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Prof.Dr. Jian LinUNESCO Centre for Engineering
Education
PETOE: “The Plan for Educating and
Training Outstanding Engineers ”
Tsinghua University
共 98页 1
Current Situation of Engineering Education in China Problems Existing in Chinese Engineering Education The Overview of PETOE General Standards of PETOE Supportive Policies and Institutions for PETOE PETOE University – Industry Cooperation Vigorously Promoting PBL in PETOE Engineering Faculty Development for PETOE Engineering Education Towards World PETOE’s Quality Evaluation PETOE’s Influence on Higher Education and University共 98页 2
Current Situation of Engineering Education in China
共 98页 3
Engineering Education in China
• Number of Colleages and Universities
Colleges & Universities with engineering programs 1077
Universities awarded master's degrees in engineering 572
Universities awarded doctorates in engineering 269
92% of total
共 98页 4
Engineering Education in China
• Number of Engineering Majors and Programs
Engineering categories for undergraduate 31
Engineering majors for undergraduate 169
Engineering programs for undergraduate 15,73333.4% of
all disciplines共 98页 5
Engineering Education in China• Engineering Education Students at
Universities and Colleges by 2013Years
12 11 10 9 Doctorial Level 8 7 6 Master Level5 4 3 Bachelor Level
Vocational Education 2 Technical College
1
0.12 million Doctorial students0.50 million Master students4.95 million Bachelor students5.17 million other 10.74 million totally
1/3 of total
共 98页 6
Engineering Education in China
• Engineering Graduates and Faculty
Graduates from engineering programs 2,876,668
Bachelor’s and college graduates 2,700,232
Doctorial and master’s graduates 176,436
Engineering faculty 402,946
1/3 of total
1/3 of total
共 98页 7
Problems Existing in Chinese Engineering Education
共 98页 8
The Overview of PETOE
The Overview of PETOE( “The Plan for Educating and Training Outstanding Engineers " )
共 98页 9
The Overview of PETOE
Proposed in the National Plan for Medium and Long-Term Education Reform and Development (2010-2020);
Launched on June 23, 2010;
To promote China’s engineering education from a great scale in its quantity to a great power in its quality
quantity quality
共 98页 10
China’s three national strategies:
①Taking a New Industrialization Path with Chinese characteristics,
②Constructing an Innovative Country,
③Constructing a Human Resources Powerful Nation.
The Overview of PETOE
共 98页 11
PETOE main objective:Serve national strategies,Towards Industry Modernization,Towards Globalization,Towards Future Requirements.
The Overview of PETOE
12共 98页
Basic Principles of Implementing PETOE:industry-oriented, university-enterprise collaboration, respective implementation,diversity mode,commitment to excellence.
The Overview of PETOE
共 98页 13
PETOE contains five key tasks:
The Overview of PETOE
3. Improving quality of engineering faculties
2. Innovating the talent training mode
1. Establishing a new joint talent training mechanism
5. Identifyingtalent training standards
4. Expanding & opening engineering education
I-U-G Partnership
Global perspective
Out
com
e-ba
sed
I-U Collaboration
Capacity building
Quality
共 98页 14
Some Specific Measures are Proposed:
① establishing a Multi-sector Coordination Mechanism,
② setting up national education centers for engineering practice,
The Overview of PETOE
共 98页 15
Some Specific Measures are Proposed:
③reforming the engineering faculty employment, assessment and training system,
④formulating supportive policies to encourage universities and enterprises to participate in PETOE.
The Overview of PETOE
共 98页 16
The implementing fields of PETOE:
A.traditional industries,
B.emerging industries of strategic importance.
and pay special attention to the talent demands in the period of national industrial update and train relevant talents in advance.
The Overview of PETOE
共 98页 17
PETOE will train the field engineers, design engineers and R&D engineers for the future
at levels of bachelor’s degree, master’s degree and doctorial degree.
