Redefining the Principles in Fitness for Purpose and Value for Money in 21st Century Engineering Education
Kehdinga George Fomunyam
Dr. Kehdinga George Fomunyam, Mangosuthu University of Technology, Durban, South Africa.
Manuscript received on September 19, 2020. | Revised Manuscript received on September 22, 2020. | Manuscript published on October 10, 2021. | PP: 89-96 | Volume-9 Issue-12, October 2020 | Retrieval Number: 100.1/ijitee.L78741091220| DOI: 10.35940/ijitee.L7874.1091220
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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: In the 21st century, redefinition of engineering education (EE) with its principles to fit the purpose and value for money has received a lot of attention globally. With increased demand for scholarly engineers worldwide, African universities are still faced major problem such as dearth of productive engineers with high skill potentials. This may be attributed to shortage of engineering educators, poor funding, and outdated curriculum,; hence the crux of this paper. This paper was guided by Becker’s theory of Human Capital, focusing on investing in human capital through education and training, which will contribute immensely in producing engineers with valuable skills. This paper takes a broad look at the redefinition of principles that fits the purpose and value for money in EE. The specific objectives examine the fitness for purpose and value for money and fostering the quality of EE that will enhance EE, as well as its implications for EE in the 21st century in Africa. Thus to address this gaps, recommendations on total reengineering of EE in areas such as curriculum revision, equipping educators and students with knowledge abilities and skills were suggested.
Keywords: Engineering education, Fitness, Human capital, Redefinition, Purpose, Value.