The plan for educating and training outstanding engineers

Prof.Dr. Jian LinUNESCO Centre for Engineering

Education

PETOE: “The Plan for Educating and

Training Outstanding Engineers ”

Tsinghua University

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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

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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

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• 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

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• 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

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Problems Existing in Chinese Engineering Education

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The Overview of PETOE

The Overview of PETOE( “The Plan for Educating and Training Outstanding Engineers " )

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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

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China’s three national strategies:

①Taking a New Industrialization Path with Chinese characteristics,

②Constructing an Innovative Country,

③Constructing a Human Resources Powerful Nation.


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PETOE main objective:Serve national strategies,Towards Industry Modernization,Towards Globalization,Towards Future Requirements.


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Basic Principles of Implementing PETOE:industry-oriented, university-enterprise collaboration, respective implementation,diversity mode,commitment to excellence.


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PETOE contains five key tasks:


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

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Some Specific Measures are Proposed:

① establishing a Multi-sector Coordination Mechanism,

② setting up national education centers for engineering practice,


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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.


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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.


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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.


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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


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"PETOE Committee"

"Committee Office" Inter-ministerial Working Groups

MoE Expert Group

Industry Expert Groups

AcademicianSteering Group

20Organizational Structure of PETOE


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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

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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.


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General Standard

Industry Standards

University Standards

Doctor’s level

∨ ∨ ∨

Master’s level

∨ ∨ ∨

Bachelor’s level

∨ ∨ ∨

PETOE standards system


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Standard inclusive

PETOE standards system

University Standards

Industry Standards

PETOE General Standard


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PETOE Standards System

Universities Standards

Industrial Standards

General Standards

Standards Inclusive

Standard Requirements


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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;


PETOE General Standards For Bachelor’s Level

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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;


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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;



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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. █



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Supportive policies and institutions for PETOE

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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.█

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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. █


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Policies issued by MoE

③ Giving priority to those programs on new strategic industries. █


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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;


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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. █


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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;


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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. █


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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. █


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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.


Institutions demanded by MoE:

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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).



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1 year in enterprise: learning advanced technology and corporate

culture; completing graduate design; participating in technological innovation and

engineering development.



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.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.



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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.



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PETOE University – Industry Cooperation

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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.


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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


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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:


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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:


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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:


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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:


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Vigorously Promoting PBL in PETOE

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The Achievements of 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.

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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.

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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.

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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).

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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.

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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.

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Engineering Faculty Development for PETOE

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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;

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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.


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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.


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University full time faculty sent to enterprises

“985” Project Universities 2345“211” Project Universities 1434

Undergraduate Universities 2953Newly-Established

Universities 312Sum up 7044

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Part-time Engineering Teachers Building:


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;

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Part-time Engineering Teachers Building:


④ Encouraging the cooperation between full-time and part-time teachers;

⑤ Every student has an engineer as the supervisor for graduation design.

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Engineering Education Towards World

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The actions taken:


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;

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The actions taken:


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.

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PETOE Quality Evaluation

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The Overall Thought of PETOE Quality Evaluation:combining the evaluation with accreditation

PETOEQuality

RequirementsPETOE

Essential requirements

PETOE Special Requirements

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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


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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


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PETOE’s Influence on Higher Education and University

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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 ".


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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；


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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”;


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⑤ Setting up the "China metallurgical industry outstanding engineers training alliance"；

⑥ Setting the "China construction field outstanding engineers education alliance"。


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.


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MoE wants to spread the achievement and experience obtained from implementing PETOE to other areas of education in China.


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谢谢大家！Thanks!

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The plan for educating and training outstanding engineers

Education

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