Transcript Slide 1

REVITALIZATION AND REALIGNMENT
OF ENGINEERING EDUCATION
TO KENYA CONSTITUTION 2010
AND VISION 2030
PAPER PRESENTED
BY
PROF. DR.-ING. HARRY L. KAANE
HIGHER EDUCATION, SCIENCE AND TECHNOLOGY SECRETARY
THE IEK INTERNATIONAL ENGINEERING CONFERENCE AT
HOTEL INTERCONTINENTAL, MAY 10, 2012, NAIROBI, KENYA
INTRODUCTION …1
Numerous challenges facing Engineering
Education:
• Rapid growth in new programmes and
number of students without corresponding
growth in infrastructure and resources
compromising quality; consequences: ERB
declining to recognize programmes and
register recent graduates; leading to
parliamentary and court intervention
INTRODUCTION …2
Numerous challenges facing Engineering
Education:
• Industry raising issues with mismatch of
expected skills and competencies imparted to
graduates and actual qualification; recent
and increasing numbers of premature failure
of engineering infrastructure; costly retraining; employment in non-engineering
occupations
INTRODUCTION …3
Numerous challenges facing Engineering
Education:
• Non-coherent and long duration of
engineering programmes: 5 years at
university and non-standardized pupilage;
emerging diversity in curricula and content;
INTRODUCTION …4
Numerous challenges facing Engineering
Education:
• High cost of education: high unit cost in the
region and developing countries; dwindling
allocation to engineering programmes; high
cost of teaching
INTRODUCTION …5
Numerous challenges facing Engineering
Education:
• Missing- relevant and effective research and
development: there is urgent need to devise
mechanisms to revive and sustaining
research in engineering schools; this is
urgently needed to support the objectives of
vision 2030 and contribute to quality
teaching
INTRODUCTION …6
Numerous challenges facing Engineering
Education:
• Kenya constitution 2010 and Vision 2030
placing new demands on the training of
engineers: need for rapid industrialization;
need for indigenous participation in
infrastructure development; bill of rights:
mandatory access to quality education and
employment; call for new education system
A NEW DAWN AND PARADIGM SHIFT …1
Call for re-thinking:
• New policies based on reviewed engineering
education philosophy: re-define engineering;
embrace whole product cycle approach to
curriculum design: from conception through
design and implementation to operation;
clarify the roles of engineers, technologists
and technicians; clarify the various degree
awards: B. Sc. in Engg, B. Tech. and B. Eng
A NEW DAWN AND PARADIGM SHIFT …2
Call for re-thinking:
• Define new goals for Engineering Education:
strategic themes: soft skills; creativity and
innovation; productivity; technology
management; and shock management
• Implement new strategies to make it work:
linkage with industry; centers of excellence
and internationalization of Higher Education
KENYA’S VISION 2030 AND THE KNOWLEDGE TO DRIVE IT:
CONCEPT MODEL
GLOBAL
STATUS AND
TRENDS
KNOWLEDGE:
DEMANDS
AND
THREATS
(OPPORTUNITY FOR
SOCIAL AND
ECONOMIC
DEVELOPMENT)
POLICY
ENVIRONMENT
CURRENT STATE
DESIRED
STATE
7/20/2015
KENYA’S VISION 2030 AND THE KNOWLEDGE TO DRIVE IT
10
A NEW DAWN AND PARADIGM SHIFT …3
Call for re-thinking:
• Invest in an effective National Innovation
System: move away from R&D and research
and commercialize to effective innovation;
re-invent primary engineering; interlock
production and innovation cycles; make
innovation drive production and vice-versa
Hardware
Software
Capital goods firm
Acquisition of embodied
technology
Consultancy
Licenses
Acquisition of
disembodied technology
Research & Development
Education & Training
Engineering & Design
Marketing
OUTCOMES (INNOVATIONS)
Innovation Processes
