Developing Graduate’s Competitiveness
Edge through Standard and Standardization
Minor Competence
in the Engineering Disciplines
by: Bambang Purwanggono
Diponegoro University, INDONESIA
Competence:
• includes a broad range of knowledge,
attitudes, and observable patterns of behavior
which together account for the ability to
deliver a specified professional service
(McGaghie,et.al.,1978,WHO)
Quality programs in higher education level have been
defined as to have these following characteristics:
• Implementation of periodic self-evaluation
• Availability of most recent vison, mission, and
academic standards
• Formulation of clear graduate’s competence
• Provision of curriculum, teaching programs,
and lecturers’ willingness to conduct teaching
to facilitate learning
The meaning of competencies as described in the
Republic of Indonesia Ministry of Education Decree
No. 232/U/2000 and No. 045/U/2002
• A set of thoughtful and responsible action that
belongs to someone as requirements of ability to
conduct tasks and jobs in the certain field of work
• Directorate General of Higher Education within
Ministry of National Education is responsible for
supervising higher education programs in the
country
Someone having competence must fulfill the
following requirements:
• ability of mastering knowledge and skill (know how and
know why)
• ability to perform (know to do)
• ability to behave at work so that is able to show
independency on the jugdement of responsible decision
making (to be)
• ability to live in the society by cooperation, respect each
other, and value pluralism and peace (to live together)
These are based on the four pillars of education set by UNESCO
Ministry of Education Decree No. 232/U/2000 states
that:
• a group of course subjects related to the
personality development imposed upon all study
programs mut al least to comprise: Religion
Education, State Ideology, and Civics, also four
pillars of higher education matched to the
competence requirements: know how and know
why, know to do, capable to be, and able to live
together
• Ministry of Education Decree No. 045/U/2002
which is about the guidance of core curriculum is
complementary and to be obeyed nation wide.
Skills to Participate
in the 21st Century Economy
Mastery of core knowledge in content areas,
particularly math/science and foreign language,
thus gaining:
• Conceptual comprehension of the content
knowledge;
• Procedural competency to use concepts; and
• Problem solving ability to apply knowledge in a
real-world, global context, both individually and
as members of teams.
Personal responsibility and excitement about
learning, acquiring
• Life-long learning skills to continually value
and enjoy learning;
• A work ethic that encourages both
independent learning and team participation;
• Global citizenship through knowledge of the
culture, language, and background of others;
and
• Skills to communicate clearly with others,
both orally and in writing.
Ability to use 21st Century tools (ICT) so that they
can
• Use appropriate technology to motivate
learning and facilitate communication, and
• Demonstrate computer literacy skills in real
world situations.
World Class Engineer
I. Aware of the World
• sensitive to cultural differences,
environmental concerns, and ethical principles
• alert to market opportunities (both high- and
low-tech)
• cognizant of competitive talents, work ethic,
and motivation
World Class Engineer
II. Solidly Grounded
• thoroughly trained in the fundamentals of a
selected engineering discipline
• has a historical perspective and remain aware
of advances in science that can impact
engineering
• realizes that knowledge doubles at breakneck
speed and is prepared to continue learning
throughout a career
World Class Engineer
III. Technically Broad
• understands that real-life problems are multidisciplinary
• thinks broadly, seeing an issue in a rich context of various
alternative, probabilities, etc., rather than a narrow quest
to find a single answer (referenced in the back of the book)
• is conversant in several disciplines
• is trained in systems modeling and the identification of
critical elements. Understands the need to design
experiments to verify or extend analysis, as well as to meet
specification requirements
• is psychologically prepared to embrace any field necessary
to solve the problem at hand
World Class Engineer
IV. Effective in Group Operations
• cooperative in an organization of individuals working
toward a common creative goal that is often
multidisciplinary and multifunctional in nature
• effective in written and oral communication
• willing to seek and use expert advice
• cognizant of the value of time and the need to make
efficient use of the time in all phases of an endeavor
• understanding and respectful of the many facets of
business operation -- general management, marketing,
finance, law, human resources, manufacturing, service,
and, especially, quality
World Class Engineer
V. Versatile
• innovative in the development of products and services
• sees engineering as applicable to problem solving in
general
• considers applying engineering beyond the typical
employment focus of engineering graduates in the
manufacturing industries, to the much broader
economy (financial services, health care,
transportation, etc.) where engineering skills could
make a dramatic improvement in the productivity of
those segments of the economy that employ 80
percent of the U.S. population
World Class Engineer
VI. Customer Oriented
• realizes that finding and satisfying customers
is the only guarantee of business success
• understands that products and services must
excel in the test of cost-effectiveness in the
global marketplace
In 2003 the Republic of Indonesia has passed the Law
No. 20 on the National Education System to set
national education standards:
•
•
•
•
•
•
•
•
content standard
process standard
graduate’s competence
teaching staff standard
facilities and infrastructure standard
managerial standard
cost standard
educational assessment standard
Competence
Standardization
skills and
knowlegde
minor
major
Major
competence
Supporting
competence
Other
competence
Major
40-80%
competence
Supporting 20-40%
competence
Other
0-30%
competence
Core/national
curriculum
Institutional
content
Institutional
content
Major
competence
Minor
competence
Standardization
skills and
knowlegde
Competitive advantage
• Skills and knowledge in standards and
standardization as a minor competence would
be a plus point for graduates especially
engineering graduates when they have to
compete with other graduates from other
universities
• It is more on the issue of matching the need of
industry with the graduates’ competence