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Home page > Engineering Education > The National Doctrine of Engineering Education. Basic principles Download the whole document (DOC, 389K)
THE NATIONAL DOCTRINE OF ENGINEERINNG EDUCATION
1. State-of-the-art social technologies to elaborate the doctrine of engineering education. This Session is devoted to the enhancement of the structure and content of engineering education, strongly urged by the social and economic circumstances in Russia, as well as by the improved quality of engineering education, the related hopes to make it possible for our country to overcome the existing socioeconomic crisis, and by the process of integration of the Russian engineering training system into the world educational space. To enhance the structure and content of engineering education is the top priority of the Russian Association for Engineering Education. However, the RAEE believes that this can be done more efficiently within the framework of an integral comprehensive national doctrine of engineering education. The RAEE together with a number of the leading technical universities of the country started to elaborate the doctrine of engineering education, the basic principles of which are stated in this report. Engineers are becoming key elements of the socioeconomic sphere of life due to realizing of the need for transition to the model of sustainable development of our civilization, as well as the imperative "survival" principle of the mankind, economic reforms with the emphasis on the technological development, as well as prioritizing science intensive and intelligence-based technologies. This fact is of great importance for those elaborating the doctrine of engineering education. This means a higher level of responsibility for accuracy in defining the existing and the growing problems of engineering education; h igher responsibility for the integrity of the problem-oriented goals of the doctrine, determined on that basis; higher responsibility for the quality and effectiveness of the proposed pathways for development; and a higher level of responsibility for working out a set of accurate measures to achieve the goals, set in the doctrine. An inaccurate determination of any problems at the first stages of social projects is likely to result in a set of measures, incapable of solving the real problem, which can later lead to major negative consequences. In the present social and economic circumstances in Russia, the doctrine of engineering education cannot be defined either as intellectual elite, or as a set of governmental bodies, or as the national and international organizations in the field. The basic provisions of the doctrine should be the result of understanding of the process of scientific and technological advance (coupled with the highest level of both corporate and personal responsibility), understanding of the need for the country's step-by-step transition to the model of sustainable development by both people and the government, which can provide a balanced solution to social, economic, and environmental problems, along with the task of preservation of the natural resources for the present and future generations. The doctrine of engineering education is to be regarded as a consensus, reached by the Higher School, "employers" of our engineers and scientists, the government, and the scientific circles themselves. The pattern of elaborating the doctrine of engineering education must be worked out on the basis of systems analysis, design management, modern methods of expert work ("brain storm", Delphi method and others), modern methods of processing expert information, managerial and business role-plays, information technologies, and telecommunication systems. While elaborating the doctrine of engineering education it is necessary to ensure cooperation between Methodological associations, Association for the Institutes of Higher Education of Russia, Association for Technical Universities and the Russian Academy of Sciences, public scientific and technical academies, public professional associations: the International Union of Scientific and Engineering Societies, the Union of Industrialists and Entrepreneurs of Russia and others, as well as cooperation with a number of highly competent international organizations in the field of engineering education: the American Society for Engineering Education, the European Association for Engineering Education and others, and with the corresponding departments of the Ministry of Education of Russia. The joint work on the doctrine of engineering education will be the "common cause" of the above organizations, later growing into a fruitful cooperation.
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