ENVIRONMENTAL EDUCATION AND TRAINING OF ENGINEERS ‐‐UNESCO ACTIVITIES IN THE FIELD OF ENVIRONMENTAL EDUCATION FOR ENGINEERS

The impact of engineers on the environment, particularly in the processes of urbanization, industrial production and in the search for energy resources is generally recognized.

Ecological repercussions of the project or construction where there has been a lack of appreciation of environmental harmony might have negative consequences affecting many people. Recognition of this situation is reflected in the numerous efforts of national and international organizations to reorganize engineering studies and to in‐corporate environmental education in the training of engineers.

The following article was written, for “Higher Education in Europe” and deals with Unesco's activities in the area of development of environmental education of engineers. It was written by Albert Sasson from the Division of Ecological Science of Unesco.     

Day one sustainability

Emissions reductions targets for the UK set out in the Climate Change Act for the period to 2050 will only be achieved with significant changes to the built environment, which is currently estimated to account for 50% of the UK's carbon emissions.

The socio-technological nature of Civil Engineering means that this field is uniquely placed to lead the UK through such adaptations. This paper discusses the importance of interdisciplinary teaching to produce multi-faceted team approaches to sustainable design solutions.

Methods for measuring success in education are often not fit for purpose, producing good students but poor engineers. Real-world failures to apply sustainable design present a serious, difficult to detect, and ultimately economically negative situation. Techniques to replace summative examinations are presented and discussed, with the aim of enhancing core technical skills alongside those required for sustainable design.

Finally, the role of our future engineers in policy-making is discussed. In addition to carbon, the provision of water and food will heavily influence the work of civil engineers in the coming decades. Leadership from civil engineers with the technical knowledge and social awareness to tackle these issues will be required. This provides both opportunities and challenges for engineering education in the UK.     

The Strategic Management of Information: an Essential Element in the Training of Engineers∗

Why should engineering students be trained in the effective use of information sources? How can this education and training be integrated into the curriculum within technical universities? What role can information specialists and librarians play for training future engineers in this field of information mastery?

This paper introduces a debate which is largely developed in some countries, specially in France, within the French Grandes Ecoles     

Information Skills in Education for Manufacturing Technology: the Case for an Integrated Quality Approach

Considerable ‘user education’ work of high quality has been produced from academic librarians to impart information skills to students on degree-level and diploma BTEC engineering courses. However, in the author's opinion, this lacks a focus on some points of importance for the effective teaching of potential engineers and technologists, This requires the following.

(1) More case-studies of engineering problems highlighting information retrieval aspects.

(2) More accurate grounding in the way engineers actually use information.

(3)Better integration between lectures, information guides, exercises and test material.

(4)Greater emphasis on the analysis stage of technical problems, and linkage to types of available information to help generate solutions—information needs analysis.

Scope exists for packaged teaching material incorporating improvements and drawing upon advances in educational technology such as CAL methods. The author attaches a sample scheme based on advanced manufacturing themes, developed for the BTEC Production Engineering course at Coventry Polytechnic in the UK.     

Between Tradition and Progress: Oldenburg University's Model Plan for Comprehensive Teacher Training

Since early 1974, a pilot project for integrated teacher training has been in progress at Oldenburg University. This is currently the only extensive teacher training reform which exist in the German Federal Republic.

All plans for this integrated training program are designed to provide training normally encompassed by the traditional two‐stage programm.

The integrated training program includes:

- studies in the areas of education and social science;

- studies in two major subjects which are later to be taught at school;

- practical studies and activities.

The new model leads to the following degrees:

- nine semesters of study for a Certificate of Qualification for primary and lower‐level secondary school;

- eleven semesters for a Certificate of Qualification for higher‐level secon dary school and the education of exceptional children.

Theoretic training in major subject areas and related didactic training as well as education and social studies take place chiefly in the form of projects. A basic assumption is that interdisciplinary projects which are practice‐ and problemoriented permit a highly desirable integration of theory and practice on the whole.

