COMPETENCE-BASED TRAINING APPROACHES IN ENGINEERING AND ADOPTED EVALUATION METHODS IN VARIOUS COUNTR

e-ISSN: 2582-5208 International Research Journal of Modernization in Engineering Technology and Science Volume:02/Issue:11/November -2020

Impact Factor- 5.354

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COMPETENCE-BASED TRAINING APPROACHES IN ENGINEERING AND ADOPTED EVALUATION METHODS IN VARIOUS COUNTRIES Pankaj Verma*1 *1Faculty

of Road Construction, North-Eastern Federal University named after M.K. Ammosov, Yakutsk, Russia.

ABSTRACT In the present higher education system, still the main focus is put on the academic grades. However, studies show that many organization nowadays are giving preference to professional competencies than to traditional learning and academic grades. There are many cases where candidates with high academic grades fail to clear the interview and impress the employer. Aren’t we told that good grades are the key to any job you desire? After such rejections candidates begin to feel disheartened and it results in hopelessness and low self-esteem. Some even commit suicide. The problem lies in the fact that employment industry has been rapidly changing but the education system mostly remained unchanged.

As aforementioned employers are not only looking for good grades but in fact paying more attention on professional skills, smartness and ability to deal with various modern problems that organizations may face. Unfortunately, these skills are not paid much attention in universities. Some universities have professional competencies in their curriculum but the approach and training methods are outdated.

Purpose of this study is to analyse how important are professional competencies and various approaches used in countries with one of the best education systems.

KEYWORDS: professional competence, global engineer, engineer without border, OECD, ABET, DeSeCo, I portfolio, e-portfolio, MOOC.

I.

COMPETENCE-BASED TRAINING APPROACH FROM FOREIGN COUNTRIES

The concept of "competence" and "competence approach" are often used in the field of General education, professional and higher education, and professional activity. Many researchers study the content of this term, its essence and relevance. We have analysed the work of specialists from foreign countries, which defines the concept of "competence" and reveals its essence.

According to the study conducted by Mojibur rohman, a well-known researcher from Bangkalan region of Indonesia, it’s found that 65% of students from 120 students’ competencies belong to a good category, in particular, in the field of passenger transport. The level of students' competence was assessed based on the respondents' ability to solve the tasks listed in the UKK (Ujian Kompetensi Siswa ) - including aspects of knowledge, skills, and attitudes. The study shows how important it is to train employees who are qualified in the field of passenger transport and are able to meet market demand. The vocational school (SMK) of Indonesia, in accordance with the professional curriculum of their competency assessment program (UKK), reflects the level of competence of students at the end of their studies in a fairly holistic way. The competency assessment program (UKK) consisted of five assessment components: knowledge; training; and process (order and style of work); result of work; time [1].

In early 2000 many foreign universities have revised the goals of educational programs, the mechanism and system of assessment to take into account the personal characteristics of students. One such University is the Olin College of engineering (National Academy of Engineers, 2005. p. 105-106), which has identified the following characteristics for its graduates:    

excellent proficiency in the basic engineering Sciences; a broad view of the role of engineering in society; creative approach for solving new problems; entrepreneurial skills needed to turn new ideas into reality.

Moreover, the University of Iowa (ISU) focuses on competencies such as engineering knowledge, General knowledge, analysis and evaluation, continuous learning, and performance orientation. In addition,

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e-ISSN: 2582-5208 International Research Journal of Modernization in Engineering Technology and Science Volume:02/Issue:11/November -2020

Impact Factor- 5.354

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interpersonal competencies, such as communication, planning, teamwork, cultural adaptability, initiative, honesty and innovation are important for the University. Customer focus and the ability to meet the needs of the industry is considered important [2].

II.

THE INTERNATIONAL EDUCATIONAL PROJECTS FOR THE EVALUATION OF COMPETENCES

OECD (Organization for economic cooperation and development): the OECD countries created the international student assessment (PISA) program in 1997, which later proposed the "definition and selection of competencies" (DeSeCo) project. The goal was to provide students who are preparing to complete the compulsory education program with the knowledge and skills necessary for successful life in modern society. To achieve this goal, we analysed current grades and compared reading, math, science, and problem-solving skills. At the same time, there is an understanding that success in life depends on a much broader set of competencies, which are divided into three broad categories: interactive use of tools, including language and technology; independent activity and interaction and activity in heterogeneous groups [3].

The project "defining and selecting competencies" (DeSeCo) considers competencies more broadly than just knowledge and skills. For example, the ability to handle complex situations in certain contexts. The idea is to cover what is needed to address such situations in General by identifying several key competencies. Key competencies should be related to the willingness of people to contribute to the development of society, to help people, to conform their behaviour to the important values of society in a variety of situations, to become necessary specialists not only in their field of activity, but also for all people. The philosophy of the DeSeCo project is that technologies are changing rapidly and continuously, that societies are becoming more diverse and disconnected, and that globalization is creating new forms of interaction for the benefit of civilization [4].

