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education</title> <meta name="description" content="Search results for: industrial education"> <meta name="keywords" content="industrial education"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="industrial education"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 10426</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: industrial education</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10426</span> From Shop-Floor to Classroom and from Classroom to Shop-Floor: A Way to Bridge Gap between Industry and Academy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Haris%20Aziz">Muhammad Haris Aziz</a>, <a href="https://publications.waset.org/abstracts/search?q=Shoaib%20Sarfraz"> Shoaib Sarfraz</a>, <a href="https://publications.waset.org/abstracts/search?q=Chanchal%20Saha"> Chanchal Saha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The basic functions of a university are research and education. Research develops theories and education provides the link between the theory and the practical. Being an applied science, the link between theory and practice needs to be strong in engineering disciplines. But there remains a gap between industry and academy due lack of understanding and awareness from both sides. This gap is been shorten with an industrial engineering graduate class composed of a mix of students from industrial background and from theoretical background. Results are four industrial case studies which are the outcome of group projects in a course on operations research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=industrial-academia%20linkage" title="industrial-academia linkage">industrial-academia linkage</a>, <a href="https://publications.waset.org/abstracts/search?q=operations%20research" title=" operations research"> operations research</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20engineering" title=" industrial engineering"> industrial engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education." title=" engineering education. "> engineering education. </a> </p> <a href="https://publications.waset.org/abstracts/29214/from-shop-floor-to-classroom-and-from-classroom-to-shop-floor-a-way-to-bridge-gap-between-industry-and-academy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29214.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">654</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10425</span> Industrial Engineering Higher Education in Saudi Arabia: Assessing the Current Status</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Alkahtani">Mohammed Alkahtani</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20El-Sherbeeny"> Ahmed El-Sherbeeny</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Industrial engineering is among engineering disciplines that have been introduced relatively recently to higher education in Saudi Arabian engineering colleges. The objective of this paper is to shed light on the history and status of IE higher education in different Saudi universities, including statistics comparing student enrollment and graduation in different Saudi public and private universities. This paper then proposes how industrial engineering programs could participate successfully in the Saudi Vision 2030. Finally, the authors show the results of a survey conducted on a number of IE students evaluating various academic and administrative aspects of the IE program at King Saud University. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=history" title=" history"> history</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20engineering" title=" industrial engineering"> industrial engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=Vision%202030" title=" Vision 2030"> Vision 2030</a> </p> <a href="https://publications.waset.org/abstracts/74054/industrial-engineering-higher-education-in-saudi-arabia-assessing-the-current-status" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74054.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">320</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10424</span> Leveraging Engineering Education and Industrial Training: Learning from a Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Li%20Wang">Li Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The explosive of technology advances has opened up many avenues of career options for engineering graduates. Hence, how relevant their learning at university is very much dependent on their actual jobs. Bridging the gap between education and industrial practice is important, but it also becomes evident how both engineering education and industrial training can be leveraged at the same time and balance between what students should grasp at university and what they can be continuously trained at the working environment. Through a case study of developing a commercial product, this paper presents the required level of depth of technical knowledge and skills for some typical engineering jobs (for mechanical/materials engineering). It highlights the necessary collaboration for industry, university, and accreditation bodies to work together to nurture the next generation of engineers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leverage" title="leverage">leverage</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=career" title=" career"> career</a>, <a href="https://publications.waset.org/abstracts/search?q=industry" title=" industry"> industry</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a> </p> <a href="https://publications.waset.org/abstracts/149561/leveraging-engineering-education-and-industrial-training-learning-from-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149561.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">98</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10423</span> Comparing Skill, Employment, and Productivity of Industrial City Case Study: Bekasi Industrial Area and Special Economic Zone Sei Mangkei</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Auliya%20Adzillatin%20Uzhma">Auliya Adzillatin Uzhma</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Adrian%20Rizky"> M. Adrian Rizky</a>, <a href="https://publications.waset.org/abstracts/search?q=Puri%20Diah%20Santyarini"> Puri Diah Santyarini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Bekasi Industrial Area in Kab. Bekasi and SEZ (Special Economic Zone) Sei Mangkei in Kab. Simalungun are two areas whose have the same main economic activity that are manufacturing industrial. Manufacturing industry in Bekasi Industrial Area contributes more than 70% of Kab. Bekasi’s GDP, while manufacturing industry in SEZ Sei Mangkei contributes less than 20% of Kab. Simalungun’s GDP. The dependent variable in the research is labor productivity, while the independent variable is the amount of labor, the level of labor education, the length of work and salary. This research used linear regression method to find the model for represent actual condition of productivity in two industrial area, then the equalization using dummy variable on labor education level variable. The initial hypothesis (Ho) in this research is that labor productivity in Bekasi Industrial Area will be higher than the productivity of labor in SEZ Sei Mangkei. The variable that supporting the accepted hypothesis are more labor, higher education, longer work and higher salary in Bekasi Industrial Area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=labor" title="labor">labor</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20city" title=" industrial city"> industrial city</a>, <a href="https://publications.waset.org/abstracts/search?q=linear%20regression" title=" linear regression"> linear regression</a>, <a href="https://publications.waset.org/abstracts/search?q=productivity" title=" productivity"> productivity</a> </p> <a href="https://publications.waset.org/abstracts/85694/comparing-skill-employment-and-productivity-of-industrial-city-case-study-bekasi-industrial-area-and-special-economic-zone-sei-mangkei" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85694.