Abstract
Improving Education Outcomes in Engineering & Technology Domain: A Case of Faculty of Engineering, Nnamdi Azikiwe University, Awka
Highlights
The context of engineering education is changing, and engineers of the future needs a new set of skill [1], improving engineering education entails acquainting the students with engineering practices by replicating real-world situations in the classroom environment
The crux of the Nigerian challenges is on age-long lapses with the trending technologies, and that of educational nonchalance in building educational framework that can make good with the prevailing academic deficiencies in the system, and to put forth academic platform that can produce meaningful graduates that will meet up with the technological challenges of the 21th century
The contribution of this study is to explore some of the variables that affect quality outcomes of engineering graduates in Nigeria through proper assessment on the optimal use of labor and other factors that contribute to poor teaching learning experience in the university system
Summary
The context of engineering education is changing, and engineers of the future needs a new set of skill [1], improving engineering education entails acquainting the students with engineering practices by replicating real-world situations in the classroom environment. The purpose of technology and engineering education was to provide all students the knowledge, skills, and abilities to function in a technological world [2] Civilized nations of the world capitalize on their vast knowledge on technological possibilities to better and improve their economic situation, and offer varying engineering services for a royal sum to nations with deficient tools and manpower to improve their technical know-how. Universities as presumed stronghold institution established to produce sound graduates with the necessary tools that will sustainably position them to the response and demands for efficiency and effectiveness peculiar in other public and private organizations have been found wanting in their mode of knowledge transfer. The quest to ensure that the form of instruction strategies used in universities in teaching engineering subjects be made relevance and responsive to the shifting technological demands of the 21st century begot the study
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