Australian Council for educational research (ACER).The Acer report on the development and evaluation of the graduate skills assessment (GSA) test [ACER 2002] presents the skills and competencies that were tested. The report provides General information about competencies. The description of skills and competencies is given superficially, in General terms, mainly focusing on the ability of people to quickly adapt and work in different jobs. ACER was instructed to evaluate the competencies that are formed during the course of studying in an educational organization, which are related to the attitude of students to educational activities and after graduation to employment. They studied competencies at the metalevel, where tasks require more specific knowledge and practical skills to solve the problem [6].

The Mayer Committee [Mayer Committee 1992, Australia] presented a list of skills and abilities of graduates for successful employment. However, ACER considered the list incomplete, as personal qualities were not taken into account and the list was not based on any theory of skill development. The Association of chartered recruiters of the Great Britain [Association of Graduate Recruiters 1995] also provided a list of skills and abilities of graduates, where self-support skills are considered particularly important. Self-reliance skills included self-awareness, self-promotion, exploring and creating opportunities, action planning, networking, comparison and decision-making, negotiation, political awareness, overcoming uncertainty, development orientation, transfer skills, and self-confidence. The Mayer Committee and the Association of chartered recruiters of great Britain, together with employers, studied their research results, identified the differences between them and how stakeholders in the assessment of competencies, developed a joint list of competencies [3].

ABET (accreditation Council for engineering and technology) accredits degree programs, mostly in the United States. It is one of the most influential Accreditation councils in determining professional competencies in computer science, engineering, and related disciplines. According to ABET requirements, engineering programs must demonstrate the results of students ' achievements: the ability to design and conduct experiments, as well as analyse and interpret data, the ability to design a system, component, or process to meet desired needs within real constraints, such as economic, environmental, social, political,

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ethical, health and safety, technology and sustainability, and the ability to work in interdisciplinary teams [3].

A more detailed interpretation and understanding of these ABET competencies can be obtained during the accreditation process. Determination of the level and assessment of competencies occurs in the communicative environment and socio-historical perspective, that is, the first knowledge appears in the interaction between people, which then in the process of interaction become part of the thinking and action of a particular person. In their view, learning is ongoing and ubiquitous, which means that our goals are to create a learning environment that is as close to students ' daily lives as possible. Creating a learning environment that actualizes professional competencies is an important factor in the formation of ABET competencies.

Curtin University is the largest University in Western Australia, with approximately 45,000 students, of which almost 17,000 are international students. During a recent curriculum update project, Curtin reaffirmed his commitment to the set of nine graduate competencies listed in the table. These competencies have been contextualized and incorporated into all University programs of study with the intention that each student can demonstrate them after graduation. How a graduate's competencies are checked and evaluated is indicated in the curriculum map of each program (table 1). In addition, the General education e-portfolio, called I Portfolio, provides students with the opportunity to demonstrate their achievements [3].

Curtin University also has a very advanced i-Portfolio, which is an online space where members of the Curtin community can reflect on their training and professional development careers. Based on Curtin's teaching and learning philosophy, i-Portfolio can be used to self-evaluate a graduate's achievements and identify specific professional competencies. I-portfolio entries may be confidential, provided only to critical friends, mentors, or learning facilitators for the purpose of personal reflection on learning and professional development, and in some cases combined with learning experience or formal assessment.

In addition, i-portfolio records can be made available to potential employers, representatives of professional organizations, and the wider community at the discretion of the i-portfolio member [3].

I-Portfolio offers several tabs, most of which can contain entries that include embedded videos, activity products that demonstrate professional competencies, employment skills, and graduate attributes, as well as critical reflections that put them in context. I-Portfolio has features for uploading, tagging, and accessing entries. You can also invite friends, mentors, and teachers.

Uppsala University (Sweden) was founded in 1477 and is one of the oldest universities in Northern Europe. Uppsala is a University with 45,000 students. The staff of Uppsala University has developed its own theory of training specialists and tested it in practice. The Central theme of the project is the use of open group projects in education in the acquisition of professional competencies. As part of this project, they have published a number of journals and conference collections representing various aspects of professional competencies [4].

During the information technology course, students solve a real complex problem from a broader perspective. The result of the course is the ability to evaluate, critique, and validate solutions to information technology-related issues from such perspectives as ethics, sustainability, work environment, Economics, and utility. In the course "Computers in a global society", students study the importance and relevance of globalization in relation to software development and computer science, etc. At Uppsala University, the focus is on professional competencies, team development and collaboration in a broad context. They also focus on evaluating and analysing their abilities and competencies in relation to working in a multicultural project, as well as developing strategies leading to lifelong learning [4].

