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Academic literature on the topic 'Gippsland Institute of Advanced Education Students'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Gippsland Institute of Advanced Education Students"

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Matsuishi, Masakatsu, Kazuya Takemata, and Sumio Nakamura. "Engineering Education To Develop Innovative And Self-Directed Engineers." Balkan Region Conference on Engineering and Business Education 1, no. 1 (August 15, 2014): 115–20. http://dx.doi.org/10.2478/cplbu-2014-0025.

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AbstractThe educational goal of the Kanazawa Institute of Technology (henceforth, KIT) is to develop innovative and selfdirected engineers. KIT developed a new curriculum, of which main pillars are engineering design education and engineering ethics education, and established an innovative facility “Factory for Dreams & Ideas” (henceforth, “Yumekobo”, which is the original Japanese name for the factory), to achieve its educational goal. Assessment of educational objectives and data are discussed in the paper. Students developed original, viable, and ethical design solutions in engineering design courses using either appropriate technology, advanced technology, or a suitable combination of both. Students' understanding and behaviour with regards to engineering design and engineering ethics advanced steadily during the courses. Students, who actively worked on Yumekobo projects, developed their technical competencies and professional skills.
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Lynwood, Wendy. "Legal Education in Albania Programme (LEAP)." Legal Information Management 3, no. 3-4 (2003): 204. http://dx.doi.org/10.1017/s1472669600002176.

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The programme is a twinning arrangement between the University of Tirana Faculty of Law and a Middlesex University Consortium, consisting of the Institute of Social and Health Research, Middlesex University, the Institute of Advanced Legal Studies, the London Metropolitan University Department of Law, Governance and International Relations, the European Public Law Center, Education for Change Ltd and Cavendish Publishing, and has three main aims:• to help train and thus produce better qualified staff• to improve the institutional management of the Law Faculty• to prepare teaching, learning and research material that meets the needs of students entering the legal profession.Within the main programme there is a library strand. This aims to develop the range of services provided by the faculty law library in order to support academics and students to the highest possible level given available resources. It was to help facilitate this development that the visit to Hendon took place.
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Frischknecht, P. M. "Environmental science education at the Swiss Federal Institute of Technology (ETH)." Water Science and Technology 41, no. 2 (January 1, 2000): 31–36. http://dx.doi.org/10.2166/wst.2000.0040.

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In 1987 ETHZ, the Swiss Federal Institute of Technology, first offered a degree course in environmental sciences. The curriculum is based upon a comprehensive view of the environment and its systems. The first two years of the programme cover a multidisciplinary basic education in mathematics, natural and social sciences. For their advanced education in the fifth to nineth semesters the students select one of four science disciplines (Chemistry/Microbiology, Physics, Biology or Environmental Hygiene) and one of four environmental systems (Aquatic Systems, Atmosphere, Terrestrial Systems or Anthroposphere). The education in natural sciences is accompanied by a compulsory case study, which is implemented as a didactic tool to teach ecological problem-solving, and courses in environmental social sciences and environmental technology. During the professional practical training of about four months, students gain insight into the constraints of a professional environment. In the tenth semester a diploma project - equivalent to a master's thesis - is carried out.
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Mehta, Dr Rashesh P., Sushil Joshi, Pankaj Savani, Aditya Danayak, and Mitul Munjani. "Development of Numerical Protection Laboratory through Industry Institute Interaction." Journal of Engineering Education Transformations 36, no. 2 (October 1, 2022): 101–8. http://dx.doi.org/10.16920/jeet/2022/v36i2/22158.

