Engineering education needs to respond various societal demands at the specific stage of social development. In advanced countries, which are moving from industrial society to post-industrial society, design and concept formation are more important in engineer-ing education than knowledge and skill. The current engineering education in Japan was based on the curriculum proposed by Prof. Henry Dyer of Kobu Daigakko (Imperi-al College of Engineering). Though the system had been quite successful, it needs at present reform reflecting the times. Two surveys, which were conducted by Japanese Society for Engineering Education and School of Engineering, University of Tokyo, have revealed the importance of human factor and the necessity of enhancing creativity, leadership and active attitude together with specialized knowledge.
The future engineering education needs intimate collaboration between industry and university in addition to enhanced curricula of human factor and creativity. It will also be necessary to educate the difference in evaluation between engineering and basic sci-entific research and to teach evolution of technology in a practical world.

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Schools of engineering of Japanese universities have begun to study the renewal or the reconstruction of their education programs under the circumstances where the social paradigms are greatly shifting. In the 1996 fiscal year, the working group was set up in the Deans' Committee of school of engineering of so-called the Eight National Universities under the sponsorship of Monbusho, and started to discuss the basic strategies for new development of the heart-core of engineering education programs to meet the needs of changing world. The working group has also accomplished the collection and the analyses of the present state of a variety of the curricula in the Eight Universities and the survey of the related literature over the world to accumulate the data base. In this report, the outline of the activities of the working group and a few own opinions for future plans are mentioned.

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The world has various types of logic and reality based on different societies and values. It can be said that logical perspective in seeing reality and realistic perspective in finding logic will be of great importance in an international society. Essentially, valuable technology shall be created with the connection between logic and reality. In case of construction technology, it is necessary to have academic and logical structuring and systematization of techniques on cost, schedule, quality, and productivity as well as structural design, studies of construction materials, and construction method, etc. Recognition of technology, which is an essential measure to internationalization, will be the basis of system and subject of discussion that can be shared globally.

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The self-inspection and self-evaluation have continually been done since 1993 at Hachinohe Institute of Technology (H.I.T.). In the enforcement of them, all the members of the staff were assigned to one of committee for the enforcement, because we thought that it was important to upsurge staff's sentiments about innovations and improvements of H.LT. In this paper, the outline of self-inspection and self-evaluation in H.I.T. is in-troduced, and the planning, introduction and operation of LAN system synthesized for the use of education, reserch and management are described.

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The author introduces here a system for the excercise, through which students can deepen ability to solve problems associated with the subjects. The system has three features as followings,
1) A lecture is divided into two that is, 50 minutes for lecture and 50 minutes for excercises.
2) Regardless of the procedure of the lectures, each student can select any problems they want among a lot of tasks (1, 000 or more) Students must present their solutions in front of all the classmates.
3) All students are obliged to solve within a year at the least 15 problems for mechanics and 10 ones for mechanical vibrations. The student who cleared this quota can get at the most 40% of the subject's score.

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