ABSTRACT
IN THE LAST FEW YEARS great attention has been paid to engineering education in Japan. In March 1997 the ‘Henry Dyer Symposium’ was held in Tokyo organized jointly by Tokyo University and the University of Strathclyde, Glasgow. During the inauguration, Professor Yoshikawa Hiroyuki, President of Tokyo University, suggested:
Engineering education at universities should be reexamined, revised, and reconstructed. It is not just a matter of curriculum and courses, but of the whole system of engineering education. To this end, Henry Dyer, who invented a revolutionary educational system and exercised it in young modernizing Japan, could be a good starting point for discussion to seek a new model of engineering education.1
