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Inspite efforts of rebirthing engineering education degradation of student achievement is progressing due to several reasons. In particular, introducing accrediting system in each university has actually contributed to improve engineering education. However, math achievement of student having different study path is unclear. Taking into account the math knowledge inevitable for bachelor engineer, present author proposes a concrete desirable math knowledge on differentiation, integral, ordinal and extraordinal differential equation, vector, tensor and complex variables at graduation, derived from his teaching career at department of mechanical engineering.

Examining curriculum among universities revealed that no significant difference in math class or related subjects can be seen. However, amount and depth of those studies, in general, differed depending on content of curriculum and the level of achievement at entrance to individual university. Universalization of higher education shows that students have many problems in learning higher level of traditional math and that the memory of math they learned quickly fades away after passing in exam. It means that further development of higher math knowledgebased engineer after graduation from universities. Under these circumstances, the present author, as one of fun of math, propose how to maintain way of thinking generated by math knowledge. What necessary for engineer is to pay attention to common books, dealing with elementary mathematics or arithmetic- related matters. This surely leads engineer to nourish math/arithmetic knowledge-based way of thinking.

Drastic changes in society, such as quick globalization, few baby and eldering society, world wide mega competition in industries, rebuilding and shifting industrial production activity to modern and only one-oriented key technology, inevitably brings a strong demand for changing traditional education system. This paper delas with a quick summary of observing results about what has been happening outside university from a view point of education after rebirth of the world in 1990. Peer view about possibility of promoting collaborative work of engineering education between university and company is also discussed.