IEEE TRANSACTIONS ON EDUCATION, VOL. E-1 5, NO. 4, NOVEMBER 1972 Engineering Education in Central America LUIS COSENZA Abstract-This paper discusses the engineering education philosophy in Central America today. To provide the proper background it begins by explaining the educational system of the area and by analyzing the influence that civil engineering has had on engineering education. Finally, it attempts to look into the future to see how engineering education may change. INTRODUCTON Central American universities have traditionally been liberal arts schools, with civil engineering appearing fifty years or so ago. However, during the last fifteen years, nearly all the uni- versities have started their electrical, mechanical and chemical engineering departments. This paper will attempt to trace the development of the new engineering departments and to dis- cuss the problems facing engineering education in Central America today. The problems, comments and conclusions set forth herein reflect to a large extent the author's experience in his native country; however, it is the author's opinion that the five Central American nations are quite similar and conse- quently, the danger in extending his comments and conclu- sions to any other Central American country is not great. EDUCATIONAL SYSTEM In Central America the educational system has three levels: primary, secondary and university. The primary level spans six years and the secondary level five. The university level spans from four to eight years, depending on the major selected. Although there are some private schools at the primary and secondary levels, the majority of students attend government- financed public schools. The Government, through the Minis- try of Education, dictates the curricula and supervises all pri- mary and secondary education. At the university level there are also some private institu- tions. In Costa Rica and Honduras, however, there is only one university, the National University. In all the five countries, the governments provide the budgets and the national uni- versities govem themselves with (hopefully) no government intervention. This implies that university education is not under direct government control, and since the relations be- tween the governments and the national universities are usually strained, university education is in general beyond government control. Normally, therefore, there is no coordination be- tween secondary and university education. Secondary educa- tion tends to be an end in itself. Manuscript received May 15, 1972. The author is with the Department of Electrical Engineering, Univer- sity of Honduras, Tegucigalpa, Republic of Honduras. Since there is no feedback from the universities to the sec- ondary schools, and since, by law, the national universities cannot require the approval of an entrance examination prior to acceptance, the universities cannot readily affect the quality of secondary education. This situation has forced all the na- tional universities to adopt, at one time or other, a common freshman year which has been called the general studies year. The purpose of this year has been threefold: a) to remedy the deficient secondary education, b) to provide the student with a minimum humanities background, and c) to provide the stu- dent with one year in which to decide what area of study he wishes to pursue. After the general studies year, the student joins the department of his choice. ENGINEERING EDUCATION: GENERAL COMMENTS In the past, engineering education has been synonymous with civil engineering education. It is therefore necessary to investigate the principal characteristics of civil engineering education. The vast majority of civil engineers are graduates of Central American universities. They, in turn, eventually be" come professors and the circle is closed. It is not hard to see how a school of thought may become entrenched, bringing with it a reluctance to change and causing the department to lose its imagination and dynamism. Today, civil engineering education exhibits two outstanding characteristics: a) a desire to train the student in all areas of civil engineering, which leads either to a very long curriculum or to a superficial treatment of the subject matter, and b) a de- sire to teach the student experience rather than basic princi- ples, which renders the student incapable of mastering any new developments in his field. Historically, civil engineering education has had a great deal of influence on engineering education in general. In spite of this, there exists no common philosophy on engineering edu- cation. Civil engineering still adheres to its time-honored principles whereas the new engineering departments advocate short curricula and a solid foundation, at the expense of prac- tical applications. There is a dichotomy, then, in engineering education philosophy, and one that is not likely to be settled soon. ELECTRICAL ENGINEERING EDUCATION In the University of Honduras, the Electrical Engineering Department has undergone a rapid change since its birth. At first, it emphasized practical applications at the expense of a solid foundation; the influence of civil engineering is clearly visible here. At that time, it appeared that the University was preparing engineers to work in wiring and lighting design, exclusively. Subsequently, the power and communications 227
Transcript
IEEE TRANSACTIONS ON EDUCATION, VOL. E-1 5, NO. 4, NOVEMBER 1972
Engineering Education in Central AmericaLUIS COSENZA
Abstract-This paper discusses the engineering educationphilosophy in Central America today. To provide the properbackground it begins by explaining the educational system ofthe area and by analyzing the influence that civil engineeringhas had on engineering education. Finally, it attempts to lookinto the future to see how engineering education may change.
