The world’s economy needs more market-ready engineers

ENGINITE: ENGineering and INdustry Innovative Training for Engineers via PBL

ENGINITE aims to design and promote a postgraduate Vocational Education and Training (VET) programme based on a Problem Based Learning (PBL) pedagogy and will combine 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 postgraduate vocational training programme will captivate the career and employability skills of the new engineers – among others: innovation, entrepreneurial skills, efficient quality, health and safety management, problem solving, communication and presentation skills – while it will also enhance technical knowledge in critical fields of engineering. Upon the completion of postgraduate VET programme, participants will be able to enter the labor market, lead multidisciplinary teams, and provide added-value and substantial contribution to their organization.

The postgraduate VET programme is 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 started in November 2017 and will last 2 years.

Programme Specifications

The European ENGINITE project invites the submission of applications of interest by graduate engineers to participate in a postgraduate vocational training programme which will be held during 2018-19. 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

Via the PBL pedagogy approach ENGINITE connects the dots between theory and practice in engineering education

The programme facilitates the acquirement of the desired capabilities of engineers in a short amount of time

ENGINITE strengthens the recruitment potential of the participants and leverages the industry’s quest for high qualified engineers

ENGINITE brings expertise from the "northern" countries which are considered as more successful into Engineering education compared to Balkan and Mediterranean regions

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Purpose of this web-platform

To provide courses, tools and resources to support and enhance the delivery of the ENGINITE programme.

Audience

Junior engineers who wish to follow a postgraduate/ VET programme. Junior engineers may have degrees in biochemical, chemical, electrical, electronic, environmental, food, industrial, mechanical, petroleum, safety engineering and/or of a relevant field (including chemists and food technicians etc).

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

Structured internships

Upon completion of their training, young engineers will be placed in companies for hands-on experience in the industry.

Problem-Based Learning (PBL)

The ‘problem’ is the point of departure for Problem-Based Learning (PBL):

‘The problem’ points at something not understood – on the basis of something understood.

‘The problem’ is always owned by somebody – PBL requires it to be owned by the learner.

‘The problem’ thus denotes a specific relation between the learner and certain reality aspects (the problem field) that the learner sees as problematic – in an academically or educationally interesting way.

Helping the learner to extract ‘the problem’ from the problem field is one key competence for the PBL supervisor; cf. ‘point of departure’.

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

The choice of the partners composing the ENGINITE consortium was made after careful consideration to ensure that the project would bring together the best possible expertise and knowledge on the topic at hand. The project is designed based on the strengths, capabilities and expertise of six consortium members, in a way that will create an innovative and practical programme for young engineers An interdisciplinary team of partners from Cyprus, United Kingdom, Denmark, and Greece all geared up to develop an innovative, practical and marketable training program on the basis that ‘The world’s economy needs more market-ready engineers’

Latest News

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