EFFORTS (INNOVATION ACTIVITIES)
Products
Organization
Processes
Commercialization
Current state of the Kenya Stakeholder Position for Innovation
Vision
2030
Influence / power of stakeholders
KIPI
Key Player (4)
Meet their needs (1)
University
MoHEST
Media
TIVET
Industry
Mentor
KNBS
Least Important (2)
KENET
NCST
Industry
Manufacturer
Innovator
Show consideration
(3)
Industry
Industry
Resource
Provider
Investor
Industry
Incubator
Interest of stakeholders
13
R&D
Institutes
iHubs
Focus Area: Future Stakeholder Position
Vision
2030
Influence / power of stakeholders
Meet their needs (1)
KENET
Industry
Incubator
Industry
Resource Industry
Provider
Investor
R&D
Institutes
Industry
Mentor
Innovation
Agent
Media
MoHEST
Key Player (4)
Innovator
TIVET
University
KNBS
NCST
Industry
Manufacturer
KIPI
iHubs
Least Important (2)
Show consideration (3)
Interest of stakeholders
14
KENIA
A NEW DAWN AND PARADIGM SHIFT …4
Call for re-thinking:
• Call for urgent implementation of the
NATIONAL QUALIFICATIONS FRAMEWORK
• Align national to international qualifications
systems
• Align national education system to regional
and international systems
Occupations and Skill Levels
Level 4: Professionals (Degree holders)
Level 3: Associate Professionals / Technicians
(Diploma holders)
Level 2: Secretaries / Clerks / service workers / market
sales workers / skilled agricultural and fishery workers
/ craft workers / plant and machine operators and
assemblers / personal services (Certificate holders)
A Job := set of tasks and duties
occupation := similar tasks and duties
Table 1: ISCO-88 skill levels and education/qualifications
Source: ILO (1990)
Skill level
Corresponding education/qualifications
First
Primary education (begun at ages 5-7 and
lasting approximately 5 years)
Second
Secondary education (begun at ages 11-12
and lasting 5-7 years)
Third
Tertiary education (begun at ages 17-18
and lasting 3-4 years, but not giving
equivalent of university degree)
Tertiary education (begun at ages 17-18
and lasting 3-6 years and leading to
university degree or equivalent)
Fourth
A NEW DAWN AND PARADIGM SHIFT …4
Call for re-thinking:
• Call for support to new education curricula,
delivery methods and assessment of
competencies and the need a new national
education system: introduce pre-university of
2 years for engineering, 3 years at university
and 1 year of full time pupilage in line with
the proposed 2 6(3+3) 6(3+3) 3 education
structure
GRADE STATISTICS FOR THE 2011 FORM IV GROUP ...1
Grade Points %
Number %
Cumulative %
Admission to:
of
number of
Degree,
Students
students
Diploma
Certificate
A
12
85+
1,921
0.5
1,921
0.5
Degree:
A-
11
80-84 8,921
2.2
10,842
2.7
79,257
B+
10
75-79 16,118
4.0
26,960
6.7
Government:
B
9
70-74 22,646
5.6
49,606
12.3
26,960
B-
8
65-69 29,651
7.4
79,257
19.7
C+
7
60-64 38,605
9.6
117,862
29.3
C
6
55-59 49,147
12.2
167,009
41.5
Diploma:
87,752
GOK: 38,605
GRADE STATISTICS FOR THE 2011 FORM IV GROUP ...2
Grade Points %
Number %
of
Students
Cumulative %
number of
students
Admission to:
Degree,
Diploma
Certificate
CD+
5
4
50-54 57,836
45-49 62,554
14.3
15.5
224,845
287,399
55.8
71.3
Certificate: craft
120,390
GOK:
D
D-
3
2
40-44 63,213
35-39 46,278
15.7
11.5
350,612
396,890
87.0
98.5
Certificate:
Artisan
109,491
E
1
34-
6,382
1.6
403,272
100.1
403,272
100.1 Certificate
Artisan +
remedial
education
FIELDS OF EDUCATION AND TRAINING
LEADING TO PROFESSIONAL QUALIFICATIONS
1. Medical Sciences
2. Biological Sciences (Pure and
Applied)
3. Physical Sciences (Pure and Applied)
4. Mathematics, Statistics and Actuarial
Sciences
5. Computer Sciences
6. Architecture and Built Up
Environment
7. Engineering
FIELDS OF EDUCATION AND TRAINING LEADING TO
PROFESSIONAL QUALIFICATIONS
8.
