scholarly journals Are we doing our homework? An analysis of food engineering education in Brazil

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Vivian-Lara Silva ◽  
Fausto Makishi ◽  
Marcus Magossi ◽  
Izabel Cristina Freitas Moraes ◽  
Carmen Silvia Fávaro Trindade ◽  
...  
Keyword(s):  
Engineering Education ◽  
Ministry Of Education ◽  
Engineering Programs ◽  
Learning And Teaching ◽  
Food Engineering ◽  
Professional Renewal ◽  
Academic Courses ◽  
Complex Goal ◽  
Undergraduate Programs ◽  
Education In Brazil

What is the profile of Food Engineering education in Brazil? Are we following the contemporary professional renewal trend? Driven by these questions, the present study analyzed data regarding 21 academic courses,which represent approximately 22% of the total bachelor’s degree in food engineering courses offered in the country. Samples were defined considering a Brazilian annual ranking of undergraduate programs: very good (four stars) and excellent (five stars). Next, information was recovered from both the Brazilian Ministry of Education and institutional homepages of each analyzed program. The results suggest that food engineering programs exhibit relative identity, naturally due to their history and the path of each program and their faculty, shaping particularities in how fields of knowledge are constituted, in addition to their representativeness in the total workload of the program. However, initial analysis is suggestive regarding understanding that Brazil is not properly doing its homework, based on global movement, concerning food engineering education. The need to rethink Brazilian technical education, without culminating in additional workload, is emphasized, not only regarding new materials and technologies for learning and teaching, but also in terms of bringing a human and market approach. The achievement of this complex goal seems to be provided by the encouragement of student associations, transversal learning processes, and learning experiences outside the classroom as a means of improving undergraduate programs and human resources.

Environmental engineering education in Canada

2001 ◽  
Vol 28 (S1) ◽  
pp. 1-7 ◽  
Author(s):  
Daniel W Smith ◽  
Nihar Biswas
Keyword(s):  
Engineering Education ◽  
Graduate Programs ◽  
Educational Process ◽  
Academic Programs ◽  
Environmental Engineering ◽  
Graduate Degree ◽  
Engineering Programs ◽  
Undergraduate Science ◽  
Undergraduate Programs ◽  
Education Courses

Environmental engineering education has been an active option for engineers from all disciplines for nearly 50 years at the graduate level. Some graduate programs expanded to integrate students with undergraduate science degrees with the engineering programs, since the cross discipline interaction is required outside the academic programs. In the mid-1980s interest increased to such a level that undergraduate programs began to form. Several of these programs have been accredited in their various forms recognizing the diversity of the field and those presenting the programs. The progression from graduate-degree-based specializations to broad-based undergraduate programs reflects both the increased knowledge in the field and the increased demand for professional engineers capable of responding to public health and environmental protection issues. Graduate programs greatly expand fundamental knowledge of physical, chemical, and biological processes and their application to protection problems. Of course, the doctorate is dedicated to the development of significant new knowledge. This paper defines several of the basic components of the environmental engineering profession and the educational process needed to produce qualified environmental engineers.Key words: environmental engineering, education, courses, undergraduate environmental engineering, graduate environmental engineering.

scholarly journals EL EFECTO DEL LIBRO DE TEXTO ESCOLAR EN EL MERCADO EDITORIAL ECUATORIANO

2021 ◽  
pp. 47-68
Author(s):  
Guillermo Sánchez-Borrero
Keyword(s):  
Ministry Of Education ◽  
Editorial Policies ◽  
National Education ◽  
Learning And Teaching ◽  
Las Casas ◽  
Palabras Clave ◽  
National Education Systems ◽  
Publishing Houses ◽  
The Subject ◽  
Points Of View

