Dissemination of Engineering Education at Schools and its Adjustment to the needs of enterprises.
Shevtshenko, Eduard ; Karaulova, Tatyana ; Igavens, Maris 等
Dissemination of Engineering Education at Schools and its Adjustment to the needs of enterprises.
1. Introduction
In the new market relation, a central task for the schools is to
provide children with a powerful platform of knowledge. This knowledge
can help children to find worthy places in the society and grantee their
successfulness in the future. There is evidence that teaching method
plays a crucial role in developing children's interest toward the
choosing of future profession. As a result, the elements of novelty in
performing learning tasks are among the most critical factors for this
development.
Recent developments in the higher education led to growing trend in
youth's orientations, toward top statuses in the society. The
presence of a diploma of higher education is one of the leading motives
for admission to universities. Therefore, a significant proportion of
young people tempts to select prestigious profession in their opinion in
the future such as a programmer, a lawyer, financier, economist, and
entrepreneur. However, labour market, in addition to these high statuses
jobs, urgently requests for qualified engineers and technicians, and not
always with higher education. As a result, often qualification of young
specialists is inadequate to fulfil the real needs of the labour market.
Investigations through manufacturing and industrial sectors have shown
that engineers, technologists and other technical jobs are among the
most popular professions [1].
Despite recent developments in higher education, the significant
number of children still have problems with choosing their future
career. In fact, their interest in professions is mainly unformed and
blurred, and merely small parts of them think about future job and
employment after graduation. The misconception about engineering
profession has led to the lack of positive motivation toward these
fields and their unpopularity between young people.
After Baltic countries have joined the EU, students can improve
their professional level in other European countries. Often people leave
their own country because they have not complete information about the
opportunities to obtain the appropriate speciality in own country.
Therefore, students usually break studies and leave their country
seeking for the suitable position abroad, because they have no
information about of all aspects selected profession. For schoolchildren
to orient themselves in the professional sphere and realise themselves
in the interests of the country, it is necessary to help them solve one
of the most difficult and important questions, "who I want to
be?". The correct choice of high school students of their future
profession will make the education process full and productive. A
significant role in professional orientation belongs to higher education
institutions.
In recent years there has been a constant shortage of students in
higher education institutions for engineering specialities. For example,
in Tallinn University of Technology (TUT) for several years the number
of offered places in groups is higher than the number of students
admitted (see Fig. 1). However, the number of student embraces the
students from foreign country mostly Asian and African countries. This
year TUT statistic shows the number of 53 for Industrial Engineering
specialisation students, but only 11 of them were from Estonia. However,
the role of demographic decline and openness of borders in the EU is
undeniable, and this shortage emanates from low awareness of school
children about the benefits of obtaining an education in own country.
The other serious problem is the gap between the needs of the
regions and education response in the area of the Career Guidance at
secondary schools and introduction of youth with professions demanded in
selected industries. Universities mostly focus on developing and
assessing the knowledge competencies of future engineers, while
employers needs skills that allow university graduates solving actual
engineering problems immediately upon graduation.
For solving these problems the universities of the Baltic region:
Rezekne Academy of Technologies, Vitautas Magnus University and Tallinn
University of Technology starts the project "Innovative methods and
technologies of education for implementing interdisciplinary (IMATEII)
in career guidance. The purpose of this investigation is optimisation of
opportunities in labour market by increasing the number of professionals
in the strategic business of Baltic Sea countries.
The researchers set out the following objectives for the current
project:
* develop and implement innovative practices in career education at
secondary school,
* promote secondary school teachers the career guidance competence
based on interdisciplinary among design, technology and economics,
* facilitate motivated and targeted career choice of learners in
selected fields of industries.
2. CDIO modern approach to engineering education
The CDIO (Conceive--Design--Implement--Operate) initiative is an
international collaboration between engineering schools for engineering
education reconstruction to fulfil the industry requirements.