The Overview of PETOE
共 98页 18
Implementation from 2010 to 2020
Based on the principle of voluntary
Not financial support from government
Only accept about 20% colleges and universities which have engineering programs to participate in the plan
The Overview of PETOE
共 98页 19
"PETOE Committee"
"Committee Office" Inter-ministerial Working Groups
MoE Expert Group
Industry Expert Groups
AcademicianSteering Group
20Organizational Structure of PETOE
The Overview of PETOE
共 98页
The Overview of PETOE
Universities participating in PETOE:
“985” Project Universities
28
“211” Project Universities
42
Undergraduate Universities
119
Newly-established Universities
19
Sum up 208
Universities Directly Under
MoE45
Universities Belonging to
Other Ministries 15
Universities Belonging to
Local Governments
148
Sum up 208
Covering 30 Provinces、 Autonomous Regions and Municipalities 共 98页 21
Students Participating in PETOE
22共 98页
2008级 2009级 2010级 2011级 2012级 2013级 2014级0
5000
10000
15000
20000
25000
30000
985高校211普通本科院校新建本科院校
23共 98页2008级 2009级 2010级 2011级 2012级 2013级 2014级0
10000
20000
30000
40000
50000
60000
本科硕士博士
Students Participating in PETOE
General Standards of PETOE
共 98页 24
In order to ensure the quality of training, PETOE formulated the general standards at undergraduate, master’s and doctoral level.
These standards are the national benchmarking for training the future outstanding engineers. These standards should be followed by any university who join in the PETOE.
General Standards of PETOE
共 98页 25
General Standard
Industry Standards
University Standards
Doctor’s level
∨ ∨ ∨
Master’s level
∨ ∨ ∨
Bachelor’s level
∨ ∨ ∨
PETOE standards system
General Standards of PETOE
共 98页 26
Standard inclusive
PETOE standards system
University Standards
Industry Standards
PETOE General Standard
General Standards of PETOE
共 98页 27
PETOE Standards System
Universities Standards
Industrial Standards
General Standards
Standards Inclusive
Standard Requirements
General Standards of PETOE
共 98页 28
① With a good engineering ethics, the pursuit of excellence, professionalism and patriotism, a stronger senses of social responsibility and humanistic quality;
② With deeper concern about environment, occupational health, safety, and social service;
③ With engineering-related knowledge of mathematics and natural science, knowledge of economic and management and the other humanities and social sciences;
General Standards of PETOE
PETOE General Standards For Bachelor’s Level
共 98页 29
PETOE General Standards For Bachelor’s level
④ With basic knowledge in engineering and fundamental theories in the field for solid works, a good understand of production processes, equipment and manufacturing systems, a good understand of professional development status and trends;
⑤ With an understanding of the technical standards, policies, laws and regulations in the field and relevant industry;
⑥ With learning abilities to access to information and professional development;
General Standards of PETOE
共 98页 30
⑦ With integrated abilities to utilize scientific theory, analysis and problem-solving methods and technical means to solve practical problems; with an ability to participate in the design of producing and operational systems, and with an ability to operate and maintain these systems;
⑧ With a stronger sense of innovation and product development and initial capacity of design, technology and innovation;
General Standards of PETOE
PETOE General Standards For Bachelor’s level
共 98页 31
⑨ With necessary skills to manage, communicate, and collaborate in a team and abilities to adapt to the environments;
⑩ With initial capacity of response to crisis and emergencies;
11. With a certain degree of communication, competition and cooperation under the circumstance of international exposure and cross-culture. █
General Standards of PETOE
PETOE General Standards For Bachelor’s level
共 98页 32
Supportive policies and institutions for PETOE
共 98页 33
Supportive policies and institutions for PETOE
Policies issued by MoE① Giving priority to develop professional degree
program and distribute more recommended quota to engineering master’s degree program to supply excellent students for PETOE;
Suggesting flexible enrollment management in PETOE programs to retain admission qualification for those students who would like to practice or work in enterprises for 1-2 year before beginning the graduate program.█
共 98页 34
Policies issued by MoE② Supporting colleges and universities to reform
the engineering faculty appointment criteria, assessment and training approaches;
Evaluating engineering faculties from focusing on theory research and published papers to engineering project design, patents, industry-university cooperation and technical services. █
Supportive policies and institutions for PETOE
共 98页 35
Policies issued by MoE
③ Giving priority to those programs on new strategic industries. █