El libro de texto escolar es una herramienta de control curricular, su relación con el aprendizaje y enseñanza que la determina el Estado ecuatoriano. El objetivo de los textos escolares es mostrar el universo científico y cultural que se quiere enseñar a los estudiantes y refleja los: valores, estereotipos e ideologías del Ecuador. A partir de 2011 se normalizó y lo controla y distribuye el Ministerio de Educación de forma gratuita en los establecimientos educativos fiscales, fiscomisionales y municipales del Ecuador. Son elaborados y producidos por las más importantes casas editoriales, además revisados y avalados por las universidades del país. Este sistema aparece con la creación de la Ley Orgánica de Educación Intercultural que ha logrado establecer políticas editoriales en el sector educativo, así como dinamizar la economía del sector editorial en toda su cadena productiva tanto intelectual como de fabricación. Es relevante el análisis de la producción editorial por la expansión de los sistemas nacionales de educación y la implementación de los modelos de enseñanza, se presenta varios puntos de vista sobre la representación del saber oficial y el acceso igualitario a la información y conocimiento. Se identifica cómo están distribuidas las casas editoras y la contribución de las universidades del país para la evaluación de contenidos, según su área de experiencia y la asignatura que abarca el texto escolar. El artículo muestra también diferentes cifras sobre la asignación y fondos destinados al proyecto que aporta a la economía de Ecuador. Palabras clave: Textos escolares, políticas editoriales, mercado editorial, impresión, diseño editorial. AbstractThe school textbook is a curricular control tool, its relationship with learning and teaching is determined by the Ecuadorian State. The objective of the textbooks is to show the scientific and cultural universe intended to be taught to students and reflects the values, stereotypes, and ideologies of Ecuador. As of 2011, it was standardized, controlled, and distributed by the Ministry of Education free of charge in public, fiscal, “fiscomisional”, and municipal educational establishments in Ecuador. They are elaborated and produced by the most important publishing houses, also reviewed, and endorsed by the country's universities. This system appears with the creation of the Organic Law of Intercultural Education, which has managed to establish editorial policies in the educational sector, as well as boost the economy of the publishing sector throughout its productive chain, both intellectual and manufacturing. The analysis of editorial production is relevant due to the expansion of national education systems and the implementation of teaching models, various points of view are presented on the representation of official knowledge and equal access to information and knowledge. It is identified how the publishing houses are distributed and the contribution of the country's universities for the evaluation of content, according to their area of experience and the subject covered by the textbook. The article also shows different figures on the allocation and funds destined for the project that contributes to the economy of Ecuador. Keywords: School texts, editorial policies, publishing market, printing, editorial design.

scholarly journals Project Work in Moroccan EFL Classroom: between the Official Guidelines’ Recommendation and the Challenges of Implementation

2021 ◽  
Vol 12 (4) ◽  
pp. 462-475
Author(s):  
Tariq BOUQETYB
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Project Work ◽  
Ministry Of Education ◽  
Common Component ◽  
Learning And Teaching ◽  
Teaching Situation ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Collection Methods

Project work is used in several educational settings, including foreign and second language teaching contexts. In the Moroccan English as a foreign language (EFL) classroom, the Moroccan Ministry of Education recommended implementing project work, and it is a common component of the Moroccan textbooks of English. Yet, there is a scarcity of studies conducted on the use of project work in Moroccan EFL classrooms. The main aim of the study is to investigate students’ and teachers’ attitudes towards project work. The study addresses the question about students’ and teachers’ attitudes towards project work and the factors behind those attitudes. It was conducted with sixty students and eight teachers belonging to two different high schools (Moulay Rachid and Abbas Sebti high schools) in Tangier. To collect data, the researcher made use of two data collection methods, namely the questionnaire and the interview. The results of the study showed that both students and teachers had positive attitudes towards project work. The results also revealed that not all teachers follow the steps of using project work. Based on the results, it was clear that the lack of technology is one of the most severe challenges that hamper the use of project work. The findings of this study could form the basis for further research and contribute to improving the learning and teaching situation in Moroccan high schools.

scholarly journals A Contribution For Engineering Education In Brazil

2020 ◽  
Author(s):  
Ricardo Molina ◽  
Claudio da Rocha Brito ◽  
Melany Ciampi
Keyword(s):  
Engineering Education ◽  
Education In Brazil

scholarly journals The crossroads of Engineering education

2019 ◽  
Vol 39 (2) ◽  
Author(s):  
Andres Pavas ◽  
Nelson Arzola de la Peña
Keyword(s):  
Labor Market ◽  
Engineering Education ◽  
Formal Theory ◽  
Regular User ◽  
Engineering Programs ◽  
Recent Graduates ◽  
Technical Systems ◽  
Law And Humanities ◽  
Engineering Career ◽  
Final Disposition

Never before has Engineering needed more from the support of society and society needed more from the advances of Engineering than now. However, there is a feeling of demotivation among the students to pursue Engineering programs, thus other careers are more desirable such as Administration, Economics, Journalism, Law and Humanities. In the first place, this occurs partially because technology is generally available to everyone, that is, everyone is a regular user of it, thus confusing its daily use (connect and use solutions) with the background complexity for creating and implementing it. In the second place, potential engineering studentsexpect education in technology with immediate practical activities and with the minimum of formal theory, because in summary everything is so easy to use that they think it is not necessary to make things difficult with a thoroughly understanding of how to conceive, manufacture, operate, perform and of the final disposition of equipment and technical systems. Finally, the frequent outcome of studying an Engineering career could be another reason, since recent graduates often do not have the skills and knowledge demanded by the labor market and are received with unattractive salaries, in addition to the discovery that graduates of other careerswith little technical and engineering preparation use technologies and turn them into highly profitable businesses.