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Abstract—The development of a numerical protection laboratory is implemented through industry-institute interaction under an MOU. This paper documents the contribution of the major project of final year students on using a digital over-current and earth-fault relay. The latest numerical protection relay has been provided as a replacement for an older version by ABB India Ltd. as a part of corporate social responsibility (CSR). The laboratory experimental panel has been developed through the major project of the final year student group. There was the active participation of ABB India Ltd. by way of providing dedicated training to the student group and faculty members involved in the installation, commissioning, and design of the experimental panel. The results obtained from various case studies are reported in this paper. The facilities created are used for regular laboratory practicals for undergraduate and postgraduate students. The laboratory manuals are prepared to facilitate the implementation of the experiments. The laboratory curriculum has been updated for the UG course "Power System Protection" and the PG course "Advanced Power System Protection and Switchgear". It has resulted in improvement in the placement of UG and PG students. The training of industry and state power utility engineers can also be performed on the experimental panel developed. The outcome of this academic innovation related to industry-institute interaction is that the industry readiness of students has increased. Keywords : Industry Institute Interaction; Power system protection; laboratory development; Test setup; Over-current protection.
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Xiang, Ning, and Jonas Braasch. "Graduate education and research in architectural acoustics at Rensselaer Polytechnic Institute." Journal of the Acoustical Society of America 152, no. 4 (October 2022): A123. http://dx.doi.org/10.1121/10.0015754.

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The Graduate Program in Architectural Acoustics has been constantly advanced from its inception in 1998 with an ambitious mission of educating future experts and leaders in architectural acoustics, due to the rapid pace of change in the fields of architectural-, physical-, and psycho-acoustics, and noise-control engineering. Since years the program’s pedagogy using “STEM” (science, technology, engineering, and mathematics) methods has been proven to be effective and productive, including intensive, integrative hands-on experimental components that integrate architectural acoustics theory and practice. The graduate program has recruited graduate students from a variety of disciplines including individuals with B.S., B.Arch., or B.A. degrees in Mathematics, Physics, Engineering, Architecture, Electronic Media, Sound Recording, Music and related fields. Graduate students under this pedagogy and research environment have been succeed in the rapidly changing field. RPI’s Graduate Program in Architectural Acoustics has since graduated more than 120 graduates with both M.S. and Ph.D. degrees. Under the guidance of the faculty members they have also actively contributed to the program’s research in architectural acoustics, communication acoustics, psycho-acoustics, signal processing in acoustics as well as our scientific exploration at the intersection of cutting edge research and traditional architecture/music culture. This paper illuminates the evolution and growth of the Graduate Program.
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Simões, Romeo L., Alcir E. Dorigatti, Bruno M. Pereira, and Susan M. Briggs. "Education on Advanced Disaster Medical Response: Initial Experience in Brazil." Panamerican Journal of Trauma, Critical Care & Emergency Surgery 5, no. 2 (2016): 76–82. http://dx.doi.org/10.5005/jp-journals-10030-1148.

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ABSTRACT Background One of the most important mainstays in disaster management is preparedness. In partnership with the International Trauma & Disaster Institute, Massachusetts General Hospital, Boston, and the Panamerican Trauma Society (PTS), the Brazilian Society of Integrated Assistance to the Traumatized (SBAIT) has been promoting, for the last 4 years, education and training through the “Advanced Disaster Medical Response” (ADMR) course for health care providers. The aim of this study is to evaluate the impact of the ADMR course on medical staff learning. Materials and methods Between 2011 and 2014, 23 ADMR courses (each of 8 hours duration) were conducted in Brazil. Attendees answered a pretest and posttest survey to evaluate their experience in disaster medicine and acquired knowledge during the course. Each test consisted of the same 10 objective questions, resulting in a score of 0 to 10. Attendees had to do both tests in order to qualify for a course certificate. Results In 4 years, 1,398 students participated in the courses. Participants were predominantly physicians and medical students of the male gender. Posttest scores were significantly higher than those of the pretests: 9 (±1.22) and 7 (±1.67) respectively, representing an increase of 34.1% in acquired knowledge. Students with prior experience in disaster medical response (p<0.05) or participation in multiple-casualty simulations (p<0.05) or theoretical training (p<0.05) scored better on pretests than those without similar experience. For every kind of prior experience, posttest scores were higher than pretests (p<0.05). Conclusion The ADMR course is an effective learning tool for medical personnel and health care providers, increasing knowledge of disaster medical response. How to cite this article Simões RL, Dorigatti AE, Pereira BM, Calderan TRA, Briggs SM, Fraga GP. Education on Advanced Disaster Medical Response: Initial Experience in Brazil. Panam J Trauma Crit Care Emerg Surg 2016;5(2):76-82.
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Hayashibara, Yasuo, Shuro Nakajima, Ken Tomiyama, and Kan Yoneda. "Hands-on Education of Robotics Department for Four Years of College." Journal of Robotics and Mechatronics 23, no. 5 (October 20, 2011): 789–98. http://dx.doi.org/10.20965/jrm.2011.p0789.

