Implementing SWOT Analysis in Engineering Education in Africa
Kehdinga George Fomunyam

Dr. Kehdinga George Fomunyam, Mangosuthu University of Technology, Durban, South Africa. 

Manuscript received on September 05, 2020. | Revised Manuscript received on September 21, 2020. | Manuscript published on October 10, 2020. | PP: 77-82 | Volume-9 Issue-12, October 2020 | Retrieval Number: 100.1/ijitee.L78711091220 | DOI: 10.35940/ijitee.L7871.1091220
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)

Abstract: A research on engineering by the Royal Academy of engineering (RAE) in the year 2012 revealed that engineering has the capacity for economic and social development in various countries of the world. With the numerous opportunities and strength in engineering education comes its weaknesses and threats which necessitates a look at SWOT analysis. SWOT analysis is a tool for strategic planning and strategic management in organizations. This study analyzed implementation of SWOT analysis in engineering education in Africa and SWOT analysis as a concept was examined. Findings from the study revealed that SWOT analysis evolved in the 1960s. Though with improvement in knowledge and time, it has been superseded by other tools such as resource-based planning and competency-based planning. It is a tool for strategic planning and strategic management. There is no general convention or method for implementing SWOT analysis generally. Understanding the context and prevailing conditions is key in determining the appropriate dimension to exploring SWOT analysis in engineering education in Africa. The study therefore recommends that more effort be intensified on advancing the strengths and opportunities engineering education has while also overcoming its threats and weaknesses. 
Keywords: SWOT, Strengths, Weakness, Opportunities, Threats, Engineering, Engineering education.