Curriculum Components Area Specific Examples 1. Career-related Competencies
1.1 Understanding the context of the course within the wider area of studies
1.1.1 Cluster of professions/
trades/industries related to the course
Contexts could include but are not limited to the following disciplines: biomedical, building, building services, chemical, civil, control, automation, communications, computer, electrical, electronics, environmental, fire, gas, geotechnical, information, logistics manufacturing and industrial, marine and naval architecture, materials, mechanical, and structural.
Three major traditional engineering fields are civil, electrical, and mechanical engineering.
Additional engineering disciplines are developed over time to meet modern development needs. Applications of an engineering discipline may span across many trades and industries.
Some disciplines are shown below as examples:
- building services engineering focuses on building services equipment and systems such as air-conditioning, fire engineering, drainage, and power distribution
- civil engineering focuses on structure, building, and soil mechanics related to works such as buildings, bridges, roads, and dams
- electrical engineering focuses on power systems, control systems, and electronic devices
- environmental engineering focuses on achieving a sustainable environment, developing renewable energy technologies and enhancing air and water quality
- information engineering focuses on the principles, technologies, services, and applications of computer hardware and software systems
Curriculum Components Area Specific Examples
- manufacturing and industrial engineering focuses on the design and development of integrated systems for large-scale production
- mechanical engineering focuses on the application of principles of physics for analysis, design, manufacturing, and maintenance of mechanical systems 1.1.2 Future global and local
outlook
- Engineering and production are expanding rapidly to meet the exponential explosions in knowledge and technology. Both are fundamental to the growth and advancement of modern China, and to the role of Hong Kong, which provides major scientific and logistical support for the Pearl River Delta Region
- Students should identify current developments in the domain, and interdependent areas, at local, regional and global levels
1.1.3 Beginners’ skill set to facilitate entry to further studies and/or work
Students will be able to:
- appreciate engineering achievements and how an engineering object or process is being developed
- apply knowledge of mathematics, science, technology and engineering - design and conduct experiments, and
analyse and interpret data
- design or adapt a system, component, or process to meet realistic economic, environmental, social, and political constraints
- identify, formulate, and solve engineering problems
- use the techniques, skills and tools common to all disciplines of engineering practice such as use of measuring equipment (e.g. multi-meter), engineering drawing, building small-scale models
- explore major concepts, ideas, and theories that underpin daily applications - understand the importance of abiding by
ethical, social and legal requirements as well as professional ethics and responsibilities
Curriculum Components Area Specific Examples 1.1.4 Foundation knowledge
developed in basic
education and Secondary 4
Built upon the foundation acquired in:
- Mathematics, such as knowledge in measures, shape, space, number and algebra
- Science, such as knowledge in force and motion, electricity, heat, materials and their properties, chemical reactions and energy, conservation of energy, the environment, and health
- Technology Education, such as information processing, basic programming, software development, design and communication, production process, automation, design implementation and material processing, business environment, and cost accounting
1.1.5 Possible further study and career pathways
- Post-secondary courses in Engineering with a variety of foci.
- Career development: professional and paraprofessional, including draftsperson, technician, associate engineer, logistics operator, software developer, operations assistant in businesses and industries 1.1.6 Relations with core
subjects and other elective subjects
enhancing and enriching, e.g.
- Applied Learning courses provide a platform for students to enhance the depth and/or breadth of studies of Mathematics through application of the theories learned in the classroom
cross-fertilisation, e.g.
- the application of concepts from Physics in Engineering and Production courses consolidates and reinforces the learning of both subjects
expanding horizons, e.g.
- students specialising in Humanities subjects may broaden their horizons, explore their aptitudes and develop their different intelligences, thereby enhancing their all-round development through enrolling in Engineering and Production courses
Curriculum Components Area Specific Examples
consolidating and synergising students’
studies, e.g.
- students undertake an in-depth study into a topic/domain of their own choice, which is not limited to the area or any area(s) of Applied Learning, where they have the opportunity to draw upon and integrate the knowledge and skills acquired and developed in their prior learning
1.1.7 Relations with other areas of studies/courses of Applied Learning
Applied Learning courses in Engineering and Production can be enriched by the knowledge and skills from other areas, and vice versa.
