1 / 20

EDUCATION AND TRAINING FOR SUSTAINABLE BUILT ENVIRONMENT 3-4 OCTOBER 2005 - MUMBAI

EDUCATION AND TRAINING FOR SUSTAINABLE BUILT ENVIRONMENT 3-4 OCTOBER 2005 - MUMBAI. DEVELOPMENT EDUCATION IN ENGINEERING. A MASTER PROPOSAL IN APPLIED ENGINEERING TO DEVELOPMENT CO-OPERATION A. Pérez-Foguet ETS Caminos, Canales y Puertos, Barcelona, UPC Ingeniería Sin Fronteras – España.

nhung
Download Presentation

EDUCATION AND TRAINING FOR SUSTAINABLE BUILT ENVIRONMENT 3-4 OCTOBER 2005 - MUMBAI

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. EDUCATION AND TRAINING FOR SUSTAINABLE BUILT ENVIRONMENT3-4 OCTOBER 2005 - MUMBAI DEVELOPMENT EDUCATION IN ENGINEERING. A MASTER PROPOSAL IN APPLIED ENGINEERING TO DEVELOPMENT CO-OPERATION A. Pérez-Foguet ETS Caminos, Canales y Puertos, Barcelona, UPC Ingeniería Sin Fronteras – España

  2. EDUCATION AND TRAINING FOR SUSTAINABLE BUILT ENVIRONMENT3-4 OCTOBER 2005 - MUMBAI INDEX • Introduction • Technology for Human Development (THD) • Development Education (DE) and THD • DE State Level Programme 05-06 of ISF Spain • Master in Applied Engineering to Development Co-operation (ISF&UOC, 05-06, 1st edition) • Conclusions & future work

  3. INTRODUCTION Role of Technology in International Development Cooperation • Different reports of international organization remarks the role of technology and engineering in development (UNDP; WB; UNESCO; InterAcademy Council;..) • The work of specific engineering focused DNGOs (ITDG, EWB, EAP,…) and professional organizations (World Federation of Engineering Organizations, ICE-UK,…) is increasing. • However the impact of engineering sector in development policies is low. Some reasons are the absence of clear paradigms, and the lack of knowledge about successful activities and scaling-up strategies.

  4. INTRODUCTION Technology for Human Development (THD) • THD is based on: • Appropriate Technology approach (’70 & ’80) • Study of Science – Technology – Society relationships (characteristics of innovation processes, role of social participation,…) • The Human Development paradigm (UNDP, Sen, Nussbaum,…) • THD implies looking at the end-use of technology solutions: • Technology should guarantee basic rights and the access to basic services with equity (related with life expectancy of HDI) • Should assure production and social participation capacities (related with income) • Should facilitate sustainability and empowerment (related with access to education)

  5. INTRODUCTION Technology for Human Development (THD) • 3D model for THD approach: • Relation between H & SD Based on Thuillier et al. (2002).

  6. INTRODUCTION THD and Development Education (DE) • One of the ways to promoting THD is the incorporation of DE activities in engineering education • DE is a tool of international development cooperation system. Could be defined as (CONCORD, 2004) “an active learning process, founded on values of solidarity, equality, inclusion and co-operation, [which] enables people to move from basic awareness of international development priorities and sustainable human development, through understanding of the causes and effects of global issues, to personal involvement and informed action”.

  7. INTRODUCTION Development Education (DE) • DE is closely related to other value-based educational approaches such as education for sustainability, peace and human rights education and global citizenship. • All this proposals push for including social and political reasoning in engineering practice and education. • Remarkably, DE in engineering is also an economic-attractive proposal for the actual global society, which requires future professionals to have also “global” capacities.

  8. DE STATE LEVEL PROGRAMME 2005-06 OF ISF SPAIN What is ISF Spain • ISF-Spain is an average size DNGO, for Spanish standards, with an annual budget of around two million euros (of which approximately 10% is dedicated to DE activities), 1500 members, and 400 volunteers scattered along the 11 federated associations (data of 2004). • It has strong links with technical universities and engineering schools, as well as with engineering associations, business, and other civil society organizations; and it has been one of the major promoters of DE in technical higher education, mainly (but not only) in the Technical Universities of Catalonia, Madrid and Valencia since 1990.

