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'''Source:''' [[Nuclear engineering education: A competence-based approach in curricula development]]
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<!-- '''Source:''' [[Nuclear engineering education: A competence-based approach in curricula development]] -->
  
 
==Description==
 
==Description==
===University programmes in nuclear engineering===
 
  
Engineering [[Education|education]] has been offered for many decades along several different tracks. One approach is to have two levels in the academic education: the Bachelor’s, or undergraduate degree, based on approximately three to four years of study at the university level and a more advanced degree, the Master’s, which involves one or two years of study beyond the Bachelor’s. Another approach that has been widely used, especially in Europe, is the Diploma. It typically involves five years of study. A third approach is the Engineer degree consisting of five to six years of study. This has been the tradition in, for example, France, Russian Federation and the Ukraine. This picture is, however, changing. In June 1999, the Ministers of Education in the European Union entered into the Bologna Process (The Bologna Process is a series of ministerial meetings and agreements between European countries designed to ensure comparability in the standards and quality of higher education qualifications. Visit [http://ec.europa.eu/education/higher-education/doc1290_en.htm] for more details). This has led to the adoption of the Bachelor’s and Master’s degree programmes at most European universities, which replace the Diploma or the Engineer degree. France focuses the nuclear engineering education either at the Engineer degree (five years usually, six years in some instances) within its specific ‘Grandes Ecoles’ approach, or as a Master’s degree (five years) in harmony with the Bologna Process. Russian Federation is taking a two-tier approach in which the Bachelor’s/Master’s programmes will be implemented. This is a key part of the strategy for international engagement. However, the degree of Engineer will be retained in Russian Federation and Ukraine to satisfy the needs of the domestic industry.
+
===An example: University programmes in nuclear engineering===
 +
Engineering [[Education|education]] has been offered for many decades along several different tracks. One approach is to have two levels in the academic education: the [[Bachelor’s degree|Bachelor’s]], or undergraduate degree, based on approximately three to four years of study at the university level and a more advanced degree, the [[Master’s degree|Master’s]], which involves one or two years of study beyond the Bachelor’s. Another approach that has been widely used, especially in Europe, is the Diploma. It typically involves five years of study. A third approach is the Engineer degree consisting of five to six years of study. This has been the tradition in, for example, France, Russian Federation and the Ukraine. This picture is, however, changing. In June 1999, the Ministers of Education in the European Union entered into the Bologna Process (The Bologna Process is a series of ministerial meetings and agreements between European countries designed to ensure comparability in the standards and quality of higher education qualifications. Visit [http://ec.europa.eu/education/higher-education/doc1290_en.htm] for more details). This has led to the adoption of the Bachelor’s and Master’s degree programmes at most European universities, which replace the Diploma or the Engineer degree. France focuses the nuclear engineering education either at the Engineer degree (five years usually, six years in some instances) within its specific ‘Grandes Ecoles’ approach, or as a Master’s degree (five years) in harmony with the Bologna Process. Russian Federation is taking a two-tier approach in which the Bachelor’s/Master’s programmes will be implemented. This is a key part of the strategy for international engagement. However, the degree of Engineer will be retained in Russian Federation and Ukraine to satisfy the needs of the domestic industry.
  
 
Engineering education is country and region dependent. There is no unique model and it is important to adapt pragmatically to the educational, institutional and industrial framework. However, in this report, it is important to specify that the Bachelor’s level can be reached after three to four years, and the Master’s level requires one or two additional years. This amount of time is necessary to acquire the qualifications listed and to become a competent engineer with the required industrial background.
 
Engineering education is country and region dependent. There is no unique model and it is important to adapt pragmatically to the educational, institutional and industrial framework. However, in this report, it is important to specify that the Bachelor’s level can be reached after three to four years, and the Master’s level requires one or two additional years. This amount of time is necessary to acquire the qualifications listed and to become a competent engineer with the required industrial background.
  