INTRODUCTONCentral American universities have traditionally been liberal
arts schools, with civil engineering appearing fifty years or soago. However, during the last fifteen years, nearly all the uni-versities have started their electrical, mechanical and chemicalengineering departments. This paper will attempt to trace thedevelopment of the new engineering departments and to dis-cuss the problems facing engineering education in CentralAmerica today. The problems, comments and conclusions setforth herein reflect to a large extent the author's experience inhis native country; however, it is the author's opinion that thefive Central American nations are quite similar and conse-quently, the danger in extending his comments and conclu-sions to any other Central American country is not great.
EDUCATIONAL SYSTEMIn Central America the educational system has three levels:
primary, secondary and university. The primary level spanssix years and the secondary level five. The university levelspans from four to eight years, depending on the majorselected.Although there are some private schools at the primary and
secondary levels, the majority of students attend government-financed public schools. The Government, through the Minis-try of Education, dictates the curricula and supervises all pri-mary and secondary education.At the university level there are also some private institu-
tions. In Costa Rica and Honduras, however, there is only oneuniversity, the National University. In all the five countries,the governments provide the budgets and the national uni-versities govem themselves with (hopefully) no governmentintervention. This implies that university education is notunder direct government control, and since the relations be-tween the governments and the national universities are usuallystrained, university education is in general beyond governmentcontrol. Normally, therefore, there is no coordination be-tween secondary and university education. Secondary educa-tion tends to be an end in itself.
Manuscript received May 15, 1972.The author is with the Department of Electrical Engineering, Univer-
sity of Honduras, Tegucigalpa, Republic of Honduras.
Since there is no feedback from the universities to the sec-ondary schools, and since, by law, the national universitiescannot require the approval of an entrance examination priorto acceptance, the universities cannot readily affect the qualityof secondary education. This situation has forced all the na-tional universities to adopt, at one time or other, a commonfreshman year which has been called the general studies year.The purpose of this year has been threefold: a) to remedy thedeficient secondary education, b) to provide the student witha minimum humanities background, and c) to provide the stu-dent with one year in which to decide what area of study hewishes to pursue. After the general studies year, the studentjoins the department of his choice.
ENGINEERING EDUCATION: GENERAL COMMENTSIn the past, engineering education has been synonymous
with civil engineering education. It is therefore necessary toinvestigate the principal characteristics of civil engineeringeducation. The vast majority of civil engineers are graduatesof Central American universities. They, in turn, eventually be"come professors and the circle is closed. It is not hard to seehow a school of thought may become entrenched, bringingwith it a reluctance to change and causing the department tolose its imagination and dynamism.Today, civil engineering education exhibits two outstanding
characteristics: a) a desire to train the student in all areas ofcivil engineering, which leads either to a very long curriculumor to a superficial treatment of the subject matter, and b) a de-sire to teach the student experience rather than basic princi-ples, which renders the student incapable of mastering anynew developments in his field.
Historically, civil engineering education has had a great dealof influence on engineering education in general. In spite ofthis, there exists no common philosophy on engineering edu-cation. Civil engineering still adheres to its time-honoredprinciples whereas the new engineering departments advocateshort curricula and a solid foundation, at the expense of prac-tical applications. There is a dichotomy, then, in engineeringeducation philosophy, and one that is not likely to be settledsoon.
