5.1. Engineering by distance learning
5.2. UK provision of distance learning
5.3. Professional bodies and accreditation
5.4. Distance learning, continuing professional development and the professional bodies
In view of the practical and skills requirements of the education and training of engineers, at a first glance engineering might not necessarily be perceived as an ideal subject for distance learning delivery-indeed, as a result, some institutions avoid developing engineering course materials in favour of less technical subjects such as management. However, the experience of the UK Open University and of other distance learning providers shows clearly that technology and engineering can be very successfully delivered at a distance.
Experience indicates that if the curriculum is carefully analysed and the medium of delivery selected accordingly, the actual need for the practical hands-on component can often be significantly reduced - although at the craft and apprenticeship level where the practical skills aspect of the job is dominant, distance education certainly becomes less appropriate. The reduction of the time spent on the practical element of an engineering course has obvious cost-advantages and produces more effective utilisation of plant and facilities. This in turn allows greater numbers of students to be trained.
Even after careful analysis of course curricula in order to select the most appropriate medium of delivery for each element, inevitably some face-to-face or "hands-on" requirement will remain. The problem of providing this experience as part of a distance education programme can be overcome by the use of:
· residential schools (often annual)· day schools and weekend workshops
· practical home experimental kits
· a local organisation or laboratory acting as a practical centre to which the student would have access
· programmes designed to meet employer needs and which incorporate in-company, on-the-job practical skills training.
Many providers of distance learning feel that a residential element on a course is usually desirable and beneficial although not necessarily essential. Other options include:
· videos as a substitute for laboratory work
· the use of simulators.
In the course of the research, 17 institutions in the UK were identified as offering courses in engineering by distance, open and/or flexible learning. Their target markets reflect the different levels of delivery of the training: from technician to postgraduate and including professional updating.
Many of the UK institutions which deliver courses overseas (not necessarily in engineering, although many of them will have a practical element) do so to companies, government bodies or agencies and to individuals. Many have strong links with the former British Colonies and run courses in various countries in the Far East and Africa, New Zealand and Canada. Countries or regions frequently named in the course of the research were (in order of frequency):
1. Hong Kong
2. Singapore
3. Malaysia
4. Zimbabwe
5. Kenya
6. Nigeria
7. South Africa
8. Middle East
9. Tanzania
10. Caribbean
11. Pakistan
12. Australasia
There is potentially a demand for engineering by distance education at various levels in several subjects. For example, in the three countries studied, the greatest need lies at the technician level, where the numbers of people requiring training allow for significant economies of scale. In many cases it would seem that distance learning might be the only practical way of meeting that demand.
At the level of professional chartered engineer, numbers in individual countries in need of updating in any specific subject are smaller, so the economies of scale brought about by distance education are less advantageous. In such cases, and where the training requirement is common, specialist courses should be produced or adapted to serve more than one country.
In the UK, most of the chartered engineering institutions and some of the incorporated institutions are authorised by the Engineering Council to accredit educational courses and approve training programmes. This is unlike other European countries where government departments approve courses. Moreover, in mainland Europe, once an approved diploma has been awarded by an educational establishment, the recipient is considered fully qualified, whereas experience counts for much more in the accredited training of engineers in the UK, the US and in the English speaking part of the Commonwealth.
The UK is a member of FEANI (Fédération Européene d'Associations Nationales d'Ingénieurs) which, the Engineering Council considers, has made progress towards accrediting courses in Bulgaria, Hungary and Poland, although not in the Czech Republic. UK Chartered and Incorporated Engineers are included in the EU's 1st Directive and can work in Europe subject to conditions defined by the appropriate body for each country.
The UK professional institutions only carry out accreditation visits abroad if requested to do so by an overseas university. There has to be an institution in the country to ensure the minimum standards are met. Currently, courses provided outside the UK are considered on an individual basis, whereas in the UK the Engineering Council approves the providing institution rather than the individual courses.
Although engineering degree programmes by distance learning are not currently accredited by the Engineering Council, the Council is persuaded by the advantages of this form of learning.
Distance learning is becoming increasingly accepted by the professional bodies. (8) The Institution of Chemical Engineers is currently approving a distance learning course in Chemical Engineering, while the Institution of Mechanical Engineers runs a Diploma in Engineering Management by Distance Learning which is jointly sponsored by 4 institutions. This Diploma is also accepted for CPD points.
Continuing Professional Development (CPD) is also now gaining a much higher profile than previously. The Institution of Electrical Engineers has initiated a voluntary CPD scheme. In the IEE publication Engineering Success - CPD (9), distance learning is identified as an acceptable method of delivery for CPD provided their students undertake an examination or assessed work.