For instance,
- Applied Science – materials science, and production process
- Business, Management and Law – product safety regulations, entrepreneurship, efficiency, and business management
- Creative Studies – visual communication, and digital media
- Services – engineering for services 1.2 Understanding and interpreting workplace requirements through
practising the basic skills in an authentic or near authentic environment
1.2.1 Practice learning within at least one representative domain related to the course
Students are given hands-on experiences in an authentic or near authentic environment to explore at least one activity, product or service in depth. For example,
- in building services engineering, students can explore the improvements that communication networks and entertainment programmes can bring to the services and management of a modern building
- in manufacturing and industrial engineering, after acquiring a basic understanding of the field students can explore a particular aspect, such as systems for quality control and product safety
1.2.2 Experiencing workplace requirements through practice
- Students should be able to discuss the roles and requirements of various positions within the engineering discipline
- Students of environmental engineering, for instance, can discuss the job requirements which include knowledge
Curriculum Components Area Specific Examples
of site development, environmental safety and environmental laws, and database design for recording evaluation and monitoring activity
1.2.3 Acquiring the knowledge and skills essential to enable further learning within the area
Students should be able to:
- apply the principles and theories of science, engineering, and mathematics to solve technical problems in research and development, manufacturing, sales, construction, inspection, and maintenance
- create, evaluate and test potential solutions with simulated models
- discuss the transfer of scientific discoveries and research findings to commercially viable products
- communicate and present engineering and production ideas effectively in authentic or near authentic environments. E.g. in civil engineering, students should demonstrate knowledge and skills in aspects such as planning and building highways, bridges or wastewater treatment systems
1.2.4 Transferring learning to unfamiliar situations within related domains
- For instance, students can be challenged to transfer the skills acquired in aircraft engineering to automobile engineering - Students can apply the skills required of
an engineer to being an informed client/project manager
1.3 Developing and applying conceptual, practical and reflective skills to demonstrate innovation and entrepreneurship
Through elective studies, case studies, project, etc, some students, with the support of tutors, may be able to demonstrate their learning beyond the level of information, knowledge and skill development to the level of conceptualising and meta-understanding, by drawing upon and integrating their learning across the curriculum and applying it to solve daily problems For example, students can apply the knowledge and skills related to aircraft entertainment systems to devise solutions to problems that can be applied to an intelligent building. In the process, students can draw upon:
knowledge in audio and video cable routing on an aircraft to minimise interference and enhance sound and video quality
knowledge in cabin management systems as a means of tying together most of the systems that affect the residents
Curriculum Components Area Specific Examples 1.3.1 Transferring learning to
new environments
- Students should demonstrate the ability to devise solutions to problems and anticipate constraints in unfamiliar environments
- Students should be immersed in science and mathematics as a way of seeing and making sense of ‘Engineering and Production’
1.3.2 Demonstrating the understanding of key issues in a chosen domain, including cultural aspects
- To arouse students’ interest in engineering and production, the history of the ideas, concepts, and related issues and problems of the engineering process should be introduced
- Students discuss how engineers, through their work, make an impact on society, the environment, culture, and the daily life of people, and illustrate this with examples
1.3.3 Discussing the global and local environment in that particular domain
- For example, environmental engineering students can identify and discuss the causes of climate change, such as global warming; or pollution, such as acid rain and debate possible measures to stop or slow down such environmental change 1.3.4 Suggesting and illustrating
opportunities for learning, development, etc related to the course
For example, students can be encouraged to:
- explore further studies opportunities available and build up a career portfolio in a specific cluster in the area of Engineering and Production
- identify personal traits required for further studies and employment in related clusters, and identify the weaknesses they need to address
- explore the aptitudes and abilities needed in up to three selected career clusters and up to three pathways within these clusters, and identify a personal roadmap to these careers
- understand the ever-changing requirements of the workplace, the development trends of the field and the relationship of life-long learning to career development
Integration of foundation skills, thinking skills, people skills, and values and attitudes through application in the career competencies related to Engineering and Production
Curriculum Components Area Specific Examples (Optional) 2. Foundation Skills
2.1 Communication skills (including languages), such as understanding, developing and communicating ideas and information and interacting with others
- Be able to communicate ideas and interact with others in the language of engineering and production (e.g. in the language and jargon of engineering)
