UTS shares engineering education experience in Myanmar

Workshop draws industry into curriculum design with the aim of supporting engineering challenges in Myanmar.

At the beginning of September, UTS organised a professional development workshop for engineering educators in Myanmar. The workshop ‘Designing Engineers for Myanmar’s Future ‘was hosted by the Myanmar Engineering Council and supported by academics from UTS, UNSW and RMIT.

The aim of the workshop was to engage with industry in Myanmar to identify the skills future graduate engineers need to tackle Myanmar’s current and future engineering challenges, and look at how the engineering curriculum facilitates development of these skills.

A man and a woman hold microphones and speak in front of a table of people

Professor Roger Hadgraft from UTS discusses practice-based learning with a group of engineering academics. Image: UTS

The workshop was attended by engineering academics, members of the Myanmar Engineering Accreditation Committee and Myanmar industry professionals. All attendees engaged in broad discussions around engineering curriculum design, teaching practices, project based learning and graduate outcomes, and shared examples of current and good practice. 

The workshop addressed the curriculum design of engineering disciplines most relevant to Myanmar, including civil, electrical, materials and chemical engineering. The facilitators were able to address each discipline as a group and also focus on their individual educator needs and challenges.

A follow-up workshop is planned for 2019.

A group of people wearing colourful traditional myanma dress pose for a group photo

Participants in the 2018 workshop pose for a photo. Image: UTS

Acknowledgement of Country

UTS acknowledges the Gadigal people of the Eora Nation, the Boorooberongal people of the Dharug Nation, the Bidiagal people and the Gamaygal people, upon whose ancestral lands our university stands. We would also like to pay respect to the Elders both past and present, acknowledging them as the traditional custodians of knowledge for these lands.