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EDUCATION OF ENGINEERS BEFORE AND AFTER THE REFORM

EDUCATION OF ENGINEERS BEFORE AND AFTER THE REFORM. Damir Markučič vice dean for students & education. 3 years later …. or 5 years later ? at FSB reformed curricula started in 2003/04 three studies: mechanical engineering naval architecture aeronautical engineering (since 1995/96).

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EDUCATION OF ENGINEERS BEFORE AND AFTER THE REFORM

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  1. EDUCATION OF ENGINEERS BEFORE AND AFTER THE REFORM Damir Markučičvice dean for students & education

  2. 3 years later … • or 5 years later ? • at FSB reformed curricula started in 2003/04 • three studies: • mechanical engineering • naval architecture • aeronautical engineering (since 1995/96)

  3. Figures to be presented comments on former education of engineers approach applied in reformed curricula achieved results & gained experience student’s response concluding remarks

  4. Education of engineers before reform • tradition since 1919 • studies 8/9/10 semesters  average duration 7,4 years • academic title - Dipl.Ing. • engineers with FSB diploma distinctly desirable, rated and recognised on the market in Croatia and abroad

  5. Education of engineers before reform • not only teaching but education  studying and training • courses organised and carried out to develop engineering abilities So, engineers with FSB diploma have: • solid academic (& scientific) background • developed skills and competences

  6. Education of engineers before reform • not only teaching but education Engineering abilities and responsibilities • ready to accomplish tasks in given period of time using only available resources in certain circumstances (environment) • during lifetime of technical systems including creation/design, construction/production, usage/exploitation, decommissioning/recycling/reuse

  7. Reformed curricula • three cycles 3,5 + 1,5 + 3 years • undergraduate study 7 semesters, 210 ECTS Bachelor degree – e.g. Bachelor of Mechanical Eng. (prvostupnik strojarskog inženjerstva) • graduate study 3 semesters, 90 ECTS Master degree – e.g. Master of Aeronautical Eng. (magistar zrakoplovnog inženjerstva) • doctoral study

  8. Reformed curricula • primary issues / objectives • to refresh programs (structure & content) – better fit contemporary industry needs • to improve efficiency of studying – study regime • to improve QA

  9. Reformed curricula • ECTS introduced • learning outcomes determined • flexibility in study program (structure – mandatory & elective courses) • continuous work of student is evaluated

  10. Reformed curricula – achieved results

  11. Reformed curricula – achieved results

  12. Student’s response

  13. Student’s response & employability • Number of students’ projects • waterbike • unmanned aerial vehicle • ….

  14. Student’s response & employability • Number of students’ projects • … • formula student

  15. Conclusion remarks • regarding Bologna process @ FSB • skills & competences are not novelty • at the moment hybrid model due to existing resources and environment …. • … to achieve objectives of Bologna model, not only accept formal elements • efficiency of studying is improving • further tuning and improvements to be done

  16. Thank you for your attention ! Hope will know give answers.

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