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">180</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10422</span> A Review of Strategies for Enhancing the Quality of Engineering Education in Zimbabwean Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bhekisisa%20Nyoni">Bhekisisa Nyoni</a>, <a href="https://publications.waset.org/abstracts/search?q=Nomakhosi%20Ndiweni"> Nomakhosi Ndiweni</a>, <a href="https://publications.waset.org/abstracts/search?q=Annatoria%20Chinyama"> Annatoria Chinyama</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper was to explore ways to enhance the quality of higher education with a bias towards engineering education in Zimbabwe universities. A search through relevant literature was conducted looking at both international and local scholars. It also involved reviewing the Dakar Framework for Action and Incheon Declaration and Framework for Action plans for education for sustainable development. Goals were set for 2030 as a standard for quality to be adopted by all countries in improving access as well as the quality of education from early childhood and through to adult learning. Despite the definition of quality being difficult to express due to diverse expectations from different stakeholders, the view of quality adopted is based on the World Education Forum’s propositions on quality education going beyond the classroom experience. It considers factors such as learning environment, governance and management, and teacher caliber. The study concludes by illustrating that the quality of engineering education in Zimbabwe has come a long way. It has made strides in increasing access and variety to education though at the expense of quality in its totality. To improve the quality of engineering education, programs have been introduced to promote the professionalism of lecturers, such as industrial secondment and professional development courses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title="engineering education">engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20education" title=" quality of education"> quality of education</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20secondment" title=" industrial secondment"> industrial secondment</a> </p> <a href="https://publications.waset.org/abstracts/137687/a-review-of-strategies-for-enhancing-the-quality-of-engineering-education-in-zimbabwean-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137687.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">181</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10421</span> Teaching Contemporary Power Distribution and Industrial Networks in Higher Education Vocational Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rade%20M.%20Ciric">Rade M. Ciric </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper shows the development and implementation of the syllabus of the subject 'Distribution and Industrial Networks', attended by the vocational specialist Year 4 students of the Electric Power Engineering study programme at the Higher Education Technical School of Vocational Studies in Novi Sad. The aim of the subject is to equip students with the knowledge necessary for planning, exploitation and management of distributive and industrial electric power networks in an open electricity market environment. The results of the evaluation of educational outcomes on the subject are presented and discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title="engineering education">engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=power%20distribution%20network" title=" power distribution network"> power distribution network</a>, <a href="https://publications.waset.org/abstracts/search?q=syllabus%20implementation" title=" syllabus implementation"> syllabus implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=outcome%20evaluation" title=" outcome evaluation"> outcome evaluation</a> </p> <a href="https://publications.waset.org/abstracts/81353/teaching-contemporary-power-distribution-and-industrial-networks-in-higher-education-vocational-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81353.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">402</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10420</span> Creation of a Mentoring Program for Improving the Education of Industrial Engineers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Da%20Gl%C3%B3ria%20Diniz%20De%20Almeida">Maria Da Glória Diniz De Almeida</a>, <a href="https://publications.waset.org/abstracts/search?q=Andreia%20M.%20P.%20Salgado"> Andreia M. P. Salgado</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to present the creation of a mentoring program to be applied in developing future junior industrial engineers acting professionally. Its objective is to contribute to a better professional performance as engineers. It is a case-study for the RIP region (including the cities of Resende, Itatiaia and Porto Real), which is located in an industrial area in Rio de Janeiro State, in Brazil. As a result, 87% of mentors and mentees approved the program as efficient, based on the initial targets. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mentoring%20program" title="mentoring program">mentoring program</a>, <a href="https://publications.waset.org/abstracts/search?q=mentors%20and%20mentees" title=" mentors and mentees"> mentors and mentees</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20professional%20development" title=" student professional development"> student professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20engineers%20education" title=" young engineers education"> young engineers education</a> </p> <a href="https://publications.waset.org/abstracts/32442/creation-of-a-mentoring-program-for-improving-the-education-of-industrial-engineers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32442.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">466</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10419</span> The Importance of Industrial Work Experience, Career Information, and Work Motivation to Increase Work Readiness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nyaris%20Pambudiyatno">Nyaris Pambudiyatno</a>, <a href="https://publications.waset.org/abstracts/search?q=Asto%20Buditjahjanto"> Asto Buditjahjanto</a>, <a href="https://publications.waset.org/abstracts/search?q=Eppy%20%20Yundra"> Eppy Yundra</a>, <a href="https://publications.waset.org/abstracts/search?q=Arie%20Wardhono"> Arie Wardhono</a>, <a href="https://publications.waset.org/abstracts/search?q=Eko%20Hariadi"> Eko Hariadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vocational education is part of the national education system that is prepared to produce graduates who have the skills and knowledge according to the needs and requirements required by the job. Vocational Education is a secondary education that prepares students to work in a particular field. The purpose of this study was to analyze and find out the effect of industrial work practice experience and career information on work readiness through work motivation. This type of research is causal research with a quantitative approach. The population in this study was 359 cadets of Aviation Polytechnic Surabaya. While the number of samples calculates using slovin calculations obtained by 189 cadets of Surabaya Aviation Polytechnic. The type of data used is quantitative data with the primary data source. Data collection techniques are by distributing questionnaires. Analysis of this study is with Lisrel. The findings prove that: (1) Industrial Work Experience experience has a positive and significant effect on work motivation; (2) Industrial Work Experience has a positive and significant impact on work readiness; (3) Career information has a positive and significant effect on job readiness; (4) Career information has a positive and significant impact on job readiness; Dan (5) Work motivation has a positive and significant effect on work readiness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20information" title="career information">career information</a>, <a href="https://publications.waset.org/abstracts/search?q=increase%20work%20readiness" title=" increase work readiness"> increase work readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20work%20experience" title=" industrial work experience"> industrial work experience</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20motivation" title=" work motivation"> work motivation</a> </p> <a href="https://publications.waset.org/abstracts/132730/the-importance-of-industrial-work-experience-career-information-and-work-motivation-to-increase-work-readiness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132730.