Empowering engineering students through employability skills

A professional course program like engineering strives to get the maximum number of its students placed through campus interviews. While communication skills have been added in all the engineering courses with the aim to improve their performance in placement, the syllabus mostly concentrates on the development of four language skills. The students are not made aware of the employability skills and their significance. This essay intends to enlist the importance of skills and why students need to be aware of the skills they possess and how they can work on packaging their candidature around a few skills. The discussion starts by addressing the apparent gap between academic programs for engineering students and industry skills requirements. A list of vital employability skills from the standpoint of engineering students follows, with a discussion on how to potentially develop such skills through campus life. The essay stresses the role of academia in filling this gap by acting as facilitators in a three-step process (i.e., awareness, self-analysis, and acquisition). The author concludes that the combination of both employability skills along with an engineering degree should ensure students meet the high expectations of the employers.

Gen green 4 Australia: a national study of demand for and supply of skills for sustainability

In this research, skills for sustainability are broadly conceived as including skills for social, economic and environmental sustainability – a triple bottom-line approach. Since 2009 Australian governments have been implementing an agreement that embeds skills for sustainability into vocational education and training, despite scant information about the actual levels of demand for, and supply of these skills. This study provides evidence on the actual depth and breadth of the take-up of these skills within Australian training organisations and workplaces. The demand studied in this research is that expressed by the primary consumers of Australian Vocational Education and Training (VET) services, students who engage in VET studies, this is known in the literature as social demand for education. VET students and teachers responded to two survey instruments that explored the sustainability values, behaviours, learning and teaching of Australian apprentices, trainees and their teachers. The results of this study show ‘a social demand’ for skills for sustainability. In summary, the results show that: •Apprentices, trainees and their teachers cared a great deal about social, economic and environmental sustainability; •Supply was closely aligned to social demand for skills for sustainability so that demand for skills for sustainability from VET students was almost entirely met; •There are important differences in the teaching, learning and utilisation of skills for sustainability that are related to gender and age; and •In-class learning of environmental skills has increased over time and now slightly outweighs learning of these skills at work, however community learning of these skills outweighs both. The findings suggest that: •Further action is required to embed green skills into the VET system, especially in the areas of energy efficiency and supply chains; •The VET system plays an important role in supporting community cohesion and economic literacy, especially for women; •It is important that social sustainability is properly considered in analysis informing VET policy; and •Gender differences in values and behaviours and gender and age differences in learning skills for sustainability have important implications for the design of future skills for sustainability programs. VET students and their teachers have unique insights into the supply of and demand for skills for sustainability, and this viewpoint can contribute, now and in the future, to the further development of skills for sustainability in Australia.

Skeletal maturation, fundamental motor skills and motor coordination in children 7–10 years

info:eu-repo/semantics/publishedVersion

How to Achieve Professional Skills in Higher Education?

During the last decade, higher education has tried to focus education on the achievement of professional skills. It is interesting to see how the learning strategies implemented may facilitate or make more difficult the achievement of competencies. By dealing with the challenge of a competency-based education approach, higher education points out the need of knowing how to build such competencies, i.e. how to design a learning strategy. Not much importance has been given to this issue, probably because the competencies can be confused with abilities, skills and attitudes and, therefore, the model can be associated to in- or out-of-classroom activities without a strategy to articulate the knowledge acquired with the cultural, social and economic contexts of the community and labor spheres, i.e., as a whole (Tobón, 2005). This paper analyzes the epistemological development of the competency-based approach in higher education, focusing on the implementation of professional competencies in the Sociology degree “Licenciatura en Sociología”, in two campuses of the Universidad Autónoma de Baja California: Ensenada and Mexicali. This paper describes how competencies are built and explores different theoretical trends, their conceptualization and formation, based on in-depth interviews applied to students and teachers. It provides a mixed study to understand, based on the student’s point of view, the achievements of this study program in terms of professional competencies.