In the project, contact teachers are an essential link between field practice at school and academic training at the university. Contact teachers are under contact to the university for an extended period of time (generally three years). In place of remunation, their teaching loads are reduced by ten hours per week.

In 1978/79 the project will be put to the test as the first generation of students prepares for State Board Examinations.     

The Professional Development of Adult Educators: Some Structural and Methodological Considerations

The case is stated for a scheme of professional training for adult educators, which should at once be

_____ comprehensive and unified;

_____ able to take into account the particular possibilities of individual adult educators; and

_____ easily adjustable to the particular needs within the community.

Such a scheme can only be realized through the application of a modular structure. A scheme like this is being developed at Gwent College of Higher Education for a professional training programme which will give a Certificate in Continuing Education, conferring full teacher status in adult and further education. This development is used to illustrate the points the author wants to make. The development of a programme on such a scheme raises considerable structural and methodological problems, which are discussed and compared with what is done elsewhere.     

Gender Norms and Access to Extension Services and Training among Potato Farmers in Dedza and Ntcheu in Malawi

Purpose: This paper explores the interaction between extension services and gender relations in order to suggest ways and strategies that can be useful in ensuring that extension services are gender-equitable and empowering for women.

Design/Methodology/Approach:In total, 35 sex-disaggregated focus group discussions with farmers, and 4 interviews with extension officers were conducted in Dedza and Ntcheu districts. Data on the type of training offered, training participants recruitment methods, as well as data on barriers to and opportunities for training were collected. A social relations approach, focusing on gender relations, was used to analyse the data.

Findings:Underlying gender norms and cultural norms mediate access to information. For instance, some men regard themselves as representatives of their households during training and, to some extent, extension officers reinforce these views by using biased training recruitment methods. Gender norms related to household decision-making impact on the ability of women to access training opportunities.

Practical implications: Agricultural extension should not be a purely technical programme focusing only on good agricultural practices. It should also embed modules aimed at addressing social practices that disadvantage some people, particularly women, as well as adopt gender sensitive recruitment methods that do not rely on male-biased recruitment channels.

Originality/Value:The social relations approach used, focusing on gender relations, is aimed at trying to come up with the conditions necessary for agricultural training to be empowering for women. This paper is therefore of interest to extension agents and other development practitioners interested in women’s empowerment and the transformation of gender relations.     

Practical Components in Teacher Training Programmes in Slovenia (Yugoslavia)

For the present development of teacher training system in Slovenia (Yugoslavia) two trends are characteristic: the prolongation of studies for elementary school teachers (grades 1‐8) from two to four years and an institutional shift of responsibility for subject teacher training from ‘mono‐technical’ (pedagogical academies) to ‘polytechnical’ institutions (different faculties or departments of the universities).

These trends are having important implications for the scope of practical training and its relationship to other parts of the studies. Traditional forms of practical training that had developed at pedagogical academies are being discontinued but the new ones are not yet firmly established.

The existing forms of practical training of student teachers are briefly described (exercises in general professional courses, exercises in classroom observation, teaching attempts and block practice). In addition, the role of teachers of special didactics and the role of practice teachers is analysed.

The pragmatic character of practical training has to be overcome on the basis of systematic attempts to confront students’ subjective theories on teaching and learning, based on experience, with scientific theories throughout the process of their training.

An important prerequisite for the necessary integration of different components of study and especially of theory and practice is cooperation between university teachers of academic, general professional subjects and special didactics. How do we achieve such a cooperation and overcome the negative attitude of teachers of academic subjects toward professional and practical training of students? This remains one of the open problems in the reform of teacher training in Slovenia.     

La Statistique: Fin et Moyen dans la Formation de l'ingénieur

RÉUMÉ

In this paper the recent needs and trends in statistics for engineers are discussed, particularly statistics as a motivating and illustrative tool in engineers' technical and methodological education.

Tendances et besoins recents en matière de statistique pour l'ingénieur. Rôe de motivation et d'illustration de la statistique dans sa formation technique et méthodologique.     

