Calls for synergy to equip engineers for real-world issues

As the world faces unprecedented challenges, from climate change to urbanisation and access to clean water, to affordable and clean energy, highly trained engineers have emerged as critical players in driving the achievement of the United Nations’ Sustainable Development Goals (SDGs).

However, to truly equip engineers with the skills needed to tackle these global challenges, experts at the Global Engineering Conference in Kigali, Rwanda, from 15-18 October 2024, called for a transformative approach to engineering education, one that bridges the gap between academia, industry and government.

The three-day conference brought together more than 700 delegates from around the world, including government officials, academics, engineers and private-sector representatives. Organised by the World Federation of Engineering Organizations (WFEO) in partnership with the Federation of African Engineering Organisations (FAEO) and the Institution of Engineers Rwanda (IER), the conference focused on ‘Engineering Innovations for a Sustainable Future’.

This was the first time the event was hosted in Africa and it provided a platform for experts to discuss how to enhance engineering education to help drive the attainment of the SDGs.

Keep up with dynamic needs

Central to the discussions was the pressing need for enhanced synergy between academia and industry. In today’s rapidly evolving global economy, experts urged universities to ensure their curricula align with the dynamic needs of the workforce. While universities traditionally focus on theoretical knowledge, industries are looking for engineers with practical skills critical to meeting the SDGs.

According to Claudette Irere, Rwanda’s minister of state for education, engineering education must focus on developing a broad range of 21st-century skills. “It’s not just about technical expertise,” she said. “We need to foster innovation, critical thinking and collaboration among our students. This aligns with the objectives of SDG 4, which aims to ensure inclusive and equitable quality education while promoting lifelong learning opportunities for all,” she added.

Irere challenged the participants to realise that engineering was the foundation of growth and development, stressing that “our education systems must reflect this reality. Technology will not wait, and neither can we.”

Up- and reskilling called for

Experts at the conference called for greater investment in upskilling and reskilling initiatives, not just for students, but also for working professionals who must adapt to new technologies.

“By 2030, all engineers will be using some form of simulation in their work. This includes aerospace, healthcare, industrial equipment and infrastructure,” said Martin Manuhwa, vice president of the WFEO.

“As technology rapidly evolves, engineering curricula must incorporate digital tools, simulation and cutting-edge technologies like artificial intelligence and the Internet of Things, or IoT, to ensure that graduates are equipped for the future,” he said.

During the conference, experts emphasised that engineering education must move beyond traditional lecture-based approaches. Project-based learning, which encourages students to solve real-world problems in collaboration with industry, was highlighted as one key solution.

Assessment should mirror industry challenges

“We need to rethink the way we assess students. It should not just be about exams or grades. Students need to be evaluated based on their ability to solve practical, industry-relevant challenges,” said Ephrem Musonera, deputy vice chancellor in charge of training, institutional development and research at Rwanda Polytechnic.

For example, at Integrated Polytechnic Regional College (IPRC Tumba), one of Rwanda’s polytechnic colleges, students in mechatronics are assessed, not only in the classroom, but also through industrial training, ensuring that they gain hands-on experience.

“As a result, over 60% of the students secure jobs even before graduation, thanks to the close collaboration between academia and industry in both the curriculum design and assessment phases,” he said.

Holistic approach to skills development

Africa faces unique challenges when it comes to engineering education and skills development. Manuhwa outlined WFEO’s ambitious 10-year capacity-building project, designed to establish centres of excellence across Africa. The programme aims to train 100,000 engineers, technicians and technologists by 2034, with a focus on aligning education with the needs of the continent’s industries.

“Africa needs engineers who are capable of solving local problems, whether it’s in infrastructure, agriculture, or climate action,” he said, also stressing the importance of cross-sector collaboration.

In addition to building technical skills, the programme emphasises the importance of fostering collaboration across borders, intending to create a continent-wide network of engineers whose qualifications are recognised across the African Union. “An engineer in Rwanda should be able to work in Zimbabwe or South Africa without being asked to validate their qualifications,” Manuhwa said.

Role of women in engineering

Gender diversity in engineering also took centre stage during the conference. Women make up only 16% of the global engineering workforce, and experts agree that more must be done to close this gap. “We must promote engineering as an inclusive profession and create pathways for women to thrive in this field,” said Manuhwa.

Initiatives to attract and retain women engineers, along with mentoring and leadership development programmes, were discussed as key strategies for fostering a more diverse and equitable workforce.

Dr Ignace Gatare, principal of the College of Science and Technology at the University of Rwanda, emphasised the importance of co-designing curricula with industry to ensure that engineering education is relevant and responsive to market needs. “We need to map the needs of the industry from the very beginning,” he explained.

Gatare believes that, by aligning curricula with industry needs, fostering collaboration and focusing on 21st-century skills, engineers will be better equipped to take on the world’s most pressing challenges, including those outlined in the SDGs. This approach, however, requires commitment from all sectors: academia, industry and government.

Professor Nelson Ijumba, international research and innovation programme manager in the Africa Hub of Coventry University, echoed this sentiment. “Industry and academia need to collaborate, not just in theory, but in practice. Governments must also play a role by facilitating these partnerships and creating the necessary ecosystem for innovation and skills development,” he said.

Wake-up call for stakeholders

The Global Engineering Conference, according to Ijumba, was a wake-up call for all stakeholders involved in the education and development of future engineers. His call for a more collaborative, innovative and adaptable engineering education system was loud and clear.

As Musonera aptly put it, “Engineering education is not just about producing engineers. It’s about producing engineers who can solve the problems of today and tomorrow.”

With a collective commitment to reforming engineering education, there is hope that the next generation of engineers will be ready to drive the sustainable solutions our world urgently needs, the experts said.