. Therefore, it is also necessary to accept this methodological development adequately within the engineering curriculum of technical universities in the successful education of the new generation of engineers. CAE methodology influences all areas of an engineer's work and should be accompanied by principal changes in the traditionally used methods of engineering education. But the student's use of computer tools within many engineering disciplines hides the danger of gaining practical skills by means of the computer instead of traditional educational goals concerning the proper understanding of the solution principles of technical problems. Sometimes the students are not able to recognize the significance of, for example, software development problems or engineer workstation organization problems, in view of the main goal of engineering design—to develop a new technical system. To avoid this danger it is necessary to present methods of technical management as an integral part of CAE education. Such orientation has an important role within an engineer's education in the twentieth century.  相似文献   

2.
This anirle discusses the importance of continuing education in business and in society as a whole and argues that these smctures cannot remain internationally competitive without taking advantage of continuing education to the highest degree possible. It explores both individual and company benefits of continuing education and cites the value of continuing education in irs relation to technology transfer. An international perspective on continuing engineering education is offered, comparing counny investment as a percentage of an engineer's salary. Trends and opportunities, the imponance of knowledge and new technology in modern society, and visions for the future also receive the author's anention. Two of his visions are that companies posit their continuing education investment as a ratio of gross sales, and that company investment in continuing education would be reported d h as much pride as shareholder returns or debt to equity reductions.  相似文献   

3.
The Accreditation System for Engineering Courses was launched by the Ordem dos Engenheiros (OE—Institute of Portuguese Engineers) in 1994. Although the process was not easily accepted at first, it eventually took hold as engineering schools became aware of the public's interest in the system. Today, accreditation is an 'open door' to the OE since it exempts applicants from writing the admission exam. In fact, it is a 'seal of quality'—a guarantee of the initial education quality on the engineer's path to professional practise. This paper describes our system and what we have learned from implementing it, from the experience of others and from our own mistakes; but note that what is written is not a Utopia— the system does work.  相似文献   

4.
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5.
This paper addresses ‘the gift’ as the central concept in a discussion about the literacy education for new immigrants that has been developing in Taiwan since the early 1990s. The point of departure for this discussion is the advent of international marriages that are the consequence of new arrivals from Southeast Asia and China, and their effect guest/host relationship. In the first half of the article, I apply Marcel Mauss' idea of gift in order to examine the interactions within this host/guest relationship, engaging the ideologies that underpin the new immigrants' literacy education, and the ways in which new immigrants are identified in Taiwanese society. In the second half of this article, I use Jacques Derrida's critique of Mauss' theory of the gift to explore Derrida's own idea of the gift, with the particular objective of evaluating the question of how national identity in Taiwanese society relates to the new immigrants' literacy education policy.  相似文献   

6.
《Assessing Writing》2005,10(1):61-73
Estimates indicate that as much as 80% of an engineer's work time is spent on communicating. Studies done by the Department of Electrical and Computer Engineering (ECE) at the University of Arizona show that engineering firms, as well as ECE graduates, rank writing ability as the most important skill in determining engineers’ success, even above the much more obvious technical skills that are the focus of much engineering education. Arizona's ECE Department began teaching its senior-level capstone design courses as “writing emphasis” courses to assist students in developing their writing skills prior to graduation, as well as to link communication skills and coursework to create graduates proficient in both written and oral communication. This paper describes a portfolio assessment that has been developed specifically for this context and population, and argues that this portfolio assessment demonstrates several advantages frequently called for in theory but rarely made operational. This program has provided an unusually rich practical application, showing how portfolio assessment changes assessment from a mere rating of limited and often costly tests to a continuous, integrated, and appropriate activity directly related to learning itself, while at the same time, developing the data about student.  相似文献   