Supportive policies and institutions for PETOE
共 98页 36
Policies issued by MoE④ Supporting students in PETOE universities for
international exchange:
Including government funded overseas study, internship, exchange learning;
Giving priority to fund the youth faculties’ academic exchange in multinationals enterprises;
Giving priority of government scholarship to fund foreign students to finish engineering education in China;
Supportive policies and institutions for PETOE
共 98页 37
Policies issued by MoE
④ Supporting students in PETOE universities for international exchange:
Increasing government scholarship quota to independent recruitment program in PETOE;
Giving priority to PETOE universities to develop Chinese-foreign cooperative education programs. █
Supportive policies and institutions for PETOE
共 98页 38
Policies issued by MoE⑤ Supporting the engineers in PETOE enterprises for
continuing education:
Supporting the engineers’ on-job training, improving the in-service engineers’ theoretical level and helping them to master new technologies and new equipment;
Supporting the enterprises which established national and provincial centers to enhance their in-service engineers’ qualification level, giving priority to admit the in-service engineers in these enterprises to take part in in-services professional engineering master’s degree program;
Supportive policies and institutions for PETOE
共 98页 39
Policies issued by MoE⑤ Supporting the engineers in PETOE enterprises
for continuing education:
Encouraging those enterprises which established the national Engineering Education Center to develop in-services doctorial program with cooperative universities;
Giving privileges to those universities at the graduate-level engineering education for PETOE enterprises in enrollment policies. █
Supportive policies and institutions for PETOE
共 98页 40
Policies issued by MoE
⑥ On the basis of the three parties agreement signed among universities, enterprises and students, PETOE enterprises have priority to hire those students who graduate from PETOE programs. █
Supportive policies and institutions for PETOE
共 98页 41
A. Establishing the Institutionalized Links Between Education and Industry
.① Industrial Sectors direct the formulation of industrial major criteria to meet the industrial requirements for engineering professional qualifications.
.② Industrial Sectors participate in evaluating the quality of education.
Supportive policies and institutions for PETOE
Institutions demanded by MoE:
共 98页 42
B. Establishing University-enterprise Collaboration Systems
.① “3\1\2+1”mode:In PETOE, every level of engineering education program is divided into two phases: on-campus learning(3\1\2 years) and on-site learning in enterprises(1 year).
Supportive policies and institutions for PETOE
Institutions demanded by MoE:
共 98页 43
B. Establishing University-enterprise Collaboration Systems
1 year in enterprise: learning advanced technology and corporate
culture; completing graduate design; participating in technological innovation and
engineering development.
Supportive policies and institutions for PETOE
Institutions demanded by MoE:
共 98页 44
B. Establishing University-enterprise Collaboration Systems
.② State Engineering Education Centers:the integrated training platform established in enterprises. These centers are built on the basis of the previous practice bases with expanded functions.
Supportive policies and institutions for PETOE
Institutions demanded by MoE:
共 98页 45
B. Establishing University-enterprise Collaboration Systems
The main tasks of these centers: drafting training proposal together with
cooperative universities; constructing the Curriculum system especially on
the enterprises learning and practice; arranging the one-year practice learning.
Institutions demanded by MoE:
Supportive policies and institutions for PETOE
共 98页 46
PETOE University – Industry Cooperation
共 98页 47
Till now 208 universities participating in PETOE have combined with leading enterprises to establish 980 Engineering Education Centers.
Together with 23 ministries of the State Council, the Ministry of Education has preliminarily select 654 as State-level candidate centers.
PETOE University – Industry Cooperation
共 98页 48
Universities Large enterprises
High-tech enterprises Sum up
“985” Project Universities 1828 1569 3254
“211” Project Universities 1071 858 2191
Undergraduate Universities 2175 1667 4341
Newly-Established Universities 285 285 629
Sum up 5359 4379 10415
Table 1. The enterprises who contracted with PETOE
PETOE University – Industry Cooperation
共 98页 49
Solving the R&D and engineering problems for enterprises;
Jointly carrying out the research of real engineering practical project;
Training enterprise staff for nonprofit;
Offering the opportunities for engineers to promote their education degrees.