Massachusetts Institute of Technology (MIT) has founded the basis of
CDIO at in the late 1990s, since then, it was significantly enlarged and
include many schools across North America, Europe, Asia, Africa and
Australia and Russia. The Department of Mechanical and Materials
Engineering (MME) is an official collaborator of the CDIO Initiative
since 2003 [2]. CDIO initiative became the most exhaustive and holistic
system of standards among others. Many universities have become the
participants of CDIO world initiative applying and implementing similar
approaches. In addition, many universities have disseminated these
methods in schools and students now are involved in scientific and
project activities under the supervision of both university and school
teachers [3]. CDIO initiative sheds new light on "how universities
can continually provide high-quality education in technical fields,
while simultaneously imparting a sense of engineering professions in
students." Primary concern of CDIO is narrowing the existing gap
between engineering education and practice [4], [5]. The CDIO process
includes [6], [7]:
"Conceive" stage is a creative process of conceiving new
structures for technical devises and systems. At this stage should be
considered: customer needs, technology, enterprise strategy,
regulations, and conceptual, professional and business plans. Many
universities using TRIZ in their educational practice for the rising of
students' ability to generate ideas, which helps to find an
exciting solution, create new product or system [8], [9], [10]. In
addition, TRIZ is widely used by many leading transnational corporations
for inventive solutions development.
At "Design" stage, teachers should consider plans,
drawings, and algorithms that identify the necessary items of this
process. Usually, teachers employ CAD, CAM, and CAE programs at this
stage. In addition to calculations, "Design" stage can also
include the experimental part supported by the systems of
multidimensional simulation [11]. To simplify the understanding of
Design stage for particular domain it is also possible to create the
virtual 3D rooms for professional activities [12].
"Implement" stage is an applying the design in product,
process, or system which embraces manufacturing, coding, testing and
validation. "Operate" stage is an applying the design in
product, process, or system which embraces manufacturing, coding,
testing and validation. "operate" stage includes the
implementation of product or process that presenting the intended value.
This phase consists of the maintaining, evolving and retiring the
system. The university can successfully implement the last two stages in
industrial premises in collaboration with partner enterprises.
Applying CDIO principles in engineering education significantly
change the conventional approach to educational programs development and
implementation and, as a result, enhance the competence of the graduates
and increase their competitiveness in the international engineering
labour market.
Selected authors have introduced ideas and approaches on emerging
skills development [13]. Taajamaa et al. [14] have suggested adding
"design thinking" methods [15] to the front and end of CDIO
process, thereby exposing and providing students with the tools for
dealing with complex, multidisciplinary problems. This method is
significantly helpful when problem identification itself is quite
challenging. Campbell and Beck [16] proposed a CDIO standard for
internationalisation and mobility. Enelund et al. [17] suggested a
concept for a computational mathematics curriculum, for engineering
students.
Teachers have conducted two first projects in Scandinavia and the
Baltic Sea region (Turku University of Applied Sciences and Helsinki
Metropolia University of Applied Sciences from Finland, Royal Institute
of Technology from Sweden and Technical University of Denmark, the Tartu
University from Estonia and Vilnius University of Applied Sciences from
Lithuania). By offering new innovative models and tools, these projects
promote "the quality assurance work and continuous curriculum
development in the field of engineering science in Baltic partner
universities" [18].
The authors of the current project with participants from three
Baltic state countries: Latvia, Lithuania and Estonia are also using
CDIO principles with some particular differences. In addition to CDIO
guidelines, it also includes economic aspect. Most exciting part is the
assessment of such factors as external senses and working conditions
during the enterprise visits (visual impression, noise, smell,
staffs' attitude etc.), what gives the full expression
("colour") about the selected profession.
3. Project implementation
Adequate training of qualified specialists for the metal and
machinery industry is possible only in close cooperation between the
schools, universities and enterprises. University educational programs
should correspond to the needs of the industrial companies developed in
particular region. Therefore, there is the need for the constant
monitoring of the competencies of the participants in the educational
and the production systems.
The task for project first activity was to collect information on
employers needs corresponding to their staff competencies in design,
technology and economics areas and elaborating recommendations for
career counsellor in-service training program development. The project
team have used the questionnaire for data collection.
Researchers have divided the analysis tasks between universities by
several industrial domains: forestry and wood, metal and machinery,
agriculture and food sectors of industry. The project work was carried
out in all areas according to the general scheme presented in Fig. 2.
