The world’s economy needs more market-ready engineers


The ERASMUS+ project “ENGINITE: ENGineering and INdustry Innovative Training for Engineers via PBL”. ENGINITE’s main aim is to develop a top notch training programme with a vision to bridge the gap between industry and academia helping to develop more market-ready young engineers. The training programme draws upon the need for integrated training and work-based learning which builds on well-established pedagogical models as well as links with the labor market.

ENGINITE proposes a new industrial-oriented postgraduate Vocational Education and Training (VET) programme which is based on Problem-based Learning (PBL) pedagogy as well as integrated training and work-based learning. The project is funded by the ERASMUS+ KA2 Strategic Partnership for VET Programme.

Please visit for more information about the project.

Audience: Junior engineers who wish to follow a postgraduate/VET programme. Junior engineers may have degrees in biochemical, chemical, electrical, electronic, environmental, food, industrial, mechanical, petroleum, safety engineering and/or of a relevant field (including chemists and food technicians etc).

Training Modules: The training program includes 8 modules, delivered in the following  sequential order:
A1 Applied Efficient Quality and Health & Safety Management Systems
A2 Innovation, Entrepreneurial and Intrapreneurial skills
A3 Engineering Systems Thinking: Re-engineering by Simplifying
A4 Project Management in Action
B1 Engineering economics
B2 Product development. From concept to market
B3 Applied Process and Production Optimization
B4 Engineering Logistics and Supply Chain Analysis in practice

Teaching/Learning Pedagogy

In Problem-Based Learning students are presented with an open-ended, ill-structured, authentic problem and work in teams to identify learning needs and develop a viable solution, with instructors acting as facilitators rather than primary sources of information. The common features of PBL models are the following:

  • Being learner/student centred: more responsibility is placed on students for their own learning.
  • Supporting the research-backed approach that students learn best by fitting new information into existing cognitive structures.
  • Supporting the widely accepted constructivist view of learning, which says students create their own version of reality, rather than simply absorbing what people say.

Training Modules

A1 Applied Efficient Quality and Health & Safety Management Systems
Technical University of Crete (TUC)

A2 Innovation, Entrepreneurial and Intrapreneurial skills

A3 Engineering Systems Thinking: Re-engineering by Simplifying
Cyprus University of Technology (CUT)

A4 Project Management in Action

B1 Engineering economics
Cyprus University of Technology

B2 Product development. From concept to market
Cyprus University of Technology (CUT)

B3 Applied Process and Production Optimization
(Technical University Of Crete)TUC

B4 Engineering Logistics and Supply Chain Analysis in practice
(Technical University Of Crete)TUC



Maria Andronikou
Charis Samanides
- Yiannis Vyrides
Elpida Georgiou
Orestes Marangos
Stelios Yiatros
Yiannis Georgiou
Andri Ioannou

- Søren Willert

- Kostas Komnitsas
- Nikos Xekoukoulotakis

Panayiotis Andreou

- Andreas Andreou

Christina Achilleos Stephanie Apserou
- Oliver Broadbent



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Coordinating Organisation:

Cyprus University of Technology (Cyprus) |

30 Archbishop Kyprianou Str. 3036 Lemesos