Universities Stimulate the Enthusiasm of Enterprises to Cooperate:
PETOE University – Industry Cooperation
共 98页 50
Order-orientated model of joint talent training according to the needs of enterprises;
Pre-employment model of joint talent training;
Pre-contract model of joint talent training.
Reforming the Mode of Talent Training:
PETOE University – Industry Cooperation
共 98页 51
Carrying out the teaching around engineering projects or production problems;
Strengthening the case analysis and teaching at the engineering field;
The senior engineers participate in the revision of the training plan, fully considering the industry requirements;
Setting up the training plan based on research projects.
Reforming the Talent Training Plan in Enterprise:
PETOE University – Industry Cooperation
共 98页 52
The comprehensive grade of enterprise courses consists of: usual class assignments, individual defense, team work and the final examination;
Enterprise learning evaluation content includes: working attitude, innovation ability, team spirit,practical ability and professional practice results.
Examining students’ performance in Enterprise:
PETOE University – Industry Cooperation
共 98页 53
Vigorously Promoting PBL in PETOE
共 98页 54
The Achievements of PBL in PETOE:
Vigorously Promoting PBL in PETOE
① Utilizing various forms of PBL mode: integrating “thinking, cognizing, speaking and
acting”;
problem discussion, situation-based and case-based teaching;
the combination of diversified forms: group project, independent project, experiment, design and manufacture.
共 98页 55
The Achievements of PBL in PETOE:
Vigorously Promoting PBL in PETOE
② Implementing comprehensive reform centered on PBL:
the innovation of correlated curriculum and teaching organization form;
the emphasis on educating and training students comprehensively;
the reformation of examination and evaluation modes.
共 98页 56
The Achievements of PBL in PETOE:
Vigorously Promoting PBL in PETOE
③ Adopting various kinds of examination and evaluation modes to support PBL:
The transformation of the appraisal mode from academic grades to learning effectiveness;
oral debate, comprehensive design, seminar, group discussions;
open-ended examination, ability test, online examination.
共 98页 57
The Achievements of PBL in PETOE:
Vigorously Promoting PBL in PETOE
④ PBL driven by the achievements of students :
the appraisal of the learning effectiveness of the students by the design of the accomplished products or projects;
eg. relatively integrated digital media / physical product (including cartoons, digital media mutual software, video games).
共 98页 58
The Achievements of PBL in PETOE:
Vigorously Promoting PBL in PETOE
⑤ The implementation of teaching with engineering projects or production issues as carriers:
conducting progressive training repeatedly driven by engineering tasks;
having classes instructed by engineers on spot in enterprises;
students participate in research projects from enterprises.
共 98页 59
The Achievements of PBL in PETOE:
Vigorously Promoting PBL in PETOE
⑥ Accomplishing the graduation project on spot:
The requirements of PETOE are as follows:a) the subjects should be derived from
engineering practice;b) the project design should be
accomplished in enterprises;c) the project design should be guided by
supervisor from enterprises.
共 98页 60
Engineering Faculty Development for PETOE
共 98页 61
Full-time Engineering Faculty Building:
Engineering Faculty Development
① Modifying the appointment and assessment standards for engineering teachers to emphasize their engineering practice experience;
② Setting up professional title system of “engineering type” for engineering teachers;
③ Paying universal attention to the cultivation of teachers’ engineering ability, especially for young ones;
共 98页 62
Full-time Engineering Faculty Building:
④ Requiring each young teacher to work in enterprise fields for 1-2 years totally;
⑤ Setting up professional education teaching posts,especially for PETOE;
⑥ Requiring engineering teachers: a) Focusing papers on engineering
products; b) Researching into actual engineering
projects;c) Transforming research achievements to
the enterprises.
Engineering Faculty Development
共 98页 63
Full-time Engineering Faculty Building:
⑦ Employing full-time teachers with qualified professional title and university degree directly from enterprises;
⑧ Encouraging teacher to get the qualification of registered engineers in related field;
⑨ Building teaching teams crossing different majors and between university and industry.