The current paper introduces the domain of metal and machinery industry,
which is one of the most important growth areas in Estonia. There are
more than 2000 metalworking and machine building companies, employing
more than 35000 employees, but the average percentage of dropouts in
Estonian higher schools was 20% during the last three years. The sector
needs more engineers whose skills and knowledge are suitable for
starting work after graduating, for developing the business that creates
bigger added value [19].
3.1. Dissemination of the engineering education in schools
The primary objective of this project is to attract and train
students in schools for admission to the Higher Educational Institutions
with technical specialisation. Within the framework of this project, the
main emphasis is on familiarizing the students with the realities of the
chosen profession through visits to enterprises and master classes in
school and university laboratories. It is essential to show the students
how companies make the selected product. Fig. 3 shows the primary
collaboration function between the project group members from university
and schools.
The first step is to establish the contacts with schools and
enterprises of a particular area. Project leaders must consider a
possible list of products to show lifecycle from design to end-product
may (products library) to schoolchildren (products library). The
students select the most exciting product for studying by themselves.
The project team can choose different company products to show, but
highlight those products, which production process teachers will show
youngsters while visiting university partners companies.
Each product from "Product library" must have the
description of it technological process (Technologies library). It must
be done on the reasonable level for schoolchildren, as short
description, film, illustration. University lecturers and researchers
prepare slides and training materials to give over to schoolteachers the
technological knowledge and skills. Schoolmaster explain to the students
based on practical lessons how to design and manufacture the selected
product, supported by the university lecturers.
In addition, project leaders must organise visits to the companies,
which produce the previously studied products, so that the pupils have a
complete view of a real manufacturing process and production
environment. It is essential because often working conditions and
sensorial feelings are playing the critical role in choosing a future
profession. Our project team elaborated the questionnaire for
self-checking of the sensual impressions for company visitors.
Work in classroom with schoolchildren must base on teaching and
learning strategies [20]. In these recommendations given samples how to
implement critical thinking teaching and learning strategies in career
guidance and to allow students from secondary school to introduce with
local industries through Design, Technologies and Economics competencies
development.
3.2. Analysis of Enterprises needs for machinery industry in the
Baltic region.
The target of the project is to synchronise the needs of
engineering enterprises with the curricula of universities in the Baltic
Sea area. For this purpose, authors have surveyed firms from three
Baltic state countries on three core competencies identified by the
teaching and learning strategies. The researchers have prepared the
questionnaire for enterprises skills in design, technology and economics
based on Latvian professional standard [21]. In this project, each
country has selected the area of primary competence, Estonian
researchers have selected the machinery domain; Latvian project team
have chosen the wood industry, and Lithuania have the most significant
experience in the food industry. In this article, authors are focusing
only on machinery domain. The questionnaire is universal, and readers
can apply it to other sectors.
The purpose of the questionnaire is to identify the most
significant aspects of preparing the specialists for machinery industry.
To collect information on requirements that employers request to their
staff in design, technology and economics and elaborate the
recommendations for career counsellor in-service training program
development.
The authors have collected the 30 answers from machinery domain
companies of three countries: 11 respondents from 8 enterprises in
Latvia; 4 respondents from 2 firms in Lithuania; 15 respondents from 7
businesses in Estonia. Each respondent was asked to assess the relevance
of various work processes related to the company's activities and
their future development. The questionnaire includes 66 items: 14
questions related to design (see Table 2), 30 related to technology (see
Table 3) and 22 connected to the economy (see Table 4). Authors have
asked to assess each skill described in the questionnaire on a 10-point
scale, where 10 "very, very necessary" and 0 "not
necessary". Respondents have provided information on their company
name, position, age and level of education. The authors are introducing
the results of the questionnaire in tables (Table 2, Table 3 Table 4,
Table 5, Table 6) and related diagrams (Fig. 4, Fig. 5, Fig. 6).
Recommendations for design competence:
* Navigating and managing used materials, to analyse their
improvement and development trends.
* Developing of projects by using computer-assisted design and
computer-aided manufacturing technologies.
* Creative and independent development of existing and new
products.
* Creating long-term product: innovative, functional, produce in a
rational and cheaper way.