This report deals with the common curriculum requirements resulting from a competence- based approach for the Bachelor’s and Master’s degrees in nuclear engineering, applying to all nuclear application but focusing mainly on nuclear power. The expectations of degree recipients at each level are the following:
+
This article deals with the common [[Curriculum|curriculum]] requirements resulting from a competence-based approach for the Bachelor’s and Master’s degrees in nuclear engineering, applying to all nuclear application but focusing mainly on nuclear power. The expectations of degree recipients at each level are the following:
  
* On completion of a Bachelor’s degree level qualification, it is expected that the student will have comprehension and knowledge of nuclear engineering systems and will be able to solve problems and determine technical solutions for real processes;
+
* On completion of a [[Bachelor’s degree]] level qualification, it is expected that the student will have comprehension and knowledge of nuclear engineering systems and will be able to solve problems and determine technical solutions for real processes;
* On completion of a Master’s degree level qualification, it is expected that the student will be able to analyse, synthesize and evaluate knowledge gained, and apply this knowledge to nuclear power plant systems.
+
* On completion of a [[Master’s degree]] level qualification, it is expected that the student will be able to analyse, synthesize and evaluate knowledge gained, and apply this knowledge to nuclear power plant systems.
  
 
Beyond these expectations, it is further recognized that there are a set of specific outcomes that should result from the completion of the curriculum. At the Master’s degree level (or Engineer’s degree), graduates should be able to demonstrate the following:
 
Beyond these expectations, it is further recognized that there are a set of specific outcomes that should result from the completion of the curriculum. At the Master’s degree level (or Engineer’s degree), graduates should be able to demonstrate the following:
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[[File:ngt64_fig03.png|500px|thumbnail|right|FIG. 3.  The knowledge ladder.]]
 
[[File:ngt64_fig03.png|500px|thumbnail|right|FIG. 3.  The knowledge ladder.]]
  
====[[Bachelor’s degree|Competencies of graduates with a bachelor of nuclear engineering]]====
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====[[Bachelor’s degree|Competencies and requirements of graduates with a bachelor of nuclear engineering]]====
  
====Requirements for a graduate with a bachelor's degree in nuclear engineering====
+
====[[Master’s degree|Competencies and requirements of graduates with a master of nuclear engineering]]====
  
Upon completion of the degree of Bachelor of Nuclear Engineering for nuclear installations, the student must know the following (Knowledge), be able to demonstrate application of the knowledge (Demonstration), and know when to implement the knowledge (Implementation):
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===Programme implementation===
 +
The development of a quality curriculum is a key to the establishment of a nuclear engineering educational programme. However, as important are the steps used to implement the programme. It is essential that these programmes are implemented by competent teaching staff, which they make good use of information and communications technologies such as [[E-learning|e-learning tools]] and [[Training simulator|simulators]], and that students can benefit from experimental facilities and research reactors, if available, particularly for master programmes. The [[Curriculum|curriculum]] should adhere to accepted international practices. It must be approved by the responsible governmental ministries and authorities. It is also essential, where possible, to involve the organizations that will be hiring the graduates. This can be done in several ways. A common [[Best practice|‘best practice’]] is to have an ‘external’ advisory board, with membership made up of potential employers, alumni associations, governmental organizations, professional and scientific societies, research laboratories, and [[University|universities]]. This type of board will provide on-going input and feedback and can be very helpful in assuring the continued quality, and relevance, of the academic programme.
  
=====Knowledge=====
+
Additional benefits can be achieved through [[Collaboration|collaboration]] between universities and the nuclear industry, which is a potential  employer. Internships  or  co-operative  education experiences will add significantly value to the education of students. It provides a deeper understanding of the material being presented in courses. It also allows the students to see the expectations they will face after graduation in an industry environment. It is also very useful to have representatives from industry, government agencies and research laboratories come to the university to present talks and seminars, and to give lectures in class relating to their technical or scientific expertise.
  
