Engineering education contains the three important features: (1) creation of wealth of nations, (2) establishing affluent and prosperous country, and (3) promoting national competitive edge. This paper focuses on examining and enchancing the engineering education system as a new strategy to stimulate development of remarkable improvement in the education programs that synthesize effective concepts and features of world-class engineering education. The figures and models of several European technical university are investigated to enhance and guarantee the high-quality engineering education in pursuit of excellence in the age of engineering globalization.

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Although the existence of failed students in college education has been long a major public concern, a few descriptive arguments have been done in previous publications. This paper is concerned with my personal view towards such students who are not interested in or can not dedicate themselves to studying not only mechanical design but also mechanical engineering. In this article, I express my view that the educational behavior of faculty members is the most important index in the discussion on such students and the behavioral discussion is more important than a quantitative description regarding how many students are poorly performed. To generate public interest and discussion, this article describes a real case study related to Mechanical Engineering Department at Science University of Tokyo. This case study provides my educational view that the number of failed students depends upon both professors' educational levels developed by their efforts and how to evaluate precisely students' achievements based upon such levels. Author's mark books can be considered as other evidences for supporting my view expressed in the case study. Final comments on this educational issue are discussed at the last section of this article.

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We at the Kanazawa Institute of Technology, have been undergoing a new education system since 1995. As one of the primary focuses under this new curriculum, 'Engineering Design' courses have been created to foster students' self-initiated problem discovery and problem solving skills by introducing the engineering design process. In this process, students will learn to recognize open-ended problems, define problems, gather data, analyze data, propose solutions, write reports and deliver oral presentations. These courses have already been implemented on approximately 2000 sophomore students since 1996.
This paper describes the basic structure and characteristics of these courses. Furthermore, the status on last year's Engineering Design I and II will be reported.

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