2.2 Numeracy skills, such as integrating and applying numerical and spatial concepts and techniques
- Be able to master numeracy and spatial concepts and techniques required to solve engineering and production problems
2.3 Information technology skills, such as using and adapting technologies
- Be able to apply and adapt software packages in gathering and analysing information, solving engineering and production problems, and communicating information
3. Thinking Skills 3.1 Problem-solving and
decision-making skills, such as identifying problems and providing appropriate solutions, taking into consideration social,
economic and technological developments
- Be able to apply scientific method and lateral thinking to problem-solving and evaluating possible solutions, taking into consideration such factors as advancement in technology and impact on society
3.2 Analytical skills, such as recognising when and what information is needed,
locating and obtaining it from a range of sources and evaluating, using and sharing it with others
- Gather necessary information from a range of sources
- Analyse and make use of information in problem-solving
3.3 Creative thinking skills, such as visualising
consequences, thinking laterally, recognising
opportunities and potential, testing multiple options, and engaging with the artistic, cultural and intellectual work of others
- Develop innovative solutions to problems in the engineering environment
- Predict future development trends in technology and society based on data collected and observation
- Consciously adopt other cultural perspectives to challenge assumptions and values
Curriculum Components Area Specific Examples (Optional) 3.4 Understanding
interdependency and relationships between different areas of studies, societies and civilisations to form regional/global perspectives on social, economic and
technological changes, such as describing patterns, structures and relationships, and making and interpreting predictions
- Be able to identify the impact of development of engineering and production on different societies and civilisations, and vice versa
4. People Skills 4.1 Self-reflection and
self-management skills, such as setting schedules of tasks for completion, and reflecting on goals and targets set
- Understand roles, responsibilities and interrelationships in engineering and production
- Set priorities, goals and targets within time frames specific to the tasks
- Take into account time and resource constraints in fulfilling work and production requirements
4.2 Interpersonal skills, such as interacting with other people and cultures and contributing to the community
- Understand the interdependency of roles, responsibilities and relationships in the workplace
- Present a proposed solution to an audience from a variety of backgrounds and cultures
- Liaise with different parties to a project 4.3 Collaborative and team
building skills
- Understand the different roles in team activities, e.g. as a team leader or member
- Achieve objectives of the team through dealing with issues, problems and conflicts with team members by means of mediation, negotiation and conciliation
5. Values and Attitudes 5.1 Honesty and integrity, such
as understanding the
importance of perseverance and transparency
- Understand the importance of honesty and integrity in carrying out engineering projects and respect the rules of professional conduct
5.2 Dependability and responsibility, such as being trustworthy and behaving responsibly
- Understand and fulfil the duties to self, to others and to the society
- Demonstrate dependability by developing and maintaining professional behaviours and positive attitudes
- Assume corporate, social and legal
Curriculum Components Area Specific Examples (Optional) responsibilities
5.3 Enthusiasm and motivation to participate actively in life
- Contribute and participate actively in both individual and teamwork
- Take calculated risks and assume the responsibility for the outcome
5.4 Willingness to learn, such as being self-motivated in learning
- Show concern, curiosity and appreciation to matters in the environment
- Be a reflective life-long learner, willing to admit mistake and make improvements
5.5 Self-confidence and self-esteem, such as being confident in one’s own abilities and potential for personal growth and
developing attachment to the culture of a chosen group
- Demonstrate a sense of commitment towards one’s self, the community, the nation and the shared world
- Show confidence and esteem in a variety of contexts such as presenting ideas and being receptive to others’
advice and criticisms
- Develop self-confidence and self-esteem through successfully completing tasks
5.6 Respect for others and for law and authority, such as recognising the right of everybody to feel valued and be safe, and achieving a balance between rights and obligations
- Recognise and respect the responsibilities of a professional engineer including but not limited to:
responsibility to the profession – to uphold the dignity, standing and reputation of the profession
responsibility to colleagues – to foster mutual advancement of the profession
responsibility to employers or clients – to discharge duties with integrity and in accordance with the highest standards of business ethics
responsibilities to the public – to serve the overriding interest of the general public, in particular their environment, welfare, health and safety
- Respect diversity in the workplace when working with both internal and external parties
- Respect the importance of abiding by ethical, social and legal requirements relating to such areas as product safety and workplace safety
References
Reports
Curriculum Development Council. (2001). Learning to Learn – The Way Forward in Curriculum Development. Hong Kong: Curriculum Development Council.
