The training and education of civil engineering students at New Zealand's largest technical institute

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Authors
Tuleasca, Lusa
Loo, Wei
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Date
2022-07
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Conference Contribution - Paper in Published Proceedings
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Keyword
Auckland (N.Z.)
New Zealand
Unitec courses
civil engineering students
diverse student cohorts
educational performance
student success
cohort studies
civil engineering education
Māori students
Pasifika students
Citation
Tuleasca, L., & Loo, W. (2022). The training and education of civil engineering students at New Zealand's largest technical institute. Proceeding of EDULEARN22 Conference , Vol. 1 (pp. 3503-3513). https://library.iated.org/view/TULEASCA2022TRA
Abstract
This paper attempts to highlight some interesting and unique aspects related to engineering education (mainly in the civil discipline) in New Zealand, a country where the typical student cohort is extremely diverse in terms of nationality, ethnicity, previous educational background, and age. The New Zealand education system follows a three-tier model made up of: kindergartens and childcare centres (Early Childhood Education), primary and secondary school (high schools), and tertiary education (higher and vocational education) – provided by the universities, institutes of technology, industry and private training providers, and Māori training organisations. As with many other countries in the English-speaking world, engineering education in New Zealand is delivered at three levels; at diploma level (Dublin accord qualification), a three-year bachelor degree (Sydney accord), and a four-year bachelor degree (Washington accord). The diplomas and three-year bachelor qualification are typically delivered at institutes of technology around the country, while the four-year degree is only delivered at the universities. The diversity of Dublin and Sydney accord civil engineering students in the structural specialisation over the past five years is introduced. Their academic performance in terms of these various characteristics, nationality, age, educational background, among others is investigated, and commentary is provided on how this relates to the imperatives of the New Zealand government’s long-term Tertiary Education Strategy. Some practical teaching methods used to engage and inspire students, and ensure that they are equipped with relevant skills to participate successfully in the labour market are also presented.
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International Association of Technology, Education and Development (IATED)
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