ELECTRICAL ENGINEERING EDUCATIONIn the University of Honduras, the Electrical Engineering
Department has undergone a rapid change since its birth. Atfirst, it emphasized practical applications at the expense of asolid foundation; the influence of civil engineering is clearlyvisible here. At that time, it appeared that the University waspreparing engineers to work in wiring and lighting design,exclusively. Subsequently, the power and communications
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IEEE TRANSACTIONS ON EDUCATION, NOVEMBER 1972
area began and the University shifted its priorities. The con-cern, however, was to train an engineer knowledgeable in bothareas. Today, the emphasis is on a sound mathematical andphysical foundation which is then complemented with coursesin one of the following areas: power systems, communicationsystems, computing systems and industrial engineering. Thestudent becomes proficient in one area, but because of hissolid foundation, he can tum to another area while at theUniversity or after his graduation, with no difficulty.For financial and other reasons, training programs are out of
the reach of most area companies. This implies that some ofwhat in other countries is learned through training programsand experience must, in Central America, be taught in the uni-versity. This is usually accomplished in the last year of train-ing and is at least partly responsible for the length of the pro-gram, which at present is five years.Since there are no graduate schools in the area, the univer-
sity, in addition to training engineers to help solve the areaproblems, must also prepare them to continue their training ingraduate schools outside the area. These graduate schoolsnaturally reflect the needs and philosophy of the countrywhere they operate. It is clear, then, that the Central Ameri-can universities, in addition to meeting the needs of the area,must also keep abreast of the developments in the schools out-side the area to be certain that their graduates will be able tocontinue their schooling with no difficulty. Clearly, this isnot an easy task.The small budgets allocated to the engineering departments,
coupled with the absence of graduate schools, result in anegligible amount of research. This in turn implies that theprofessors eventually are not able to keep pace with new de-velopments, and classes become repetitious from year to year.Eventually, this lowers the quality of education and makes itquite difficult for students to attend graduate school.Engineering departments are usually started because man-
power estimates, based on an economic development program,show that there is or will be a dire need for their graduates. Indeveloping countries, however, industrial development is usu-ally more a hope than a reality. It is quite possible, therefore,that industrial development will not live up to expectationsand that a country may fmd itself, at least temporarily, with asurplus of engineers. Some of the Central American countriesare already, much to their chagrin, exporting engineers.Finally, because of the economic conditions of the area, it is
nearly impossible for most students to attend classes on a full-time basis. This of course raises a number of problems, es-pecially in those classes that are normally accompanied by alaboratory. The end result of this is again to lower the qualityof education.Because of its importance, it is necessary to reiterate and
summarize the differences in engineering education between
the universities of the area and those of developed countries.These differences are as follows.
1. Since most industrial companies do not have trainingprograms, the universities expand their programs toremedy the situation.
2. The absence of graduate schools in the area forces thegraduates to continue their training in other countries.The universities therefore must keep pace with the inno-vations elsewhere.
3. Small budgets and absence of graduate schools produce anegligible amount of research, which reflects itself in thequality of education.
4. The supply of engineers may outstrip the demand. De-veloping countries can hardly afford the luxury of train-ing personnel in areas where they are not needed.
5. For economic reasons, most of the students attend theuniversities on a part-time basis only. This also reflectsitself in the quality of education.
CONCLUSIONSIn view of what has been discussed here, it is the author's
opinion that the future will bring some fundamental changesin engineering education in the area. It appears that in thefuture engineering education will be less specialized and that,whenever specialization is needed, it will be provided bygraduate schools that will be started in the area.In countries where the supply may exceed the demand, it
seems desirable to grant an Engineering degree rather than anElectrical Engineering degree. The curriculum for such an En-gineering degree should be a four year program with verystrong emphasis on physics, mathematics and the basic engi-neering disciplines. Companies would then hire the graduatesnot because of their detailed and speciflc knowledge of anyone area, but because of their ability to think. The graduatecould then be employed anywhere and he would not be sub-ject to the fluctuation of the electrical industry.At the same time, it would be necessary to start graduate
schools to provide the detailed knowledge not provided at theundergraduate level. The graduate school would probably be anight-time school, so that the engineers who are workingcould attend it.Regardless of whether or not the undergraduate education is
modified as suggested herein, the start of graduate schools inthe area is inevitable. It appears that the differences in engi-neering curricula between developed and underdevelopedcountries are becoming more pronounced and, therefore, thetime may come when it will be nearly impossible for a gradu-ate of the area to continue his training abroad. It also seemsclear that research will be necessary to solve some of the prob-lems particular to the area; this will also underline the need forgraduate schools.
