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Abstract
ABSTRACT This paper presents an analysis of learning outcomes presented within the Engineering subject specification that caters to students between the age of 12–15 years in the Republic of Ireland. The subject is the result of a recent curricular reform that included a redesign of all mainstream subjects delivered in the first 3 years of second-level schooling in Ireland. The study investigates the alignment between stated aims of the subject and its corresponding learning outcomes using content analysis methodology. Learning outcomes are categorised in alignment the Tuning-AHELO Framework, which outlines competencies associated with the engineering profession. Findings reveal both alignment and divergence between the aims of the subject specification and the included learning outcomes. When considered within the categories defined by the Tunning-AHELO Framework, learning outcomes exhibit a distinct focus on ‘Engineering Practice’, which is centred on manufacturing activities. Comparatively, few ‘Engineering Science’ and ‘Design’ learning outcomes were observed. The findings are considered within the ongoing reform of the subsequent Senior Cycle Engineering curriculum with a view to enhancing alignment with broadly established engineering competencies and supporting future curriculum development.
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