Growing gap between secondary education and engineering bachelors in Flanders: specific shortcomings and causes

Over the past decade, teachers in the first-year of the Engineering bachelor program at KU Leuven have experienced a decline in the incoming students prior knowledge and understanding of STEM subjects and mathematics in particular. To study the perceived growing gap between actual and expected prior knowledge, first year students and tutors at the KU Leuven Faculty of Engineering Science were questioned. 500 students completed an anonymous online survey targeted at their first semester results, prior education and experienced difficulties in the transition from secondary to higher education. Interviews with 7 tutors aimed at getting a deeper understanding of specific shortcomings in prior knowledge and understanding. Results indicate that particular mathematical topics, such as complex numbers and differential equations, are expected knowledge when enrolling in the Engineering program but are rarely treated at sufficient depth in Flanders secondary schools. While the majority of students indicate to be satisfied with their secondary education, many still point out a lack of exercises, applications and depth of understanding. Other significant factors are the acquired study approaches, and time and stress management skills. Both inquiries confirm the mismatch between expectations by Flanders Engineering faculties and what is achieved at the secondary level. Secondary curricula, teaching methods and academic environments are said to have a direct influence on this mismatch. This warrants further research into the underlying teaching methods, guidance and curricula at the secondary and university level.

ISBN:978-2-87352-023-6

Publication year:2021

Accessibility:Open