*B1.1 Basics of analytical geometry and linear algebra, differential and integral calculus, probability and statistics, vector analysis, basics of differential equations and partial differential equation systems.
+
As part of developing a nuclear engineering academic programme, it is very positive to establish a student chapter of a professional or learned society. This further expands the outlook of the students, and conveys the need for professionalism in his or her career. If it is possible, enabling students to attend professional or technical meetings, regional, national or international, adds significantly to their educational experience. International cooperation through exchanges of students and joint programmes can also contribute significantly to the education of competent nuclear engineers.
*B1.2 Basics of mechanics, oscillations and waves, thermodynamics, electrical and magnetic phenomena, statistical physics, physics of the atomic nucleus, and optics.
+
*B1.3 Neutron transport theory, thermal hydraulics, applications of computer code systems  for  mathematical  simulation  of  thermo-physical  and  neutronics analysis.
+
*B1.4 Basic laws of heat and mass exchange in power equipment units of nuclear power  plants,  requirements  for  heat  transfer  and  heat  removal  systems, thermo-physical processes in heat exchangers.
+
*B1.5 Thermodynamic principles, types and operation of steam turbines, calculation of efficiency, reliability, operation and maintenance.
+
*B1.6 Materials properties, strength of materials, and materials requirements for nuclear power plants.
+
*B1.7 Numerical  analysis  of  power  reactors,  reactor  materials,  the principal parameters associated with nuclear power plant operation, research and power reactors, and the basic dynamics of nuclear reactors.
+
*B1.8 The  general  role  of  control  systems  in nuclear  reactors. Linear  control systems. Operation of control rods, and burnable and soluble poisons.
+
*B1.9 The classifications of nuclear power plants, the main components including coolant  loops, steam  generators,  steam  turbines,  the  main  reactor  coolant circuitry and auxiliary systems.
+
*B1.10 Reliability and safety of nuclear power plant operation, understanding plants as a component of a regional or national electricity grid.
+
*B1.11 The main parts of the nuclear fuel cycle. The open and closed fuel cycles. Radioactive wastes, categories of waste, and treatment options, conditioning, reprocessing and final disposal.
+
*B1.12 Basic  principles  of radiation  protection.  Methods  for  detecting  ionizing
+
radiation. Hazards of radioactive materials. Concepts and definitions of radiation and dose units. Short term and long term biological effects of ionizing radiation. ALARA principles.
+
*B1.13 The regulatory environment for the operation of nuclear power plants. The role of the regulator. Responsibilities of nuclear power plant staff for safety.
+
*B1.14 Risks from the diversion of nuclear materials, the basic principles of nuclear safeguards. The Nuclear Non-proliferation Treaty and international agreements. The role of the International Atomic Energy Agency and other international organizations.
+
  
=====Demonstration=====
+
Sharing resources is a tendency and a necessity. A number of regional and national educational networks and consortia dealing with nuclear engineering education are playing important roles in sharing curricula, programmes and opportunities for students. Each of the [[Network|networks]] has its own characteristics and is unique [8, 9]. The scope is aimed at meeting particular regional and national needs, but basic goals are similar: exchange of information, resources and best practices. In Canada, for example, the University Network of Excellence in Nuclear Engineering (UNENE) has a strong link with industry. UNENE supports, for instance, the establishment of Industrial Research Chairs at universities in Canada to strengthen academic offerings in key technical areas relating to nuclear technology. In Russian Federation, the National Research Nuclear University (NRNU MEPhI) centred on the Moscow Engineering Physics Institute brings together 23 campuses across the country. This new institution embodies all the capabilities in nuclear engineering education. In France the ‘Institut International de l’Energie Nucléaire’ (I2EN) created under the auspices of the French Council for Nuclear Education and Training, located on the Saclay campus, comprises a network of the best nuclear engineering curricula in France in particular those taught in English, and an in-house team in charge of promoting the French offer in nuclear education and training. The French nuclear industry is closely associated with this institute. In the United Kingdom, the Nuclear Technology Education Consortium (NTEC) provides a one- stop shop for a range of postgraduate education and training in Nuclear Science and Technology. Also Japan and Mexico have created recently national networks to coordinate and concentrate efforts.
  