Uppsala University has joined the open education movement and lifelong learning to explore new opportunities for open learning. During 2016, the University developed three MOOCS (mass open online courses) by teachers of several academic disciplines [4].

Staff and students are encouraged to perform management and promotion responsibilities and improve their competence through education and training in teamwork and leadership [4].

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e-ISSN: 2582-5208 International Research Journal of Modernization in Engineering Technology and Science Volume:02/Issue:11/November -2020

Impact Factor- 5.354

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With the growing need for globally competent engineers, the global engineering education "Engineers without borders" (EWB) has become an up-to-date and in-demand program. Providing engineering students with opportunities to develop global competencies has become an urgent need in engineering programs, as the global nature of engineering work requires the ability to work productively with other cultures. Study abroad programs, virtual global courses, as well as courses and modules focused on engineering for a global society-all educational programs are aimed at improving the global competencies of engineering students. Although these educational programs are very effective, they are not always available to a wide range of students and largely attract students for only one and a small part of academic study. Extracurricular activities such as EWB are increasingly becoming another alternative that gives students the opportunity to immerse themselves in global engineering issues throughout their career [5].

Some studies have shown that students participating in the EWB program demonstrate global engineering competencies, although not all competencies are equally successful. Students have some competencies that are more developed than others. In particular, the students ' understanding of "engineering cultures "was rated high, while the practical demonstration of" engineering ethics "and" norms and standards" showed low results.

The study found that students clearly never discussed ethical issues that may arise due to cultural differences, either during focus group discussions or during observation of group meetings, but at the same time demonstrated a strong "moral responsibility to improve conditions and take action in various engineering settings." It was also revealed that students did not discuss the impact of international or global differences in engineering practices, rules or standards in the workplace, and failed to show an understanding of the engineering project in the context of good, the values of society, which will be sold to the world market.

A globally competent specialist is someone who is able to understand the relationship between different peoples and social systems, know history and world events, accept the existence and coexistence of various cultural values and relationships, and benefit from the richness of world diversity. The results of surveys of educational engineers and industry leaders present some of the most important characteristics. Engineering graduates are considered "globally competent" if they value and have the ability to communicate, interact with different cultures, and are familiar with the history, government, and economic systems of several countries. The next requirement is a second language proficiency at a conversational and professional (i.e. technical) level. The ability to work in a team or guide the work of a team with ethnic and cultural diversity and effectively address any ethical issues that arise is also equally important. A global engineer must understand the cultural differences associated with the design, production, and use of products, as well as the relationship between the world and the functioning of the global economy. A globally competent engineer considers himself a "citizen of the world", as well as a citizen of a particular country; he is not indifferent to the problems facing humanity, such as sustainability, environmental protection, poverty, security and public health [5, 6].

III.

CONCLUSION

Foreign countries and organizations give priority to professional competence, taking into account the requirements of socio-political and economic requirements of a particular field of activity, region and country. At the same time, researchers identify competencies that are globally important. For example, the OECD focuses on competencies focused on functioning in modern society, DeSeCo-competencies that allow you to cope with complex situations at work and in society, as well as interdependence in a globalized world. The Australian Council for research in education (ACER) believes that in the process of teamwork, there is a transfer of competencies between participants, as well as competencies develop in independent activities and while working in the organization. ABET considers the possibility of developing and conducting experiments in educational institutions and organizations, analysing data on professional competencies of employees and students to meet the economic, environmental, social and political needs of not only regional, but also global society. Hence, it is evident that with changing

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qualification requirements in job industry, engineers should update their approach as well and become a globally competent engineer.

IV.

REFERENCES

[1] Rohman M. (2017) The level of achievement of competence of high school students for the assessment of competence in the bangkalan region. Achievements in social Sciences, education and Humanities research, volume 116, number, pp. 125-127 [2] Goel, S. (2006). Competency Focused Engineering Education with Reference to IT Related Disciplines: Is the Indian System Ready for Transformation? Journal of Information Technology Education: Research, 5(1), 27-52 [3] Cajander, A. Daniels, M., & von Konsky, B. R. (2011, October). Development of professional competencies in engineering education. In 2011 Frontiers in Education Conference (FIE) (pp. S1C-1).

IEEE. [4] Professional competence - development and evaluation at Uppsala University. http://www.it.uu.se/research/group/upcerg/projects/competence [5] Kusano, S. M. (2015). Developing Global Engineering Competency Through Participation in� Engineers Without Borders� page, 26, 1.

[6] Parkinson, A., Harb, J., & Magleby, S. (2009). Developing Global Competence in Engineers: What does it mean? What is most important?. In American Society for Engineering Education. American Society for Engineering Education.

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