One of the problems confronting engineering education in developing countries is that of inadequate technological background of students caused by the lack of industrial environment. Efforts made to solve this problem in Nigeria include exposing students to practical engineering through industrial training and running a two-year internship programme for engineering graduates. In addition to these, it is proposed that lecturers in third world countries can study indigenous technologies and use them as illustrative examples that students can identify with, where possible.
Get full access to this article
View all access options for this article.
References
1.
NwokoloC., ‘Science for survival: The Nigerian option’, Nigerian Academy of Science Public Lecture published by The Guardian p. 21 on Feb. 25, p. 21 on Feb. 26, p. 19 on March 4, and p. 21 on March 11, 1993.
2.
BessellT., ‘Observations on university engineering education in developing countries’, Int. J. Mechanical Engineering Education, 10, 211–215 (1982).
3.
AsumP., ‘Science at school and at home, paper presented at the 28th Annual Conference of the Science Association of Nigeria, Federal University of Technology, Owerri, 6–10 April 1987.
4.
LienhardJ. H., ‘Learning and teaching heat transfer’, ASME Paper 84-WA/HT-30.
BurkeJ. G.EakinM. C. (Eds), Technology and Change, Boyd & Fraser, San Francisco, 1979, pp. 117–119.
7.
de CampL. Sprague, The Ancient Engineers, Ballantine Books, New York, 1980, p. 4.
8.
IncroperaF. P., ‘Undergraduate education in heat transfer—a point of view’, ASME paper 84-WA/HT-29.
9.
O'ConnorL., ‘Building a better trebuchet’. Mechanical Engineering, January, 66–69 (1984).
10.
ColemanT. A., ‘Experimental modelling of optimal leaching techniques for caustic solution from ash for local soap production’, Nigerian J. Technological Development, 1(2), 114–121 (1989).
11.
ValentiM., ‘The return of the boomerang’, Mechanical Engineering, December, 68–70 (1993).