*B2.1 Through examination, conduct analysis of technical and scientific problems, to reach relevant and accurate conclusions based on the analysis.
+
In Europe, the European Nuclear Education Network (ENEN), links universities from a number of countries and helps to promote quality uniform curricula in nuclear education. They have created a European Master of Science in Nuclear Engineering (EMSNE). In Asia, Latin America and Africa, similar initiatives are under way with the sponsorship of the IAEA: the Asian Network for Education in Nuclear Technology (ANENT), the Latin America Network for Education in Nuclear Technology (LANENT) and the African Regional Cooperative Agreement – Network for Education in Nuclear Science and Technology (AFRA-NEST). They link programmes and institutions related with nuclear education in different countries promoting high quality nuclear education.
*B2.2 Solve problems for real processes and determine technical solutions using current computational resources.
+
*B2.3 Develop  designs  for new  applications  utilizing  fundamental  scientific, mathematical and engineering principles.
+
  
=====Implementation=====
+
For emerging countries developing nuclear engineering educational programmes, these networks are of immense value for resources and [[Information|information]]. A good strategy to support nuclear education efforts is to become affiliated with networks in the region.
  
*B3.1 Analytical and numerical methodologies for analysis of reactor physics, thermal hydraulic and electric systems for analysing boundary-value problems.
+
To assure quality and to provide a framework to measure performance and improvement of nuclear engineering educational programmes, it is important to employ a set of [[Benchmarking|benchmarks]]. These are especially useful in gauging the status of a university against the best academic programmes in the world. The benchmarks provided in Appendix I are not meant to serve as a set of formalized evaluation criteria. Instead these will allow an institution to gain insight into its own status and programmes to enable it to improve, if necessary, or maintain the highest standards. The benchmarks will also provide guidance for further development, improvement and investment of resources.
*B3.2 Methodologies  for  planning  and  conducting  experiments,  and  evaluating experimental errors.
+
*B3.3 Technical  documents  and publications,  handbooks  and  other  information resources.
+
*B3.4 Utilization of computing techniques to solve special problems.
+
*B3.5 Ability to design nuclear power plant systems including neutronics and core analysis, and heat transport electrical generation systems.
+
*B3.6 Methodologies for ensuring the environmental safety of nuclear facilities.
+
  
====Competencies of graduates with a master of nuclear engineering====
+
===[[Accreditation|Accreditation of programmes]]===
  
The expectations and requirements for the graduates holding the Master’s degree are higher than for the Bachelor’s degree. This is in terms of both the depth and the breadth. For example, the schematic for the Master’s degree is shown in Figure 4.
+
<!-- '''Source:''' [[Nuclear engineering education: A competence-based approach in curricula development]] -->
 
+
[[File:ngt64_fig04.png|500px|thumbnail|right|FIG. 4.  Master’s Degree schematic.]]
+
 
+
The purpose of this diagram is to highlight the fact that at the Master’s level, the graduate should be able to integrate experimentation, computation and synthesis. This is key for the higher expectations of an individual holding the Master’s degree.
+
 
+
As with the Bachelor’s degree, a more detailed listing for the Master’s is given below.. If the academic curricula stop at Bachelor level, the employer has to complement the education with training providing the competencies at Master level if his/her job responsibilities require Masters level capability. In all cases, students who will be employed in nuclear installations will have to undertake plant specific training, the scope and depth of that training is depending on the scope and quality of the degree programme.
+
 
+
It should be noted that a student can take a Master’s of Nuclear Engineering course without holding a Bachelor’s degree in nuclear engineering. For example, a Bachelor of Science in Physics or a Bachelor of Engineering (electrical, chemical etc.) could be sufficient to comply with the admission criteria. In that case, the Master programme has to provide these students with specialized courses covering core themes such as reactor physics, nuclear thermal hydraulics, nuclear fuels and materials, nuclear structural engineering, nuclear safety, nuclear power plants and radiation, while avoiding duplication for students holding a Bachelor’s degree in Nuclear Engineering. The graduate with the qualification of Master of Nuclear Engineering for nuclear power plants must have the competencies shown below.
+
 
+
=====General competencies=====
+
 
+
*MC-I Written and spoken English in professional and international settings, employing technically advanced terminology used in the nuclear power industry.
+
*MC-II Work collaboratively within a team and to exercise effective leadership of that team with good management skills while working towards a well-defined goal.
+
*MC-III Work  independently,  identify  new  directions,  and  demonstrate  decision making  capabilities  within  their  sphere  of  expertise,  and  to  have  a commitment to professional development through their career.
+
 