scholarly journals Modeling Humanizing Education Through Newly Reviewed Materials Engineering Curriculum

2021 ◽  
Vol 9 (3) ◽  
pp. 63-79
Author(s):  
Norshahida Sarifuddin ◽  
Zuraida Ahmad ◽  
Ahmad Zahirani Ahmad Azhar ◽  
Hafizah Hanim Mohd Zaki ◽  
Amelia Wong Azman ◽  
...  
Keyword(s):  
Engineering Education ◽  
Curriculum Design ◽  
Well Being ◽  
Engineering Programs ◽  
Academic Field ◽  
Materials Engineering ◽  
New Curriculum ◽  
Humanitarian Engineering ◽  
Definition Of ◽  
The University

In line with the current global focus on sustainability and the well-being of the planet, becoming a professional engineer nowadays requires more than simple mastery of technical skills. Considering that engineers are required to have a deep sense of responsibility not only for humankind but also for the environment, engineering education and practices must be reformed substantially to prepare engineers that will contribute to sustainable development. This necessitates updating conventional engineering programs (CEE) to incorporate Humanizing Engineering Education (HEE). Although HEE is an old practice of individual engineers and other organizations outside the academic field, it is relatively new in academic engineering. While the definition of what truly merits being considered HEE remains debatable, many engineers believe that their work involves a humanitarian aspect. To streamline the development of HEE, there is a need for developing guidelines and frameworks for a comprehensive model. Ideally, that framework should integrate humanizing pedagogy in the new curriculum design. The objective of the paper is to share the experience of the authors in designing a new curriculum for a Materials Engineering Programme (MEP) that is embedded with Humanitarian Engineering (HE), which is among the main elements of HEE. Data collection was through interviews, qualitative surveys, reports from the stakeholders, accreditation bodies and benchmarking with other Higher Learning Institutions (HLI). An extensive scholarly literature review was executed to identify shortcomings in CEE and how it could be reformed by integrating it with HEE. The Sejahtera Academic Framework (SAF); a strategic framework for academic programmes developed by the university, was used as a reference to customize MEP to better meet students’ needs. Since the proposed model applies a new emerging concept, it inevitably raises challenges related to different levels of understanding among course implementers and perceptions of external stakeholders. Moreover, the developers had to consider the limitations imposed by the university's policies and structures while acknowledging the availability of finite resources (i.e. time, money, equipment, and expertise).

CDIO Standards Implementation and Further Development in Russia

2019 ◽  
pp. 80-88 ◽  
Author(s):  
Alexander I. Chuchalin
Keyword(s):  
Engineering Education ◽  
Graduate Training ◽  
Design Standards ◽  
Engineering Programs ◽  
Standards Implementation ◽  
Engineering Activity ◽  
Complex Engineering ◽  
Further Development ◽  
Program Graduate ◽  
Phd Program

Russian experience in the implementation of CDIO (conceive, design, implement, operate) standards for modernization of BEng programs focused on graduate training for complex engineering activity are considered. The CPD program “Applying CDIO Standards in Engineering Education” for managers and faculty staff at Russian HEIs is described. Further development of the CDIO concept for MSc and PhD engineering programs design are discussed taking into account the priorities of innovative and research engineering activities. The FCDI (forecast, conceive, design, implement) standards focused on MSc program graduate training for innovative engineering activity and FFCD (foresight, forecast, conceive, design) standards focused on PhD program graduate training for research engineering activity are presented.

Quality Assurance through Innovation Policy

2012 ◽  
pp. 40-49
Author(s):  
Marlia Mohd Puteh ◽  
Kamsiah Ismail
Keyword(s):  
Engineering Education ◽  
Value Chain ◽  
Innovation Policy ◽  
Traditional Approach ◽  
Critical Role ◽  
Scientific Development ◽  
Teaching Methodology ◽  
Engineering Programs ◽  
Outcome Based Education ◽  
Intellectual Capacity

A number of countries are focusing on innovation to advance their economies up the value chain. Hence, a large emphasis is given to engineering education as activities that engage scientific development generally originate from the engineering field (Ashford, 2004). A country’s innovation policy also determines educational reform as the education sector is a key player, holding holds the intellectual capacity and trained human resources to execute the transformation. In this regard, the engineering profession and accrediting engineering programs have repeatedly called for reform in the engineering education pedagogical approach. Despite debates over the effectiveness of outcome-based education, the prominent teaching methodology has always been attributed to the traditional approach of “chalk and talk” (Mills & Treagust, 2003). This study investigates the critical role of science, technology and innovation to a country’s economy. It will also examine the extent to which the educational approach, particularly in the engineering education field, is coherent with the national system of innovation, exposing students with real perspectives for future workplace environment.

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