Engineering education for the 21st century

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.