Features of chemical engineer to education in Ukraine and Bologna process
Educating chemical engineers for coming challenges
Chemical Engineering Education - New Directions (T6-1)
Keywords: Bologna process,chemical engineer,master cycle
The Ukrainian scientific and educational community efficiently works with important increase of competitiveness of the native system of a science and higher education, and also with the increase of this system role in public transformations last years. Bologna process is such instrument by means of which Ukraine hopes to enter into the European community and to raise quality of education in the country. The leading educational establishment in introduction of concepts, methods and purposes of Bologna process is National Technical University of Ukraine “Kiev Polytechnic Institute” (NTUU ”KPI”) and in a direction of chemical engineer education the chemical-engineering department is the best one.
In the relation of matching the programs of chemical engineer preparation with the international norms the considerable help gives European Federation of Chemical Engineering (EFCE). This paper is the result of teamwork. The purpose of this paper was a comparative analysis of bachelors and masters education in NTUU ”KPI” in accordance with recommendations of EFCE and the search of conversion ways of chemical engineer education in Ukraine in a whole. The analysis of first education cycle (bachelor) enables to define the following. First of all, the curriculums, which are compared, are differ considerably by a less volume of knowledge from non-technical disciplines (humanitarian, social, and economic). In recommendations of EFCE, it is 6 % against 17 % in NTUU ”KPI” (in hours this difference is especially visible: 360 hours against 1296 hours). The second feature is a much greater volume of the recommended educational employment from natural-science training: 25 % against 18 % in the curriculum of KPI. The third feature of recommendations is a much greater volume professional training: 36 % against 27 % in KPI. However, this difference is partially compensated by more powerful training in a cycle of knowledge deepening (selected disciplines): in NTUU ”KPI” is 38 % against recommended 33 %. The fourth feature is the basic difference between normative forms of certification: in recommendations, the project in chemical engineering is taken almost 19 % of total professional training against certification test in NTUU ”KPI”. Thus, the significant reduction in first cycle training in socially-humanitarian and economic directions would allow to pass from four annual cycles of education to three annual. Obviously, it can be made only in a case when in high school, there is allocated enough time for socially-humanitarian teaching. We do not think, that it approaches for us. The recommendation on intensification of natural-science education of students it is necessary to consider as expedient, mainly, through strengthening of mathematical training (especially of statistics) and training in information technologies. It is necessary to recognize of most relevant in professional training of bachelors in chemical engineering. First of all, it concerns of new tendencies in chemical engineering such as product engineering, new concepts of sustainable development of a society and new tools like optimal experiment use of the modern software, etc.
Recommendations of EFCE on realization of master cycle have the general nature, because it answers a major principle of expert training as variety, which reflects the needs of the market and opportunities of higher educational universities. Nevertheless, it is necessary to pay attention to some features. Much more hours is taken for improvement of engineering-chemical disciplines with recommendations of EFCE (70 % against 46 % in NTUU ”KPI”). The hours practically coincide in studying of general scientific disciplines and mathematics. Less time is recommended to give scientific master's degree study: 17 % against 30 % in NTUU ”KPI”.
The other recommendations, which were presented in the document of EFCE (teaching and mastering, industrial experience, estimation of process of education, estimation of educational process by students), are generally accepted and realized in our curriculum and educational process.
See the full pdf manuscript of the abstract.
Presented Monday 17, 12:05 to 12:30, in session Chemical Engineering Education - New Directions (T6-1).