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10418</span> A Comparative Study of Automotive / Transportation Design Programs and University: Industry Cooperation Models in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Efe%20%C3%87ukur">Efe Çukur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to discuss and compare i) widespread and generic design, particularly industrial design education in relation to the specific needs of the automotive/transportation industry, and ii) an automotive/transportation design education model within and under to provide the conditions of design education and automotive industry, especially in Turkey and T.R.N.C. The automotive industry is the 11th largest in the world ($1.51 trillion). One of the most important departments in this industry, along with sales, marketing and engineering, is the design department. The automotive industry is known as the locomotive industry, but there is a non-automotive design department on the academic side of Turkey. This suggestion; includes the presentation of a program proposal that meets the needs of the industry for Turkey and T.R.N.C., the second largest automobile manufacturing country in Europe. On the education side, industrial design education has become a generic title. Automotive design studios are divided into several subgroups. Even in the higher graduate education, the automotive design departments get their subgroups like exterior design and interior design. Transportation design, which is a subfield of industrial design, is offered as higher education in transportation design departments, particularly in America and Europe. In these departments, the curriculum is shaped to the needs of the sectors. Higher education transportation design programs began in the mid-20th century. Until those high education programs...Until these high education programs, the industry has adapted architectures and engineers for designer workloads. Still today transportation design graduates are not the majority of the design studios. The content of the study is an in-depth comparison of these institutions and how the requirements, demands of the industry are met in this regard and revealed. Some of the institutions are selected from Europe and US. To be analyzed under the headings of staff, courses, syllabus, University-Industry collaboration, and location selection. The study includes short, mid, and long term proposals and a hypothesis for discussion. In short, the study will not only provide a wide comparative scope of information on generic and specialized aspects of design education in different countries but also propose a higher education model for automotive / transportation design with solid data of requirements, methodology, and structure regarding learning outcomes, and especially industry cooperation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20education" title="design education">design education</a>, <a href="https://publications.waset.org/abstracts/search?q=automotive%20-%20transportation%20design%20programs" title=" automotive - transportation design programs"> automotive - transportation design programs</a>, <a href="https://publications.waset.org/abstracts/search?q=transportation%20design" title=" transportation design"> transportation design</a>, <a href="https://publications.waset.org/abstracts/search?q=automotive%20industry%20in%20Turkey%20%2FT.R.N.C." title=" automotive industry in Turkey /T.R.N.C."> automotive industry in Turkey /T.R.N.C.</a>, <a href="https://publications.waset.org/abstracts/search?q=automotive%20design%20education%20in%20Turkey%20%2FT.R.N.C." title=" automotive design education in Turkey /T.R.N.C."> automotive design education in Turkey /T.R.N.C.</a> </p> <a href="https://publications.waset.org/abstracts/157443/a-comparative-study-of-automotive-transportation-design-programs-and-university-industry-cooperation-models-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157443.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10417</span> The Need for Career Education Based on Self-Esteem in Japanese Youths</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kumiko%20Inagaki">Kumiko Inagaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Because of the rapidly changing social and industrial world, career education in Japan has recently gained in popularity with the government’s support. However, it has not fostered proactive mindsets and attitudes in the youths. This paper first provides a background of career education in Japan. Next, based on the International Survey of Youth Attitude, Japanese youths’ views of themselves and their future were identified and then compared to the views of youths in six other countries. Assessments of the feelings of self-satisfaction and future hopes of Japanese youths returned very low scores. Suggestions were offered on career education in order to promote a positive self-image. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20education" title="career education">career education</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem"> self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=self-image" title=" self-image"> self-image</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20attitude" title=" youth attitude"> youth attitude</a> </p> <a href="https://publications.waset.org/abstracts/23285/the-need-for-career-education-based-on-self-esteem-in-japanese-youths" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23285.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">478</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10416</span> The Imperative of Adult Education in the Knowledge Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Najim%20Akorede%20Babalola">Najim Akorede Babalola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adult Education is a multi and interdisciplinary in nature that cut across different fields of study which includes education, social sciences, engineering even information technologies that dominate the contemporary world among others. In the past, Adult Education has been used as an instrument of civilization by teaching people how to read and write as well as earning a better living. The present world has witnessed a transition from industrial age to information age which is also known as knowledge society needs Adult Education for knowledge acquisition and update of existing knowledge. An individual needs Adult Education in either of its various forms (on-the-job-training, in-service training, extramural classes, vocational education, continuing education among others) in order to develop towards the information society trends; this is because Adult Education is a process of transforming an individual through acquisition of relevant skills and knowledge for personal as well as societal development. Evidence abounds in the literature that Adult Education has not only assisted people in the medieval period but still assisting people in this modern society in changing and transforming their lives for a better living. This study, therefore, raised a salient question that with different ideas and innovations brought by the contemporary world, is Adult Education relevant? It is on this basis that this study intends to examine the relevance of Adult Education in the past and present in order to determine its future relevance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20education" title="adult education">adult education</a>, <a href="https://publications.waset.org/abstracts/search?q=multi%20and%20inter-disciplinary" title=" multi and inter-disciplinary"> multi and inter-disciplinary</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20society" title=" knowledge society"> knowledge society</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20acquisition" title=" skill acquisition"> skill acquisition</a> </p> <a href="https://publications.waset.org/abstracts/76279/the-imperative-of-adult-education-in-the-knowledge-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76279.