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DEVELOPMENT OF LIFELONG ENGINEERING EDUCATION SYSTEM FOR SUSTAINABLE DEVELOPMENT:
ISSUES AND OPTIONS
S.A. Podlesny A.V. Kozlov
This article considers issues of continuous engineering education “school - college -higher education institution - postgraduate study - professional development improvement system” in accordance with the new educational paradigm. The development of complete outlook and knowledge, as well as competence in problem solving on the basis of TRIZ-pedagogy system is offered.
Key words: sustainable development, engineering education, generation of ideas, TRIZ, TRIZ-pedagogy, knowledge invention method, innovative projects method.
Currently there is much tension around issues of developing the industrial system of the Russian Federation, providing its effective functioning as a high-technology and multi-industrial state economic sector able to implement the Russian Federation’s presence on international markets of science-intensive products. Russia’s new industrialization is being carried out during a period of transfer by the leading states to the stage of forming an innovative society - the formation of economic paradigm generally based on generation, distribution and use of knowledge, to the sixth (the seventh is also expected) technological pattern. Accordingly, the concept of long-term social and economic development of the Russian Federation for the period of 2020 provides for creating a network of territorial and industrial clusters implementing competitive opportunities of territories. The Federal target program “Research and developments for priority development fields of the scientific and technological system of Russia for 20142020” approved by the Decree of the Government of the Russian Federation (November 17, 2008 No.1662-p) created national technological platforms, the participants of which include branch enterprises, engineering centers, leading universities, institutes of the Russian Academy of Sciences, and small and medium enterprises.
Performing the above processes and improving economic efficiency, require fundamentally new staffing, and training of a new generation of engineers. Analysis of publications relating to the problems of engineering education, modern international concepts and initiatives (CDIO, STEaM, PBL and etc.) allow us to conclude that the most important competence of an engineer of the 21st century is readiness for innovative complete engineering activity at all stages of the life cycle of new equipment and technologies, the ability to work in groups, to forecast the situation in the professional sphere, in the environment, and in society, and to make innovative decisions on this basis (technical, administrative, economic and etc.) under the conditions of hard economic, ecological, social and other limits. The most important limit of sustainable development (of a region, state, or civilization in general) is focused on modern innovative development to protect resources for future generations.
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While solving the above problem of staffing, there is a new requirement in the foreground - innovative education as education where innovative ideas of teaching staff form innovative thinking of students systematically creating background knowledge (physics, mathematics, chemistry, etc.) integrated with intensive research and innovative activities. Such a type of education meets the new paradigm: “From the holistic view of the world - to complete knowledge, and through it - to a holistic personality” [1]. The basic challenges are to create new meta-subject content and new learning technologies organically combining scientific research and innovative design with the process of education.
The optimal organizational structure for continuous engineering education may be networking vertically-integrated specialized learning, scientific and innovative systems, including schools, colleges, higher education institutions, institutions of further vocational education (further training), research institutes, engineering centers, etc., where both the process of education and fundamental applied research and innovative activities are carried out. If a certain consensus has been formed relating to the requirements of engineers of the new generation, to the engineering education of the future among scientific and pedagogical society, then a consensus still has not been reached relating to the means of fulfilling these requirements. A characteristic case study: CDIO standards in force [2] and expected training outcomes using the CDIO Syllabus, in fact, constitute a set of challenges received as a result of decomposition of the main target of the CDIO system: to bring engineering education in compliance with the requirements of employers. The means towards this end are in the progress of development and approbation in various universities of the world. One of the topical challenges of such developments is the plurality of requirements to be fulfilled simultaneously within the unified interdisciplinary content and single educational technology. Operational background knowledge can serve as such interdisciplinary content, together with fact-based background knowledge (physic, mathematics, chemistry, etc.) - applied dialectics or the theory of inventive problem solving (TRIZ) [3]. This science created by the Russian scientist G.S.Altschuller and developed by his followers is widely learned in the leading foreign universities due to increasing demand for specialists in this sphere from the side of the leading international corporates that save hundreds of millions of dollars thanks to TRIZ. TRIZ forms the set of the above properties for future engineers in an integrated way. Applied dialectics (TRIZ) includes the instrumental controls of overcoming conflicts in development: laws, methods, standards, and the algorithm (these factors stipulate its operation). Computer programs have been solved for helping to apply these methods (programs of CAI class - Computer Aided Invention -for example, Innovation WorkBench, Invention Machine Goldfire, Innokraft, etc.).
Practice shows the efficiency of applying innovative educational technology TRIZ-pedagogy [4], thereby integrating TRIZ learning with other subjects. The authors [5; 6] have proposed knowledge invention methods and innovative projects that spread TRIZ-pedagogy at all stages of the process of education. TRIZ-pedagogy may be successfully applied to all parts of the continuous engineering education, starting from schools, and not only from the higher grades. The knowledge invention method is that each system to be learned within each educational program is to be re-developed by TRIZ intellectual tools, as a result of
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overcoming any conflicts in the process development in the previous system. The innovative project method is a definitely structured unit of project and fundamental education with TRIZ.
The studies undertaken have shown the similarity of patterns of overcoming conflicts within technical, not human made (natural) and social systems [7]. It allows for applying the knowledge invention method for training engineers when learning not only technical, but also science-based and humanitarian disciplines and subjects. TRIZ-pedagogy has properties of educational technology for sustainable development that are accepted by UNESCO [8; 9].
One of the problems of forming engineers of the new generation is the unreadiness of the large part of teachers of higher education institutions and institutions of other stages of education to apply the above innovative and deductive technologies. Thus, it is important to solve this problem while improving the professional development improvement system.
In summary, the following conclusions can be made.
(1) The development strategy of continuous engineering education is connected to solving priority problems of postindustrial society: answers to global challenges, provision of national protection in the broadest sense, implementation of state industrialization, transfer to the sixth technological pattern and global competitive state growth in the field of equipment and technologies, implementation of the principles of sustainable social development, creation of human potential in innovative economy. To effectively solve the above problems, the following is required: following new federal state educational standards, international standards, professional standards, criteria of international accreditation, and specific requirements of strategic partners of higher education institutions. It is required for formation (modelling) of the environment close to future professional activity: electronic enterprises, electronic training centers, etc. It is important to use social intellect when improving education programs.
(2) In schools, colleges and universities, the process of education in the coming decades will be changed not only in regard to infrastructure of educational institutions, creation, based on the universities, of integrated learning, scientific and innovative institutions (included into territorial and industrial field clusters), engineering centers, and actualization of the content of education, but also in regard to educational technologies that allow for quickly increasing the quality and availability of the process of education. Approbation of the above technologies shows the possibilities for creating intellectual ownership within re-university education [10] that is required for the relevant regulatory regime which is in progress.
(3) Among the competences to be formed for future engineers, competences allowing for generation and further implementation of new ideas for creating various science-based systems and equipment are of great importance. TRIZ ideas also have potential in this regard, as they are successfully applied in many leading universities of the world and state.
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Translated from Russian by Znanije Central Translastions Bureas
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