Engineering Development: An Integrated Approach

Custom tailors working in the informal sector in Nairobi, Kenya, mainly acquire technical skills through undertaking traditional apprenticeships (TAs). However, most of these tailors are semi-skilled, produce low-quality products and are often poorer than their formally trained counterparts. This qualitative case study explores the aspects of technical skills and knowledge which tailoring apprentices develop, and the factors which influence these outcomes. The findings show that apprentices do acquire basic technical skills for immediate application to ongoing tailoring activities (such as how to take body measurements, draft patterns, and cut, sew and finish constructed garments). However, apprentices do not acquire the technical knowledge that underpins the trade. Most master tailors who have completed TAs lack technical knowledge and have no access to technical skills upgrading. This perpetuates the cycle of basic and limited technical skills transfer to apprentices, poor performance and poverty among tailors. Both apprentices and master tailors expressed concern over knowledge limitations in TAs and a need to access further training to improve skills and acquire knowledge of the trade. The authors of this article argue that, technically and pedagogically, skilled master tailors are critical to improving training quality. Complementary training in theoretical knowledge is also important in improving apprentices’ technical skills and understanding of the trade. Inclusion of TAs in government policy may help ensure sustainable improvement of skills.

Surgical Practical Skills Learning Curriculum: Implementation and Interns' Confidence Perceptions

This study sets out to explore the relative gap between career development programmes and career needs, and its subsequent causal effect on job satisfaction levels among research and development (R&D) personnel. The study reveals that R&D personnel have diverse career needs at various stages of their career, and that job satisfaction levels among this group are particularly affected by the gap between career needs and career development programmes depending upon which stage of their career they have reached. It is also clear, for R&D personnel in particular, that not only is the gap between career development programmes and career needs an important determinant of job satisfaction, but that there are considerably higher turnover levels among researchers in the high-tech industry in Taiwan than the average level for industry as a whole. Thus, from a pragmatic perspective, it is of particular importance to propose effective career development programmes aimed at satisfying the career needs of R&D personnel in order to improve the level of job satisfaction in this group.

This paper describes the results of a study which examined behaviors which can be used to describe effective Human Factors Professionals. The study showed that there is more to being an effective HFP than just technical knowledge. We identified specific behavioral patterns that do not reflect technical knowledge but that do seem to underlie HFP effectiveness and ineffectiveness. Our results also show that besides technical knowledge, the personality traits of conscientiousness, agreeableness, and openness to experience may also be important for HFP effectiveness because they are likely to dispose HFPs to behave in ways that result in more effective and successful interactions with clients and product teams. Using this data we plan to develop training programs to help HFPs interact with their product teams more effectively and to create selection instruments that can identify HFP applicants who have the personality characteristics that lead to effectiveness.

This study explores the competency skill expectations from management graduates in Bangalore, with a focus on both technical and soft skills. As the demand for job-ready graduates rises, a significant gap exists between the competencies taught in academic institutions and those required by employers. The research aims to evaluate the impact of technical skills and examine the influence of soft skills on the job readiness of graduates. A descriptive research design was used, with purposive sampling selecting 145 management graduates as respondents. Data was gathered through structured questionnaires and analyzed using tools like ANOVA, correlation analysis, and multiple regression. The results indicate that soft skills, particularly teamwork and time management, play a more crucial role in job readiness compared to technical skills. Additionally, educational qualifications and work experience were found to have a notable effect on the development of soft skills and job readiness. While technical competencies are important, they have a lesser impact on job preparedness. The study recommends that educational institutions integrate soft skill development alongside technical training through practical experiences such as internships. Enhanced collaboration between academia and industry is also suggested to better align graduate skills with employer needs. Overall, the study highlights the importance of a comprehensive approach in preparing management graduates, ensuring a balance between technical knowledge and essential soft skills for greater job readiness and career success.