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In this paper, we introduce engineering education at the Department of Advanced Robotics, Chiba Institute of Technology. At the department, we try to teach useful knowledge and provide laboratory work leading to useful experience. One purpose of the curriculum is to enable students to design a system with a mechanism, control circuit, and computer programming. We then provide many lectures related to system design – control engineering, mechanics, mechanical dynamics, electronic circuits, information engineering, mechanical drawing, and so on – and provide laboratory work on related theory in the lectures. Laboratory work helps students understand abstract theories that are difficult to understand based on desk study alone. This laboratorywork continues fromthe first to fourth years. In addition, we provide many project studies. Some students try to develop their own systems through extracurricular studies. Through the project, students obtain much knowledge and experience. After introducing our curriculum, we discuss the results of this curriculum.
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Gujer, W. "Environmental engineering education at the Swiss Federal Institute of Technology in Zürich." Water Science and Technology 41, no. 2 (January 1, 2000): 37–45. http://dx.doi.org/10.2166/wst.2000.0041.

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A revised ten-semester curriculum in environmental engineering was introduced at the Swiss Federal Institute of Technology in 1998 which is based on 10 years of experience with a previous less focused curriculum. The scope of the new curriculum is rather broad and includes sanitary engineering, water resources management, soil pollution control and resource and waste management. Air pollution is not fully developed yet. Based on broad basic studies (first four semesters) the professional studies (semesters 5 to 9) require the students to choose two out of four possible areas of specialization. These studies are followed in credit groups which combine advanced courses and extensive project work designed to reach scientific depth in an exemplary fashion. There is an exchange of teaching units between Environmental Engineering and Environmental Natural Sciences but the two curricula are quite different and lead to significantly different professional profiles.
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Namaziandost, Ehsan, Shouket Ahmad Tilwani, Shabnam Mahdizadeh Khodayari, Meisam Ziafar, and Samir Alekasir. "Flipped classroom model and self-efficacy in an Iranian English as a foreign language context: A gender-based study." Journal of University Teaching and Learning Practice 17, no. 5 (December 1, 2020): 271–85. http://dx.doi.org/10.53761/1.17.5.17.

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This study aimed to investigate the impact of the flipped classroom model on students’ self-efficacy and the difference in self-efficacy between males and females using this model. In order to accomplish this, 66 advanced participants were selected from a private English language institute. They were divided into two equal groups, namely experimental (flipped classroom) and control (traditional) group. The students’ self-efficacy was scored before and after the intervention with the Self-Efficacy Survey. The results indicated an increase in their average self-efficacy score with the flipped classroom while the traditional classroom decreased their average score. When the genders were analyzed separately, the males demonstrated a decrease in self-efficacy while the females indicated an increase while utilizing the flipped classroom. In light of these results, some recommendations have been made.
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Power, Gerry. "Current Legal Research Topics Database." Legal Information Management 3, no. 2 (2003): 119–21. http://dx.doi.org/10.1017/s1472669600001894.

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From the 1960s to the late 1980s, the Institute of Advanced Legal Studies Library produced an annual List of Current Legal Research Topics. The most recent annual issue was published in 1988 and listed the subjects of research currently being pursued (i.e. provisional dissertation titles) by students registered for research degrees in law (e.g. PhD, MPhil) at higher education institutions in the UK.
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Book chapters on the topic "Gippsland Institute of Advanced Education Students"

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McNary, Tiffany, Galina Kadosh Tobin, and Sarah D. Stauffer. "The Evolution of a University-Based Center of Play Therapy Education." In Advances in Psychology, Mental Health, and Behavioral Studies, 81–108. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8226-7.ch003.

