Assessment of Electro-mechanic Technician Qualifications in the Context of European Transparency Tools (original) (raw)
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BNSP technical competence gets high legality on the side of the industry, while not all test participants can acquire it. Until now, studies that discuss relevant competency test models on automotive engine technology are still limited, not specific or even non-existent. The objective of this research is to produce a Competency Test Model for Engine Tune Up-System Injection and determine the characteristics after the model is applied. The subject of development consists of assesses (vocational education graduates, workers and educators), experts, and assessors from related Professional Certification Institutions (LSP). Instrument validation was conducted through expert judgment and feasibility trials. Reliability tests were performed using alpha and interrater coefficient analysis. The results of the test analysis include (1) competency test model assessment using the CBA approach; (2) competency dimension elements in instruments development are in the form of TS, TMS, CMS, EMS, and...
Student's Perceptions on the Relevance of a Diploma in an Automotive Curriculum to the Workplace
Procedia - Social and Behavioral Sciences, 2013
This research compares student preparation to meet workplace needs through a comparative study between TAFE in Australia and Community Colleges in Malaysia. It addresses responses from Malaysian industries that local graduates do not fulfill the needs of industries. The changing nature and demand in the workplace need focusing for the future workforce. It is important to ensure the future worker can cope with the new technologies. The purpose of this study is to investigate student preparation in mechanical engineering (automotive) and whether they meet workplace needs. The study aims to explore and compare the needs of automotive industries and the educational approaches employed to produce highly skilled workers in both countries. A mixedmethod research approach was used to develop an insight to stakeholders' perspectives: students, educators and employers. There were 152 participants: 113 students, 30 lecturers and nine employers. The data generated represents a comprehensive review through case study. The findings provide an insight of the stakeholders' view of a variety of needs; commensurate in developing a technician labour force. The key issues include the update of training facilities, relevance of curriculum content, technological advancement in the automotive industry, and collaboration between educational institutions and the automotive industry. The study also identified gaps in the qualifications and experiences of teacher: especially inadequate experience, knowledge and skills with current technologies for the automotive industry. On this issue of imperatives for economic growth, the programs reviewed in this study in both Malaysia and Australia are commercial activities designed for profit of the training providers and the automotive industries. The best practices from the training providers could be improved by directly involving stakeholders in the curriculum design activities. This may include implementing customized programs that support local priorities; economic, social and environmental.
The Evaluation of Training Programs in Qualifications for the Automobile Industry in Romania
Procedia - Social and Behavioral Sciences, 2016
School is the place where destinies are built. It depends on teachers whether these destinies will be built on the aspirations of the educated ones. One can hear more and more important actors of Romanian public life, but also ordinary citizens expressing their dissatisfaction with the results of the Romanian school. The goal is to have competent graduates, able to respond successfully to the requirements of the profession for which they have been prepared who are able to quickly integrate in the labour market. Before accomplishing these objectives, we must understand that any improvement in the quality of training involves an amount of changes in technical education. From this perspective, this paper presents a study on some training programs for pre-university education in Romania, for the qualifications required by employers in the automobile industry. Based on the research results, the authors propose a number of amendments for vocational training standards and curriculum documents, supposed to meet the expectations of the business environment, to facilitate a better mobility of graduates and to ensure a minimum level of knowledge required for further studies in higher education.
IEEE Access, 2018
The study is designed as a comparative study between Technical and Further Education (TAFE) institutes in Australia and community colleges in Malaysia in order to improve and develop the quality and quantity of technicians in the automotive industry. Descriptive survey research design was utilized in carrying out the study. One hundred and thirteen (113) students studying Diploma Certificate in Automotive Engineering responded to a structured questionnaire which addressed the research questions. Cronbach Alpha coefficient was used in determining the reliability of the instrument. The reliability coefficient of the instrument used for data collection stood at 0.89. The results of the study further revealed that the teaching and learning processes were based on teacher centered approaches in Malaysia. However, the Australian students expected more interaction during the teaching and learning. Based on the findings, it was recommended that the training institutions should upgrade their training facilities with new equipment similar to that in the industry and Technical Vocational Education and Training (TVET) department in the Ministry of Higher Education (MOHE), should advocate a broad range of industry participation opportunities to the higher institutions in the preparation of highly skilled workforce for the industry.
VII INTERNATIONAL CONFERENCE “SAFETY PROBLEMS OF CIVIL ENGINEERING CRITICAL INFRASTRUCTURES” (SPCECI2021)
Vocational education and training is a formative, legitimating, and authoritative stage because of its relationship with the work environment that has undergone various transformations. The most significant change is the relationship of education. The results of the analysis show that program elements in competency development must look at the changing needs for the challenges of the industrial revolution, including the types and developments of automotive vehicles that refer to the types of renewal and types of electric vehicles. Then another thing is aimed at the program form of the policy that is currently taking place which will determine the objectives of the competency spectrum, namely industrial automobile, automobile mechanics, workplace, automation on industries, aperture and then the conclusion is that the policy must be able to look at things globally and technically to determine the direction in which the program will be created and developed. Policies and programs in the development of automotive expertise and technology competencies that are packaged in vocational education and training should be viewed from a global perspective which is a challenge now and in the future. Things such as industrial automation, development and changes in vehicle types will change the criteria and competency development steps that will be digested at the formal and non-formal education stages in their implementation based on the program of the policy product.
