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Sustainability is based on three pillar approach, three Pressure towards internationalization and globalization are pillars being Economics, Environment and the Society. In being reflected in new course accreditation criteria and order to realize sustainability, interrelationships between higher education structures.

Engineering educators have to three pillars must be realized. It can be done only with live with the challenges of signing of agreements like proper understanding of how societal and industrial actions Washington, Bologna ,Dublin, Sydney and other accords, impact the environment. In order to participate in which emphasize problem solving towards sustainable sustainable design, engineers have to evaluate and apply development.

There is a consensus among professional information for multiple disciplines such as economics, engineering organizations that sustainability is important to public policy, environmental and social sciences etc. Hence engineers need knowledge and skills to on how this has to occur. WFEO encourages all engineers make decisions in managing uncertainty.

Central to to become knowledgeable of Sustainable development engineering is the resource use. Engineers have to design principles and be continuously be trained about current more eco-efficient systems and technologies to deal with sustainable technologies applicable to their work. Also ever increasing uncertainty. They also have to consider accrediting bodies of engineering programs across the social and economic impacts of engineering choices in globe eg.

ABET have included sustainability related both national and global settings. Engineers should have outcomes into the accreditation processes. The basic problem solving skills, evaluate implications of their concept of sustainability as defined by the World technical solutions beyond their immediate technical Commission on Environment and Development context. In earlier days, engineering graduates, where as traditional curriculum for engineers working for a different country , emphasizes memorization of facts and well established sustainability was not part of their vision.

But today in procedures[6]. Sustainability has to be considered in every globalised world, all engineers ,irrespective of country of issue and also should be recognized as an issue [7]. The emergence of engineers, engineering practice radically different from traditional programs in content, and engineering education has a close connection to the teaching and methodology, underpinning focus on development of countries.

Engineers work across borders graduates attributes than content knowledge. Engineering with shared transformation [3]. Sustainability underpins all areas of the course economic, political and environmental concerns. Through and addressed through core courses and practically through the existing current knowledge base, Sustainable solutions engineering practice-school components. Sustainability is to contemporary global environmental, societal and central engineering concern. It is seen as a useful theme in economic problems are impossible as problems are addressing the recognized need for much greater attention multidisciplinary.

Incoming Students have future. Several modules focus on and new ones that remain to be created. ESD promotes technical issues like water, transport, virtual reality, efforts to rethink educational programs and systems both engineering communication, engineering economics and methods and contents that currently support unsustainable finance, engineering management, uncertainties and risk societies.

ESD affects all components of education: engineering and technology assessment. Sustainable solutions and concepts are two areas preliminary planning began on their objectives and their of learning to be kept in mind when curriculum for linkages with field of practice[8]. Curriculum Achieving Sustainable development involves inclusion should teach the role of engineering community in of sustainability and equity in design criteria.

Engineers promoting sustainability , sense of social responsibility should involve in problem framing. Engineers should and awareness of the tools and techniques for identifying appreciate the social, economic, political and sustainable solutions. Engineering students should be made environmental effects of technology they develop. Some of to understand the interdependence of natural, social and the sustainability issues fall in political spheres, traditional economic systems through right of future generations and engineers are not adequately prepared and are commonly precaution.

Modules have to bring out change in uncomfortable. Changes in engineering should address knowledge , skills and attitudes behaviour. Sustainable this. Future engineers should offer acceptable solutions by development education is best integrated into specialist recognizing sustainability. They should work with courses through learning activities that are firmly set in the professionals of many other disciplines. Preparing such an context of specialism and that different learning activities engineer is the challenge of engineering education [9].

So and materials will be needed to deliver sustainability may be the case with any other discipline.

8th Conference on Engineering Education for Sustainable Development

Many learning agenda to students from different engineering sustainability problems need system approach, study of disciplines. System approach Many professional societies expressed their support for involves solutions that are non-mathematical also. Till integrating sustainability into engineering education and recently, Engineering education followed a path of practice. It is not clear how to achieve this goal at practical Newtonian approach, where rigorous mathematical level, particularly how and where in the curriculum to modelling is preferred in analysis and design but with the teach sustainability.

Although many universities are advent of Sustainable development, Engineers have to starting to teach this subject, most approaches to teaching concentrate on knowledges from Sociology, Politics, this subject seems to be adhoc and dependent mainly on Ethics and other subjects for decision making and or the expertise available at each university. To make students conscious of SD 2. To develop economic and social development and environmental understanding of the role technology plays in the society protection, Environmental Space, Ecological Footprint, and in the process of sustainable development 3.

To Cradle-to Cradle and Cradle to Grave approaches etc. Sustainability curricula are: involves many disciplines such as social sciences , environmental Economics, Law and Politics.

Hence Life 1. Implementation of an elementary course — Cycle Analysis LCA and design should be introduced as Technology in Sustainable Development the basis for sustainable engineering practice, adapt 2.

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Development of graduation program in SD for conventional economics and traditional system analysis. Integration of SD in all regular disciplinary common core across the faculty of mathematics, courses. Individual degree programs are distinguished by field of practice material in specific 1.

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Energy technologies that cause step change in Telecommunication engineering. Solutions for mitigating and preventing pollution Sustainable development and Sustainability 5. Macro-Engineering solutions for mitigating reflected in everyday thinking. This can be achieved only global climate change if sustainable development becomes integral part of 7.

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Solutions for the people and their economies to engineering education program, not a mere add on or to the adapt to climate change core parts of the curriculum [10]. What is needed therefore 8. Objective measures of sustainability and their is an integrated approach to teaching sustainable application to engineering practice and management. Engineers may have passive but positive attitude Integrating sustainable development into engineering towards Sustainable Development. Lecturers may have education faces many impediments.

They are : narrow view of SD. They may think of durability and 1. Many academic professionals themselves may have recycling of single course is not sufficient to train students little or no formal training in sustainability as an applied to have professionalism on Sustainable Development. SD concept. A disciplinary review is made [15]. Integrating Sustainability can be done with a single module, a semester of sustainability related courses or At Delft University of Technology, Integration To embedding the entire curriculum with sustainability related make engineers responsible through Sustainable modules.

Offering graduation in SD involves Sustainable Development plan encompassed three interconnected Development becoming important element in 3rd year operations. They are : design and synthesis exercise assignments. Life Cycle Analysis, 3. Intertwining of Sustainable development in all 2.

Recycling, regular disciplinary courses in a way corresponding to the 3. Sustainable Energy nature of each specific course[14]. Design Analysis and Tools Specialized : There are many hurdles to overcome in the 1. Environment and Chemistry, Integration: 2. Photo-Voltaic energy, 1. Sustainable development should be integrated into 3. Eco-Toxicology, research, then only integration will be successful. Sustainable Buildings 2. As introduction of Sustainable Development affects Management : the entire organization, Risk of triggering resistance is 1.

Environmental Management, high. Environmental Law, 3. Strong motivation is needed to pull the process 3. Supply Chain Management, further. Risk Analysis 4.

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They should be implemented with care. Policy and Society The barriers can be divided into three categories : 6. Technology Assessment 7.