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More beginning graduate students and new mental health professionals are seeing children and families in their therapeutic work, creating a growing need for play therapy-specific training and supervision. Training students and professionals in the art of play therapy is critical to the wellbeing of children, families, and the future profession. A university-based approved center of play therapy education aims to fulfill this growing need while undertaking a momentous amount of responsibility. Training skilled play therapists is a complex endeavor requiring a combination of foundational knowledge, advanced clinical and conceptual skills, and supervision that surpasses classroom coursework requirements. The authors describe the evolution of Georgia State University's Center of Play Therapy Education and Play Therapy Training Institute to provide readers with a comprehensive model for play therapy training and supervision.
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McNary, Tiffany, Galina Kadosh Tobin, and Sarah D. Stauffer. "The Evolution of a University-Based Center of Play Therapy Education." In Research Anthology on Rehabilitation Practices and Therapy, 476–97. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3432-8.ch024.

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More beginning graduate students and new mental health professionals are seeing children and families in their therapeutic work, creating a growing need for play therapy-specific training and supervision. Training students and professionals in the art of play therapy is critical to the wellbeing of children, families, and the future profession. A university-based approved center of play therapy education aims to fulfill this growing need while undertaking a momentous amount of responsibility. Training skilled play therapists is a complex endeavor requiring a combination of foundational knowledge, advanced clinical and conceptual skills, and supervision that surpasses classroom coursework requirements. The authors describe the evolution of Georgia State University's Center of Play Therapy Education and Play Therapy Training Institute to provide readers with a comprehensive model for play therapy training and supervision.
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Dottore, Michelle, and Steve Spencer. "A Collaborative Learning Environment to Support Distance Learning Students in Developing Nations." In IT Outsourcing, 1168–88. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-770-6.ch071.

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In developing nations, information and communications technologies (ICT) offer dramatic opportunities for economic and social transformation. Such nations hope to jump-start economies and actualize human potential by providing ICT-based education and training to individuals in remote areas. Educational institutions seeking to outsource programs internationally face complex cultural, political and technological considerations not found within traditional student populations. Virtual learning environments (VLEs) are tools that provide electronic access to campus services. However, distance educators are challenged to develop VLEs that also support critical social elements of student life. The San Diego State University Interwork Institute is partnering with community colleges in the Western Pacific to offer degrees using a unique educational model. Through partnership and technology, this model blends virtual technologies with site-based facilitators and services, enabling Pacific Islanders to access advanced degrees without having to travel abroad.
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Staklis, Sandra, Laura Rasmussen Foster, Debra Mikulka, and Christa Smith. "Connecting College and the Workplace Through Pathway Development in Kansas." In Career Pathways, 100–109. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190907785.003.0006.

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To meet the high demand for skilled workers in health care and advanced manufacturing, three higher education institutions in Kansas recently strengthened their training in these fields through a U.S. Department of Labor’s Trade Adjustment Assistance Community College and Career Training program. From 2013 to 2018, the Washburn Institute of Technology, Washburn University, and the Wichita State University Campus of Applied Sciences and Technology partnered with employers to develop industry-aligned career pathways by introducing new specialties, upgrading curricula and equipment, and introducing new credentials and options for further education. This chapter describes the changes that the institutions made to equip their students with the skills needed to meet critical workforce needs.
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Conference papers on the topic "Gippsland Institute of Advanced Education Students"

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Owusu Mensah, Francis. "The Economic Impact of covid-19 on Distance Students in Ghana; A case of University of Education – Institute of Distance Education and eLearning." In 3rd International Conference on Advanced Research in Education. ACAVENT, 2021. http://dx.doi.org/10.33422/3rd.educationconf.2021.03.224.

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Wang, Zhichun. "On the Construction and Management of College Students' Art Troupe under the New Situation Exploration and Thinking——Taking Nantong Institute of Technology as an Example." In CIPAE 2021: 2021 2nd International Conference on Computers, Information Processing and Advanced Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3456887.3457029.

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Singhose, William, Joshua Vaughan, Jon Danielson, and Jason Lawrence. "The Use of Tele-Operated Cranes for Advanced Controls Education." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42365.

