Developing a Curriculum for Practical Skills-Based Pedagogy in Engineering Education: A Skills-Driven Teaching and Learning Approach for Job Transition Pathways Applicable in Engineering Training and Development for a University of Technology

Abstract

The onset of the COVID-19 pandemic has necessitated a shift in focus for graduate engineering students, demanding their swift integration into the workforce. The Engineering Council of South Africa now stipulates that institutions must cultivate specific graduate attributes, particularly in the face of rapid economic and social transformations. This mandate prompts universities to equip engineers with the skills needed to seamlessly adapt to scarce skill positions and emerging roles within diverse disciplines dictated by industry demands. The evolving landscape is shaped by emerging technologies impacting production, manufacturing, and service sectors. Consequently, engineering graduates must acquire skills that facilitate a smooth transition into roles that align with their expertise. The imperative for universities is to fulfill the core mission of engineering education: fostering professionals capable of developing future technology to address upcoming challenges and produce technologists adept at solving present issues using current technology. This study employs a qualitative research method to explain and explore the training of engineers, ensuring that graduates possess the requisite attributes for a successful transition into new occupational roles aligned with industry needs. The focus of the research centers on analyzing the teaching interventions implemented in Industrial Engineering undergraduate programs at a university of technology.