7.
This paper moves beyond a conceptualization of globalization as a top‐down imposition of policy directions ‘from above’ to focus on the active two‐way dynamics between global, national and local levels of policy processes. Arguably, the particular ‘case’ examined here of ‘quality’ policy is especially appropriate as quality policy and golbalization rose to prominence in educational discourses at roughly the same time during the 1990s, suggesting that the two may be intimately interconnected. An analysis of new quality policy in Australian higher education for the 2000s is used as a vehicle to explore the dynamic reciprocity of global–national–local interactions in policy processes as revealed through empirical evidence collected during interviews with members of the national Australian Universities' Quality Agency. The concluding discussion highlights a key meta‐level theme of education policy transfer between countries and the potential for global policy convergence.  相似文献   

8.
The "Outline for the Reform and Development of China's Education" has defined the general objectives for the development of China's compulsory education by the year 2000. Realizing these objectives will be the most difficult in poor districts where the economy is extremely weak. The central authorities have repeatedly studied the issue of how to promote compulsory education in these districts and has decided to set up a special-purpose fund to carry out a Compulsory Education Project for Poor Regions. The completion of this great project will not only place China's education on a new level of development but will inevitably give enormous impetus to China's economic development.  相似文献   

9.
Canada's province of Ontario introduced a new policy in 2000 allowing community colleges to offer a new type of undergraduate degree. This decision was a significant policy change for the government considering the nature of Ontario's binary system, where a rigid separation has historically prevailed between the university and college sectors. Drawing on multiple sources of data, this study indicates that the decision to create a new type of applied bachelor's degree generated a series of uncertainties and challenges for higher education institutions, students and government agencies. The paper highlights the need for policy makers to consider the socio‐cultural aspects of higher education systems in policy design, particularly the role of legitimacy.  相似文献   

10.
Before rendering an account of the different sessions, I feel constrained to make some general remarks on the main theme, namely “The engineer's role”.  相似文献   

11.
Models play an important role in science education. However, previous research has revealed that science teachers' content knowledge, curricular knowledge, and pedagogical content knowledge about models and modelling are often incomplete or inadequate. A research project was conducted that aimed at promoting and gaining an understanding of the development of beginning science teachers' knowledge in this area. The teachers, who were enrolled in a teacher's training programme, participated in a special course on models and modelling, and conducted a research project in their classes about this theme. The data gathered in this project support the discussion to the extent that both the activities of the course and the conducting of and reflection on their research projects contributed to the development of teachers' knowledge. From the results, we propose some guidelines for educational researchers interested in this area.  相似文献   

12.
This study sought to determine how experienced language teachers use analogies to help students comprehend a text on the course of their regular teaching routines. It is assumed that analogies constitute one important component of the content of teachers' practical knowledge in the context of reading-comprehension instruction. The framework of the study drew from Shulman's notion of 'pedagogical content knowledge'; the perspective was the analogy-provider (e.g. teacher or textbook author). Eight lessons taught by eight different teachers were observed and analysed for the presence of analogies. The frequent use of analogies, continuously under discussion in the literature about science education, seems at least open to question. The research suggests that teacher education programmes for language teaching should include information about developing and evaluating instructional analogies.  相似文献   

13.
The United Nations Millennium Development Goals (2000?2015) are clearly embedded in South Africa's education policy documents. However, they are not adequately infused into the curriculum. This article focuses specifically on the third Millennium Development Goal (MDG) ? promoting gender equality and empowering women ? and the need to place this curriculum content at the centre and not on the periphery, to achieve its goal. Qualitative document research was used to explore the extent to which South Africa's curriculum-making has promoted gender equality and the empowerment of women during the promotion of the 2000–2015 MDGs. The findings of this research show potential intersections of poverty, age and worldviews with gender; a stronger focus on human rights values; and concrete strategies to combat unhealthy sexual behaviour. However, the curriculum continues to be saturated with negative perspectives and binary perceptions of gender. There is also a lack of attention to the world of work. The assumption underlying this seems to be that gender equality and the empowerment of women are unattainable or that they are unimportant. This article concludes by underlining the need for the curriculum to be a genuine agent of change, which necessitates a new gender discourse in curriculum-making.  相似文献   