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">349</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10415</span> Developing Reading Methods of Industrial Education Students at King Mongkut’s Institute of Technology Ladkrabang</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rattana%20Sangchan">Rattana Sangchan</a>, <a href="https://publications.waset.org/abstracts/search?q=Pattaraporn%20Thampradit"> Pattaraporn Thampradit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching students to use a variety of reading methods in developing reading is essential for Thai university students. However, there haven’t been a lot of studies concerned about developing reading methods that are used by Thai students in the industrial education field. Therefore, this study was carried out not only to investigate the developing reading methods of Industrial Education students at King Mongkut’s Institute of Technology Ladkrabang, but also to determine if the developing reading strategies differ among the students’ reading abilities and differ gender: male and female. The research instrument used in collecting the data consisted of fourteen statements which include either metacognitive strategies, cognitive strategies or social / affective strategies. Results of this study revealed that students could develop their reading methods in moderate level (mean=3.13). Furthermore, high reading ability students had different levels of using reading methods to develop their reading from those of mid reading ability students. In addition, high reading ability students could use either metacognitive reading methods or cognitive reading methods to develop their reading much better than mid reading ability students. Interestingly, male students could develop their reading methods in great levels while female students could develop their reading methods only in moderate level. Last but not least, male students could use either metacognitive reading methods or cognitive reading methods to develop their reading much better than female students. Thus, the results of this study could indicate that most students need to apply much more reading strategies to develop their reading. At the same time, suggestions on how to motivate and train their students to apply much more appropriate effective reading strategies to better comprehend their reading were also provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developing%20reading%20methods" title="developing reading methods">developing reading methods</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20education" title=" industrial education"> industrial education</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20abilities" title=" reading abilities"> reading abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20method%20classification" title=" reading method classification "> reading method classification </a> </p> <a href="https://publications.waset.org/abstracts/47285/developing-reading-methods-of-industrial-education-students-at-king-mongkuts-institute-of-technology-ladkrabang" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47285.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">285</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10414</span> A Project-Orientated Training Concept to Prepare Students for Systems Engineering Activities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elke%20Mackensen">Elke Mackensen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Systems Engineering plays a key role during industrial product development of complex technical systems. The need for systems engineers in industry is growing. However, there is a gap between the industrial need and the academic education. Normally the academic education is focused on the domain specific design, implementation and testing of technical systems. Necessary systems engineering expertise like knowledge about requirements analysis, product cost estimation, management or social skills are poorly taught. Thus, there is the need of new academic concepts for teaching systems engineering skills. This paper presents a project-orientated training concept to prepare students from different technical degree programs for systems engineering activities. The training concept has been initially implemented and applied in the industrial engineering master program of the University of Applied Sciences Offenburg. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20systems%20engineering%20training" title="educational systems engineering training">educational systems engineering training</a>, <a href="https://publications.waset.org/abstracts/search?q=requirements%20analysis" title=" requirements analysis"> requirements analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20modelling" title=" system modelling"> system modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=SysML" title=" SysML"> SysML</a> </p> <a href="https://publications.waset.org/abstracts/14859/a-project-orientated-training-concept-to-prepare-students-for-systems-engineering-activities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14859.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10413</span> Reimagine and Redesign: Augmented Reality Digital Technologies and 21st Century Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jasmin%20Cowin">Jasmin Cowin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Augmented reality digital technologies, big data, and the need for a teacher workforce able to meet the demands of a knowledge-based society are poised to lead to major changes in the field of education. This paper explores applications and educational use cases of augmented reality digital technologies for educational organizations during the Fourth Industrial Revolution. The Fourth Industrial Revolution requires vision, flexibility, and innovative educational conduits by governments and educational institutions to remain competitive in a global economy. Educational organizations will need to focus on teaching in and for a digital age to continue offering academic knowledge relevant to 21st-century markets and changing labor force needs. Implementation of contemporary disciplines will need to be embodied through learners’ active knowledge-making experiences while embracing ubiquitous accessibility. The power of distributed ledger technology promises major streamlining for educational record-keeping, degree conferrals, and authenticity guarantees. Augmented reality digital technologies hold the potential to restructure educational philosophies and their underpinning pedagogies thereby transforming modes of delivery. Structural changes in education and governmental planning are already increasing through intelligent systems and big data. Reimagining and redesigning education on a broad scale is required to plan and implement governmental and institutional changes to harness innovative technologies while moving away from the big schooling machine. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fourth%20industrial%20revolution" title="fourth industrial revolution">fourth industrial revolution</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data" title=" big data"> big data</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality%20digital%20technologies" title=" augmented reality digital technologies"> augmented reality digital technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=distributed%20ledger%20technology" title=" distributed ledger technology"> distributed ledger technology</a> </p> <a href="https://publications.waset.org/abstracts/137323/reimagine-and-redesign-augmented-reality-digital-technologies-and-21st-century-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137323.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">277</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10412</span> A Scientific Umbrella for Industrial Design Disciplines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hassan%20S.%20Naeini">Hassan S. Naeini</a>, <a href="https://publications.waset.org/abstracts/search?q=Hashem%20Mosaddad"> Hashem Mosaddad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Industrial design as a multidisciplinary science has a vast field in which some different aspects are involved. In this regard, aspects of art, technology and engineering, social and economics are known as the main related fields. Also, state of the art scientific areas and also art based files have been making the new conditions for industrial design discipline. Furthermore, there are some new approaches and branches of industrial design. However, there is not any categorized style for these industrial design sub-groups. Undoubtedly, if there is an appropriate chart for the main industrial design approaches and branches, the related groups such as industrial designers, manufacturers, and industrial design students will have practical ideas to categorize their activities. In this case study, we developed a scientific umbrella for industrial design in which most of current approaches and branches and related association are introduced. For data gathering, some interviews were done among volunteer industrial design lecturers who are teaching at some well-known universities in Iran. Also, according to the inventory of industrial design, theses which are in university libraries, thesis approaches, and titles were assessed. Based on gathered data, we introduced a scientific umbrella for industrial design in which most of related branches and approaches are categorized. In this umbrella, the hierarchy of related branches is highlighted as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=industrial%20design" title="industrial design">industrial design</a>, <a href="https://publications.waset.org/abstracts/search?q=art" title=" art"> art</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20design%20approaches" title=" industrial design approaches"> industrial design approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20umbrella" title=" scientific umbrella"> scientific umbrella</a> </p> <a href="https://publications.waset.org/abstracts/6997/a-scientific-umbrella-for-industrial-design-disciplines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6997.