The limited land available has made the community less interested in farming. Even
 the small amount of household vegetable needs is obtained from markets and stalls. For this reason, the community needs to be given knowledge of vegetable farming by utilizing existing land so that at least it is able to meet the family's vegetable needs and if possible can increase household income. The output plan for this activity is: (1) Participants have technical skills in cultivating several types of vegetables; (2) Participants have technical knowledge and skills of hydroponic system vegetable cultivation; (3) Participants are able to produce several types of fresh vegetables; (4) Participants receive additional income; and (5) The local area can become a demonstration plot for similar activities. Methods and outcomes of activities: extension (100%), hydroponic vegetable cultivation practice (100%), sales (25%), and promotion activities (25%). The results and outcomes obtained in the community service activities carried out include increased public understanding of vegetable cultivation and hydroponic systems, vegetable self-sufficiency, utilization of empty space in the yard.

Editor’s introduction: building and deploying scientific and technical human capital

Purpose The purpose of this paper is to address the need to rethink the traditional approach to education in the university engineering curriculum. The paper examines two engineering projects led by university students in Sweden: the design and construction of a solar-powered car taking part in the Bridgestone World Solar Challenge and the creation of a business model for the ownership phase of an electric car together with Polestar. Design/methodology/approach An extensive literature review was conducted. Students were interviewed and surveyed on their impressions of their learning experience in the two projects and student logbooks reviewed. Problem-based learning (PBL), the Conceiving, Designing, Implementing and Operating approach and the ABCD procedure are used. Results are compared to theories from the literature. Findings PBL in real-world settings can increase engineering students’ technical knowledge and improve their technical skills as they solve complex problems or propose solutions to such problems. Such projects also strengthen students’ commitment, self-confidence and self-esteem as well as promote co-operation and creativity. These are soft skills largely absent from traditional engineering education. Practical implications Innovative, student-led learning in the applied engineering curriculum can foster students’ soft skills in ways that teacher-led, lecture-style learning does not. Originality/value This research offers a timely perspective on an issue of current interest in engineering education: student-led learning versus teacher-led learning. The paper also provides two illustrative student-led projects that focus on sustainability and mobility.

In this paper, we test whether results of prior studies of the determinants of audit expertise generalize to measures of actual performance. In doing so, we expand the concept of expertise to include managerial dimensions in addition to those related to the technical requirements of audit tasks and we investigate how the managerial components of knowledge, together with technical knowledge and problem-solving abilities, distinguish auditors with superior performance at different levels of the organizational hierarchy. Past studies of the determinants of audit expertise have used auditors' experience or rank (e.g., Ashton and Brown [1980], Hamilton and Wright [1982], Bonner [1990], and Libby and Frederick [1990]) or their performance on experimental versions of technical auditing tasks (e.g., Bonner and Lewis [1990]) as proxies for actual performance. Establishing whether experience, knowledge, and ability measures are related to performance on the job is necessary to determine the economic significance of prior findings (Marchant [1990]). We identify experts based on actual performance evaluations produced as part of a CPA firm's compensation and promotion system. The