  9. DE STATE LEVEL PROGRAMME 2005-06 OF ISF SPAIN Major lines of DE Programme • Supporting the inclusion of DE principles into engineering education: support to 15 specific courses during 2004-05; organization of training courses for university teachers and collaborators • Promoting volunteering and social participation in Spain: participation in cultural, social and environmental university volunteers programs; volunteering training and internships in ISF-Spain’s working groups • Offering overseas internships: short-term (2 months) technical-based overseas internships in small groups; medium-term (3-6 months) linked to end of career project or MSc/PhD thesis

  10. DE STATE LEVEL PROGRAMME 2005-06 OF ISF SPAIN Major lines of DE Programme • Offering specialized education on THD: Master’s Degree on applied THD (distance learning) and participation in other courses; annual conference in THD and several seminars • Supporting research on THD: Spanish-written Int. Journal in THD and national awards for graduate projects and PhD thesis; university research groups focused in applied engineering to international development and cooperation See Pérez-Foguet et al., IJSHE, 6:3, pp. 278-303 (2005).

  11. MASTER IN APPLIED ENGINEERING TO DEVELOPMENT CO-OPERATION Relevant aspects • Origin • Structure • Components: • e-learning environment • University intranet • Virtual classrooms • Support materials (web based + PDF for printing) • Academic guide

  12. MASTER IN APPLIED ENGINEERING TO DEVELOPMENT CO-OPERATION Origin • Postgraduate course ISF – UOC (private university, e-learning specialized) defined and prepared during 02-03. Key points: • non-profit activity, investment supported by local government (40 partial grants ensured, distributed in 2 editions), expected students: engineering degree / technical experience, 1 year, 300 h of dedication, wide technical scope (water & sanitation, networks of urban services, energy and ICT) and Spanish-driven • 1st ed. 03-04: EWB-UK interest, partial translation of support materials • 2nd ed. 04-05: gains!! => more grants for following editions + UOC interest in extension to Master • Master agreement (June 05). 1st edition 05-07 (2 years program). Support materials & academic guide extensions under preparation.

  13. MASTER IN APPLIED ENGINEERING TO DEVELOPMENT CO-OPERATION Modular structure 600 h / 2 years 300 h / 9 months 150 h / 4 months 9 h of work per week !!

  14. MASTER IN APPLIED ENGINEERING TO DEVELOPMENT CO-OPERATION e-learning environment

  15. MASTER IN APPLIED ENGINEERING TO DEVELOPMENT CO-OPERATION Support materials Postgraduate course (03/04, 04/05) M0. International cooperation, participative processes and human development technologies. M1. Concepts of international cooperation, development and engineering M2. Development projects and participatory processes M3. Human settlement and the infrastructure of urban services M4. Water and Sanitation M5. Energy and information and communication technologies

  16. MASTER IN APPLIED ENGINEERING TO DEVELOPMENT CO-OPERATION Academic guide • Contents: • general overview, course structure, evaluation criteria,… • Detailed description of: Academic goals + • Contents + • Materials + • Activities + • Time of work

  17. CONCLUSIONS & FUTURE WORK • THD as a reference paradigm: Useful to re-think the relationships between T and D, to extend AT approach, and to link practice of development co-operation with technical capacity development approach. • Partnership University – DNGO: A complementary approach in both contents and resources • Despite the long path, in Spain, support for ED initiatives in the university is still insufficient. Additionally there is still some confusion regarding the university as an active actor in development cooperation • Main financial support to the programme is found in local governments and universities. State funding is pending in order to actually scale-up the program at state level

  18. CONCLUSIONS & FUTURE WORK • Sharing experiences and efforts between different value-focused educational programmes has a special sense in Spain because the changes that the EHEA is promoting • A link between DE proposals and UPC Sustainability proposals is still missing. (Highly remarkable!!: Activities ofCITIES – UPC, Interdisciplinary Center in Technology, Innovation, Education for Sustainability). • Proposals of “official” full-time Master degrees (2 years, 3600 hours) are being defined in Spain. In this context, UPC-UOC-ISF partnership could push complementary International Master programs mixing e-learning + expert seminars & workshops + 4-months internships. (Moreover, it can be replicated with other universities)

More Related