ERIC Number: EJ1450918
Record Type: Journal
Publication Date: 2024
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0304-3797
EISSN: EISSN-1469-5898
Epistemic Politics in the Decolonisation of the Body of Knowledge of Engineering Discipline
Owiti A. K'Akumu
European Journal of Engineering Education, v49 n6 p1425-1450 2024
This article is written within a conceptual space that considers engineering as a heteronomous discipline. In this context, we analyse how the state has intervened in the development of the body of knowledge of engineering discipline in a developing country in a process known as decolonisation and the political dynamism this has created. We take the case study of Kenya where the state has intervened in the development of engineering education by creating new universities with new schools to teach engineering. The expansionist education policy on the other hand raised questions of quality assurance. Particularly, who has the right to accredit engineering education became politically controversial question that was debated in courtrooms through litigations, on the floor of Parliament through legislations, and in the print media. These three form the multiple case study research based on document analysis in a situation where the regulator of engineering practice claims accreditation rights against universities themselves and the regulator of university education. The study reveals a fragile situation in a developing country where accreditation is construed as a matter of mandatory state regulation and recommends that developing countries should voluntarily rely on regional or, where possible, technical accreditors, instead of state regulators.
Descriptors: Engineering Education, Decolonization, Political Attitudes, Accreditation (Institutions), Developing Nations, Educational Quality, Quality Assurance, Program Development, Intellectual Disciplines, Educational Policy, Court Litigation, Educational Legislation, Universities, Foreign Countries
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kenya
Grant or Contract Numbers: N/A