In general the problem in education is that we teach nowadays students the knowledge from five years ago, to be applied in the next 5 to 15 years (I admit, the student of today will have reached his retirement when he will participate in the 50th ICCE, the title is exaggerating reality). When one analyses the developments in the profession, it is clear that teaching present day facts is not very useful. We have to teach approaches, design philosophy, concepts, etc. What the meaning is for education of coastal engineers will be worked out in this paper.

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Education of coastal engineers for the 50th ICCE

В статье проводится анализ содержания профессиональной подготовки инженеровэкологов в странах континентальной Европы, выявляются особенности проектирования содержания подготовки в различных вузах, определяются основные направления специализации европейского инженерно-экологического образования, выделяются основные достоинства и недостатки проектирования содержания подготовки инженеров-экологов применительно к образовательным системам отдельных европейских государств. The article provides an analysis of the content of vocational training of engineers-ecologists in the countries of Continental Europe; features of designing the content of training in various high schools come to light; the basic directions of specialization of the European engineeringecological formation are defined; the basic merits and demerits of designing the content of training engineers-ecologists with reference to educational systems of the certain European states are allocated. Ключевые слова: содержание профессиональной подготовки, зарубежный опыт, защита окружающей среды, инженер-эколог, федеральный государственный образовательный стандарт, страны континентальной Европы.

СОДЕРЖАНИЕ ПРОФЕССИОНАЛЬНОЙ ИНЖЕНЕРНО-эКОЛОГИЧЕСКОЙ ПОДГОТОВКИ В СТРАНАх КОНТИНЕНТАЛЬНОЙ ЕВРОПЫ 1 the content of Professional engineering-ecological training in the countries of continental euroPe

Coastal engineering is a complex art. At this moment a limited number of phenomena can understood with the help of the laws of physics and fluid mechanics. For the remainder, formulas have been developed with limited accuracy. In addition, input data are also limited available, and form another source of uncertainty. Consequently, a sound engineering approach is required, based on practical experience and supported by physical and mathematical models. Standard solutions do not exist in coastal engineering; solutions depend very much on local circumstances as well as the social and political approach towards the coast. Consequently the transfer of coastal engineering knowledge is a complex art as well. Because of the different circumstances, training of engineers from countries in transition therefore has to be different from training of engineers from a country with a strong coastal engineering tradition.

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Capacity building in coastal engineering with a focus to countries in transition

This paper presents the collaborative work that, the fluid mechanics, hydraulics or hydraulic machineries departments, from 6 Romanian universities, have put together in order to build up a web based platform to be used, by students as well as by teachers, in the study of fluid engineering. The different components of the platform are presented and discussions are made on the main problems that appeared in the creation process of the PiiF (PiiF stands for “Fluid Engineering Informatics Platform” which in Romanian is: “Platforma Informatica de Ingineria Fluidelor”) platform. Of course, adopted solutions to the problems are also explained thoroughly. We consider this project to be a good example on both: collaboration in engineering education and new innovative methods for engineering education.

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Piif – Romanian Fluid Engineering Informatics Platform

In ihis report, a joint IAHR and UNESCO panel addresses the current developments in hydraulic engineering and their implications for the education of hydraulic engineers. The framework of underlying basic sciences, geosciences and engineering sciences and the large variety of engineering subjects involved must be seen in the broader context of the natural and social environment. In addition to its classical tasks, hydraulic engineering has evolved to deal with water quality, environmental issues and ecology, and it is further broadened by the new challenges posed by the need for sustainable development and by the threat of global changes. New developments in science and technology and computer sciences must be reflected both in contents and methods of teaching. Education must also provide engineering skills and procedures as well as professional preparation including the ability to work in interdisciplinary teams. In view of these developments, continuing education will have a major role to play, ...

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Andras Szöllösi-Nagy

Papers

Education of hydraulic engineers