of the International Committee on Engineering Education under the Auspices of
established the Steering Committee for Human Resources Development for Technical
Industry Stimulation in 1992 following an International Congress for Engineering
Deans and Industry Leaders that was held at the Ohio State University in 1989.
The Committee operated from 1992 until 1996 when the International
Committee on Engineering Education (ICEE) superseded it.
The ICEE reported directly to the Director-General of UNESCO and
typically met every six to nine months.
nearly a decade, these two committees worked to turn the recommendations from
the UNESCO series of international congresses into reality.
Accomplishments include the creation of the UNESCO International Centre
for Engineering Education that is hosted at Monash University in Melbourne,
Australia; a series of satellite based science and technology distance learning
initiatives in the Arab States, Eastern Europe and Central Asia, and Latin
America; a joint Danish-Lithuanian technology and incubator project; a report on
quality issues in engineering education, and others.
These accomplishments are reviewed in the paper.
the change over in administrative management of UNESCO in late 1999, the ICEE
was discharged in February 2000. However,
a number of the members of the previous committees came together in early 2001
to reconvene as the International Committee on Engineering Education and
Innovation (ICEEI). The ICEEI is
actively promoting the International Decade for Engineering Advancement (IDEA).
IDEA is a major ten-year collaborative endeavor in advancing engineering
education, research and development on a global scale.
The goal is to cultivate a new generation of engineers and engineering
technologies that are capable of significantly improving wealth creation and
distribution as well as enhancing the quality of life and human condition
created the Steering Committee on Human Resources Development for Technical
Industry Stimulation in 1992 as an outgrowth of the First International Congress
for Engineering Deans and Industry Leaders held at Ohio State University in
1989. The goal of the Committee was
to turn projects proposed at the conclusion of the Congresses into concrete
projects. UNESCO continued the
series of International Congresses by hosting them in 1991, 1993, 1995, and
1996. The Committee was quite successful; its accomplishments were summarized in
Jones and the major results are itemized below
Steering Committee operated from 1992 until 1996 when the International
Committee on Engineering Education (ICEE) superseded it.
The ICEE reported directly to the Director-General of UNESCO, Dr.
Federico Mayor, and typically met every six to nine months.
The International Committee on Engineering Education was no longer tied
to the International Congresses and UNESCO discontinued these.
The following sections highlight the accomplishments of the ICEE over
nearly four years of operations.
As a demonstration project between the developed and the developing world, the Technical University of Denmark through its Innovation Centre created a joint venture with the Kaunas University of Technology in Kaunas, Lithuania. The objective was to demonstrate that a business incubator located near the Kaunas University of Technology could provide the business services to facilitate new business ventures as outgrowths from the University. As a pilot project the venture was successful, but funds were not raised to carry the project through to operational effectiveness even though attempts to raise sufficient operating funds were made with the Lithuanian-American community in the United States.
Under the sponsorship of the Steering Committee, Prof. Zenon Pudlowski was encouraged to form the UNESCO Sponsored International Centre for Engineering Education. The Centre was hosted at Monash University in Melbourne, Australia. Working with and through he ICEE, UNESCO and the Australian National Commission of UNESCO, the Centre was able to drop the word ‘sponsored’ from its name and to become the UNESCO International Centre for Engineering Education (UICEE). Today, UICEE produces the Global Journal of Engineering Education, and numerous series of regional and global engineering conferences including the UICEE Annual Conference series, the Baltic Region Seminar series, the East/West series, the Asia-Pacific Forum series, and the Global Congress series. Potentially, the most far reaching activity is the creation of a number of sub-centres located in various geographic regions: the Technical University of Denmark(Denmark), Ryerson Polytechnic University (Canada), Anna University (India), Tomsk Polytechnic University (Russia), Hochschule Wismar—University of Technology, Business and Design (Germany), Glasgow Caledonian University (Scotland), and Aslborg University of Technology (Denmark). The interested reader is encouraged to check out the UICEE web site at URL http://www.eng.monash.edu.au/uicee. Issues of the Global Journal of Engineering Education are available online, one issue later than the currently published issue.
member of the ICEE agreed to write an article for publication in the Global
Journal of Engineering Education on quality issues in engineering education.
