Continuing Engineering Education: One Element of Lifelong Learning for Engineers

This paper focuses on continuing engineering education (CEE) as distinguished from degree-oriented education and retraining. In its complementary role to work assignments, supervision and coaching, and career planning, CEE is a means for helping individuals develop themselves in order to accelerate the process of "joining up," perform more effectively on current jobs, prepare for new jobs, gain greater personal satisfaction from their work, and enhance their identiflcation with or commitment to an organization. Societal forces (such as new technology, decreasing mobility, tight supply of technical professionals, slow-growth economy, and intensity of foreign competition) are highlighting the importance of CEE in the 1980's and 90's. Factors determining the usefulness of CEE are discussed. The primary obstacles facing CEE and suggestions for meeting them are described.     

终身教育理念下的德国职业教育的特点

章认为，在终身教育的理念下，德国职业教育有如下特点：职业教育体系之延续性，教育对象、内容、方法之开放性，教育形式之机动性，政府、企业、学校合作办学之协同性等。     

终身教育理念引导下我国基础教育改革探究

终身教育理念在20世纪60年代提出并得到国际社会的普遍认可,在联合国教科文组织的推动下迅速传播。基础教育作为造就人才和提高国民素质的奠基工程,是终身教育的起点。成功的基础教育能够激发继续学习的欲望,最大限度地发掘终身学习者的潜能,在终身教育理念引导下,基础教育阶段应重视教育目标的调整和学生主体性的培养。     

Engineering education in Europe

This article assesses the present situation of engineering education in Europe, which is attempting to come together at both academic and professional levels. It then describes the measures being adopted to provide an international flavor to the curriculum at the author's own college in France     

Computer-aided education for magnetostatics

The authors present a computer-aided education (CAE) package allowing the visualization of the magnetostatic field in and around the magnetic circuit of a double-U shaped contactor. The modeling of this device is performed by solving, in real-time, a nonlinear finite-element problem. The implementation of this method is optimized greatly in order to allow the animation of field patterns in real-time in reaction to any user interaction. An evaluation of the improvements brought by this technique to the learning capabilities of students is presented     

EE education in Spain

Engineering education in Spain has a long tradition exceeding 150 years. Its traditional character has always been complemented by an effort to work with the social, industrial and international environment of each era. The last great change has taken place in the last ten years (1986-1996) by: (1) expanding the number of engineering degrees offered; and (2) profoundly changing the various curricula. Spain has a dual system based on two engineering degrees: The Technical Engineer or First Cycle Engineer; and the Engineer or Second Cycle Engineer. Access from one degree to the other is guaranteed by a cyclical education system     

Globalizing manufacturing engineering education

The discipline of manufacturing engineering in the U.S. was established in the 1960s, a period when U.S. corporations and products dominated the global economy. Any form of engineering education that ignores the reality of multinational corporations, global supply chains, and international markets looks increasingly outmoded and provincial. The need to acknowledge the global aspects of engineering activity is beginning to be recognized in engineering education, and the need is especially acute in manufacturing engineering education. The shrinkage of the U. S. manufacturing sector portrayed by popular media is an supported by more intensive manufacturing engineering work in order to maintain the status quo of product value produced. The demand for well-educated manufacturing engineers worldwide is likely to increase in the long term. Very few U.S. manufacturing engineering programs explicitly recognize the global aspects of manufacturing at the course level.     

EE education in Germany

The organization, philosophy and outcome of electrical engineering education in Germany is outlined. The German tradition and origins of electrical engineering are briefly discussed. Funding of German universities, their entrance requirements, and electrical engineering curriculum structure are also discussed     

A wholesome ECE education

Fast advancing technologies will require a drastic transformation in the teaching of electrical and computer engineering (ECE). The current practice of compressing more and more materials into the four-year ECE curriculum must end. An ECE curriculum must be designed to provide students with solid fundamental knowledge and to teach them how to learn. It is more important to have a curriculum that teaches knowledge and skills that are long lasting and can be applied in new situations than one that teaches cutting-edge technology that may become obsolete in a few years. Electronic systems will be smaller, faster, smarter, and more complex. Most of the design work must be done using high-level abstractions. Besides being competent engineers, ECE graduates must be responsible and well-rounded citizens. After establishing a set of guiding principles, a liberal and broad-based curriculum with emphasis on a systematic approach to problem solving is suggested. An unconventional instructional approach is proposed and elaborated. Some of the nontechnology-related challenges facing ECE education are discussed.     

Electrical education in Argentina

Schooling begins when people are six years old. For a long time, education was considered almost the government's obligation to fulfill. In the last thirty years, however, private schools have helped shoulder this responsibility. Electrical engineering is taught in several universities. Most universities are part of the government system and are located all around the country. In general, each university has an engineering faculty with an electrical or an electronic department. Education starts with an introductory course in physics, chemistry and mathematics. The course's final examination determines whether the student will be enrolled in the basic cycle. This introductory course is mandatory and depends on each university     

Engineering ethics education on the basis of continuous education to improve communication ability

This paper proposes an engineering ethics education method for students on the basis of continuous education to improve communication ability. First, through the process of debate, the students acquire the fundamental skills necessary to marshal their arguments, to construct rebuttals, and to summarize debates. Second, the students study the fundamental techniques to make a presentation on technical subjects related to electrical engineering. Following these classes, in lectures on engineering ethics, the students probe the causes of various accidents and consider better approaches for avoiding such accidents with each other. In most cases, the students can express good and commonsensical opinions from an ethical standpoint. However, they can hardly make judgments when the situations, such as the human relations in the above accidents, are set up in concrete terms. During the engineering ethics class, the students come to know that the human relations behind the case make ethical matters more complicated. Furthermore, they come to understand that facilitating daily communications with co‐workers and/or supervisors is very important in order to avoid such accidents. The recognition of the students is primarily the result of the continuous education during 3 years. It can be said that the engineering ethics education thus constructed increases in the students this kind of spontaneous awareness as well as their ethical qualities as engineers. © 2013 Wiley Periodicals, Inc. Electr Eng Jpn, 183(3): 1–8, 2013; Published online in Wiley Online Library (wileyonlinelibrary.com). DOI 10.1002/eej.22283     

Developing a harmonics education facility in a power systemsimulator for power engineering education

This paper describes a newly installed harmonics education facility in detail to teach students about harmonics related problems in a power system. A nonlinear load, which produces harmonic currents, and a harmonic filter, which is a mitigation facility, are merged into an existing power system simulator for advanced power engineering education. The nonlinear load is a widely used three-phase, 6-pulse controlled rectifier. The filter bank is designed to eliminate the characteristic harmonic currents. This paper also shows the resonant condition caused by shunt capacitors which are usually used for power factor correction. Several suggested experiments are given to teach students about harmonics related problems including harmonic sources, measurement, resonance, limitation, and mitigation. The harmonics education facility greatly extends and promotes the performance of the power system simulator     

Java applets for microelectronics education

This work describes a library of online courseware utilizing Java applets developed for microelectronics education. The objective is to provide an online learning environment that supplements resident instruction. Java applets are utilized to interactively demonstrate principles, provide design tools, and allow students to test their knowledge via online quizzes. The course material and Java applets are included on the CD-ROM     

Environmental satellites enhance science education

The use of remote-sensing environmental satellites in direct broadcasts to classrooms is discussed. The kinds of information supplied by the US National Oceanic and Atmospheric Administration (NOAA) satellites are examined. The NOAA satellites and education program and the typical satellite station found in most classroom settings are described. A classroom curriculum is outlined