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AbstractsAmong statements about educational goals found in the engineering literature, two - the CDIO Syllabus and the Taxonomy of Engineering Competencies - stand out in regard to range and level of detail.  The two statements have been formulated independently and each presents a different perspective on the goals of engineering education.  This paper takes advantage of the unique opportunity afforded by having two well-worked but different perspectives on the goals of engineering education.  A comparison of the two statements reveals their respective strengths and weaknesses, provides mutual endorsement of their comprehensiveness and quality, and gives deeper insight into the dynamics and difficulties associated with the formulation of statements about the goals of engineering education.  In addition, it develops a rationale for the formulation of a universal document on the goals of engineering education, discusses the merits and limitations of such a document and makes some recommendations about how it might be compiled

Industry oriented education is an approach to learning from an industry perspective. With traditional technical teaching methodologies in educational environments, the conventional pathway is to build the foundation learning through subject based teaching of maths, physics and science independently. Subjects based on the knowledge required for the discipline usually follow on from this. The problem with this traditional methodology of learning is that there is no close relationship with industry requirements.