Development of Environmental Engineering Education in Developing Countries

1987 ◽  
Vol 19 (3-4) ◽  
pp. 401-407
Author(s):  
Shamin Ahmad
Keyword(s):  
Developing Countries ◽  
Engineering Education ◽  
Research Work ◽  
Education Programme ◽  
Environmental Engineering ◽  
Engineering Profession ◽  
Undergraduate Level ◽  
Know How ◽  
Engineering Problems ◽  
And Training

Environmental engineering education should include appropriate curricula, courses and subject materials relevant to the needs of the society. Emphasis on environmental engineering should be laid at the undergraduate level, but to develop local capabilities both for the present and the future it is essential to develop post-graduate education and training for young engineers and a continuing education programme for senior engineers. Research work should be encouraged and financed so as to develop local expertise and know-how for solving environmental engineering problems. Students should be exposed to the concept of appropriate technologies, however simple these may appear. Many of the concepts developed in advanced countries in connection with environmental protection need modification before application. These may not be directly applicable to the conditions found in the region in which many of the developing countries are located. Necessary incentives, rewards, security of job and opportunities for professional development should be provided to attract engineers to the environmental engineering profession.

International evaluation of current and future requirements for environmental engineering education

2004 ◽  
Vol 49 (8) ◽  
pp. 11-18 ◽  
Author(s):  
E. Morgenroth ◽  
G.T. Daigger ◽  
A. Ledin ◽  
J. Keller
Keyword(s):  
Engineering Education ◽  
Interdisciplinary Teams ◽  
Environmental Engineering ◽  
Current Status ◽  
Engineering Profession ◽  
Science And Society ◽  
Engineering Problems ◽  
Future Challenges ◽  
Fundamental Education ◽  
Environmental Requirements

The field of environmental engineering is developing as a result of changing environmental requirements. In response, environmental engineering education (E3) needs to ensure that it provides students with the necessary tools to address these challenges. In this paper the current status and future development of E3 is evaluated based on a questionnaire sent to universities and potential employers of E3 graduates. With increasing demands on environmental quality, the complexity of environmental engineering problems to be solved can be expected to increase. To find solutions environmental engineers will need to work in interdisciplinary teams. Based on the questionnaire there was a broad agreement that the best way to prepare students for these future challenges is to provide them with a fundamental education in basic sciences and related engineering fields. Many exciting developments in the environmental engineering profession will be located at the interface between engineering, science, and society. Aspects of all three areas need to be included in E3 and the student needs to be exposed to the tensions associated with linking the three.

scholarly journals APPLYING INDUSTRY 4.0 AND EDUCATION 4.0 TO ENGINEERING EDUCATION

2019 ◽  
Author(s):  
Irina Neaga
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Engineering Education ◽  
Learning Analytics ◽  
Industry 4.0 ◽  
Research Work ◽  
Undergraduate Level ◽  
Industrial Companies ◽  
Master Level ◽  
Smart Factories

This research work-in-progress deals with a holistic analysis of the impacts of Industry 4.0 (I4.0) for engineering education especially for University undergraduate (level 4-6), master (level 7) and PhD related manufacturing, automotive engineering and supply chain management programmes in United Kingdom higher education institutions. This analysis aims at providing support for further consolidated recommendations to enable the development of higher education engineering curriculum for enhancing I4.0 application for smart organisations and industrial companies within the digital supply chains. Also the paper provides an analysis of advancement from digitalisation in engineering education to the implementation of Education 4.0 and related practices of smart labs, and simulation of smart factories leading at the learning factory. A conceptual framework to support the application of big data and learning analytics in the School of Engineering from University of Wales Trinity St David, Swansea, United Kingdom has been identified, discussed and intended to apply in the context of applying learning analytics.

