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DANIELLE QUARANTE 《European Journal of Engineering Education》1988,13(2):155-160
AS our technological and social environment is changing, so industrial design and its training for engineers is deeply influenced by such change. This is true throughout the world. Until a few years ago, it seemed well established that we were living in a mechanical environment, quite fixed and secure. Nowadays we look forward to new ways of research, linking together many disciplines such as physical, biological and mathematical sciences. The engineer-designer is faced with a totally new approach, a liberation from the classical constraints of manufacturing, being able to determine in advance, for example, using composites, the technical parameters wanted, and designing for particular specifications. The concept of project is more and more relevant. Industrial design and its training has to deal with many challenges, the most important of which appears to be to know how to act in the interdisciplinary environment. If design is considered to be an answer to the problems of everyday life, it is therefore expected to play an increasingly wide role in our society. 相似文献
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DANIELLE COLARDYN 《International Journal of Lifelong Education》2013,32(6):545-546
France has more than 30 years of experience with continuing education and training. Thanks to the 1971 law and subsequent reforms, enterprises are obliged to pay for education and training activities. What are the results after three decades? Did the law fulfil its initial objectives? As recently as this year, a new agreement has been signed between social partners. How significant is this agreement and what changes could be expected? Are there lessons for lifelong learning policies that might be applied in European member states and elsewhere? 相似文献
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