+
=====Specific competencies=====
+
 
+
*MC-IV Understand thoroughly the basic and advanced laws of atomic and nuclear physics, chemistry and the relevant engineering sciences applicable to nuclear power plant technology.
+
*MC-V Be able to perform advanced mathematical analysis and numerical simulation of the various physics and engineering processes and systems in a nuclear power plant.
+
*MC-VI Understand data acquisition, storage and processing using recognized and accepted computer codes in the nuclear industry.
+
*MC-VII Be able to perform theoretical, numerical and experimental methodologies for analysis of thermo-physical processes.
+
*MC-VIII Use reactor experiments to characterize the basic physics in a nuclear reactor, by understanding and analysing the resulting data.
+
*MC-IX Understand nuclear power plant systems, with all the principal components.
+
*MC-X Design relevant systems by synthesizing the collective knowledge gained in all relevant disciplines.
+
*MC-XI Be committed to safety and understand safety culture.
+
*MC-XII Understand the regulatory process, the role of the regulator in nuclear power plant licensing and operation, and the main regulatory requirements for a nuclear power plant.
+
 
+
====Requirements for a graduate with a master of nuclear engineering====
+
 
+
As noted above, the Master’s degree recipient is expected to have additional capabilities beyond the Bachelor’s degree. Upon completion of the degree of Master of Nuclear Engineering for nuclear power plants, the student must know the following (Knowledge), be able to demonstrate application of the knowledge (Demonstration), and know when to implement the knowledge (Implementation):
+
 
+
=====Knowledge=====
+
 
+
*M1.1 Advanced concepts of differential and integral calculus, probability theory and mathematical statistics, theory of functions of complex variables, vector and harmonic analysis, differential equations and partial differential equation systems, Green’s functions, and advanced mathematical analysis.
+
*M1.2 Electrical  and  magnetic  phenomena,  quantum  mechanics  and  statistical physics, and physics of atomic nucleus.
+
*M1.3 Neutron transport theory and Monte Carlo analysis.
+
*M1.4 Basic elements of reactor experiments, approach to critical, measurement of reactor parameters, feedback mechanisms, analysis of data and the relationship to reactor theory.
+
*M1.5 Laws of heat and mass exchange, and the characterization of thermo physical processes in heat exchangers, steam generators and safety systems for heat removal in nuclear power plants.
+
*M1.6 Methods for detection of ionizing radiation, principles and design of radiation shielding, utilization of the ALARA principle and health effect of ionizing radiations.
+
*M1.7 Structural analysis of complex systems.
+
*M1.8 Use of information technology and numerical analyses, problem definition, and evaluation of results.
+
*M1.9 The various types of nuclear power plant systems, the principal components and their roles.
+
*M1.10 The role and importance of reactor safety, and the practices and procedures in a nuclear power plant to assure safe operation.
+
*M1.11 The components of the nuclear fuel cycle, the open and the closed fuel cycles, classifications of waste, handling, storage and disposal of the various types of radioactive waste, short-term and long-term biological effects of ionizing radiation.
+
*M1.12 Issues of nuclear non-proliferation, the role of safeguards, the Nuclear Non-proliferation Treaty and international agreements, and role of the International Atomic Energy Agency.
+
*M1.13 Concepts  of  physical  protection  of  nuclear  installations,  nuclear  security applied to nuclear materials, radioactive sources and nuclear facilities.
+
*M1.14 Principles of project management, and the utilization of these principles in an industrial organization.
+
*M1.15 The role of the regulatory authority, and how regulations are implemented and followed in a nuclear power plant.
+
*M1.16 Awareness of the technical and regulatory literature relating to nuclear power plants and their operation, familiarity of how to access and evaluate reports and articles.
+
 