Environmental engineering education for developing countries: framework for the future

2004 ◽  
Vol 49 (8) ◽  
pp. 1-10 ◽  
Author(s):  
Z. Ujang ◽  
M. Henze ◽  
T. Curtis ◽  
R. Schertenleib ◽  
L.L. Beal
Keyword(s):  
Developing Countries ◽  
Engineering Education ◽  
Appropriate Technology ◽  
Environmental Engineering ◽  
Engineering Degree ◽  
Basic Sanitation ◽  
Financial Framework ◽  
Main Component ◽  
Almost All ◽  
Near Future

This paper presents the existing philosophy, approach, criteria and delivery of environmental engineering education (E3) for developing countries. In general, environmental engineering is being taught in almost all major universities in developing countries, mostly under civil engineering degree programmes. There is an urgent need to address specific inputs that are particularly important for developing countries with respect to the reality of urbanisation and industrialisation. The main component of E3 in the near future will remain on basic sanitation in most developing countries, with special emphasis on the consumer-demand approach. In order to substantially overcome environmental problems in developing countries, E3 should include integrated urban water management, sustainable sanitation, appropriate technology, cleaner production, wastewater minimisation and financial framework.

EEE in changing times: new B/M study programs, increasing specialization and interdisciplinarity for fewer students

2004 ◽  
Vol 49 (8) ◽  
pp. 125-132
Author(s):  
T.G. Schmitt
Keyword(s):  
Engineering Education ◽  
Civil Engineering ◽  
Student Mobility ◽  
Research Work ◽  
Environmental Engineering ◽  
Limited Resources ◽  
High Quality ◽  
Study Programs ◽  
Future Challenges ◽  
Changing Times

Scope and organisational aspects of environmental engineering education in Germany as part of civil engineering are described. The structure of conventional diploma courses is compared with study programs structured in bachelor and master's courses. The current discussion and first steps of reorganisation in Germany are outlined. Intensifying interdisciplinarity and internationalisation, limited resources and increasing specialisation of research work together with a decreasing number of students are identified as future challenges to be met by innovative study programs. Cooperation in education between EE programs and networking of universities - together with enhanced student mobility - seem to be promising and necessary to achieve high quality and efficient EE education.

Beam-radiation effects on wool in the ESEM

1986 ◽  
Vol 44 ◽  
pp. 674-675
Author(s):  
G.D. Danilatos
Keyword(s):  
Electron Beam ◽  
Radiation Effects ◽  
Research Work ◽  
Beam Radiation ◽  
Liquid Environment ◽  
Know How ◽  
Environmental Sem

The advent of the environmental SEM (ESEM) has made possible the examination of uncoated and untreated specimen surfaces in the presence of a gaseous or liquid environment. However, the question arises as to what degree the examined surface remains unaffected by the action of the electron beam. It is reasonable to assume that the beam invariably affects all specimens but the type and degree of effect may be totally unimportant for one class of applications and totally unacceptable for another; yet, for a third class, it is imperative to know how our observations are modified by the presence of the beam. The aim of this report is to create an awareness of the need to initiate research work in various fields in order to determine the guiding rules of the limitations (or even advantages) due to irradiation.

Imperatives of Cognitive and Affective Skills for Innovative Problem Solving: A Fresh Perspective

2014 ◽  
Vol 5 (2) ◽  
pp. 662-671
Author(s):  
Dr. Mohan Babu. G. N. ◽  
Sushravya. G. M.
Keyword(s):  
Developing Countries ◽  
Problem Solving ◽  
Design Methodology ◽  
Human Values ◽  
Training Methods ◽  
Educational Models ◽  
Innovative Design ◽  
Fresh Perspective ◽  
Affective Skills ◽  
And Training

Most educational models that prescribe teaching and training methods to groom school children into innovators fail to take a deeper view of engineering design methodology. Yet others tend to ignore the importance of human values which must be an integral part of any innovative design process.  In this paper, We would first disaggregate design capabilities into its constituent capabilities, namely, exploring, creating and converging capabilities, which we need to master to produce better products and services, and then show how the cognitive and affective skills proposed by Benjamin Bloom, and Anderson and Krathwohl in their educational models can directly and significantly contribute to these constituent capabilities. With an improved understanding of the eco-system needed for better design solutions, we suggest that the present education systems, especially in developing countries, be critically reviewed and reoriented from the perspective of producing quality innovative designers, regardless of the problem area.  

Sign in / Sign up

Export Citation Format

Share Document