ENGINITE: ENGineering and INdustry Innovative Training for Engineers via PBL
ENGINITE aimed to design and promote a postgraduate Vocational Education and Training (VET) programme based on a Problem Based Learning (PBL) pedagogy.
ENGINITE combined advanced applied academic topics with hands-on aspects, in order to endorse the knowledge and skills of graduate engineers, preparing them for the industry of the 21st century. Via a PBL approach to training, ENGINITE captivated the career and employability skills of the new engineers (innovation, entrepreneurial skills, efficient quality, health and safety management, problem-solving, communication and presentation skills), while it enhanced technical knowledge in critical fields of engineering. Upon the completion of postgraduate VET programme, participants entered the labor market.
ENGINITE was addressed to graduate engineers with a degree in biochemical, chemical, electrical, electronic, environmental, food, industrial, mechanical, petroleum, safety engineering and/or of a relevant field. Eligible will also be Chemists and Food Technicians graduates. In particular the target group includes: (a) Graduate Engineers, who seek for a job and/or who wish to follow a post graduate/VET programme; (b) Junior Engineers, who are partly-employed and/or working in a different field and wish to follow a post-graduate/VET programme.The project’s implementation lasted from November 2017 to November 2019.
Summary of achievements!
- > 35+ students benefited from the ENGINITE pilots; Most of them were unemployed or part-time engineers, who earned a position in the company of their placement thanks to ENGINITE.
- > 20+ companies in Cyprus and Greece took part in the ENGINITE training programme and reinforced their staff with our trained young engineers.
- > Educational content for eight unique courses (technical and soft skills) typically missing from engineering programmes.
- > A Handbook for PBL/VET methodology.
- > Specifications of a complete programme for successful training and placement in the industry.
- > 400+ unique users interacted with the ENGINITE online platform during the project.
- > 3000+ engineers and other relevant stakeholders were reached through our dissemination and communication activities.
Collaborating companies
The ENGINITE consortium would like to thank wholeheartedly all the collaborating companies for their valuable support and participation in the ENGINITE structured internships
A total of 28 engineers, 12 engineers in Cyprus and 16 engineers in Greece, had a unique experience participating in our ENGINITE programme improving their technical knowledge, employment and managerial skills and being placed in the industry, securing a job in their area of expertise!
Overview of ENGINITE
The postgraduate vocational training programme will be based on Problem Based Learning (PBL) pedagogy and will combine advanced applied academic topics with hands-on aspects, to endorse the needs of graduate engineers, preparing them for the industry of the 21st century. Upon the completion of the ENGINITE training programme, the young engineers will gain practical knowledge and experience which is expected to boost significantly their employability skills
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Programme Specifications
Audience
Training Modules
The training program includes 8 modules, delivered in the following sequential order:
A1 Engineering Systems Thinking: Re-engineering by Simplifying
A2 Project Management in Action
A3 Innovation, Entrepreneurial and Intrapreneurial skills
A4 Applied Efficient Quality and Health & Safety Management Systems
B1 Engineering economics
B2 Product development. From concept to market
B3 Applied Process and Production Optimization
B4 Engineering Logistics and Supply Chain Analysis in practice
Problem-Based Learning (PBL)
The ‘problem’ is the point of departure for Problem-Based Learning (PBL):
The problem triangle
In PBL, learning cannot get started before learners have identified the problem that shall serve as a spingboard for their learning efforts.
In PBL, projects are organized as group work. ‘Projects’ mean ‘student-initiated and student-designed, empirically based investigation activities aimed at solving the problem’. The project is supported by courses but the project is what counts as most important. In other words the project is supported by other courses. High quality PBL presupposes a proper quantitative balance between, and temporal sequencing of, project activities and course activities.
The problem is a driver for the learning process.
Our Team
Testimonials
I have to admit that I feel lucky to be a member of the company that practices my practice, as well as the opportunity I have been given to gain work experience through the European #ENGINITE program. As a trainee I understood that team spirit, common goals , organization, proper time management and mutual understanding are essential elements for a department to work harmoniously.
The experience I have gained is very constructive and meets my expectations as a mechanical engineer. The company has helped me develop practical knowledge through the various projects and tasks assigned to me. Also basic skills that I have developed through work are “problem-solving” and “teamwork” where they have been achieved through the various challenges and cooperation of the staff.
Through my internship, I was given the opportunity to get involved in designing and setting up a pilot waste treatment plant. The skills I acquired during the 1st phase of the #ENGINITE program, which focus on problem solving in a limited time, and organization and critical thinking, helped me a lot to cope with the tasks I undertook during my internship.
