Among statements about educational goals found in the engineering literature, two – the CDIO Syllabus and the Taxonomy of Engineering Competencies – stand out in regard to range and level of detail. The two statements have been formulated independently and each presents a different perspective on the goals of engineering education.
This paper takes advantage of the unique opportunity afforded by having two well-worked but different perspectives on the goals of engineering education. A comparison of the two statements reveals their respective strengths and weaknesses, provides mutual endorsement of their comprehensiveness and quality, and gives deeper insight into the dynamics and difficulties associated with the formulation of statements about the goals of engineering education.
In addition, it develops a rationale for the formulation of a universal document on the goals of engineering education, discusses the merits and limitations of such a document and makes some recommendations about how it might be compiled.