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Making Engineering & Manufacturing “Cool” In School

Pentagliders with Louis Hamilton

Pentagliders with Louis Hamilton

Re-Engineering Australia Foundation was founded in 1998 by engineer, businessman and passionate Australian, Dr Michael Myers OAM, in response to the drastic shortage of skilled young people wanting to pursue engineering-technical-manufacturing career paths.

Dr Myers linked with forward-thinking companies, organisations, government departments, educators and individuals who are passionate about enthusing, equipping and guiding our next generation.

REA Foundation’s goals are:

  • (primary school students) promote awareness of science studies and begin presenting a coherent and holistic view of what engineering, manufacturing and technology studies and careers involve;
  • (secondary school students) provide attractive action-learning programs to develop students’ understanding of what real-world engineering by introducing computer aided design (CAD), computer aided manufacturing (CAM), computer aided engineering (CAE) and hands-on manufacturing in a competition-environment;
  • (tertiary students) maintain enrollments and reverse drop out rates in engineering and manufacturing studies;
  • (industry) connect students with industry via mentoring roles to further clarify real-world applications of an engineering or manufacturing career.

Since the first program in 1999 REA Foundation has directly impacted more than 500,000 students across the nation and seen industry compete for “REA-trained” students.

REA FoundationNew Education Paradigm

A major part of the success of REA Foundation’s education programs is the practical “applied learning” technique.

Contrary to traditional teaching practices, the REA technique empowers students and inspires them to learn. When students are confronted with an exciting challenge, equipped with world-class tools and given the support of industry mentors they develop a thirst for knowledge and eagerly refer to their text books for the answers.

The years of extensive research also uncovered the differences between how young males and females embrace  learning and technology, and these differences are built-in to our programs.

The end result is a new education paradigm with young people gaining complex skills far beyond their years. We have managed to accelerate the path of secondary education by six years – enabling teenagers to master university-level and industry-level skills.