Understanding engineering education change with the introduction of challenge driven education in Tanzania

Systematic Review of How Engineering Schools around the World Are Deploying the 2030 Agenda

“…Given this complexity, the collaboration of the university with its stakeholders is essential for both decision-making and implementation in everything related to sustainability. Among these collaboration agents are: (1) other universities, such as, for example, the collaboration between universities in Sweden and Tanzania to introduce new pedagogies in the latter [34]; the network of 19 European universities for the development of Capstone Projects [5]; or the consortium of French universities to respond to the initiative of the government to deploy SDGs in agricultural engineering [14]; (2) other disciplines within the same university, such as the case of chemical engineering students who are asked to carry out interdisciplinary projects that they must then explain to students from other areas [25], or the case in which a subject is divided into humanities and engineering and taught by an interdisciplinary team of teachers [30]; (3) pre-university institutions, such as the incorporation of an algae-based curriculum in the last year of secondary school and first year of undergraduate studies [28], or the project at a Russian university for the prediction of ecological damage and the resolution of ecological security problems [4]; (4) the business and industrial network, as for instance, to develop the End of Degree Projects with external mentors [26], as a destination for the analysis of gender inequalities in product design at the Japanese university [12], to train students while working [13] or, as in the case of the university in Tanzania, to carry out their projects in an electricity company [34]; (5) technology centers, where simulations are carried out [18]; (6) governments, as in the collaboration with the University of Tanzania [34], or the French public initiative for a new curriculum [14]; (6) non-governmental organizations, which provide fieldwork for students [9], and, finally, (7) the demanded collaboration with accreditation bodies and other quality institutions to discuss how to ensure and integrate academic outcomes with appropriate and ethical practices [23], to improve degrees in Africa and gain in mobility [16], or to collaborate, together with the other institutions involved, in determining the most appropriate attributes, competencies, and learning outcomes of an engineering graduate to help achieve the SDGs [9].…”

“…Hogfeldt et al (2018) [34] did not specify any particular SDG in their work. The challenge was related to the identification, analysis, and design of a proposal to address a socio-technical problem concerning the SDGs.…”

Mutual Capacity Building through North-South Collaboration Using Challenge-Driven Education

“…During the first phase, from 2016-2018, a pilot challenge-driven education course on MSc and PhD level was implemented and tested locally at the College of ICT (CoICT) at UDSM. This work has previously been presented at two conferences [15,62]. In the second phase, a BSc course was implemented inviting students not only from the CoICT, but also from the department of water resources engineering, as well as students from the corresponding departments at KTH.…”

Design for Teacher Training – To Facilitate Student Teams Working With Real-Life Sustainability Challenges

“…Literature related to challenge-driven education (CDE), shows that allowing student teams to work in open-ended projects involving real life challenges has the potential to increase students' capabilities to address complex challenges in an innovative and sustainable way (e.g. Rosén et al, 2018, Högfeldt et al, 2018, Rådberg et al, 2018. However, to ensure this potential is realised, less traditional ways of teaching and supporting such student teams need to be implemented where the ability to facilitate collaboration and learning in teams becomes essential.…”