Engineering education

The engineering graduate has often been criticised of late years for various shortcomings. These criticisms naturally reflect upon the institutions that give education in engineering subjects. As an educator, I would like to say a few words concerning this matter and set forth briefly both some of the reasons for criticism and some of the measures that educational institutions are using to rectify the causes of criticism. In this connection, I might point out that before becoming an educator I spent more than twenty-five years in the actual practise of engineering, and therefore have been able to observe this problem from both sides.