Research Publications (Engineering and Built Environment)
Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/215
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Item Redefining the theory of engineering for relevance in the 21st Century in Africa(Blue Eyes Intelligence Engineering and Sciences Engineering and Sciences Publication - BEIESP, 2020) Fomunyam, Kehdinga GeorgeAcademia and professionals’ attention has been drawn towards redefining theory of engineering for relevance in the 21st century. This has become an imperative as it has brought changes in engineering courses, and yet engineering curriculum have not been modified to accommodate these changes. With increased intellectual demand for ground-breaking engineering performance in Africa, African engineering institutions are still lagging behind as they are yet to meet up with the 21st century needs; hence the crux of this paper. This paper was guided by Jean Piaget’s constructivism learning theory, focusing on individual’s understanding and knowledge, rooted on one’s experience erstwhile to learning setting. This paper takes a broad look at the overall investigation of redefining the theory of engineering for relevance in 21st century in Africa. The specific objectives explore the principles of theory of engineering as well as its applicability and to examine how theory of engineering can be improved for contextual relevance, as well as its implications for 21st century engineering curriculum. Thus, to address this gaps, recommendations on redefinition and relevance of theory of engineering pertaining to curriculum revision and providing adequate staff development for engineering educators with intellectual capacity and skill improvement were recommended.Item Decolonising the engineering curriculum in a South African University of Technology(Research India Publications, 2017) Fomunyam, Kehdinga GeorgeThe coming to being of the ‘MustFall’ movements in South Africa heightened the call for decolonising the higher education sector. With engineering being at the heart of national development and transformation, there is greater need for engagements in the engineering curriculum to foster the debate on epistemological access and skills development. This paper therefore explores the challenges in the engineering sector in South Africa and highlights decolonising the curriculum as one way of addressing it. As such the research was designed as a qualitative case study and data was generated using open ended questionnaires. The data generated was coded and categorised and themes were developed from the categories which were used for analysis. The findings of the study reveal that four key areas required decolonisation; theory and practice, language, academics and pedagogy. It further revealed that teaching and learning within the institution failed to enhanced decolonisation. The findings further indicated that the decolonisation process can be enhanced by creating contextual relevance and curriculum change. The paper concludes by recommending that decolonising the engineering curriculum is long overdue and the powers that be need to take responsibility and engage the subject if the training of more engineers is the goal. Secondly, the language of instruction, pedagogy, teaching and learning process and or theory and practice requires further interrogation to enhance the training of young engineers for without this the engineering question or challenge will for ever be a mystery.