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Cranes provide an excellent platform for teaching advanced controls. They have a simple pendulum-type oscillation that is useful for demonstrating basic control methods. However, cranes also have additional dynamic effects such as motor dynamics, velocity limits, and nonlinear slewing dynamics that make them well suited for advanced study. If the cranes are made remotely operable, then students can also study tele-operation and control of systems with time delays. An advanced control design course taught at the Georgia Institute of Technology has integrated tele-operated cranes into both the lecture and laboratory exercises. The laboratories lead the students through the use of two tele-operated cranes. The lab component of the course culminates with a five-week team project in which the students design and implement their own research project on the cranes. The primary goal of using the cranes is to provide hands-on experiences in implementing advanced controllers on real systems. This paper describes the cranes and the complementary curriculum.
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MONTANARI, ROBERTO, Layek Abdel Malek, Paolo Andrei, Gino Ferretti, Simonetta Valenti, Luca Maria Mancinelli, Alessandro Bernazzoli, Eleonora Bottani, Joel S. Bloom, and Fadi P. Deek. "The MEM project: experiences, challenges and outcomes of an international double master-level degree." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8159.

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Educating the workforce of the future to perform adeptly in the global environment as well as to surmount cross cultural boundaries is of a paramount necessity in today’s technologically advanced and complex settings. This environment has led institutions of higher education to seek international collaborations to face these challenges. Building on experiences and successes gained from a nearly decade long project entitled UMANE that was jointly supported by both the US Department of Education and the EU for undergraduate double/triple Bachelor’s degrees, this paper reports on an extension of the earlier partnership, to include a graduate level partnership that offers a double master degree between New Jersey Institute of Technology (NJIT) and University of Parma (UNIPR) that was put in place in 2015. In this work, we present the developed framework of this international cooperation, report on its challenges, and share our experiences. Specifically, the framework of the agreement establishes guidelines and course of study leading to double master degrees in the area of Engineering Management, one from NJIT and another from Parma University. Students in this program, usually, start their studies in Italy, attending the classes at their home Institution and then move to Newark, New Jersey, during the spring/second semester (6 months) of their first year, to attend NJIT classes. At the end of their studies, students will be awarded two master’s degrees in Engineering Management from the partnering universities.
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Tomsikova, Katerina, Karel Tomsik, Lucie Smékalová, and Karel Nemejc. "Self-reflection of University Teachers at the Czech University of Life Sciences Prague." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.035.

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The aim of the paper is to evaluate teachers´ competences and their self-reflection in the teaching process. The topicality of the research presented in the paper is given by the fact that teachers at university level must prove excellent competences regardless external factors which affect the teaching process any time. Competence is the key qualified and professional job performance in any sector. The paper focuses on the competences of university teachers which they acquire and develop throughout their career. Attention is given to professionally and personality cultivating competences, part of which is also self-reflection. Self-reflection refers to a person’s ability of introspection and willingness to learn more about own abilities and skills. This will lead to a better ability to identify changes that may be required. The methodology consists in a research based on a questionnaire survey and statistical evaluation of gathered information. The paper gives an outline of the evaluation process at the Czech University of Life Sciences Prague (CZU), during which opinions of students and teachers about instruction were analysed, together with the fulfilment of selected university competences. The main body of the paper is dedicated to the statistical processing of selected data from the evaluation survey conducted by using the SPSS programme. The results indicate that there are significant deviations of teachers´ self-evaluation from the students´ opinion. The Institute of Education and Communication is going to offer courses in advanced competence development using techniques of self-reflection. This has a potential to enhance effectiveness of the teaching process at university level.
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"Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3973.