9.
10.
11.
12.
13.
14.
15.
Agriculture and Veterinary Medicine
Business
Economics
Information Sciences
Law
Education
Humanities and the Arts
Environment
FIELDS OF ENGINEERING (UNESCO REPORT)
1.
2.
3.
4.
5.
6.
7.
Civil Engineering
Mechanical Engineering
Electrical Engineering
Chemical Engineering
Environmental Engineering
Agricultural Engineering
Medical Engineering
Master Plan for Education and Training: Annual enrolment levels by 2017
Item
Field
Level 4
Profession
(2017)
100%
Level 3
Associate
Profession
Level 2
Skilled
Workers
100,000
1
Medical sciences
6
6,000
2
Biological sciences
2
2,000
3
Physical sciences
4
4,000
4
Mathematical
sciences
2
2,000
5
Computer sciences
5
5,000
6
Architecture and
built environment
5
5,000
7
Engineering
20
20,000
8
Agriculture and
VETs
3
3,000
18,000
90,000
60,000
140,000
Master Plan for Education and Training: Annual enrolment levels by 2017 ...2
Item
Field
Level 4
Profession
(2017)
9
Environmental
sciences
3
3,000
10
Business
30
30,000
11
Economics
1
1,000
12
Information sciences 4
4,000
13
Law
3
3,000
14
Education
8
8,000
15
Humanities and Arts 4
4,000
Level 3
Associate
Profession
Level 2
Skilled
Workers
Strategic Objectives -1
• Foundation: Inculcate Soft / life skills in levels of
education and training: (a culture that embraces
good attitude to work and other generic skills
(see list of 10)
Build capacity and capability in the following for
• Pillar 1: Productivity (skill areas: relevance and
quality of products; efficiency in use of resources;
automation; mechanization; intelligent systems)
7/20/2015
A strategy for the contribution of knowledge to Vision 2030
28
Strategic Objectives - 2
• Pillar 2: Innovation: (skill area: product and
market development; materials development)
• Pillar 3: Technology management: (skill area:
technology forecasting; technology transfer;
technology markets; green technologies)
• Pillar 4: Shock management: (capacity to
mitigate, adapt or manage economic, social,
political and natural shocks, including shocks
attributed to climate change)
7/20/2015
A strategy for the contribution of knowledge to Vision 2030
29
Implementation Strategies - 1
• Establish new and strengthen existing
Knowledge Partnerships and Networks:
domestic: Link Industry With Academia (LIWA),
Research and Research Users Networks (Re-RUN),
Knowledge Poles / Zones, International:
Internationalization of HE and STI
• Establish and nurture Centers / Programmes of
Excellence: for knowledge generation,
dissemination, utilization and skill development
7/20/2015
A strategy for the contribution of knowledge to Vision 2030
30
Implementation Strategies - 2
• Put in place an Enabling Knowledge
Environment: market structure; business
environment
• Adopt Sector-Specific Strategies: the abovelisted implementation strategies will be
deployed differently depending on sector
type; cross-sector initiatives / approaches
7/20/2015
A strategy for the contribution of knowledge to Vision 2030
31
CONCLUSSION
THE TIME TAKE ACTION IS NOW; IF WE DON’T
WE WILL MISS THE OPPORTUNITY TO
DEVELOP NOT ONLY ENGINEERING
EDUCATION BUT THE OPPORTUNITY TO
ACHIEVE VISION 2030 AND ACTUALIZE THE
ASPIRATIONS ENSCHRINED IN OUR
CONSTITUTION 2010
THANK YOU FOR YOUR ATTENTION