Transforming Engineering Education in Bangladesh for the Fourth Industrial Revolution
Bangladesh has made significant progress in various sectors, but its engineering education system is lagging behind. Over the years, engineering programs in Bangladeshi universities have stagnated and failed to keep up with the Fourth Industrial Revolution (4IR) that is marked by exponential technologies like artificial intelligence (AI), cloud computing, and biotechnology. To address this issue, there is a need for a paradigm shift in engineering education in Bangladesh.
One proposed solution is the incorporation of courses like machine learning, biotechnology, and data analytics into the curriculum of every engineering program. By embracing the complexity, ambiguity, and uncertainty inherent in these technologies, students can develop essential skills such as creativity, open-ended problem-solving, collaboration, and systems thinking. Traditional teaching methods, like the outdated chalk and duster approach, need to be replaced with alternative approaches such as project-based learning, problem-based learning, flipped classrooms, and experiential learning.
The engineering curriculum should also focus on problem formulation rather than just problem-solving. Students should be encouraged to navigate ambiguity and develop critical thinking skills. Capstone projects, especially interdisciplinary ones, can contribute to fostering these skills. Learning laboratories can provide an experiential and collaborative environment for students to prepare them for their professional journey.
However, developing holistic curricula and innovative teaching methods is a challenge. To overcome this, the establishment of the Bangladesh Academy of Engineering could be considered. This institution would be dedicated to overseeing the discipline of engineering and fostering the development of innovative engineering education. Similar initiatives have been successfully implemented in countries like the United States and Australia.
In today’s globally connected landscape, engineers need to stand out internationally. To ensure this, the creation of a master’s degree in professional engineering (MPE) modeled after an MBA is advocated. The MPE curriculum should focus on developing cognitive skills, robust management expertise, and essential soft skills. By doing so, post-graduate engineers from Bangladesh can compete on the global stage.
It is crucial for Bangladesh to adapt its engineering education system to the demands of the Fourth Industrial Revolution. By embracing innovation, incorporating new courses, and adopting alternative teaching methods, Bangladesh can prepare its students for the challenges and opportunities of the contemporary technological landscape. The time for a transformational change in engineering education is now.
