The thermodynamic system as a metaphor for engineering education in Africa

Abstract

This paper uses thermodynamic system as a metaphor for assessing engineering education in Sub-Saharan Africa and offers some recommendations for improvement. The global context is set using thermodynamic environment as analogy. A very important step in solving a problem is defining it. One must determine the intended audience (population or geographical region of interest), similar to a thermodynamic system. The definition of any system also requires one to determine how the conditions outside the system of focus (analogous to the thermodynamic environment) might influence and/or constrain possible solutions. The authors use the thinking that underpins the functioning of a thermodynamic system to identify the critical challenges limiting optimal performance within SSA’s engineering education system. Their perspectives are informed by their observations as practicing engineers and avid scholars of the global higher education landscape. They have both engaged with several engineering education programs around the world over the past two decades. The viewpoints expressed in this article are also informed by observations that they have made through their educational and professional experiences in Africa (particularly West and East Africa), the UK and USA. The discussion in the paper culminates into key recommendations for transforming engineering education in the African context through leveraging the convening power of professional engineering societies such as the Nigerian Academy of Engineering as well as governing agencies at both the regional and national levels.