+
=====Demonstration=====
+
 
+
*M2.1 Draw  from  the  technical  literature  and  develop  independent  analyses  for nuclear power plant technology related problems.
+
*M2.2 Calculate main characteristics of random values, to solve the problems as applied to any real processes.
+
*M2.3 Develop mathematical models of thermo physical and neutronic processes in nuclear power facilities.
+
*M2.4 Utilize  recognized  and  accepted  computer  codes  to  determine  technical solutions, and evaluate the validity of those solutions.
+
*M2.5 Develop  designs  for  new  technical  devices  with  accounting  for  the requirements previously defined.
+
*M2.6 Carry  out  testing  of  the  main  components  in  nuclear  power  plants,  and perform technical analysis of the operation of these components.
+
*M2.7 Develop the methodologies for safety upgrading of nuclear technologies.
+
*M2.8 Develop projects meeting technical requirements and standards as needed in a nuclear power plant.
+
*M2.9 To perform economic analyses for new procedures, systems or strategies that might be used in a nuclear power plant.
+
*M2.10 Develop management strategies for carrying out the mission of a nuclear power plant to generate electricity in a safe, economical and secure way.
+
 
+
=====Implementation=====
+
 
+
*M3.1 Design  and  implement  the  realization  of  new  products  or  systems  with applications to nuclear plant.
+
*M3.2 Design  and  implement  the  realization  of  new  products  or  systems  with application to radioprotection, nuclear safety, and nuclear security.
+
*M3.3 Design and realize new rules or processes for improving the management, the quality, the safety within a nuclear environment.
+
*M3.4 Technical English with usages and applications to a nuclear power plant and its associated technology.
+
*M3.5 Analytical and numerical methodologies for solving algebraic and differential equations, and processing of experimental data.
+
*M3.6 Methodologies for theoretical and numerical studies of thermo physical and neutronic processes.
+
*M3.7 Current computing techniques solving special problems. Standard computer code packages, various and finite-difference methodologies for solving second-order ordinary differential equations, and for the solution of boundary- value stationary problems, and the evaluation of experimental errors.
+
*M3.8 Methodologies for planning and conducting experiments, for fabrication of experimental  installations,  and  for  the organization  of  research and development studies.
+
*M3.10 Technical documents and publications, progress reports, handbooks and other information resources.
+
*M3.11 Methodologies for the design of components for nuclear power plants.
+
*M3.12 Project management skills to carry out collaborative efforts with other team members,  for  assessing  the  quality  and  efficiency  of  the  personnel,  and upgrading the personnel performance.
+
*M3.13 Organizational and managerial decision tools including knowledge management to achieve optimum outcomes with respect to quality, reliability, economy, safety and the protection of the environment.
+
*M3.14 Legislative  and  regulatory  requirements  for  the  safe  and  environmentally sound operation of a nuclear power plant.
+
*M3.15 Basic presentation and pedagogical skills.
+
 
+
'''Source:''' [[Nuclear engineering education: A competence-based approach in curricula development]]
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==References==
 
==References==
[1]
+
[1] [[Nuclear engineering education: A competence-based approach in curricula development]
  
 
==Related articles==
 
==Related articles==
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[[Education]]
 
[[Education]]
  
[[Workforce planning]]
 
 
[[Training programme]]
 
  
 
[[Category:Education]]
 
[[Category:Education]]

Latest revision as of 16:38, 21 December 2015


Definition

A set of organized and purposeful learning experiences with a minimum duration of one school-year (or academic year), usually offered in an educational institution

Description

An example: University programmes in nuclear engineering

Engineering education has been offered for many decades along several different tracks. One approach is to have two levels in the academic education: the Bachelor’s, or undergraduate degree, based on approximately three to four years of study at the university level and a more advanced degree, the Master’s, which involves one or two years of study beyond the Bachelor’s. Another approach that has been widely used, especially in Europe, is the Diploma. It typically involves five years of study. A third approach is the Engineer degree consisting of five to six years of study. This has been the tradition in, for example, France, Russian Federation and the Ukraine. This picture is, however, changing. In June 1999, the Ministers of Education in the European Union entered into the Bologna Process (The Bologna Process is a series of ministerial meetings and agreements between European countries designed to ensure comparability in the standards and quality of higher education qualifications. Visit [1] for more details). This has led to the adoption of the Bachelor’s and Master’s degree programmes at most European universities, which replace the Diploma or the Engineer degree. France focuses the nuclear engineering education either at the Engineer degree (five years usually, six years in some instances) within its specific ‘Grandes Ecoles’ approach, or as a Master’s degree (five years) in harmony with the Bologna Process. Russian Federation is taking a two-tier approach in which the Bachelor’s/Master’s programmes will be implemented. This is a key part of the strategy for international engagement. However, the degree of Engineer will be retained in Russian Federation and Ukraine to satisfy the needs of the domestic industry.