The language of compromise — interpreting industrial requirements in educational terms

There is no doubt that it is possible to identify some of the key factors which operate in the area of interaction between industry and engineering educators, and the following are typical:

— industry must have a clear idea of its requirement for qualified engineers;

— the role of the engineer in industry — extending from research, development and production into the service area and into society (with the implied social responsibility);

— the time constraints in the educational system in relation to the rate of growth of knowledge and the consequent problems associated with course planning;

— the continuing challenge to the role of university education arising from the demands of industry and from very close links with sectors of industry or particular industrial companies.     

Defining the Australian mechanical engineer

The attribute focus in engineering education now adopted by the engineering education accrediting bodies of the US, UK and Australia is based on meeting the assumed needs of professional practice. It is associated with an increasing expectation by employers of work-ready graduates rather than relying on subsequent work-based learning and experience to develop many of the essential professional practice attributes. Yet the scope of the mechanical engineering profession is broad and views of practitioners contributing to debate on attribute requirements are largely influenced by their own often unique professional formation.

In addition, the formative development of the profession in Australia has been significantly influenced by 19th and 20th century UK and US practices, although historically the industrial profile of Australia has been strikingly different. An analysis of current industry distribution of Australian, UK and US mechanical engineers presented in this paper shows continuing, although less marked, differences.

To develop a clearer perception of the profession in Australia, its educational formation, and operational environment, this paper provides a concise study of the formative development of the profession, and presents a breakdown of the industry sectors in which they are currently employed. The effects of momentous global changes in engineering employment and formation over recent decades are also discussed.

Recent changes in engineering employment have included major structural changes to organisations, accelerating technical and educational developments and mounting societal expectations making it imperative that attributes be attuned to the new engineering paradigm as increasing demands are placed on our graduates.

This paper provides an essential foundation for ongoing debate and analysis of attribute needs related to this broadly based engineering discipline. Although presented from an Australian perspective, many issues discussed are applicable worldwide.     

The Educational Needs of Graduate Mechanical Engineers in New Zealand

During the restructuring of the Mechanical Engineering degree course at the University of Auckland it became evident that there was a requirement for more information concerning “what mechanical engineers do!” and “what knowledge or skills are required by them to perform this function”. In order to resolve these questions two surveys, one involving graduates and the other undergraduates, were undertaken.

The graduate survey demonstrated that the dominant work activities of New Zealand mechanical engineers were design and consultancy. In addition, the results showed that graduate engineers rapidly migrate into management, with 80% of them being responsible for staff within 15 years of leaving university.

Both surveys show that the acquisition of skills is more highly valued than the acquisition of engineering knowledge and that management and interpersonal skills are more highly prized than those skills which could be considered to be manual. The knowledge-based topics which were found to be important were those that related to the professional and managerial aspects of engineering. The most valued scientific topics were those which could be considered as being the most general, such as strength of materials and thermodynamics.

An examination of the effectiveness of the various types of training available at university showed that the most valued training methods were those with high levels of personal supervision. The normal teaching methods used in universities—lectures and tutorials—were considered to be relatively ineffective.     

La formation des enseignants du secondaire: la formule belge

The author, drawing upon 37 years’ experience of the training of Secondary teachers in Belgium, offers a critical view of the present situation. His remarks bear upon training for the lower‐Secondary cycle, the system for which—though apparently simple— is in fact complex.

A 1981 reform extended the period of training to three years, but lower‐ and upper‐Secondary training, at University level, are still separate. A greater unity is desirable.

Three principles which should underpin all training are: a planned continuation into in‐service training, the development of practice‐oriented research, and (to allow of flexibility) a unit‐based approach. The length of study is important, since it has implications for maturation.

Finally, the author examines in turn each element in the range of skills, aptitudes and attitudes needed by the student teacher.     

Training for Child Care and Education Workers in India

The history of Early Childhood Education in India dates from the 1890s, though growth remained restricted till Independence. In 1953, the Government first began to play a larger role, promoting, through voluntary effort, kindergartens in rural areas. The first major training programme was the Bal Sevika (Child care worker) Training scheme in 1961 by the Indian Council of Child Welfare.

