1. Quality Curriculum and Incentives as a means of Capacity Building and Training in Engineering profession. By Dr. R.O. Onchiri and E. Kanda 1Dr, R.O. Onchiri-MMUST; IEK 2012 Conference

2. HIGH DEMAND OF ENGINEERS  Teaching  Industry  Pool of qualified Engineers  the over-enrollment of students to engineering programmes without provision of adequate facilities leads to overloading of faculty staff and eventually compromising on quality  It is therefore necessary to match the increased enrollment with facilities 2Dr, R.O. Onchiri-MMUST; IEK 2012 Conference

3. ATTRACTING QUALITY STAFF IN THE FACULTY  Package  Perks / Facilities  Professional Career  Incentives 3Dr, R.O. Onchiri-MMUST; IEK 2012 Conference

4. UNIVERSITY AND INDUSTRY LINKAGES.  A key factor in improving the engineering education in the country has to be a new model for industry – academia partnerships  Industry’s recognition of the need for skilled  defining key research areas  Sponsorships for postgraduate with attractive fellowships  Encourage experienced industry engineers / managers to associate with engineering faculties / or as advisors and encourage experienced teaching staff to associate with industry in advisory / visiting  Institute Industry meets – Discipline specific open days 4Dr, R.O. Onchiri-MMUST; IEK 2012 Conference

5. REVIEW MECHANISM  It is necessary to have a periodic review(five years) of all the engineering disciplines.  The mechanism need to be discussed with the major stakeholders – faculty, administrators, industry, government, students and alumni. Industry/ professional bodies should be involved in the review process.  For institutions that are accredited the review process can be merged with the accreditation process.  The review reports should be accessible to all stakeholders of the institution and there should be post-review discussions of implications/ changes actions taken. 5Dr, R.O. Onchiri-MMUST; IEK 2012 Conference

6. ENGINEERING DATABASE  A database containing the key input and output parameters regarding engineering education should be maintained and be publicly available in the open domain.  All Engineering faculties should maintain key facts and data on their web-sites  Yearly sample surveys should be published.  There is a need to have accurate data on the actual numbers of BSc./ B.Tech/BE, M.Tech/ME and PhD degrees being awarded each year 6Dr, R.O. Onchiri-MMUST; IEK 2012 Conference

7. Curriculum Structure of Engineering program in Nigeria 7Dr, R.O. Onchiri-MMUST; IEK 2012 Conference

8. Curriculum Structure of Engineering program in USA 8Dr, R.O. Onchiri-MMUST; IEK 2012 Conference

9. Curriculum Structure of Engineering program for Namibia University 9Dr, R.O. Onchiri-MMUST; IEK 2012 Conference

10. Curriculum Structure of Engineering program for South African universities 10Dr, R.O. Onchiri-MMUST; IEK 2012 Conference

11. Curriculum Structure of Engineering program for Kenya the Engineering Curriculum is structured as shown (KERB) 11Dr, R.O. Onchiri-MMUST; IEK 2012 Conference

12. CONCLUSION  It is important introduces the students to engineering practice during the course of training.  Basic sciences are in the same range of about one fifth of the overall curriculum in the four countries as captured in this paper  Engineering sciences and design should be taught by trained engineers  Basic sciences should be taught by persons competent in the line areas. 12Dr, R.O. Onchiri-MMUST; IEK 2012 Conference