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">404</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10411</span> Factors for Success in Eco-Industrial Town Development in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jirarat%20Teeravaraprug">Jirarat Teeravaraprug</a>, <a href="https://publications.waset.org/abstracts/search?q=Tarathorn%20Podcharathitikull"> Tarathorn Podcharathitikull</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, Ministry of Industry has given an attention to develop Eco-industrial towns in Thailand. Eco-industrial towns are a way of demonstrating the application of industrial ecology and are subjects of increased interest as government, business and society. This concept of Eco-industrial town is quite new in Thailand. It is used as a way of achieving more sustainable industrial development. However, many firms or organizations have misunderstood the concept and treated with suspicion. The planning and development of Eco-industrial towns is a significant challenge for the developers and public agencies. This research then gives an attempt to determine current problems of being Eco-Industrial towns and determine success factors for developing Eco-Industrial towns in Thailand. The research starts with giving knowledge about Eco-industrial towns to stakeholders and conducting public hearing in order to acquire the problems of being Eco-industrial towns. Then, factors effecting the development of Eco-Industrial town are collected. The obtained factors are analyzed by using the concept of IOC. Then, the remained factors are categorized and structured based on the concept of AHP. A questionnaire is constructed and distributed to the experts who are involved in the Eco-industrial town project. The result shows that the most significant success criterion is management teams of industrial parks or groups and the second most significant goes to governmental policies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AHP" title="AHP">AHP</a>, <a href="https://publications.waset.org/abstracts/search?q=Eco-Industrial%20town" title=" Eco-Industrial town"> Eco-Industrial town</a>, <a href="https://publications.waset.org/abstracts/search?q=success%20factors" title=" success factors"> success factors</a>, <a href="https://publications.waset.org/abstracts/search?q=Thailand" title=" Thailand"> Thailand</a> </p> <a href="https://publications.waset.org/abstracts/51411/factors-for-success-in-eco-industrial-town-development-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51411.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">292</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10410</span> Industry Practitioners Involvement in Taiwan Vocational Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsiao%20Tseng%20Lin">Hsiao Tseng Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Szu%20Mei%20Hsiao"> Szu Mei Hsiao</a>, <a href="https://publications.waset.org/abstracts/search?q=Mei%20Chun%20Yuan"> Mei Chun Yuan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today's rapid development of industrial pulsation, how to reduce the gap between the academics and industry need become an important issue in vocational education. Beginning in 2015, a two-year program for teaching excellence, funded by the Ministry of Education Taiwan, is implemented by Meiho University, with a total project funding of $ 1.5 million USD. One of the innovated highlights of this program is to invite 188 industry practitioners to participate in collaborative teaching for 175 classes and 28 industry practitioners to be as mentors too. 56 industry practitioners are also invited to participate in curriculum planning and design. Students' overall satisfaction with the program was more than 4.5 (out of 5.0). This paper aims to evaluate the effectiveness and discusses the limit of the practitioners program. This study has revealed and provided some valuable perspectives how to best ensure the ongoing involvement of industry practitioners in vocational education. The findings of this study are valuable to those involved in designing collaborative teaching curriculum and delivering a course for vocational education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20teaching" title="collaborative teaching">collaborative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20practitioners" title=" industry practitioners"> industry practitioners</a>, <a href="https://publications.waset.org/abstracts/search?q=mentor" title=" mentor"> mentor</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a> </p> <a href="https://publications.waset.org/abstracts/68411/industry-practitioners-involvement-in-taiwan-vocational-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68411.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">434</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10409</span> Home Education in the Australian Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abeer%20Karaali">Abeer Karaali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will seek to clarify important key terms such as home schooling and home education as well as the legalities attached to such terms. It will reflect on the recent proposed changes to terminology in NSW, Australia. The various pedagogical approaches to home education will be explored including their prominence in the Australian context. There is a strong focus on literature from Australia. The historical background of home education in Australia will be explained as well as the difference between distance education and home education. The statistics related to home education in Australia will be explored in the scope and compared to the US. The future of home education in Australia will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alternative%20education" title="alternative education">alternative education</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=home%20education" title=" home education"> home education</a>, <a href="https://publications.waset.org/abstracts/search?q=home%20schooling" title=" home schooling"> home schooling</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20resources" title=" online resources"> online resources</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/34419/home-education-in-the-australian-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34419.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10408</span> The Research of Industrial Space Characteristics, Layout, and Strategy in Metropolitan Area in China: In Case of Wuhan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Min%20Zhou">Min Zhou</a>, <a href="https://publications.waset.org/abstracts/search?q=Kaixuan%20Lin"> Kaixuan Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Yaping%20Huang"> Yaping Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, the industrial space of metropolitan area in Wuhan is taken as a sample. First of all, it puts forward that the structure of service economy, circle gradient relocation and high degree of regional collaboration are the rules of industrial spatial development in the modern world cities. Secondly, using the economic statistics and land use vector data (1993, 2004, 2010, and 2013) of Wuhan, it analyzes the present situation of industry development and the characteristics of industrial space layout from three aspects of the industrial economic structure, industrial layout, and industrial regional synergy. Then, based on the industrial development regularity of world cities, it puts forward to construct the industrial spatial level of ‘complex industrial concentration area + modular industry unit’ and the industrial spatial structure of ‘13525’. Finally, it comes up with the optimization tactics of the industrial space’s transformation in the future under the background of new economic era. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=big%20city%20of%20metropolitan%20area" title="big city of metropolitan area">big city of metropolitan area</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20space" title=" industrial space"> industrial space</a>, <a href="https://publications.waset.org/abstracts/search?q=characteristics" title=" characteristics"> characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=layout" title=" layout"> layout</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a> </p> <a href="https://publications.waset.org/abstracts/51681/the-research-of-industrial-space-characteristics-layout-and-strategy-in-metropolitan-area-in-china-in-case-of-wuhan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51681.