Search Results for
"education"

The evolving landscape of engineering practice necessitates robust frameworks that define, measure, and foster professional competence holistically. While the International Engineering Alliance (IEA) Graduate Attributes and Professional Competencies (GAPC) framework sets a global standard for engineering qualification outcomes, challenges persist in assessing these attributes holistically. Competence extends beyond discrete skills and requires integrated, context-sensitive evaluation. This paper explores a competence measurement strategy by aligning the IEA GAPC framework with the Competence Measurement (COMET) model, a three-dimensional framework originally developed in vocational education. The IEA GAPC framework (2021) reflects contemporary imperatives, including sustainable development, diversity, ethics, and emerging technologies. It establishes individually assessable graduate attributes that indicate potential for professional practice. However, true competence encompasses the ability to perform professional activities to the expected standards in independent practice, requiring a more holistic approach. The COMET model, rooted in educational psychology, enables structured, multi-dimensional assessment of professional competence. By integrating the COMET model with the IEA framework, this study proposes an enhanced evaluation approach that captures the interconnected nature of engineering competencies. This integration facilitates a more nuanced understanding of competence development in engineering education, ensuring assessments reflect real-world professional performance. By bridging the IEA GAPC framework with the COMET model, this paper presents a novel approach to measuring and fostering engineering competence in higher education. This synthesis offers an improved strategy for evaluating engineering graduates, ensuring their readiness for professional practice in a rapidly evolving field. This paper is therefore presented as a conceptual approach to engage in its relevance before a formal pilot project is implemented. © 2025 IEEE.

Investment in higher education is crucial to foster human capital growth, which enriches the national economy. As a result, academic institutions face increasing pressure to focus on enhancing the employability of their graduates. Overall, numerous factors are observed to affect the employability of university graduates, including the graduates themselves (knowledge, experience, skills, attitudes), quality in higher education (curricula), and the dynamics of the labour market. In Vietnam, university quality assurance involves two elements namely, institutional accreditation and programmatic accreditation. The increasing emphasis on quality assurance and management of higher education has presented a direct challenge to the Vietnamese education and training system. Specifically, employment demands have necessitated academic counselling, extra-curricular activities, competitions, and other assistance to improve students’ performance, along with internal quality monitoring and management for further enhancement. Hence, the purpose of this study is to investigate the policies, quality assurance standards, and strategies implemented by Vietnamese universities to enhance graduates’ work prospects. The findings show that there is a notable difference in graduate employment rates between private and public higher education institutions. Particularly, the employment rate and the ability to meet the work requirements of students from accredited institutions are higher than those from unaccredited ones, reflecting the positive relationship between employability and education quality. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

This study aims to design and implement the Problem-Based Learning Factory (PBLF) learning model in Welding Engineering courses in vocational education. The research approach uses the Dick and Carey model which focuses on systematic instructional design, including needs analysis, goal formulation, learning strategy development, implementation, and formative evaluation. The validity of the model was tested through Focus Group Discussion (FGD) with experts, while its practicality and effectiveness were measured through observation and questionnaires to students and lecturers. The results showed that the PBLF model was valid with an average Aiken’s V of 0,85, practical with an achievement level of 87 %, and effective in improving student learning outcomes with an average increase in value of 25 %. This model integrates theories and practices that are relevant to the industrial world, while improving students’ cognitive, psychomotor, and affective skills. Formative evaluation showed that model iterations resulted in significant improvements in the learning module. © 2025; Los autores.

Introduction: This study compares the mechanisms of intergenerational occupational status transfer among a subsample of two Swiss school-leaving cohorts (2000 and 2016) that was enrolled in VET programmes at upper-secondary level of education. In particular, we focus on the effect of tracking at the lower-secondary level, which is pronounced in Switzerland and known to play a crucial role for educational and social stratification. Methods: Drawing on data from two cohorts of the TREE1 panel survey, we compare cohort-specific linear regression models that examine overall intergenerational transmission of status and direct as well as indirect or mediating effects of lower-secondary track attendance on (occupational) status attainment. As a measure for analyzing the association between parental and child status, we draw on the recently developed linear hierarchical Occupational Earnings Potential (OEP) scale. Results: We find that while the impact of lower-secondary tracking has declined across cohorts, overall intergenerational status transmission remains stable, suggesting that institutional context factors that have changed across cohorts (such as educational reforms and improvements of VET supply) have failed to mitigate intergenerational status transmission and social inequality. Discussion: Our analyses underscore the need for structural policy interventions to enhance educational equity, particularly measures that foster de facto (and not only formal) permeability within the highly stratified Swiss education system. © © 2025 Gomensoro, Hupka-Brunner and Meyer.