<p><strong>BACKGROUND AND OBJECTIVES</strong></p><p>Most MSF settings providing paediatric and neonatal care face a healthcare workforce whose competencies are not well matched to the ever-changing local profile of acute health needs, resulting in gaps in care quality, safety, and access. With children under 15 representing 60% of MSF’s patient population, strengthening the paediatric workforce in hospital settings is crucial. This retrospective analysis, focused on 3 hospitals where 203 learners graduated, examines how a paediatric-focused intervention, supported by adapted face-to-face training from MSF Academy for Healthcare, could contribute to improved paediatric care quality through enhanced clinical decision-making, greater adherence to guidelines, and professional accountability.</p><p></p><p><strong>METHODS/STUDY DESIGN</strong></p><p>Using a competency-based approach, MSF Academy provided structured training, bedside clinical mentoring, and hands-on practice. Effectiveness was measured by competency gaps, quality of care, and learner satisfaction assessments at baseline, program end, and one year post-completion.</p><p></p><p><strong>RESULTS/EXPECTED RESULTS</strong></p><p>Key findings:</p><ul><li>Improved competencies: competency gap assessments showed significant improvement in technical skills (+ 34%) and knowledge (+67%) for nursing care, and technical skills (+84%) and knowledge (+45%) in midwifery care.</li><li>Quality of care : quality-of-care assessments demonstrated an increased application of evidence-based practices in patient care (e.g., vital signs assessment, patient safety). 63% of maternity program learners reported newborn care practice changes (e.g., neonatal resuscitation; Mother-Newborn Couplet Care).</li><li>High satisfaction: over 90% of learners expressed confidence and satisfaction with bedside mentoring by training end.</li></ul><p></p><p><strong>CONCLUSIONS/DISCUSSION</strong></p><p>Key messages:</p><ul><li>Highlight MSF Academy’s role in pediatric care via context-adapted training and mentorship.</li><li>Showcase MSF Academy as a key tool aligned with MSF’s medical priorities.</li><li>Share examples of MSF Academy driving positive health worker behavior change.</li></ul><p></p><p>Key recommendations:</p><ul><li>Increase focus on continuous learning and evidence-based practices.</li><li>Foster joint efforts between project and MSF Academy, using impact assessment.</li><li>Integrate learnings systematically into medical project strategies.</li></ul><p></p><p>By aligning training with operations, we can systematically improve the quality of paediatric care. Understanding that desired impact occurs best when health providers are in learning situations where context-specific health issues are used to determine the desired competencies, then content.</p>

The aim of present study was to examine the impact of “Cutting and Tailoring” skill based rural women training programme for SC farm women in terms of their technical knowledge, skill acquisition, satisfaction and adoption level on household/commercial. The finding highlighted the potential of such trainings in supporting entrepreneurship and uplifting the household livelihoods, thus providing the feedback to the educators and organizers. A 5-day training program was held in October, 2023 at Krishi Vigyan Kendra Damla, Yamunanagar (CCS Haryana Agricultural University, Hisar, Haryana) to train 60 SC farm women from 12 randomly selected villages. The pre and post training knowledge score were analyzed for significance with the help of ‘Z’ test. A significant positive difference was found between overall mean score of pre and post training technical knowledge. The mean score of the technical knowledge test of the respondents was 89.2 before training which increased to 95.4 after having training (6.2% increase).Out of the 16 components under skill acquisition, the Weighted Mean Score (WMS) of 10 components (Proper measurement, selection of fabric, drafting of garments, cutting of garments, stitching of various garments for all age groups, sleeves design, designing of yoke, maintenance of the machine, repairing and mending of clothes and work on automated stitching machine) was found to lie under fully skilled category. However, the WMS of the rest six components was found to lie under partially skilled. The trainees were highly satisfied with the coverage of subject matter having WMS (2.95), somewhat satisfied with provide physical facilities having WMS (2.19), highly satisfied with quality of trainers with WMS (2.89). 83.3 percent trainees adopted the training for household purpose whereas 16.7% trainees adopted the training for commercial purpose. In this way, a significant positive impact of training on skill & knowledge acquisition was observed which was clearly reflected by the adoption at household/commercial level.

The present study explored the relationship between undergraduate students’ digital literacy and self-regulation in online interaction (student-content, student-teacher, student-student). Investigating this relationship can facilitate identifying areas for improvement of support programmes and provide insights for effective online teaching and learning practices. The researchers collected data from 195 undergraduate students during the Covid-19 pandemic. Canonical correlation results indicated a significant and positive correlation (Rc = .41), meaning that having a positive attitude and high technical knowledge and skills regarding digital technologies can help students manage online teacher, peer, and content interactions. Moreover, the study identified that the digital literacy scale’s technical variable contributes to the correlation more than the attitude variable. This result implies that developing technical knowledge and skills might be more critical to promoting self-regulation in online interaction. Based on these results, the implications for online education and recommendations for supporting self-regulation in student interactions are discussed.

