EDUCATION OF ENGINEERS BEFORE AND AFTER THE REFORM

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Presentation transcript:

EDUCATION OF ENGINEERS BEFORE AND AFTER THE REFORM Damir Markučič vice dean for students & education

3 years later … or 5 years later ? at FSB reformed curricula started in 2003/04 three studies: mechanical engineering naval architecture aeronautical engineering (since 1995/96)

Figures to be presented comments on former education of engineers approach applied in reformed curricula achieved results & gained experience student’s response concluding remarks

Education of engineers before reform tradition since 1919 studies 8/9/10 semesters  average duration 7,4 years academic title - Dipl.Ing. engineers with FSB diploma  distinctly desirable, rated and recognised on the market in Croatia and abroad

Education of engineers before reform not only teaching but education  studying and training courses organised and carried out to develop engineering abilities So, engineers with FSB diploma have: solid academic (& scientific) background developed skills and competences

Education of engineers before reform not only teaching but education Engineering abilities and responsibilities ready to accomplish tasks in given period of time using only available resources in certain circumstances (environment) during lifetime of technical systems including creation/design, construction/production, usage/exploitation, decommissioning/recycling/reuse

Reformed curricula three cycles 3,5 + 1,5 + 3 years undergraduate study 7 semesters, 210 ECTS Bachelor degree – e.g. Bachelor of Mechanical Eng. (prvostupnik strojarskog inženjerstva) graduate study 3 semesters, 90 ECTS Master degree – e.g. Master of Aeronautical Eng. (magistar zrakoplovnog inženjerstva) doctoral study

Reformed curricula primary issues / objectives to refresh programs (structure & content) – better fit contemporary industry needs to improve efficiency of studying – study regime to improve QA

Reformed curricula ECTS introduced learning outcomes determined flexibility in study program (structure – mandatory & elective courses) continuous work of student is evaluated

Reformed curricula – achieved results

Reformed curricula – achieved results

Student’s response

Student’s response & employability Number of students’ projects waterbike unmanned aerial vehicle ….

Student’s response & employability Number of students’ projects … formula student

Conclusion remarks regarding Bologna process @ FSB skills & competences are not novelty at the moment hybrid model due to existing resources and environment …. … to achieve objectives of Bologna model, not only accept formal elements efficiency of studying is improving further tuning and improvements to be done

Hope will know give answers. Thank you for your attention ! Hope will know give answers.