Nurturing Engineering Skills and Talents, a disruptive methodology in Engineering Education

Swaminathan, Jose; Rajan, A. John; Wilson, Vincent Herald

doi:10.1016/j.procs.2020.05.069

Cited by 6 publications

(2 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Yartsev that pre-professional training ensures the formation of specialized skills and abilities in design and research activities, and universities have all the conditions for organizing design and research activities [5] S. Jose, J. Rajan A, V.H. Wilson revealed that in order to develop the technological skills and talents of students, there is a need for environment satisfying their educational needs [6]. Instead of a single approach for all, it is proposed to use a flexible course system in which an interdisciplinary approach is implemented.…”

Section: Introductionmentioning

confidence: 99%

Functional model of an engineering class at a university

et al. 2023

View full text Add to dashboard Cite

The relevance of the study is based on the fact that the program of socio-economic development focuses on the expansion of science-intensive production focused on information and digital technologies. Therefore, the demand in engineers for modern production becomes the social order of society. The purpose of the study was to develop a functional model of the engineering class at the university. This will create conditions for the training of school graduates aimed at obtaining technical education with a high level of natural science and technological training. The paper is devoted to the problem: what is the functional model of the engineering class at the university? The functional model of the engineering class for high school students includes functional and structural components that ensure the formation of competencies among schoolchildren necessary for a future student mastering an engineering educational program. The following abilities of high school students serve the indicators of the efficiency of the developed model: ability to formulate and argue their point of view; work individually and as part of a team; master information and communication technologies; readiness for continuing education at the university and self-education; possession of the fundamentals of systemic thinking.

show abstract

Section: Introductionmentioning

confidence: 99%

Functional model of an engineering class at a university

et al. 2023

View full text Add to dashboard Cite

show abstract

“…The agricultural educational system has great responsibilities for realising personal and social goals (Albright & Bundy, 2018) and aims at learning and making change (Didham & Ofei-manu, 2020). It is the best place for the actualization of personal talents (Jose et al, 2020). Attention to the agricultural educational system has a special place in the key policies of countries for fostering an efficient human resource at the pre-university level (Okpokwasili, 2019).…”

Section: Introductionmentioning

confidence: 99%

Designing A Model to Empower Educational System Performance of Agricultural Vocational Schools

Pazoki¹,

Sabouri²,

Danaee³

et al. 2022

JTET

View full text Add to dashboard Cite

This research aimed to compare the perspective of trainers and trainees at agricultural vocational schools in Iran regarding the empowerment of the educational system. It is an applied study in orientation, a hypothesis-testing study in goal, and a comparative causal study in strategy. Data were collected with a researcher-made questionnaire. The statistical population was composed of all trainers and trainees of the agricultural vocational schools in the 2020-2021 educational year amounting to 1119 trainees and 120 trainers, out of whom 169 trainees were sampled by simple randomisation and 120 trainers were sampled by the consensus method to participate in the research. The data were analysed in the Smart PLS3 and SPSS version 23 software packages. In addition to the descriptive statistics, the construct validity and the fit of the model were determined by confirmatory factor analysis and structural equation modeling. The management process, the educational process, curriculum content, technical teacher training, and the supply of space, equipment, and technology have positive and significant effects on the empowerment of the educational system at the agricultural vocational schools in both the trainers and trainees’ groups. The empowerment of the educational system at agricultural vocational schools is effective in achieving quality assurance in the educational system and subsequently, improving its quality continuously. This paper contributes to developing a theoretical framework by considering the dimensions and components underpinning an empowering educational system. This study is the first attempt to compare the perspective of trainers and trainees about an empowering educational system in agricultural vocational schools. The study provides a framework in which special attention is paid to the empowerment of the educational system at these schools so that the managers and trainers can work with more authority and play a role in improving the educational system of the agricultural vocational schools.

show abstract