* Setting products' manufacturing restrictions and choosing a
set of possible solutions (possible material usage and compatibility as
wells as possible constructive solution options).
* Analysis and definition of logistical, functional, aesthetical,
and ergonomic set of qualities.
The authors have not included into the questioner the following
design skills, which companies have marked as important: custom-made
products design, standardisation, design for manufacturing and Assembly
(DFMA), knowhow of reliability tools (DFEA, FMEA), quality management.
Recommendations for technology competence:
* Choosing the most rational technique and technology.
* Contributing to the introduction of new technologies.
* Developing the technological planning of production
* Managing the production technology of Products and Services
* Forming a safe workplace, which meets the fire safety regulations
in the production facility.
* Adjustment of the production regimes by applying knowledge of
production process.
The authors have not included into the questionnaire the following
technical competencies, which companies have marked as important:
ability to perform the overview of scientific research and implement it
in today's business; Poka-Yoke and 8D improvements; ability to
learn from mistakes, analysis of the dimensional system.
Recommendations for economy competence:
* Handling problem situations adequately and timely adopting
necessary decisions.
* Evaluating the calculations of the cost of services to be
performed, the necessary investments and workforce consumption.
* Development and management of projects.
* Using the necessary technical and normative documentation for the
work, carrying out applied and professional documents
* Defining of strategic objectives.
* Development of the most cost-effective technology solutions.
The economy competencies that are important, but authors have not
included in the questionnaire are: defining of most cost-effective
solutions; analyse the production processes by cost-intensive processes;
understand the connections between different functions and departments;
ability to see the whole Value Chain from Sales till Support operations;
risk analysis; control plans and perform the process mapping.
Authors have introduced other critical skills in machinery sector
in Table 6. From the overall results given in Table 6, it can be seen
that enterprises are mostly consistent with suggested results.
4. Conclusions
Since this project is not yet finished and the work in schools is
still conducted by the project participants, authors are not ready to
present the final results. The authors will receive the result by
analysing the enrolment statistics of schools graduates into engineering
faculty of Tallinn Technical University during the two year period. At
the current stage of the project, authors see that the project will
create the new and upgrade the existing technical knowledge and
educational materials for qualified professional training teachers from
schools and universities. The possibility to communicate with the
enterprises will give a realistic impression of a selected profession to
schoolchildren.
The analysis of the enterprise's needs revealed the most
important aspects in the companies for studying, and it is essential to
prepare the qualified specialists to solve them. The universities can
use the analysis of project results during the development of
educational programs.
The results of the project will be:
* Particularization of the gap situation between the needs of the
regions and education response in the area of the Career Guidance at
secondary schools and introduce youth with professions which are
demanded in selected industries;
* The Career Counsellors and secondary school teacher in-service
training course "Innovative methods and technologies of education
for implementing interdisciplinary in career guidance (IMATEII)";
* Results of IMATEII piloting in secondary school;
* The delivery of new and upgraded knowledge together with
interdisciplinary methods in secondary school classes;
* Promoted career counsellors and class teachers competencies in
career education and guidance at secondary schools;
* The results of the implementation of new interdisciplinary
methods disseminated;
* Best practice samples offered for career education and guidance
practitioners.
DOI: 10.2507/28th.daaam.proceedings.006
5. Acknowledgments
This research supported by Erasmus + project VERT17065--Innovative
methods for implementing interdisciplinary in career counselling
(IMATEII) and F15027--Smart manufacturing and materials technologies
competence centre.
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Caption: Fig. 2. General scheme of project implementation
Caption: Fig. 3. The primary functions of university and school in
frame of current project
Caption: Fig. 4. Results of design activities estimation (by red
are marked activities with more high grade)
Caption: Fig. 5. Results of technology activities estimation (by
green are marked activities with more high grade)
Caption: Fig. 6. Results of economy activities estimation (by
yellow are marked activities with more high grade)
Table 1. Questionnaire for enterprise visitors
Attitude Comments
Mostly Mostly Don't
Sense Like like don't like like
Smell
Touch
Visual
Temperature
Wet
Dust
Safety
Staff attitude
Table 2. Competencies related to design
Nr. Competences related to DESIGN
1 Creative and independent development of existing and new products
2 Exploring the needs of the ultimate users and forecasting all the
experience-based design aspects, technology, material and fashion
trends.
