Abstract
Abstract The article describes the definition of competences formed during the acquisition of the study course “Software Engineering” at Riga Technical University. The European e-Competence Framework (e-CF) is adopted for this purpose. Using the steps to determine e-competences, it is established that students can develop 9 competences in the Bachelor and 15 in the Master study programme. Evaluation of practical assignments allows assessing the achievement level of the required competences. Some professions presented in e-CF and the competencies they need are also reviewed.
Highlights
At present, at the time of technical progress, the demand for highly qualified personnel is growing steadily, especially engineers and IT specialists are required
As a result of the analysis of the study course “Software Engineering” and comparison of the topics studied in it with the ones included in the European e-Competence Framework, it has been found that the course allows students to gain 15 e-competences in the Master study programme and 9 in the Bachelor study programme (Table VI)
Some of the topics studied in the Software Engineering” (SE) course are not mentioned in the e-Competence Framework (e-CF), which means that they do not contribute to the formation of competences
Summary
At the time of technical progress, the demand for highly qualified personnel is growing steadily, especially engineers and IT specialists are required. The volume of information necessary for successful work is constantly increasing, but the learning time is limited. Employers are more often interested not in the knowledge and skills of the applicant, but in the level of his/her competence. The requirements for the quality of education are increasing. More and more higher education institutions in different countries are introducing a competencybased approach to the learning process or already use it. Many scientists and teachers deal with problems of competency-based learning (CBL). They investigate this approach and possibilities of applying it in higher education. Various questions connected with CBL are described in their studies
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