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">378</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10407</span> The New Economy: A Pedagogy for Vocational and Technical Education Programmes in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sunny%20Nwakanma">Sunny Nwakanma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The emergence of the new economy has created a new world order for skill acquisition, economic activities and employment. It has dramatically changed the way we live, learn, work and even think about work. It has also created new opportunities as well as challenges and uncertainty. This paper will not only demystify the new economy and present its instrumentality in the acceleration of skill acquisition in technical education, but will also highlight industrial and occupational changes brought about by the synergy between information and communication technology revolution and the global economic system. It advocates among other things, the use of information and communication technology mediated instruction in technical education as it provides the flexibility to meet diverse learners’ need anytime and anywhere and facilitate skill acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=new%20economy" title="new economy">new economy</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20education" title=" technical education"> technical education</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20acquisition" title=" skill acquisition"> skill acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology" title=" information and communication technology"> information and communication technology</a> </p> <a href="https://publications.waset.org/abstracts/122265/the-new-economy-a-pedagogy-for-vocational-and-technical-education-programmes-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122265.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10406</span> Case Study: Linking Career Education to University Education in Japan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kumiko%20Inagaki">Kumiko Inagaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Japanese society is experiencing an aging population and declining birth rate along with the popularization of higher education, spread of economic globalization, rapid progress in technical innovation, changes in employment conditions, and emergence of a knowledge-based society. Against this background, interest in career education at Japanese universities has increased in recent years. This paper describes how the government has implemented career education policies in Japan, and introduces the cases of two universities that have successfully linked career education to university education in Japan. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20education" title="career education">career education</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=japanese%20university" title=" japanese university"> japanese university</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20education" title=" university education"> university education</a> </p> <a href="https://publications.waset.org/abstracts/11627/case-study-linking-career-education-to-university-education-in-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11627.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10405</span> Adult Education for Transformation and Security Challenges in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asmau%20Zarma%20Gogaram">Asmau Zarma Gogaram</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper examines adult education and how it can be employed as a strategy for transformation and security challenges in Nigeria. It defines the meaning of adult education and its objectives.The issue of the necessity of employing adult education as a strategy for transformation and security challenges was also examined in the paper.In doing this it discussed the different types of adult education programmes, i.e.continuing education, literacy education, retirement and pre-retirement education and civic education. The paper concluded by stating that if the programmes stated are internalizes and applied they can help to raise awareness. Finally the paper proffered some recommendations one of which was that government should at all levels increase their efforts or promoting acquisition of adult education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20education" title="adult education">adult education</a>, <a href="https://publications.waset.org/abstracts/search?q=transformation%20and%20security%20challenges" title=" transformation and security challenges"> transformation and security challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20and%20human%20development" title=" education and human development"> education and human development</a> </p> <a href="https://publications.waset.org/abstracts/23218/adult-education-for-transformation-and-security-challenges-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23218.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">523</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10404</span> Women Learning in Creative Project Based Learning of Engineering Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jui%20Hsuan%20Hung">Jui Hsuan Hung</a>, <a href="https://publications.waset.org/abstracts/search?q=Jeng%20Yi%20Tzeng"> Jeng Yi Tzeng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Engineering education in the higher education is always male dominated. Therefore, women learning in this environment is an important research topic for feminists, gender researchers and engineering education researchers, especially in the era of gender mainstreaming. The research topics are from the dialectical discussion of feminism and science development history, gender issues of science education, to the subject choice of female students. These researches enrich the field of gender study in engineering education but lack of describing the detailed images of women in engineering education, including their learning, obstacles, needs or feelings. Otherwise, in order to keep up with the industrial trends of emphasizing group collaboration, engineering education turns from traditional lecture to creative group inquiry pedagogy in recent years. Creative project based learning is one of the creative group inquiry pedagogy which the engineering education in higher education adopts often, and it is seen as a gender-inclusive pedagogy in engineering education. Therefore, in order to understand the real situation of women learning in engineering education, this study took place in a course (Introduction to Engineering) offered by the school of engineering of a university in Taiwan. This course is designed for freshman students to establish basic understanding engineering from four departments (Chemical Engineering, Power Mechanical Engineering, Materials Science, Industrial Engineering and Engineering Management). One section of this course is to build a Hydraulic Robot designed by the Department of Power Mechanical Engineering. 321 students in the school of engineering took this course and all had the reflection questionnaire. These students are divided into groups of 5 members to work on this project. The videos of process of discussion of five volunteered groups with different gender composition are analyzed, and six women of these five groups are interviewed. We are still on the process of coding and analyzing videos and the qualitative data, but several tentative findings have already emerged. (1) The activity models of groups of both genders are gender segregation, and not like women; men never be the ‘assistants’. (2) The culture of the group is developed by the major gender, but men always dominate the process of practice in all kinds of gender composition groups. (3) Project based learning is supposed to be a gender-inclusive learning model in creative engineering education, but communication obstacles between men and women make it less women friendly. (4) Gender identity, not professional identity, is adopted by these women while they interact with men in their groups. (5) Gender composition and project-based learning pedagogy are not the key factors for women learning in engineering education, but the gender conscience awareness is. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title="engineering education">engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20education" title=" gender education"> gender education</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20project%20based%20learning" title=" creative project based learning"> creative project based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20learning" title=" women learning"> women learning</a> </p> <a href="https://publications.waset.org/abstracts/55388/women-learning-in-creative-project-based-learning-of-engineering-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55388.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">312</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10403</span> Teaching a Senior Design Course in Industrial Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Savsar">Mehmet Savsar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Industrial Engineering is one of the engineering disciplines that deal with analysis, design, and improvement of systems, which include manufacturing, supply chain, healthcare, communication, and general service systems. Industrial engineers involve with comprehensive study of a given system, analysis of its interacting units, determination of problem areas, application of various optimization and operations research tools, and recommendation of solutions resulting in significant improvements. The Senior Design course in Industrial Engineering is the culmination of the Industrial Engineering Curriculum in a Capstone Design course, which fundamentally deals with systems analysis and design. The course at Kuwait University has been carefully designed with various course objectives and course outcomes in mind to achieve several program outcomes by practices and learning experiences, which are explicitly gained by systems analysis and design. The Senior Design Course is carried out in a selected industrial or service organization, with support from its engineering personnel, during a full semester by a team of students, who are usually in the last semester of their academic programs. A senior faculty member constantly administers the course to ensure that the students accomplish the prescribed objectives. Students work in groups to formulate issues and propose solutions and communicate, results in formal written and oral presentations. When the course is completed, they emerge as engineers that can be clearly identified as more mature, able to communicate better, able to participate in team work, able to see systems perspective in analysis and design, and more importantly, able to assume responsibility at entry level as engineers. The accomplishments are mainly due to real life experiences gained during the course of their design study. This paper presents methods, procedures, and experiences in teaching a Senior Design Course in Industrial Engineering Curriculum. A detailed description of the course, its role, its objectives, outcomes, learning practices, and assessments are explained in relation to other courses in Industrial Engineering Curriculum. The administration of the course, selected organizations where the course project is carried out, problems and solution tools utilized, student accomplishments and obstacles faced are presented. Issues discussed in this paper could help instructors in teaching the course as well as in clarifying the contribution of a design course to the industrial engineering education in general. In addition, the methods and teaching procedures presented could facilitate future improvements in industrial engineering curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=senior%20design%20course" title="senior design course">senior design course</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20engineering" title=" industrial engineering"> industrial engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=capstone%20design" title=" capstone design"> capstone design</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/86124/teaching-a-senior-design-course-in-industrial-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86124.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10402</span> Implementation Status of Industrial Training for Production Engineering Technology Diploma Inuniversity Kuala Lumpur Malaysia Spanish Institute (Unikl Msi)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Sazali%20Said">M. Sazali Said</a>, <a href="https://publications.waset.org/abstracts/search?q=Rahim%20Jamian"> Rahim Jamian</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahrizan%20Yusoff"> Shahrizan Yusoff</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahruzaman%20Sulaiman"> Shahruzaman Sulaiman</a>, <a href="https://publications.waset.org/abstracts/search?q=Jum%27Azulhisham%20Abdul%20Shukor"> Jum'Azulhisham Abdul Shukor </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This case study focuses on the role of Universiti Kuala Lumpur Malaysian Spanish Institute (UniKL MSI) to produce technologist in order to reduce the shortage of skilled workers especially in the automotive industry. The purpose of the study therefore seeks to examine the effectiveness of Technical Education and Vocational Training (TEVT) curriculum of UniKL MSI to produce graduates that could immediately be productively employed by the automotive industry. The approach used in this study is through performance evaluation of students attending the Industrial Training Attachment (INTRA). The sample of study comprises of 37 students, 16 university supervisors and 26 industrial supervisors. The research methodology involves the use of quantitative and qualitative methods of data collections through the triangulation approach. The quantitative data was gathered from the students, university supervisors and industrial supervisors through the use of questionnaire. Meanwhile, the qualitative data was obtained from the students and university supervisors through the use of interview and observation. Both types of data have been processed and analyzed in order to summarize the results in terms of frequency and percentage by using a computerized spread sheet. The result shows that industrial supervisors were satisfied with the students’ performance. Meanwhile, university supervisors rated moderate effectiveness of the UniKL MSI curriculum in producing graduates with appropriate skills and in meeting the industrial needs. During the period of study, several weaknesses in the curriculum have been identified for further continuous improvements. Recommendations and suggestions for curriculum improvement also include the enhancement of technical skills and competences of students towards fulfilling the needs and demand of the automotive industries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technical%20education%20and%20vocational%20training%20%28TEVT%29" title="technical education and vocational training (TEVT)">technical education and vocational training (TEVT)</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20training%20attachment%20%28INTRA%29" title=" industrial training attachment (INTRA)"> industrial training attachment (INTRA)</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20improvement" title=" curriculum improvement"> curriculum improvement</a>, <a href="https://publications.waset.org/abstracts/search?q=automotive%20industry" title=" automotive industry "> automotive industry </a> </p> <a href="https://publications.waset.org/abstracts/11630/implementation-status-of-industrial-training-for-production-engineering-technology-diploma-inuniversity-kuala-lumpur-malaysia-spanish-institute-unikl-msi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11630.