3 Creating long-term product: innovative, functional, produce in a
rational and cheaper way, convenient and easy to use, with
aesthetically high-quality forms.
4 Formulating basic design tasks and to planning artistic design
and construction works.
5 Analysis and definition of logistical, functional, aesthetical,
and ergonomic set of qualities.
6 Navigating and managing used materials, to analyse their
improvement and development trends, and to be able to use them at
work.
7 Setting products' manufacturing restrictions and choosing a set
of possible solutions
8 Developing products, including sketches of collection or series
conceptual solution, maps and digital three-dimensional
visualisations and organisation and carrying out model
9 Developing of projects by using CAD and CAM technologies.
10 Preparation of project materials for presentation
11 Developing equipment monitoring and visualization schemes.
12 Designing in compliance with the universal design principles,
applying innovative approaches and technological developments.
13 Carrying out project presentation and coordination with the
contractor and responsible departments in various product
development stages.
14 Preparing and conducting presentations, managing shows and
exhibitions
Table 3. Questionnaire results in competence related to design
Number of activity
for DESIGN competence
Enterprise Position 1 2 3 4 5
EE Enterprise 1 Top manager 7 5 7 7 10
EE Enterprise 2 Head of dep. 10 10 10 10 8
EE Enterprise 2 Specialist 8 8 8 8 7
EE Enterprise 3 Head of dep. 8 8 10 10 7
EE Enterprise 3 Top manager 10 6 10 10 10
EE Enterprise 3 Specialist 9 10 8 6 5
EE Enterprise 4 Specialist 8 9 10 10 9
EE Enterprise 5 Head of dep. 8 10 8 5 5
EE Enterprise 5 Specialist 10 5 10 10 6
EE Enterprise 5 Top manager 4 5 6 2 3
EE Enterprise 6 Head of Dep. 4 6 3 3 2
EE Enterprise 6 Specialist 8 7 9 6 10
EE Enterprise 7 Top manager 6 7 7 7 6
EE Enterprise 7 Head of Dep. 6 8 8 6 8
EE Enterprise 7 Specialist 10 4 3 6 6
Average in Estonia 7,73 7,2 7,8 7,07 6,8
ET Enterprise 8 Specialist 9 10 8 6 5
ET Enterprise 8 Head of dep. 10 10 10 10 8
ET Enterprise 9 Top manager 7 5 7 7 10
ET Enterprise 9 Specialist 8 8 8 8 7
Average in Lithuania 8,75 8,25 7,8 8,3 8,8
LV Enterprise 10 Specialist 8 7 6 3 5
LV Enterprise 10 Top manager 1 1 1 1 1
LV Enterprise 11 Top manager 4 3 5 4
LV Enterprise 12 Specialist 7 7 7 7 7
LV Enterprise 12 Top manager 7 7 7 7 7
LV Enterprise 12 Head of dep 7 7 8 8 9
LV Enterprise 13 Head of dep 10 10 7 8 10
LV Enterprise 13 Top manager 10 8 7 7 8
LV Enterprise 13 Specialist 8 9 9 3 9
LV Enterprise 14 Top manager 10 8 7 5 5
LV Enterprise 14 Specialist 9 9 9 3 9
Average in Latvia 7 67 64 5,44 65
Number of activity
for DESIGN competence
Enterprise Position 6 7 8 9 10
EE Enterprise 1 Top manager 7 7 7 8 7
EE Enterprise 2 Head of dep. 10 8 8 10 7
EE Enterprise 2 Specialist 10 10 10 9 7
EE Enterprise 3 Head of dep. 10 7 7 8 6
EE Enterprise 3 Top manager 10 10 10 6 6
EE Enterprise 3 Specialist 8 3 9 10 9
EE Enterprise 4 Specialist 8 9 8 8 8
EE Enterprise 5 Head of dep. 8 7 7 8 8
EE Enterprise 5 Specialist 10 10 6 10 10
EE Enterprise 5 Top manager 6 5 5 5 6