Profs. Jensen and Johnson agreed to be guest editors and the issue was
published as Vol. 3, No. 1 in 1999. Eight
papers were received and covered topics such as the secondary school-university
interface, the education process, student skills and experiences, academic
faculty and faculty experiences, facilities, steering and administrative quality
control, and total quality management in education.
Another Committee member, Dr. Claude Maury, took this issue as input for
the writing of a monograph entitled Guidelines for Engineering Educators.
Dr. Maury’s plan was to complete the first draft by the end of 1999.
Because the Committee was disbanded near this time, the current status of
this project is unknown.
the ICEE’s tenure, UNESCO was involved in the organization of two world
conferences: the World Conference
on Higher Education and the World Conference on Science. The first was held in October 1998 and the second in July
World Conference on Higher Education was held in Paris.
The Chair of the ICEE did get a chance to speak although the entire
Committee volunteered to present papers. It
turned out that the Conference was highly political, as may be imagined, and
that the primary aspects of the presentations at the meetings were simply
addresses by the heads or ministers of education in most UNESCO member states
describing the state of higher education in their countries.
A plea was made to understand that the number of graduate degree
recipients in engineering is not adequate to staff engineering education program
the World Conference on Science held in Budapest, the ICEE tried to have the
following document included in the conference output, the Declaration of the
World Conference on Science.
Committee believed that most practicing engineers and engineering educators
would agree, in principle, with these six items. However, the list was not included by the conference sponsors
and, if fact, engineering appeared nowhere in the conference output explicitly.
Rather the implication was that engineering and technology were simply a
lowly science application. In
retrospect this is not too difficult to understand since engineering does not
appear even in UNESCO’s acronym. The
‘E’ represents education, the ‘S’ science and the ‘C’ culture.
Interestingly, the ICEE was a part of the Science sector, not the
education sector so in many ways, even UNESCO considers engineering a lowly
subset of science.
the tenure of the ICEE, some progress was made with respect to the development
and implementation of satellite television systems for use in delivering
advanced engineering education in the developing world.
A report written by Lakhder and Johnson provided a detailed model for the
creation of an Arab Satellite University of Science and Technology (ASUST).
Several missions were carried out to Egypt as the most natural place to
create such an organization. Meetings
were held with officials at the University of Cairo, Ain Shams University,
Helwan University, the Ministries of Higher Education and Telecommunications,
and NileSat, the company operating the telecommunications satellite. Following many meetings and correspondences, Helwan
University decided to begin broadcasting four hours daily of information
technology, communications technology, and engineering courses via satellite.
While the result was not an Arab Satellite University of Science and
Technology as originally proposed, the effort has achieved some success and
addition to the Arab initiative, the Technical University of Istanbul was
approached to implement a similar operation for the Eastern European and Central
Asian countries. The idea was
positively received but nothing was ever implemented. Other geographic areas were also approached such as Central
and Latin America and Africa but sponsors could not be located.
THE INTERNATIONAL DECADE FOR ENGINEERING ADVANCEMENT
International Decade for Engineering Advancement (IDEA) is a major ten-year
collaborative endeavor in advancing engineering education, research, and
development on a global scale. The
goal is to cultivate a new generation of engineers and engineering technology
capable of significantly improving wealth creation and distribution as well as
enhancing quality of life and human conditions worldwide.
technologies, processes and products in various fields have profoundly enriched
every aspect of our daily lives yet few realize the role engineering provides.
The UNESCO International Committee on Engineering Education was discharged in February 2000. It was active for nearly four years and accomplished a number of concrete projects. Many of the members of that Committee continue to be active through a new, non-affiliated organization, the International Committee on Engineering Education and Innovation (ICEEI). This group is dedicated to continue the active role played by the two preceding committees with the added task of promoting the International Decade for Engineering Advancement as a way to highlight, on a global basis, the role engineering plays in wealth creation and economic development of all of the countries on Earth.
R. C., “International Collaboration in Engineering Education through the
UNESCO Steering Committee on Human Resources Development for Technical Industry
Stimulation,” Australasian J. of Engng. Educ., 5, 2,
L. M., and Johnson, G. R., Establishment of an Arab Satellite University of
Science and Technology--ASUST, UNESCO, Paris, France, 1997.
H. P. and Johnson, G. R. (guest editors), Special Edition:
Quality Issues in Engineering Education, Global Journal of Engineering
Education, 3, 2, 1999.