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Aim/Purpose: This study aims to provide a description of how flipped classroom was designed in the Business Computing (BC) course in order to adapt with the changes in the Vietnamese students’ learning needs, as well as social and technological developments that disrupt student’ behaviours and living styles. Background: The flipped classroom (FC) model is widely implemented, especially in the English language classes due to an immensely high demand in the Vietnamese market. However, there has not been any imperative published research on the impact of using FC models on higher education in Vietnam. The BC course was implemented the FC model across the Royal Melbourne Institute of Technology (RMIT) University’s campuses. The idea of using this model was to adapt with changes in social and technological developments. Methodology: A comprehensive literature related to the common pedagogy in practice in Vietnam was provided. This helped the design team of the BC course to understand the characteristics of the Vietnamese students and subsequently, offer a suitable flipped model that improves student’s engagement. A proposed method of using the design thinking (DT) approach while flipping a BC class was underlined. Contribution: The outcome of this study assists national educators in Vietnam to confidently embrace the FC concept as a model for pedagogical modernisation and advocate the real need to provide a dynamic learning environment. Findings: The initial conclusion showed that there is an existence of preparation for student’s study, especially during post-class periods. Recommendations for Practitioners: It is vital to conduct a rigorous student’s need and their learning styles before designing learning contents that matches with course learning outcomes. Recommendation for Researchers: In order to increase student’s engagement with the course content and materials, educators and designers may explore a combination of multimedia, pictures and narrative sources to enrich learning sessions while simplifying theoretical concepts. Impact on Society: Utilizing advanced technologies in teaching gives students advantages to interact and gain other skills that meet the demands of potential employers.
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Maleki, Ehsan, Brice Pridgen, Jing Qi Xiong, and William Singhose. "Dynamic Analysis and Control of a Portable Cherrypicker." In ASME 2010 Dynamic Systems and Control Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/dscc2010-4241.

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Cherrypickers are an important class of machines that can lift people to great heights. Understanding the dynamics and stability of these machines is crucial for efficient and safe operation. A dynamic model has been developed to capture the oscillatory dynamics of the machine as a function of the configuration and mass properties. Simulation studies reveal the complex dynamic behavior of the machine. In many cases, the oscillation of the endpoint bucket causes difficulties and dangers for the operators. An input-shaping controller has been added to the system to decrease the oscillatory dynamics. A portable cherrypicker is being developed for use in both education and research. The cherrypicker will be used as an experimental testbed in an advanced controls course at the Massachusetts Institute of Technology. The MIT students will use the machine to verify their theoretical models of the dynamic behavior, as well as evaluate control systems they develop to improve performance. Concurrently, students at the Georgia Institute of Technology will use the machine in teleoperation mode to conduct similar experiments. The MIT and Georgia Tech students will work together to conduct meaningful research on the cherrypicker testbed for their course projects. This paper describes the developments and results of the project to date.
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Imbert, Clément, and Reynold John. "TRANSITION FROM MASTER CRAFTSMAN TO ENGINEERING DEGREE." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/aook6981.

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There is a great need for Master-Craftsmen who are highly valued in industry locally but are not afforded the same recognition as in Germany, so in order to encourage more applicants a bridging progression to a Bachelor’s degree should be devised. There are several paths to the education of engineers. Traditionally students of engineering attend secondary school from which they matriculate to a tertiary institution. In many countries candidates may opt to do an Associate degree articulating to a Bachelor’s degree. However, in some countries, it is possible to become an engineer without a traditional degree, usually in a more practically-oriented apprenticeship programme. In Britain for example, such candidates complete National Vocational Qualifications(NVQs) in engineering while working at a company. NVQs typically range from Level 1 to Level 8, Levels 6 and 7 being equivalent to Bachelor’s and taught Master’s degrees respectively. In Germany, there is also an alternative qualification to the Bachelor’s degree, the more practically-oriented Meister (Master-Craftsman in English), both of which are equally recognized and respected professionally and are both pegged at Level 6 in the 8-Level German National Qualifications Framework (NQF). The MIC Institute of Technology has adopted a Master-Craftsman programme which is accredited by the German Chamber of Crafts and Trades. Candidates have to first complete the (trimester) Journeyman programme comprising three years, about 50% of which comprise industrial attachments/internships. Successful Journeyman graduates can progress to the Master-Craftsman qualification by completing an extra (trimester) year of study. This paper deals with the progression of Master-Craftsman graduates, through advanced placement, in a Bachelor of Technology programme. The Master-Craftsman curricula have to be mapped against a typical Bachelor of Technology programme to determine the gaps in mathematical, theoretical and other areas and mechanisms to fill any gaps.
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