This study explores the industrial perspective on the role of orthographic projection engineering drawing within Vocational High Schools (VHS), a representative secondary-level institution in Technical and Vocational education and Training (TVET). The research examines how orthographic projection supports students’ preparedness for future careers in the automotive and mechanical industrial sectors. Conducted in 2024, the study employed qualitative design using semi-structured interviews with five experienced industrial practitioners selected through purposive sampling. These practitioners, working in prominent automotive and mechanical companies in Indonesia, provided insights into the skills expected of VHS graduates. Thematic analysis revealed three central themes: foundational technical skills, career readiness and skills application, and cognitive and analytical growth. Findings indicate that mastery of manual orthographic drawing significantly strengthens essential technical competencies, directly supports career-specific tasks, and enhances spatial reasoning and problem-solving abilities. The integration of manual drawing techniques with digital tools prepares students to meet the evolving demands of modern industry by fostering both adaptability and proficiency across analog and digital workflows. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Engineering education must not only be scientifically based, but also relevant to the future job market. education incorporating elements of work-integrated learning (WIL) aims to achieve this by combining academic learning with practical work experience. This literature review examines WIL's impact on engineering education. Through a snowballing process, 29 empirical studies published between 2000 and 2023 were identified and analyzed. Key findings reveal that WIL enhances employability, fosters critical thinking, and improves problem-solving skills by connecting classroom concepts with real-world applications. Successful WIL programs depend on strong collaborations between educational institutions and industry stakeholders, structured support systems, and reflective learning practices. The review underscores the need for carefully designed WIL programs that integrate contextual understanding. Based on these findings, a new model for WIL in engineering education is proposed, in which elements of contextual understanding from an end-user perspective are accentuated. © 2025 International Journal of Work-Integrated Learning. All rights reserved.

This study aims to explore the impact of Edpuzzle-based learning media on conceptual understanding, learning motivation, and student competence, and their subsequent effects on learning outcomes in vocational education, particularly in the context of basic photography elements. A quantitative approach was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test the relationships among latent variables. The study involved 60 students from SMK Negeri 1 Gunung Talang and SMK Negeri 4 Padang, Sumatera Barat. The results show significant positive impacts of Edpuzzle-based learning media on conceptual understanding (β = 0.482, p < 0.001), learning motivation (β = 0.259, p < 0.01), and student competence (β = 0.394, p < 0.001). Furthermore, conceptual understanding significantly affected learning outcomes (β = 0.398, p < 0.001) and student competence (β = 0.356, p < 0.001). Learning motivation was also found to significantly influence learning outcomes (β = 0.382, p < 0.001) and student competence (β = 0.303, p < 0.01). The findings highlight the potential of Edpuzzle in enhancing both the motivation and competence of students, contributing positively to their learning outcomes. This research offers valuable insights into integrating interactive technology in vocational education, particularly in adapting teaching methods to meet industry demands in the digital era. © 2025, Arts and Science Press Pte. Ltd.. All rights reserved.

This study develops a scientifically rigorous long-cycle evaluation mechanism grounded in the ‘Three Competencies’ framework (core competency, innovation capability and developmental potential) to systematically assess outstanding technical talents’ professional expertise, innovative capacity and growth trajectory. Through a triphasic evaluation system encompassing short-term skills assessment (professional competence-focused), mid-term innovation appraisal (creativity-oriented) and longitudinal potential monitoring (development trajectory-guided), supplemented by multi-source data integration and dynamic tracking methodologies, we empirically validate the mechanism’s efficacy in vocational education contexts. Findings demonstrate that this framework not only enables precise identification of talent strengths through multidimensional evaluation, but also facilitates pedagogical optimization via continuous feedback loops while amplifying social impact through talent cultivation outcomes. The research contributes both a theoretical model and practical implementation pathways for high-caliber technical talent development, offering substantive policy implications for human capital development in vocational education systems. The proposed mechanism exhibits strong potential for cross-contextual adaptation in competency-based education frameworks. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

In today's competitive job market, coupled with rapid technological developments and global events like the pandemic, securing employment has become increasingly difficult for new graduates. Therefore, this study aims to identify the key features that influence the employment status (employed or unemployed) and type (regular or nonregular) of university graduates in South Korea using several machine learning methods including logistic regression, decision tree, random forest, XGBoost, support vector machine, neural network, and Naïve Bayes. Among these methods, XGBoost and neural network demonstrated the highest performance. We applied the SHAP (SHapley Additive exPlanations), one of the XAI (eXplainable AI) techniques, to the XGBoost model. The results revealed that cumulative GPA is the most significant factor influencing labor market outcomes. Furthermore, geographical location, including the location of the university, high school, and current city of residence, as well as family background factors such as parents' occupation and income at the time of university admission, and current assets also played crucial roles. Overall, these results demonstrate the significant impact of academic performance, geographical location, and family background in shaping graduates' employment outcomes. These findings offer valuable insights for policymakers, educational institutions, students, and their families to develop strategies and policies for improving employment prospects. © 2025 KIIE

This paper aims to highlight the significance and impact of an educational initiative developed at the Faculty of Electrical Engineering, Technical University of Cluj-Napoca (TUCN), Romania, aimed at reducing student dropout rates. Traditional learning methods in electrical engineering often fall short in providing real-world applications, making it challenging for students to stay engaged. To address this, the initiative took the form of a student-led club, Robotelier, which embraced interactive, team-based learning approaches. By integrating theoretical knowledge with hands-on applications and project-based learning, the club fosters a dynamic and engaging educational environment. Beyond enhancing technical expertise, it also provides a valuable platform for students to develop essential social and soft skills. What sets Robotelier apart is its peer-driven model, designed by students for students, creating a supportive community that directly contributes to reducing dropout rates at TUCN. © 2025 IEEE.