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Student Perceptions of General Education Courses at the Faculty of Engineering and Technology, University of Botswana

Student Perceptions of General Education Courses at the Faculty of Engineering and Technology, University of Botswana

Richie Moalosi, Jacek Uziak, Yaone Rapitsenyane
Copyright: © 2021 |Volume: 8 |Issue: 1 |Pages: 19
EISBN13: 9781522567462|ISSN: 2641-0923|EISSN: 2641-0931|DOI: 10.4018/IJQCSSE.286159
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MLA

Moalosi, Richie, et al. "Student Perceptions of General Education Courses at the Faculty of Engineering and Technology, University of Botswana." IJQCSSE vol.8, no.1 2021: pp.48-66. http://doi.org/10.4018/IJQCSSE.286159

APA

Moalosi, R., Uziak, J., & Rapitsenyane, Y. (2021). Student Perceptions of General Education Courses at the Faculty of Engineering and Technology, University of Botswana. International Journal of Quality Control and Standards in Science and Engineering (IJQCSSE), 8(1), 48-66. http://doi.org/10.4018/IJQCSSE.286159

Chicago

Moalosi, Richie, Jacek Uziak, and Yaone Rapitsenyane. "Student Perceptions of General Education Courses at the Faculty of Engineering and Technology, University of Botswana," International Journal of Quality Control and Standards in Science and Engineering (IJQCSSE) 8, no.1: 48-66. http://doi.org/10.4018/IJQCSSE.286159

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Abstract

To adequately prepare graduates for the ever-changing and complex work environment, students should be equipped with technical and professional skills. This can be achieved by a curriculum that incorporates general education courses (GEC) that teach diverse essential skills that every graduate must possess (e.g., academic and professional competencies, ethics, global learning, and active citizenship). Such courses will produce a well-rounded learning experience and well-versed graduate. A descriptive cross-sectional survey was conducted with undergraduate engineering and industrial design students at the University of Botswana. The study assessed the students' current perceptions of the GEC. The results show that the skills outlined in the learning and teaching policy of the University of Botswana are poorly attained. Furthermore, the skills outlined in the policy are not aligned with the skills that will be needed by graduates in the 4th Industrial Revolution. The GEC curriculum at the University of Botswana needs to be reviewed.

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