Curriculum Development Council. (2002). Basic Education Curriculum Guide – Building on Strengths (Primary 1 – Secondary 3). Hong Kong:
Curriculum Development Council.
Curriculum Development Council. (2009). Senior Secondary Curriculum Guide.
Hong Kong: Curriculum Development Council.
Education and Manpower Bureau. (2005). The New Academic Structure for Senior Secondary Education and Higher Education – Action Plan for Investing in the Future of Hong Kong. Hong Kong: Education and Manpower Bureau.
Education and Manpower Bureau. (2006). Action for the Future – Career-oriented Studies and the New Senior Secondary Academic Structure for Special Schools. Hong Kong: Education and Manpower Bureau.
Education Commission. (2000). Learning for Life, Learning through Life – Reform Proposals for the Education System in Hong Kong. Hong Kong:
Education Commission.
Ministry of Education. (2006). Report of The Polytechnic-School Review Committee. Singapore: Ministry of Education.
Organisation for Economic Co-operation and Development. (2000). From Initial Education to Working Life – Making Transitions Work. Paris:
Organisation for Economic Co-operation and Development.
Organisation for Economic Co-operation and Development. (2000). Motivating Students for Lifelong Learning. Paris: Organisation for Economic Co-operation and Development.
The World Bank. (2005). Expanding Opportunities and Building Competencies for Young People – A New Agenda for Secondary Education.
Washington, DC: The World Bank.
Websites
California Department of Education. Career Technical Program of Studies http://www.cde.ca.gov/ci/ct/
Cedefop, European Centre for the Development of Vocational Training.
Development of Vocational Education and Training (VET) http://www.cedefop.europa.eu/
Cirius (Denmark). Upper Secondary Education http://www.ciriusonline.dk/Default.asp?ID=3763
Danish Ministry of Education. Upper Secondary Education - Vocational Education and Training (VET)
http://www.eng.uvm.dk/Uddannelse/Upper%20Secondary%20Education/
Vocational%20Education%20and%20Training.aspx
Department for Children, Schools and Families (U.K.). 14-19 Education and Skills.
http://www.dcsf.gov.uk/14-19/
Department of Education, Training and the Arts, Queensland Government.
Vocational Education and Training (VET)
http://education.qld.gov.au/students/placement/vet/index.html
Edexcel (U.K.). Qualifications - BTEC Firsts
http://www.edexcel.com/quals/firsts/Pages/default.aspx
International Baccalaureate Diploma Programme http://www.ibo.org/
National Centre for Vocational Education Research Ltd. (Australia).
Vocational Education and Training (VET) http://www.ncver.edu.au
NSW Board of Vocational Education and Training (Australia).
http://www.bvet.nsw.gov.au/
Pennsylvania Department of Education. Career and Technical Education Programs
http://www.pde.state.pa.us/career_edu/cwp/browse.asp?A=115&BMDRN
=2000&BCOB=0&C=26045
Qualifications and Curriculum Authority (U.K.). 14-19 Learning - 11-16 Schools - Work-related Learning
http://www.qca.org.uk/14-19/11-16-schools/index_s4-0-work-related.htm
Quality Improvement Agency (U.K.). Vocational Learning Support Programme Resource
http://excellence.qia.org.uk/vlsp
TAFE Queensland, Queensland Government. Technical And Further Education (TAFE) in Queensland
http://www.tafe.qld.gov.au/
Texas Education Agency. Career and Technical Education http://www.tea.state.tx.us/cte/index.html
The Finnish National Board of Education. Upper Secondary Education - Vocational Education and Training
http://www.oph.fi/english/pageLast.asp?path=447,4699,4840,4843
U.S. Department of Education. Career and Technical Education http://www.ed.gov/about/offices/list/ovae/pi/cte/index.html
Victorian Curriculum and Assessment Authority (Australia). Victorian Certificate of Applied Learning (VCAL)
http://www.vcaa.vic.edu.au/vcal/index.html
Victorian Curriculum and Assessment Authority (Australia). Vocational Education and Training (VET)
http://www.vcaa.vic.edu.au/vet/index.html