Engineering Faculty Development
共 98页 64
University full time faculty sent to enterprises
“985” Project Universities 2345“211” Project Universities 1434
Undergraduate Universities 2953Newly-Established
Universities 312Sum up 7044
65共 98页
Engineering Faculty Development
Part-time Engineering Teachers Building:
Engineering Faculty Development
① Engaging enterprise experienced engineers as part-time teachers;
② Paying high attention to the cultivation of part-time teachers' teaching ability;
③ Gaving full play to part-time teachers’ role in the whole process of outstanding engineers’ training;
共 98页 66
Part-time Engineering Teachers Building:
Engineering Faculty Development
④ Encouraging the cooperation between full-time and part-time teachers;
⑤ Every student has an engineer as the supervisor for graduation design.
共 98页 67
Engineering Education Towards World
共 98页 68
The actions taken:
Engineering Education Towards World
① Inviting professors and experts from the world famous universities to join the implementation of PETOE;
② Expanding the proportion of bilingual teaching and whole English teaching;
③ Employing the overseas scholars with rich international experience;
④ Selecting and sending engineering faculty to study abroad;
共 98页 69
The actions taken:
Engineering Education Towards World
⑤ Implementing multimodal sino-foreign joint training;
⑥ Carrying out the international cooperative education;
⑦ Choosing graduation design topics from international projects with foreign supervisors;
⑧ Setting up international engineering education unions.
共 98页 70
PETOE Quality Evaluation
共 98页 71
The Overall Thought of PETOE Quality Evaluation:combining the evaluation with accreditation
PETOEQuality
RequirementsPETOE
Essential requirements
PETOE Special Requirements
共 98页 72
PETOE quality evaluation
Engineering education
accreditation standards
Engineering education accreditation standards
PETOE Special Requirements
Individuality
Diversification
University advantage
s
Education features
Excellent evaluation
without unified standard
Qualified evaluation
PETOE quality evaluation
共 98页 73
PETOE Special
Requirements
University standards of PETOE program SR1
Reformation of course system and teaching mode
SR2SR3
University faculty development SR4SR5
Joint training of University-IndustrySR6SR7SR8
Engineering education towards world SR9
University support and guarantee SR10
PETOE quality evaluation
共 98页 74
PETOE’s Influence on Higher Education and University
共 98页 75
PETOE influence on higher education and university
PETOE has powerfully pushed
forward China’s engineering education in
the past six yeas. The new joint talent
training mechanism becomes a model in
higher education in China. Based on this
mode, the Ministry of Education launched
other five similar plans in 2011 and 2012.共 98页 76
① “The Plan for Educating and Training Outstanding Doctors",
② " The Plan for Educating and Training Outstanding Legal Talent",
③ " The Plan for Educating and Training Outstanding Teachers",
④ " The Plan for Educating and Training Outstanding Agricultural and Forestry Talent " ,
⑤ " The Plan for Educating and Training Outstanding News Media Talent ".
PETOE influence on higher education and university
共 98页 77
78共 98页
① Lead the university reform of overall engineering professional talent training mode;
② Providing the models for the education reform of those non-engineering majors;
PETOE influence on higher education and university
79共 98页
③ Making an examples for university non-engineering majors to successfully get into MoE and provinces’other “excellence” plans;
④ Promoting universities to set up “excellent management education” and “excellent design education”;
PETOE influence on higher education and university
80共 98页
⑤ Setting up the "China metallurgical industry outstanding engineers training alliance";
⑥ Setting the "China construction field outstanding engineers education alliance"。
PETOE influence on higher education and university
PETOE graduates: high employment rate, some reached 100%, 4% higher than non-PETOE graduates;
Graduate employer comments:obvious advantages on professional level, engineering practice ability, innovation ability and comprehensive quality;
More and more enterprises want to strengthen / continue cooperation.
PETOE influence on higher education and university
共 98页 81
MoE wants to spread the achievement and experience obtained from implementing PETOE to other areas of education in China.
PETOE influence on higher education and university
共 98页 82
共 98页 83
共 98页 84
谢谢大家!Thanks!
共 98页 85
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