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Electrical Engineering Education In Under Developed And Developing Countries

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Conference

1999 Annual Conference

Location

Charlotte, North Carolina

Publication Date

June 20, 1999

Start Date

June 20, 1999

End Date

June 23, 1999

ISSN

2153-5965

Page Count

7

Page Numbers

4.224.1 - 4.224.7

Permanent URL

https://peer.asee.org/7622

Download Count

195

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Paper Authors

author page

E. H. Shaban

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2460

Electrical Engineering Education In Under Developed And Developing Countries E. H. Shaban Electrical Department, Southern University Baton Rouge, LA 70813 Email: eshaban@cluster.engr.subr.edu

Abstract:

Transfer of Technology in the classroom and/or the laboratory for engineering education in underdeveloped and developing countries lags far behind developed and industrial countries. Personal computers, interactive multi user mainframe computers, engineering software for simulation purposes like CAD, IDEAS, MATLAB, PSPICE are not available. The most available tool is probably the hand held scientific calculator or an obsolete IBM main frame computer. The crème of the crop of outstanding students in physics and mathematics compete to join the engineering program. Qualified professors with terminal degrees are not always available in the engineering schools. A handful of students who are able to join graduate schools of engineering in the US have adapted to the flood of the new technologies. An effort is under way, from alumni, to open a channel of an open line of communication to enrich some underdeveloped and developing country’s engineering school with continuos transfer of technology of computer aided design (CAD) tools.

I. Introduction

Some African and Asian countries were once colnoies of the British Crown, and therefore most of the education system was organized based on the British system of education and in particular at the College level in Science and Engineering. In the country of Sudan, students who would like to major in science and engineering, attend two years of intensive courses in mathematics, physics and chemistry, known as the preliminary and intermediate years. The best students are selected to join the College of Engineering. The intermediate level in science is equivalent to the ‘A’ level in the British system of higher education. An external examiner from the University College London is regularly invited to verify and approve the examinations as well as the results in the intermediate year.

The curriculum in the College of Engineering consists of four years of intensive theoretical and experimental study in engineering in addition to the intermediate level degree. In the first two years, the students attend classes in all disciplines of engineering. Engineering students attend unified introductory courses in civil, electrical and mechanical engineering. Civil engineering courses and laboratories consist of hydrology, surveying, building material technology, and strength of materials. Electrical engineering classes consist of electrical circuit theory and electrical machines. Mechanical engineering courses consist of engineering drawing, metallurgy,

Shaban, E. H. (1999, June), Electrical Engineering Education In Under Developed And Developing Countries Paper presented at 1999 Annual Conference, Charlotte, North Carolina. https://peer.asee.org/7622

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