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Engineering Education In Greece

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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

4.234.1 - 4.234.7

Permanent URL

https://peer.asee.org/7635

Download Count

169

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Paper Authors

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Voula Georgopoulos

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Constantinos Vassiliadia

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Brian Manhire

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

Session 3660

Engineering Education in Greece

Voula Georgopoulos*, Costas Vassiliadis** and Brian Manhire** *Technological Educational Institute of Patras, Patras Greece **School of Electrical Engineering, Ohio University, Athens, 0H, USA

Abstract

This paper provides an overview of the current status of Engineering Education in Greece. Topics include: an overview of the overall educational system in Greece, a description of the characteristics of engineering institutions offering undergraduate and graduate engineering education (including traditional and more recently, newly introduced fields of study and degrees offered), the problematic employment situation for engineering graduates (including the impact of European Union policies fostering mobility of engineers in its constituent countries as well as the legal requirements for employment as a Professional Engineer in Greece) and the status of women engineers in Greece.

1. Introduction

Engineering Education in Greece is in a transition period due to a variety of reasons. New major areas have been added within the last few years and for each major, in addition to the curriculum requirements, the rights and privileges of the graduates must be defined. As a whole, there are a larger number of engineering graduates than available engineering jobs. The policies of the European Union allowing mobility of engineers within the countries of the European Union [1] also affect the job market in Greece. Historically, Science and Engineering were very important in Ancient Greece. Running water and sewage systems, beautiful architectural structures (temples, baths, etc.) were made possible by application of geometry and mechanics. Famous mathematicians such as Thales, Euclid, Pythagoras, and Archimedes made significant contributions. Levers were used to move large stones and catapults were constructed to throw stones at the enemy. Theoretical science was very important to the Ancient Greeks, too, since they were inquiring information and knowledge about the surrounding world. The process of asking questions and getting answers, regardless of the correctness of answers, laid the foundations of Western science.

Only boys were generally educated in ancient Athens and their education consisted of both physical and mental training. In the better and larger schools reading, writing, and mathematics were taught by special teachers, called the "grammatistes", lessons in music and poetry were given by teachers called the "kitharistes", whereas physical training was directed by the trainers, or "paidotribes".

This paper is organized in seven sections including this introduction section. Section 2 Discusses the Educational system in Greece and section 3 discusses Engineering education in

Georgopoulos, V., & Vassiliadia, C., & Manhire, B. (1999, June), Engineering Education In Greece Paper presented at 1999 Annual Conference, Charlotte, North Carolina. https://peer.asee.org/7635

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