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SDLS Aaassignment

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stantk28
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© © All Rights Reserved
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FACULTY OF ENGINEERING AND THE BUILT

ENVIRONMENDEPARTMENT OF
ELECTRICAL AND ELECTRONIC
ENGINEERING

NAME : STANLEY T

SURNAME : KUENDAVAVIRI

REG NUMBER : R197900Z

COURSE CODE : SDLSEB301


A crucial area that has become the most in-demand profession in the world is engineering
education. Engineering is the primary engine for economic growth in both developed and
developing nations and is essential for innovation and industrialization. The development and
application of engineering and technology skills will be crucial to realizing the nation’s goal
of being an upper middle-income nation by 2030 (Mamina and Maganga, 2019). The 2017
Ministry of Higher and Tertiary Education transitioned from the previous education 3.0
model, which concentrated on teaching, research, and community service, to a new model
(education 5.0), which has two additional elements: innovation and industrialization, in order
to address this vision of the country (Ministry of Higher and Tertiary Education 2018).

To industrialize and modernize Zimbabwe through science and technology is the primary
goal of education 5.0, as denoted by (Edvardsson Bjornberg K 2015), with engineering
education playing a crucial part in the innovation and industrialization pillars . Also education
5.0 aims to foster entrepreneurship, enabling engineering students to use their technical
expertise to produce new products, solutions, and riches (Chikuku T 2017). An
entrepreneurial engineer can handle difficult challenges by using logic, creativity,
communication, critical thinking, technical expertise, business knowledge, and managerial
knowledge. This innovative method of education at the university gives us students the
entrepreneurial abilities necessary for our nation’s industrialization.

(Ministry of Higher and Tertiary Education 2018) stated that “collaboration of engineering
education with social science and humanities can create an engineering/society interface”.
The university wide modules that we are doing are developing soft skills for example
communication skills which are very important for every professional. Engineers with soft
skills are different from those with only hard skills in a way that engineers with soft skills can
effectively transfer their knowledge to others and can present their ideas clearly to other
people (Drake SM, Burns RC 2004). Students development and life skills (SDLS) is one of
the university wide modules that is fostering development of soft skills it requires students to
go for a community service once every academic year. Community service improved my
communication skills since I was able to communicate effectively with my supervisors and
colleagues. Good communication skills are highly required in industries were we are going.
We will be required to present our ideas or information that we have to the managers or chief
engineers and directors and if someone fails to present his or her idea to someone his or her
idea can be considered as useless. Poor communication skills can cause someone to be an
incompetent engineer. The education 5.0 aims at developing those skills not only to engineers
but to every student in all disciplines and make students competent after they graduate (Dorst
K 2013).

According to (Chikuku T 2017), the educational community’s relevance to development must


be drastically increased in order to maintain its competitive position among the world’s
higher and tertiary education systems. One of the main advantages of Education 5.0 for me
has been community service since it has allowed me to be socially involved and aware of the
various issues that people in the community face and those organizations like ZETDC, which
is relevant to my case study program, have yet to address. Being an engaged member of the
community through volunteer work has given me some fresh ideas for initiatives or programs
that can be of use to the community.

Innovation Hubs have been built to foster innovation in students and this has made me
develop a passion for problem-solving which is a critically required skill of an engineer.
Through experimenting and using an open mind and access to different technologies, it is
easier to participate in economic growth. The innovation hub where we can display our
technical skills is preparing us for industry work. The world out there needs competent
engineers (not engineers with just a transcript) and from my research, I heard of a company
that is not much concerned with one’s degree class but, they are much more concerned with
the projects or problems or tangible work that one has done (Drake SM, Burns RC 2004).

Additionally, I developed my communication and critical thinking abilities through my


studies, such as critical consciousness and development studies. In the office, getting the job
done well while missing communication skills is not as important as getting there by the best
route with those skills at your disposal. Inadequate communication skills result in
communication obstacles and poor decisions because they prevent you from understanding
and being understood by people at work. Because it improves communication and presenting
abilities, the capacity for critical thought has also paved the door for economic engagement. It
might help to organize our thoughts and communicate them clearly (Henri M 2017). Critical
thinking enhances comprehension skills by teaching readers how to evaluate the logical flow
of texts. It also encourages creativity in manufacturing companies for example, as I can also
come up with my own product as endorsed by Education 5.0 (Styron RA 2013).

In conclusion, (Edvardsson Bjornberg K 2015) pointed that this new approach to education
(Education 5.0) enables us students to be imaginative and creative enough to identify the
technological gaps in our nation and use the knowledge we would have learned in college to
industrialize such areas. The drawback is that the equipment we should use in our practicals
is insufficient and most of us are unable to afford it. The students must transition from the 3.0
education model, where they were concentrating more on theories, to this new system, where
they apply their knowledge in a practical way (Drake SM, Burns RC 2004).
REFERENCES
Chikuku T, Chinguwa S, Mushiri T (2017). Industrial secondment as a Tool to enrich
engineeering education in Southern Africa. Procedia Manufacturing, 7: 15-21.

Dorst K (2013). Academic Design. Delft, Netherlands: Delft University of Technology.

Drake SM, Burns RC (2004). Meeting standards through integrated Curriculum. Alexandria:
Alexandria: VA: Association for Supervision And Curriculum.

Edvardsson Bjornberg K, Skogh K, Stromberg E (2015). Integrating Social sustainability in


engineering education at the KTH Royal Institute of Technology. Int J Sustain Higher Educ,
16: 639-649.

Henri M, Johnson MD, Nepal B (2017). A review of competency-based Learning: Tools,


assessments, and recommendations. J Eng Educ,106(4): 607-638.

Hoolgard JE, Hadgraft R, Kolmos A, Guerra A (2016). Strategies for Education for
sustainable development e Danish and Australian Perspectives. J Cleaner Prod, 112: 3479-
3491.

Mamina, M.T. and Maganga, R., 2019. A review of engineering education at the University
of Zimbabwe. African Journal of Engineering Research, 7(4), pp.112-128.

Ministry of Higher and Tertiary Education (2018). 2018 national Critical skills audit report.
Harare: Ministry of Higher and Tertiary Education, Science and Technology Development.

Momete DC (2015). Promoting Technological Entrepreneurship through Sustainable


Engineering Education. Procedia Technol, 22: 1129-1134.

Styron RA (2013). Interdisciplinary education: A reflection of the real world. Syst Cybernet
Informat, 11(9): 47-52

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