This paper discusses the various types of engineering activity and their corresponding types of education, within broad definitions. The danger of stating an over-rigid definition of purposes is discussed, and methods of preventing this hazard are considered. The general trend of systems adopted by educational establishments is given, together with extracts from recent reports on engineering education. Some comments are also presented on an American summary of the future requirements for the engineering industry there.
The paper gives some recommendations that may be considered in an attempt to produce a clearer definition of the objectives envisaged for any particular engineering course.
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