Engineering education is country and region dependent. There is no unique model and it is important to adapt pragmatically to the educational, institutional and industrial framework. However, in this report, it is important to specify that the Bachelor’s level can be reached after three to four years, and the Master’s level requires one or two additional years. This amount of time is necessary to acquire the qualifications listed and to become a competent engineer with the required industrial background.

This article deals with the common curriculum requirements resulting from a competence-based approach for the Bachelor’s and Master’s degrees in nuclear engineering, applying to all nuclear application but focusing mainly on nuclear power. The expectations of degree recipients at each level are the following:

  • On completion of a Bachelor’s degree level qualification, it is expected that the student will have comprehension and knowledge of nuclear engineering systems and will be able to solve problems and determine technical solutions for real processes;
  • On completion of a Master’s degree level qualification, it is expected that the student will be able to analyse, synthesize and evaluate knowledge gained, and apply this knowledge to nuclear power plant systems.

Beyond these expectations, it is further recognized that there are a set of specific outcomes that should result from the completion of the curriculum. At the Master’s degree level (or Engineer’s degree), graduates should be able to demonstrate the following:

  • Identify, assess, formulate and solve complex nuclear engineering problems creatively and innovatively;
  • Apply advanced mathematics, science and engineering from first principles to solve complex nuclear engineering problems;
  • Design and conduct advanced investigations and experiments;
  • Use appropriate advanced engineering methods, skills and tools, including those based on information technology;
  • Communicate effectively and authoritatively at a professional level, both orally and in writing, with engineering audiences and the community at large, including outreach;
  • Work effectively as an individual, in teams and in complex, multidisciplinary and multicultural environments;
  • Have a critical awareness of, and diligent responsiveness to, the impact of nuclear engineering activity on the social, industrial and physical environment with due cognisance to public health and safety.

In terms of specific technical areas, the Bachelor’s and Master’s degrees in nuclear engineering bring together a number of key areas that are integrated into a nuclear engineering academic degree programme. This scope is depicted in Figure 2.

FIG. 2. Scope of nuclear engineering academic programmes (Adapted from the Nuclear Engineering Programme data, Khalifa University, Abu Dhabi, UAE).

The areas shown in the Figure 2 generally represent the key fields of study required to prepare a nuclear engineer for employment in a nuclear power plant. For the nuclear engineer, it is important that these topics are well integrated together to produce a well-prepared graduate who can enter into the training programmes for a specific nuclear power plant and reach the required level of competence to successfully carry out his or her responsibilities for safe, secure and economical operation.

For universities developing new programmes, a more detailed description is useful. In the two following sections, the competencies are defined at both Bachelor’s and Master’s degree levels with the focus on those who will specifically be employed at nuclear power plants. In addition, requirements of the graduate are given in more detail, and involve what each student should possess: a specified level of knowledge (Knowledge), be able to demonstrate - application of the knowledge (Demonstration), and know when to implement the knowledge (Implementation). This can be represented as a ‘knowledge ladder’ (see Figure 3).

FIG. 3. The knowledge ladder.

