Abstract:
The universities perform three distinct functions. Curriculum is the part
which involves the function of supplying specialized competence.
Engineering education entered the university only after it became a
profession. The early curricula therefore were evolved ones which mainly
catered for the then contemporary needs of the industry/profession. The
rapid developments and advancements in engineering after the Second
World War brought in several new disciplines in engineering and designed
curriculum became dominant. A methodology for designing the curriculum
also was explored. The elements in curricula were influenced by several
factors. Researchers in the meantime have identified the mechanism of
learning and experiential learning has gained recognition. Embracing
these findings a new methodology for curriculum design for the 21st
century has been developed.