14.
Jacques Rancière's work has had significant impact in philosophy and literary theory, but remains largely undiscussed in the field of education. This article is a review of the relevance of Rancière's work to education research. Rancière's argument about education emerges from his critique of Bourdieu, which states that Bourdieu reinforces inequality by presuming it as the starting point of his analysis. What is at stake is the question of performativity, and the means by which discourse has effects. This debate has implications for considering the basis of claims to truth in literary and social science discourse. Parallels are drawn between Judith Butler's and Rancière's portrayal of the relationship between discourse and subjection, as well as their attention to discursive ‘imitation’ in making inequality representable. The article concludes with a discussion of the problematic which Rancière's work suggests for education research.  相似文献   

15.
This article looks critically at Greek educational reform to the curriculum of compulsory education—reform that took place so that Greece could put into practice the decisions of the European Union of Lisbon (2000) for the contribution of education to the adaptation of the new data of the ‘knowledge society’. Bernstein's theory about pedagogic discourse is utilized. Also, with the use of qualitative content analysis in specific resources (parliamentary debates, new curriculum and textbooks) we tried to answer the following questions: Which are the dominant social principles that led the Greek state to change the curriculum? Through which process and with the contribution of which factors did the reform of the curriculum come about? And which are the characteristics of the new school knowledge and of the pedagogic practices that are selected for their reproduction at the level of the classroom?  相似文献   

16.
SUMMARY The paper analyses the experiences in developing continuing engineer'ing education (CEE) in China during the past 10 years. It contains a general review, the roles of government, society, industry and universities. Some large firms have achieved obvious success in establishing their own continuing education system. Independent continuing education colleges/centres are confronting increasingly intense competition.The author gives some assessment of and proposals for developing CEE in China.  相似文献   

17.
In the UK many physicists become engineers. Despite not being a formation route specifically designed for engineering, it brings advantages, particularly with respect to the concept of the 'renaissance engineer', in terms of flexibility and ability to tackle interdisciplinary problems, to provide innovative solutions and to introduce new technology. It is suggested that lessons can be learned from this to develop an efficient formation for the 'renaissance engineer of tomorrow'.  相似文献   

18.
In 2002 education for citizenship will become a statutory requirement in English secondary schools for the first time. Broad guidelines which have been issued to schools include some elements of economic understanding, although this aspect of citizenship has attracted little attention in public debate. Moreover, relatively little is known about students' current thinking on these aspects of citizenship. Our article addresses this gap in current knowledge through reporting results from a large-scale (over 1000 responses) survey of 15- and 17-year-old students. A draft survey was trialled in May 2000 and revised in the light of students' responses and discussion at a research seminar in July 2000. The questionnaire focuses on students' understanding of, and attitude towards, aspects of taxation, government spending, employment and inflation. These results may usefully inform planning for programmes of citizenship education and they can also provide a point of reference for subsequent evaluation of those programmes.  相似文献   

19.
Participation in the Organization for Economic Co-operation and Development's (OECD) Program for International Student Assessment (PISA) has continuously expanded: from 43 systems in 2000 to 65 systems in the 2012 cycle, with 71 signed up for PISA 2015. There also has been a growth in sub-national participation, expanding PISA's reach beyond the nation-state. This paper explores sub-national PISA participation in Canada and the USA, asking how PISA is being used within sub-national education policy spaces. We draw on analysis of documents and data from interviews with officials at sub-national, national, and international levels. Findings illustrate some of the diverse motivations and uses of PISA, providing insights into the effects of PISA at the sub-national scale. As such, we argue that competitive comparison in education has deepened through the enhanced granularity of international large-scale assessment data to new scales beyond the nation-state.  相似文献   

20.
Closing address     
Now that the present international Conference is about to end, I wish to express my heartiest congratulations to the European Society for Engineering Education for organizing their work so remarkably well. I also wish to express my thanks for having been invited to wind up your discussions. You made an excellent choice of theme when you decided to study an engineer's training in an economic and social context. How could one, in fact, remain indifferent to the profound scientific and technical changes that have, during these last decades, affected the whole world? How could one be insensitive to the prodigious technological evolution that will, to be sure, upset our way of life in the next few years? But also, how can we not realize that the transformations that have forged contemporary civilization are essentially due to the engineer's work, thanks to whom the fruits of scientific progress have been mastered to an extraordinary degree.  相似文献   

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