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">368</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10401</span> Problems in Lifelong Education Course in Information and Communication Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hisham%20Md.Suhadi">Hisham Md.Suhadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Faaizah%20Shahbodin"> Faaizah Shahbodin</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamaluddin%20Hashim"> Jamaluddin Hashim</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Huda%20Mahsudi"> Nurul Huda Mahsudi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahathir%20Mohd%20Sarjan"> Mahathir Mohd Sarjan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is the way to identify the problems that occur in organizing short courses lifelong learning in the information and communication technology (ICT) education which are faced by the lecturer and staff at the Mara Skill Institute and Industrial Training Institute in Pahang, Malaysia. The important aspects of these issues are classified to five which are selecting the courses administrative. Fifty lecturers and staff were selected as a respondent. The sample is selected by using the non-random sampling method purpose sampling. The questionnaire is used as a research instrument and divided into five main parts. All the data that gain from the questionnaire are analyzed by using the SPSS in term of mean, standard deviation and percentage. The findings showed that there are the problems occur in organizing the short course for lifelong learning in ICT education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lifelong%20Education" title="lifelong Education">lifelong Education</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology" title=" information and communication technology"> information and communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=short%20course" title=" short course"> short course</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT%20education" title=" ICT education"> ICT education</a>, <a href="https://publications.waset.org/abstracts/search?q=courses%20administrative" title=" courses administrative"> courses administrative</a> </p> <a href="https://publications.waset.org/abstracts/31799/problems-in-lifelong-education-course-in-information-and-communication-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31799.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">455</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10400</span> Inclusive Education in Higher Education: Looking from the Lenses of Prospective Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kiran">Kiran</a>, <a href="https://publications.waset.org/abstracts/search?q=Pooja%20Bhagat"> Pooja Bhagat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusion of diversities is much talked and discussed for school education, mainly at the elementary level. However, not enough discourse has taken place as far as the promulgation of diversities from school education to higher education in terms of guarantee of access, retention and success of students belonging to the diverse groups is concerned. In view of this, the present paper attempts to look at the phenomenon of inclusion of diversities in higher education from the perspective of the people, who themselves are the part of the present system of higher education and aspiring to take up teaching at higher education level as profession. The paper focuses on exploring the awareness of the group under study about the inclusion of diversities at higher education, their perception of diversities, and the mechanism which they consider effective to facilitate inclusion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=belief" title=" belief"> belief</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a> </p> <a href="https://publications.waset.org/abstracts/16304/inclusive-education-in-higher-education-looking-from-the-lenses-of-prospective-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16304.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">719</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10399</span> Adult and Non Formal Education for the Attainment of Enterprenuerial Skills in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zulaiha%20Maluma%20Ahmad">Zulaiha Maluma Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper attempted to examine adult and non formal education for the attainment of entrepreneurial skills in empowering the citizens with entrepreneurial skills, for Nigeria’s socioeconomic development. This paper highlighted the meaning of education in the context of skill acquisition, entrepreneurial education, adult and non formal education. It also examined the objectives, issues and challenges as well as prospects of this type of education. It further discussed the role of adult and non formal education for the attainment of socioeconomic development of a growing nation like Nigeria. The paper equally proffered some recommendations and eventually concluded that adult and non formal education can indeed make self reliance, personal satisfaction and the attainment of entrepreneurial education for the socioeconomic development of any nation, possible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20education" title="entrepreneurial education">entrepreneurial education</a>, <a href="https://publications.waset.org/abstracts/search?q=adult%20education" title=" adult education"> adult education</a>, <a href="https://publications.waset.org/abstracts/search?q=non%20formal%20education%20skills" title=" non formal education skills"> non formal education skills</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/24131/adult-and-non-formal-education-for-the-attainment-of-enterprenuerial-skills-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24131.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">597</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10398</span> Managing Polytechnic Education for Entrepreneurship Development in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oluwalola%20Felicia%20Kikelomo">Oluwalola Felicia Kikelomo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The introduction of entrepreneurship education in polytechnics is seen as a measure to reduce the rate of unemployment and strategically position the economy for sustainable development in Nigeria. This paper discusses the roles of polytechnics in entrepreneurship development. It also examines the challenges of entrepreneurship education in Polytechnics. The paper recommends, among others, that the entrepreneurship education should be property funded by the government with the support of non-governmental organizations so that there would be adequate resources to organize and manage the education. In addition, drastic and serious awareness campaigns should be mounted to sensitize the public and the students on the need for entrepreneurship education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=polytechnic%20entrepreneurship%20development" title=" polytechnic entrepreneurship development"> polytechnic entrepreneurship development</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20development" title=" human development"> human development</a> </p> <a href="https://publications.waset.org/abstracts/2403/managing-polytechnic-education-for-entrepreneurship-development-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2403.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">523</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10397</span> Industrial-Waste Management in Developing Countries: The Case of Algeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Sefouhi">L. Sefouhi</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Djebabra"> M. Djebabra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Industrial operations have been accompanied by a problem: industrial waste which may be toxic, ignitable, corrosive or reactive. If improperly managed, this waste can pose dangerous health and environmental consequences. The industrial waste management becomes a real problem for them. The oil industry is an important sector in Algeria, from exploration to development and marketing of hydrocarbons. For this sector, industrial wastes pose a big problem. The aim of the present study is to present in a systematic way the subject of industrial waste from the point-of-view of definitions in engineering and legislation. This analysis is necessary, as many different approaches and we will attempt to diagnose the current management of industrial waste, namely an inventory of deposits and methods of sorting, packing, storage, and a description of the different disposal routes. Thus, a proposal for a reasoned and responsible management of waste by avoiding a shift towards future expenses related to the disposal of such waste, and prevents pollution they cause to the environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=industrial%20waste" title="industrial waste">industrial waste</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=pollution" title=" pollution"> pollution</a>, <a href="https://publications.waset.org/abstracts/search?q=risks" title=" risks"> risks</a> </p> <a href="https://publications.waset.org/abstracts/49008/industrial-waste-management-in-developing-countries-the-case-of-algeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49008.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">338</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=industrial%20education&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=industrial%20education&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=industrial%20education&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=industrial%20education&page=5">5</a></li> <li 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