The second big breakthrough came with the Integrated Child Development Services in 1974, the world's largest to attempt to provide a package of services to the most vulnerable children. The attached four-month job training, intended to develop paraprofessionals with multiple roles, supported by untrained ‘helpers’ is hence somewhat diluted in content.

In addition several other limited kinds of training in Early Childhood Education are available.

Training programmes have had to face several recurrent constraints related to issues of both quantity and quality—availability at different levels; relevance of content and appropriateness of methodology; motivation; certification; and the development of a trainer cadre.

Recently, innovative training programmes, three of which are mentioned, are attempting to meet these challenges in new ways.     

ASSESSING THE CAPABLE AGRICULTURALIST

The background to the role of assessment in the evolution of an experiential programme in agriculture is presented in this paper. The point is made that in such a context, the process of assessment is itself in a dynamic state. The notion of a matrix of competencies is presented, as is a framework for the development and evaluation of assessment procedures themselves.

Examples of assessment procedures are outlined with particular emphasis being given to student reactions and submissions.

The paper concludes by emphasising the integrated role which assessment plays as a reflective mechanism of active learning.     

The Gap between Theory and Practice

This contribution outlines the state of the art of the recent developments in teacher education for Secondary education in the Netherlands.

In the first section an overall picture is given from the different types of teacher training, their certification and their developments.

In the second section two key‐issues in teacher training are discussed, particularly the different training concepts and the developments in teaching practice in schools. Specific attention is given to the training of the co‐operating teachers.

In the third section two of the author's research projects are reviewed: the first is a project on problems of beginning teachers, and the second a project on teaching practice in schools.     

Reconstructing Early Childhood Development Services in South Africa: From apartheid to democracy

A miracle has occurred in South Africa. A country bent on self‐destruction changed course over the past 5 years and achieved an extraordinary reconcilliation amongst its diverse people. The process of democratization and liberation has brought freedom to millions of South Africans previously governed by racial separation. The reconstruction and development of the nation is led by President Nelson Mandela.

Our youngest children have not been untouched by this. For the first time in our history there is a political commitment to serve young children and to provide resources for this.

Supported by intense research and investigation, and a sector deeply committed to improving conditions for young children, their families and communities, a comprehensive national policy and training framework for early childhood education and care has been developed.

This article begins by setting the context for early childhood education and care in South Africa. The article focuses on the principles which direct programme and service delivery, the development of a training framework, the role of lobbying and advocacy networks, strategies for improving the quality and increasing quantity of provision, and the role of non‐governmental organisations in service delivery.     

Teacher‐training in People's Poland

The goal of teacher education in Poland is to provide all teachers with initial training at the same (higher education) level, but until this goal is achieved, a variety of institutions and standards will prevail.

Rapid expansion in the provision of schooling has kept up the demand for teachers, and there is still a shortage situation to which a full response cannot be made at university level, so that two‐year courses must persist for some time. Different Ministries will continue to be responsible.

The author provides a detailed analysis of the content of initial training; correct pedagogic induction is regarded as highly important, though a satisfactory allocation of time has yet to be reached. This problem is recognised by both Ministries responsible for teacher training, and important experimental work is under way.

In‐service training is highly important, both school‐based and externally provided; the various agencies are described. The training is available up to and including Doctoral level.

Many studies have been carried out of teachers and teacher‐training, and these help with the identification of current problems. These problems are frankly identified by the author, who offers a view of the directions to be followed.

Mieczyslaw Pecherski is Professor of Education at the University of Warsaw and Secretary of the Pedagogic Committee of the Polish Academy of Sciences.     

Desiderata for Research into Historical Concepts of Teacher Training: an attempt to update research into the history of teacher training in Germany

Summary A study of the history of teacher training in Germany reveals some fascinating blind spots which have been ignored for decades.

Pedagogical historiography must now liberate itself from Prussian dominance and take a keener interest in the activities which took place away from the better‐known centres of reform.

The basically bipartite teacher training system for a tripartite school system has evolved into contradictory models of integration in the different federal states.