EE Enterprise 6 Head of Dep. 5 3 3 8 8
EE Enterprise 6 Specialist 5 5 10 8 4
EE Enterprise 7 Top manager 7 8 7 10 8
EE Enterprise 7 Head of Dep. 10 9 6 8 6
EE Enterprise 7 Specialist 10 10 10 10 7
Average in Estonia 8,27 7,4 7,53 8,4 7,13
ET Enterprise 8 Specialist 8 3 9 10 9
ET Enterprise 8 Head of dep. 10 8 8 10 7
ET Enterprise 9 Top manager 7 7 7 8 7
ET Enterprise 9 Specialist 10 10 10 9 7
Average in Lithuania 8 7,8 8,3 8,3 7,5
LV Enterprise 10 Specialist 8 5 9 10 8
LV Enterprise 10 Top manager 1 1 1 5 1
LV Enterprise 11 Top manager 6 6 4 3 3
LV Enterprise 12 Specialist 8 8 8 8 8
LV Enterprise 12 Top manager 7 8 8 8 8
LV Enterprise 12 Head of dep 8 9 9 9 9
LV Enterprise 13 Head of dep 10 10 7 10 8
LV Enterprise 13 Top manager 9 7 8 9 8
LV Enterprise 13 Specialist 9 7 3 3 3
LV Enterprise 14 Top manager 9 8 5 10 3
LV Enterprise 14 Specialist 9 7 3 3 3
Average in Latvia 75 69 62 75 59
Number of activity
for DESIGN competence
Enterprise Position 11 12 13 14
EE Enterprise 1 Top manager 9 7 8 7
EE Enterprise 2 Head of dep. 7 7 8 7
EE Enterprise 2 Specialist 8 9 8 7
EE Enterprise 3 Head of dep. 8 8 8 5
EE Enterprise 3 Top manager 6 10 10 8
EE Enterprise 3 Specialist 9 10 8 8
EE Enterprise 4 Specialist 9 10 9 8
EE Enterprise 5 Head of dep. 8 6 9 7
EE Enterprise 5 Specialist 6 10 6 6
EE Enterprise 5 Top manager 9 6 6 6
EE Enterprise 6 Head of Dep. 8 5 4 4
EE Enterprise 6 Specialist 6 9 10 10
EE Enterprise 7 Top manager 9 8 8 8
EE Enterprise 7 Head of Dep. 8 7 6 5
EE Enterprise 7 Specialist 8 10 8 5
Average in Estonia 7,87 8,13 7,73 6,73
ET Enterprise 8 Specialist 9 10 8 8
ET Enterprise 8 Head of dep. 7 7 8 7
ET Enterprise 9 Top manager 9 7 8 7
ET Enterprise 9 Specialist 8 9 8 7
Average in Lithuania 8,3 8,8 8,5 7,8
LV Enterprise 10 Specialist 7 7 7 5
LV Enterprise 10 Top manager 1 1 1 1
LV Enterprise 11 Top manager 5 2 4 4
LV Enterprise 12 Specialist 8 8 8 8
LV Enterprise 12 Top manager 7 8 8 8
LV Enterprise 12 Head of dep 9 8 8 9
LV Enterprise 13 Head of dep 8 7 9 8
LV Enterprise 13 Top manager 7 9 8 9
LV Enterprise 13 Specialist 1 1 1 1
LV Enterprise 14 Top manager 3 3 5 5
LV Enterprise 14 Specialist 1 1 1 1
Average in Latvia 56 54 59 58
Table 4. Competencies related to technology
Nr. Competencies related to TECHNOLOGY
15 Developing a map of detail inspection, choosing the necessary
instruments and calculating their amount, aligning their
conditions of use and storage to ensure the necessary quality.
16 Diagnosing the service and repairs of assisting devices and
ensuring their production, mechanisms, and tools.
17 Managing electrical and system production and installation;
determining control samples and technological processes to ensure
the safety and efficiency of operation of electrical systems,
engines and equipment.
18 Developing technological planning of production
19 Evaluating the level of production automation
20 Performing linking of automated electrical equipment to
technologies.
21 Managing the essential requirements for equipment (mechanical
strength and stability (resilience), environmental friendliness,
safety of usage, application compliance, access to structures,
rational use of natural resources).