Competencies and requirements of graduates with a bachelor of nuclear engineering

Competencies and requirements of graduates with a master of nuclear engineering

Programme implementation

The development of a quality curriculum is a key to the establishment of a nuclear engineering educational programme. However, as important are the steps used to implement the programme. It is essential that these programmes are implemented by competent teaching staff, which they make good use of information and communications technologies such as e-learning tools and simulators, and that students can benefit from experimental facilities and research reactors, if available, particularly for master programmes. The curriculum should adhere to accepted international practices. It must be approved by the responsible governmental ministries and authorities. It is also essential, where possible, to involve the organizations that will be hiring the graduates. This can be done in several ways. A common ‘best practice’ is to have an ‘external’ advisory board, with membership made up of potential employers, alumni associations, governmental organizations, professional and scientific societies, research laboratories, and universities. This type of board will provide on-going input and feedback and can be very helpful in assuring the continued quality, and relevance, of the academic programme.

Additional benefits can be achieved through collaboration between universities and the nuclear industry, which is a potential employer. Internships or co-operative education experiences will add significantly value to the education of students. It provides a deeper understanding of the material being presented in courses. It also allows the students to see the expectations they will face after graduation in an industry environment. It is also very useful to have representatives from industry, government agencies and research laboratories come to the university to present talks and seminars, and to give lectures in class relating to their technical or scientific expertise.

As part of developing a nuclear engineering academic programme, it is very positive to establish a student chapter of a professional or learned society. This further expands the outlook of the students, and conveys the need for professionalism in his or her career. If it is possible, enabling students to attend professional or technical meetings, regional, national or international, adds significantly to their educational experience. International cooperation through exchanges of students and joint programmes can also contribute significantly to the education of competent nuclear engineers.

Sharing resources is a tendency and a necessity. A number of regional and national educational networks and consortia dealing with nuclear engineering education are playing important roles in sharing curricula, programmes and opportunities for students. Each of the networks has its own characteristics and is unique [8, 9]. The scope is aimed at meeting particular regional and national needs, but basic goals are similar: exchange of information, resources and best practices. In Canada, for example, the University Network of Excellence in Nuclear Engineering (UNENE) has a strong link with industry. UNENE supports, for instance, the establishment of Industrial Research Chairs at universities in Canada to strengthen academic offerings in key technical areas relating to nuclear technology. In Russian Federation, the National Research Nuclear University (NRNU MEPhI) centred on the Moscow Engineering Physics Institute brings together 23 campuses across the country. This new institution embodies all the capabilities in nuclear engineering education. In France the ‘Institut International de l’Energie Nucléaire’ (I2EN) created under the auspices of the French Council for Nuclear Education and Training, located on the Saclay campus, comprises a network of the best nuclear engineering curricula in France in particular those taught in English, and an in-house team in charge of promoting the French offer in nuclear education and training. The French nuclear industry is closely associated with this institute. In the United Kingdom, the Nuclear Technology Education Consortium (NTEC) provides a one- stop shop for a range of postgraduate education and training in Nuclear Science and Technology. Also Japan and Mexico have created recently national networks to coordinate and concentrate efforts.

In Europe, the European Nuclear Education Network (ENEN), links universities from a number of countries and helps to promote quality uniform curricula in nuclear education. They have created a European Master of Science in Nuclear Engineering (EMSNE). In Asia, Latin America and Africa, similar initiatives are under way with the sponsorship of the IAEA: the Asian Network for Education in Nuclear Technology (ANENT), the Latin America Network for Education in Nuclear Technology (LANENT) and the African Regional Cooperative Agreement – Network for Education in Nuclear Science and Technology (AFRA-NEST). They link programmes and institutions related with nuclear education in different countries promoting high quality nuclear education.

For emerging countries developing nuclear engineering educational programmes, these networks are of immense value for resources and information. A good strategy to support nuclear education efforts is to become affiliated with networks in the region.

To assure quality and to provide a framework to measure performance and improvement of nuclear engineering educational programmes, it is important to employ a set of benchmarks. These are especially useful in gauging the status of a university against the best academic programmes in the world. The benchmarks provided in Appendix I are not meant to serve as a set of formalized evaluation criteria. Instead these will allow an institution to gain insight into its own status and programmes to enable it to improve, if necessary, or maintain the highest standards. The benchmarks will also provide guidance for further development, improvement and investment of resources.

Accreditation of programmes

References

[1] [[Nuclear engineering education: A competence-based approach in curricula development]

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