This paper presents evidence to show how vocational qualifications act as boundary objects in the stimulation of learning at work and how they, in turn, become the catalyst for the creation of artefacts that have a purpose and existence beyond the life cycle of an accreditation process. The context for the paper is the UK's automotive manufacturing industry, a sector that has undergone considerable change over the past thirty or so years and has been under intense pressure to improve standards. The paper presents evidence from case studies of two companies that produce parts for global car manufacturers. These companies have introduced competence-based approaches in order to audit and assess the skills of their workforces in response to demands from the companies they supply that they can prove their employees are working to the required international quality standards. The competence-based approach, which is contested in the academic literature, has enabled employees to gain National Vocational Qualifications (NVQs), which, in turn, are still controversial some twenty years after they were first introduced. The paper argues that a competence-based approach can be beneficial to both organisations and individuals, but the ambiguities inherent in the NVQ model of competence create tensions and opportunities for restrictive as well as expansive forms implementation.
Journal of management and science, 2022
The study is on the Identification of Competencies Required By Auto-Electricity/Electronics Graduates of Technical Colleges for Success in Automotive Servicing In Nigeria. A descriptive survey research design was adopted for the study. Two research questions guided the study. The population of the study is 150 auto-electricians some of who are technical college graduates and who are also registered members of Automobile Electrician Association of Nigeria, Nsukka branch. Due to the manageable size of the population the entire population was used as the sample of the study. The instrument for data collection is the questionnaire. A 99 item questionnaire was developed from literature to obtain data for the study. The instrument was validated by three experts from the faculty of vocational and technical education, University of Nigeria, Nsukka. The frequency table was used to tally the responses in the different categories of each item. The mean was used to analyze the data collected. Decision Rule: real limit of number was applied in decision making thus: any item that have a mean of 3.50-4.00 will be termed Very highly required, 2.50-3.49 is regarded as Highly required, 1.50-2.49 will be termed Slightly required, 0.50-1.49 will be termed Not required. The findings revealed various competencies required by auto electrician graduates for success in auto motive servicing in accordance with the specific electrical system found in a vehicle, ranging from the starting motor to the computer/mechatronics systems. It was discovered that each competency is highly required for the proper maintenance of automobile with regards to auto electricians. Also, based on the findings of this study, it was recommended that Curriculum of Technical colleges should be reviewed on a regular basis to reflect workplace needs.The learning environment should be a replica of working environment.Within the competency list, Core competency items, which are essential for entry-level students, are required to be taught. Knowledge of these tasks is highly needed to integrate for increasing activity in automotive technology.
Mediterranean Journal of Social Sciences
The present research was aimed to develop indicators on automotive technology skills and compare automotive technology skills of vocational diploma students among type of educational institutions. A stratified random sampling method was used to select a sample of 400 from the population of 1,337 second year vocational diploma students in Auto Mechanic Department under the Office of Vocational Education Commission in Samutprakan, Nonthaburi, Phathumthani, Saraburi, and Ayutthaya. The research instrument was a 5 rating scale questionnaire with a reliability of 0.956. The data analysis were first order a confirmatory factor analysis, mean, standard deviation, and one-way ANOVA. The findings were as followed. (1) The indicators on automotive technology skills of vocational diploma students comprised 20 indicators, is valid and fit to empirical data i.e. Chi-square = 98.314, df = 81, p = 0.093, GFI = 0.987, AGFI = 0.965, and RMSEA = 0.017. (2) The automotive technology skills of vocation...
2008
The purposes of this study was to construct an automotive technology competency analysis profile for training undergraduate students of Mechanical Technology Education program at King Mongkut's University of Technology Thonburi and to identify the tasks list of automotive body electrical technology systems. The qualitative and quantitative data was collected through observations, in-depth interviews, document analysis, and DACUM (Developing a Curriculum) job analysis process with 17 training instructors from 12 well-known car automobile companies in Thailand. The triangulation method was referred to validate an automotive technology competency analysis profile. The results of this study indicated that were 7 job duties, 86 tasks and 7 core competencies framework. Moreover, the importance of 56 core competencies as rated by respondents and the mean rating was calculated for each competencies item. The quality of the resulting had to apply the systematic curriculum and instructional development to effective implementation guidelines. They can be applied to change the training program of prospective mechanical technology education to enhance future students' competency.
The significance of industrialization was emphasized by the Government of India during 2 nd five year plan to provide job opportunities for the vast majority of the people and to achieve economic growth. Globalisation paved ways for industrial growth, international trades, advancement of technology and innovations in industrial production. In order to maintain sustainability in cutthroat competitive environment, industries have to make quick response to the changed business environment, technology upgradation and maintain international standards for its production and servicing activities. Obviously, industry needs competent skilled human resources to overcome the challenges of 21 st century. Industrial Training Institutes and Polytechnic Colleges are main sources of supplying skilled manpower for the industries to meet their shop floor demand. In competitive job market, providing competence based technical education to the diploma holders in engineering / technology during their study is emphasized for preparing them to match industries' demand. Indian automotive industries are the significant contributors to the Indian economy and one of the largest in the world. As per the report of India Brand Equity Foundation (November, 2017), the automotive industries accounts for 7.1 percent of the country's Gross Domestic Product (GDP). The report also envisages the Indian automotive sector has the potential to generate up to US $ 300 billion in annual revenue by 2026, create 65 million additional jobs and contribute over 12 percent to India's Gross Domestic Product (GDP). This paper focus on entry level technical and soft skill competencies required for auto and auto components industries for diploma holders in mechanical and automobile engineering passing out from polytechnic education. The paper also facilitates the educationist, policy makers and other nodal agencies to benchmark the existing polytechnic education in line with the competencies required for the industries and preparing the technicians to meet the vagaries of 21 st century challenges.