A significant number of residents in postgraduate training programs pursue dedicated research training. Currently, no formal curricula exist to transition residents back into clinical roles following dedicated research leave. This scoping review aims to determine what literature exists on the challenges faced by trainees who interrupt their clinical training for extended periods of time for research leave. The Pubmed and Medline databases were searched for all study designs related to postgraduate trainees taking academic or research leave. A three-step selection process including title, abstract and full-article review was employed to identify articles that mentioned decay of knowledge, skill or competence. A narrative review of the literature was generated to present key themes identified within the studies. The search yielded 174 articles of which five investigated resident skill decay during research leave. The five studies included for analysis were cohort studies that used general surgery residents’ self-perception and faculty members’ perception of residents’ skill decay as a measure. Residents and faculty perceived decay of residents’ technical skills, leadership skills and knowledge following dedicated research leave. The greatest decay perceived was in technical skills, specifically with more complex tasks and longer periods of non-use. This review identified that residents and faculty perceive a decay of resident skills following dedicated research training. To provide the necessary support to limit this potential decay, as well as to assist in the transition back into clinical training, the needs of and challenges faced by research residents and postgraduate programs must be better understood.

Running a green business in India and other developing economies is indeed a challenging job for the producers involved in this business. In a green business environment, the company may re-design the product attributes since the usage of the harmful chemical may be prevented and scarce resources may not be exploited. The main objective of this case study is to assess the factors that are associated with running a green business in India and other developing economies. This case study also highlights the issues related to the green business. This case study is developed by using secondary data to assess the factors that influence green business. The secondary data was obtained from another exhaustive literature review of journals and internet sources. The developing economies strive hard to achieve green business since it has been a necessity for these countries to depend on natural resources. The important aspect here is developing countries depend on both the economic and social factors which have a major impact on environmental factors. Moreover, developing countries are mainly dependent on natural resources for their potential and growth so as to give stiff competition for the developed economies in a global market. In addition, many developing economies face challenges basically related to power, water, ecological problems, social and economic problems and also problems related to weather and climate change. The challenges associated with green business also depends on cost analysis, where it is quite expensive for a poor and developing economy to reach the initial cost too since the usage of basic technology is lacking. Moreover, the treatment for wastewater, water resource management, treatment for disposal of effluents and toxic waste are not successfully utilized. The developed economies need to import modern technology and technical knowledge from other countries because of the lack of their own technology and technical skills. Now a day’s many countries have the knowledge of green growth which thereby helps to improve the economic standards of the countries. The government has to take certain measures such as the provision of subsidies which may support the challenges of green growth and development. The short-term subsidies may not benefit more since it may hamper the production and demand by raising the price and cost. But as for the long term is considered these reforms may provide more effectiveness in productivity and thereby lead to changes in technologies.

The paper evaluated a four-construct employability model for engineering technology graduates in the context of globalisation and job insecurity. Four constructs of fifty-two items in the model involve i) Technical knowledge; ii) Technical skills; iii) Generic skills; and iv) Attitude and other attributes. Survey data were collected from 153 industry employers that used engineering technology graduates and analysed using a partial least-squares structural equations modelling (PLS-SEM) technique. Measurement and structural models were assessed to examine the quality of outer and inner models. The findings showed that the measurement model was reliable. Five items were removed due to internal consistency reliability problems. The results of re-performing the PLS-SEM algorithm confirmed that the adjusted model of four constructs and forty-seven items was reliable. The structural model assessment recorded the fit of inner models, with eight inner models having statistical significance. The research contributes to developing highly qualified engineers by confirming the tailored employability model for graduates of engineering technology disciplines. Future studies could apply the model to measure the employability of engineering technology graduates from specific higher education institutions in Vietnam.