The Petrobras Petroleum Engineering Educational System

The discovery of new oil reserves were determinant to the investments of Petrobras (Brazilian Oil and Gas Company) in terms of modernization and to raise existing petrochemical plants, as well as the construction of new ones. For such reason the oil and natural gas sector was indicated by the Brazilian government as to generate more demand of specialized manpower. In reply to the given necessity, the Federal Government, by means of the Ministry of Mines & Energy, in partnership with the Ministry of Work & Employment, has established in 2003 a very large training and qualification capability project, known as PROMINP, which had qualified over 99 thousand professionals, with investment figures around € 80 million until 2015. This article acknowledges the actions and intentions of such program as of strategic relevance to the country. For this reason the qualitative approach was rendered, using the case study method, as a research tool, under phenomenological focus, enabling the visualization of five focused participant features as per such research from the scope of the researcher: graduates, teachers, UTFPR´s managers (from the Federal Technological University of Paraná), REPAR (Paraná´s Oil Refinery) and enterprises (services suppliers from oil and natural gas sector). It was determined three dimensions of analysis: quality of the rendered course, PROMINP´s structure and the working industry for the graduates. As a result of these reflections it was emphasized some positive aspects once obtained by the program, as well as indications of possible ways in view of the mitigation of its deficiencies.

2001 Annual Conference Proceedings

In 1996 the Education Ministry of Brazil published the Federal Law no. 9.394 known as LDB-Basis and Directress Law of Education. With this new Law it started the educational reforms with the objective of increasing the quality of 3rd Grade in the Country. Although the reforms are associated to a political project of the present team of Republic, the real motivation is due to the consequences of a new social and technical post industrial paradigm recognized simply as: Globalization. Among all the characteristics of this new productive model, the most interesting one may be the intense use of information technology as an aggregation factor of people and markets. Immersed in this context of international integration of deep and radical changes in society and in the producing system, that the engineering project of SENAC School of Engineering and Technology has emerged. It is a Telecommunication Engineering Program, which contains in its curricula the "free period". It is called so because it is the time that the students can attend classes in the several other areas of knowledge, in one of the Units of SENAC. They are free to choose among the many options like environment issues, nursery, photography, gastronomy, languages, arts and etc. They can choose as many areas as they want along the five years, at least one per two years. At the end of each period they present a report about their development in those areas. The reports are discussed with a group of a psychologist, a pedagogue, an engineer professor and the coordinator of the course. This added to the basic science courses, basic engineering courses and specific engineering courses.

Traditionally, engineers in the oil and gas industry learned their trade on the job. To master all the skill for the full spectrum of Upstream Oil and Gas operation they would take ten to fifteen years. They need to undergo the job rotation at various departments or section in the companies. The current oil and Gas competition does not give the oil company the luxury of time, they need to get their technical staff ready for new challenges within short time. The Production Academy of PETRONAS Upstream Operation collaborated with INSTEP desired to cut the long learning curve by 50%. The young graduates, after undergone this UOIP training could be expected to rise to the management position with three to five years of service. The young technical graduates from upstream operation local and international are brought to INSTEP for one-year induction training where the first four months they learn the theoretical aspect of offshore operation from the reservoir to well completion, surface facilities and pipe line. The next two months, they were sent to various offshore installations in Malaysia to learn the job experientially, Completing their two months at offshore, they will back at INSTEP for the theoretical on onshore terminal operation, the contractual aspect of operation and the customers. During the training they will undergo the Soft skill training, team building and must participate in Corporates Social Responsibility that they have organised by themselves. The graduate will be fully rounded engineers that will be work-ready in any section or department of upstream operation.

2017

This paper examines research collaboration between the Brazilian state-controlled oil company, Petrobras, and universities from 1980 to 2014. Despite the importance of universityindustry research collaboration in Brazilian oil industry, there are few comprehensive and long-time spam studies on this topic. This paper helps to fill a gap in the academic literature by providing comparative historical data on research collaboration between Petrobras and Brazilian universities. Based on the co-authored publications by Petrobras we analyze changes in intensity of this collaboration and its geographical orientation, inter-organizational level and scientific knowledge base. Furthermore, we address the issue of whether changes in Brazilian R&D funding policy have affected trends in collaboration. Our findings show an increasing collaboration between Petrobras and Brazilian universities, resulting in an enlargement of the company’s network collaboration and reinforcing its knowledge base16232...

This paper presents a support program for the professional development at the Escola Politécnica da Universidade de Sao Paulo-Brasil as an additional effort for further directed training aiming to a desired profile for the future engineer.

Bulgarian Comparative Education Society, 2016

Brazil is one of the largest countries in the world as well one of the greatest economies among developing countries. To be competitive, Brazil needs to be able to develop technology, research and knowledge. In this sense, we argue that economic growth is directly related to technological development, which is linked to the investments in infrastructure, education, technologies and research mainly from engineering. Engineers must be prepared to develop solutions and technologies and to contribute to the well-being of society. The main purpose of this paper is to present an exploratory study concerned with the general overview of Brazilian engineers’ graduate and postgraduate courses as well as their current occupation.

European Journal of Education and Pedagogy

The petroleum industry in Nigeria contributes a huge percentage to the national revenue of the country, to the extent that budgets are being passed based on the oil price dynamics. With the importance the petroleum sector has attained in Nigeria, it is expected that the country's pedagogy will reflect the value it contributes to the national table. However, reviews, surveys, and works of literature have shown otherwise. As a result, this study emphasizes the importance of petroleum engineering pedagogy in-country as an oil-producing country, the university curriculum of petroleum engineering in Nigeria was also examined (with a particular focus on the impact of poor curriculum on national development), and the dynamics between the university, industry and government were critically discussed and recommended practices for improving petroleum engineering pedagogy were made. This study targets national development and control over its own resources through a knowledge economy and s...

28. Ortaçağ ve Türk Dönemi Kazıları ve Sanat Tarihi Araştırmaları Sempozyumu, 16-19 Ekim 2024, Ankara Hacı Bayram Veli Üniversitesi Itri Kongre ve Kültür ve Merkezi, Ankara.

Journal of the Historical Breechloading Smallarms Association, 2024

In 1887, Emir Abdur Rahman Khan established the Kabul Steam Workshops with British aid, notably from Sir Salter Pyne. His national industrialisation efforts included the founding of the Kabul Arsenal, significantly improved Afghanistan’s domestic arms production—particularly by introducing the manufacture of modern, Martini-type rifles. Initially reliant on artisanal handwork, the Arsenal transitioned to mechanised production by 1894 under the oversight of British experts like John Stewart and A. Cameron, permitting a more rapid modernisation of Afghanistan’s army during the years following the Second Anglo–Afghan War. Between 1894 and 1924, approximately 33,000 Martini-type rifles were produced, including Martini–Henry, Martini–Metford, and Martini–Enfield variants. This article presents a summary guide to the ready identification of the seven major Types of Martini rifles produced in Afghanistan, distinguished by format, crest, nose cap, and front sight. Available via: https://hbsa-uk.org/knowledge-and-research/journal-summaries/