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Environmental engineering education for developing countries: framework for the future.

Z Ujang1, M Henze, T Curtis

  • 1Institute of Environmental and Water Resource Management, Universiti Teknologi Malaysia, 81310 Skudai, Johor Bahru, Malaysia. zaini@fka.utm.my

Water Science and Technology : a Journal of the International Association on Water Pollution Research
|June 15, 2004
PubMed
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Environmental engineering education (E3) in developing nations needs updates for urbanization and industrialization. Key focus areas include sanitation, integrated urban water management, and cleaner production for sustainable development.

Area of Science:

  • Environmental Science
  • Engineering Education

Background:

  • Environmental engineering education (E3) is generally offered within civil engineering programs in developing countries.
  • Existing E3 approaches require adaptation to address the specific challenges of developing nations.

Observation:

  • Rapid urbanization and industrialization in developing countries necessitate tailored environmental engineering curricula.
  • Basic sanitation remains a primary focus for E3, with a growing emphasis on consumer-demand.

Findings:

  • Effective E3 must incorporate integrated urban water management, sustainable sanitation, and appropriate technologies.
  • Cleaner production, wastewater minimization, and robust financial frameworks are crucial components for future E3.

Implications:

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  • Updating E3 curricula is vital for addressing environmental issues in developing countries.
  • A holistic approach to E3, encompassing technical and financial aspects, will foster sustainable development.