22 Managing the production technology of Products and Service
23 Contributing to introduction of new technologies
24 Developing, optimisation, and improvement of current product
technologies and systems for generation, distribution,
transportation, utilization, and disposal.
25 Conducting calculations and drawings independently by using
necessary software.
26 Conducting scientifically valuable research and implementing it
into work.
27 Planning, organization and control of work methods and
technologies.
28 Choosing most rational technique and technology.
29 Managing technological processes
30 Developing proposals which are directed to more efficient and
useful recourse utilization
31 Determining technological installations necessary for work
implementation and planning their placement.
32 Using latest information technologies
33 Collecting and summarising necessary professional information and
following topicalities of the field
34 Conducting a professional work assignment analysis,
35 Applying the principles of environmental friendly production
36 Making strategic and operative decisions by summarizing and
analysing production information.
37 Adjustment of production regimes by applying knowledge of
production process. Organising technological processes in
complying with environmental laws and regulations.
38 Organising technological processes in complying with
environmental laws and regulations.
39 Forming a safe workplace in complying with fire safety
regulations in the production facility.
40 Using rationally and recycling of sub-products acquired in the
process.
41 Elaborating normative documents (technological instructions,
quality manuals, technical regulations, etc.) according to
company specifics.
42 Development of hygiene requirements for the production process.
43 Using product labelling (by applying knowledge of the EAN).
44 Analysing causes of the production incompatibility and taking
preventive actions to address them.
Table 5. Competencies related to economy
Nr. Competencies related to ECONOMY
45 Evaluating the calculations of the cost of services to be
performed, the necessary investments and workforce consumption.
46 Applying different management models.
47 Navigating the European Union sector-specific policies and its
implementation methods
48 Preparation of costs for designing or manufacturing equipment and
determining the time of expenditure reimbursement.
49 Development of the most cost-effective technical solutions.
50 Choosing and aligning materials with a client and planning
economic material consumption
51 Defining of strategic objectives.
52 Running and planning operating strategy sector.
53 Planning and organisation of complex resource use.
54 Dealing with sector market
55 Drawing up a business plan and estimates
56 Handling problem situations adequately and timely adopting
necessary decisions
57 Defining tasks in achieving set targets in order to produce
products with high added value
58 Using the necessary technical and normative documentation for the
work, carrying out applied and professional documents.
59 Analysing sector benefits and assessing the competitiveness of
the holding
60 Calculation and evaluation of economic performance of the holding
61 Assessment of risk factors of the particular holding and
assessment of the measures to reduce the risk
62 Navigating and using management accounting capabilities
63 Development and management of projects
64 Organising and controlling economic activities of the enterprise.
65 Developing and implementing quality management and self-checking
system
66 Controlling the material and financial cash flow of the
enterprise.
Table 6. Four high ranked competencies in design, technology and
economics in machinery sector
Avg Nr Competencies
DESIGN 8,03 6 Navigating and managing used materials, to
analyse their improvement and development
trends, and to be able to use them at work.
8,03 1 Creative and independent development of
existing and new products.
7,6 3 Creating long-term product: innovative,
functional, produce in a rational and cheaper
way, convenient and easy to use, with
aesthetically high-quality forms.
7,57 9 Developing of projects by using CAD and CAM
technologies
TECHNOLOGY 8,64 28 Choosing most rational technique and
technology
8,54 30 Developing proposals which are directed to
more efficient and useful recourse utilization
8,54 22 Managing the production technology of Products
and Services.
8,50 37 Adjustment of production regimes by applying
knowledge of production process
ECONOMY 8,80 56 Handling problem situations adequately and
timely adopting necessary decisions
8,48 45 Evaluating the calculations of the cost of
services to be performed, the necessary
investments and workforce consumption
8,38 63 Development and management of projects
8,20 58 Using the necessary technical and normative
documentation for the work, carrying out
applied and professional documents
Fig. 1. Number of students coming to Engineering
Faculty according to TUT statistic data
Number of incoming students
TUT Engineering faculty
2015 402
2016 379
2017 383
Expected 532
Note: Table made from bar graph.
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