Professional competencies

The role of the quantity surveyor is one that is often unclear amongst the general public. This study discussed the competencies of the quantity surveyor in measuring and managing civil engineering works and also carrying out the financial management for civil engineering construction projects; also outlined the various competencies and skills required of quantity surveyors in discharging and managing their professional duties. The core activities of quantity surveyors include determining project budgets, measuring project quantities, preparing contract documentation (such as Bills of Quantities and cost control documents), administering contracts, and preparing final accounts. The study also examines recent developments in the profession, which have led to the quantity surveyor delivering a number of management related consultancy services, in response to rising client expectations and demands. The militating factors to QS participation in the Nigeria AEC industry were identified as skills and knowledge, competencies, identity or branding issues, fewer QS in public service among others. The study advocated a change in culture and the inclusion of quantity surveyors on civil engineering projects in order for the industry to leverage on the dynamism of the quantity surveying profession.

This review, conducted on behalf of the Quality Assurance Agency for Higher Education (QAA), aims to identify what can be learned about effective approaches to the development and delivery of employer-sponsored, work-integrated higher education (HE) programmes. The term 'work-integrated' is used both as a broader term than 'work-based', and to emphasise connectedness of learning as opposed to academic and workplace learning taking place in parallel but independently of each other. The review seeks to inform practice regarding degrees that include workplace learning and are sponsored by an employer, and particularly the development of degree apprenticeships. Its focus is on programmes that lead to an undergraduate or postgraduate higher education qualification and contain a substantial period of work-integrated learning that contributes to the accredited outcomes of the programme. It excludes programmes with short work placements, and it is not specifically designed to inform practice related to the provision of foundation degrees or level 4 or 5 apprenticeships, although much of the discussion will be relevant to them as well as, in part, to shorter collaborative programmes.
The main focus of the review is on the factors that influence the quality and success (for students and for employers) of programmes. This includes how provision relates to entry and progression routes to higher-level occupations and professions; factors that influence successful employer engagement and collaboration; how programmes are structured and organised; and approaches to programme delivery, assessment and quality assurance. The review does not seek to identify a single model or approach, but aims to identify factors that are relevant and appropriate to the context and sector within which programmes are set.

The main concern of this study focused on the perception of teachers with regards to the professional
preparation and working environment and its relationship to their professional competencies as they
perform their duties. The study made use of the descriptive method of research utilizing correlational
technique to determine the professional preparation and working environment of teachers in upskilling
their professional competencies. There were 239 teachers from sixteen schools in Ibaan District, Division
of Batangas who were involved in the study. The main data gathering instruments used was sets of
questionnaire using google form. Responses were interpreted using the following statistical tools:
frequency count and percent distribution, mean, standard deviation, pearson product – moment
correlation coefficient and multiple linear regression. The respondents perceived the professional
preparation of teachers with respect to knowledge as teaching skills, digital competencies, formative
assessment and classroom management as well as the professional upgrading and attitude as “Very True
to me (VT)”. The working environment of teachers with respect to class sizes, job autonomy, job complexity,
morale, opportunities for advancement, policies and procedures, recognition and awards, satisfaction with
school management, working relationship, work values and feedback as “Strongly Agree (SA) / “Very
Engaging” (VE)”. The teachers’ professional competencies with respect to knowledge transmission,
mentoring, student’s skills development, academic guidance and student attitude development as “Very
True to me (VT)”. The professional preparation of teachers such as knowledge, professional upgrading and
attitude significantly affect their professional competencies. The teachers’ working environment affect
their professional competencies. Since it was found out that the professional preparation of teachers such
as knowledge, professional upgrading, attitude and working environment significantly affect their
professional competencies, the school administrators may encourage the teachers to pursue their graduate
studies, seminars, trainings and the like may be of great help to upskill their professional competencies.

Engineering education addresses the development of professional competencies in undergraduates. In this context, the core set of professional competencies includes critical thinking and problem solving, effective communication, collaboration and team building, and creativity and innovation-also known as the four Cs-as well as socio-professional ethics and sustainable development-referred in this paper as the two Ss. While the four Cs were identified by the associates of the American Management Association based on the needs of the society, professional associations, and businesses; this paper proposes the two S extension to ensure that future engineers contribute to the well-being of individuals and the preservation of life on Earth. It proposes a tangible framework-the 4C2S-and an application method to analyse the contributions made by engineering capstone programmes to the development of these core competencies in future engineering professionals. The method is applied to an engineering capstone programme-the European Project Semester (EPS) offered by the Instituto Superior de Engenharia do Porto (ISEP)-and a specific project case-EPS@ISEP Pet Tracker project developed in 2013, constituting, in addition, a road map for the application of the 4C2S framework to engineering capstone programmes. The results show that EPS@ISEP complies with the 4C2S framework.

Resumen: La comunicación analiza el uso de una herramienta de supervisión de la pràctica profesional en los grados de Educación Social y Trabajo Social de la Facultad Pere Tarrés (Universidad Ramon Llull). El análisis incluye la justificación de la propuesta en un marco sistémico y de complejidad, la descripción del instrumento, su contextualización, su uso en el practicum y la evaluación de su aplicación. La experiencia se propone como una metodología útil en la formación de profesionales reflexivos.

Abstract: The paper analyzes the use of a supervision tool of professional practice in Bacherlor's Degrees in Social Education and Social Work at Pere Tarrés Faculty (Ramon Llull University). The analysis includes the justification of the project in a frame of complexity and in a systemic perspective, the description of the tool, its contextualization, its use in the practicum and the evaluation of its application. The experience seems a useful proposal for the education of reflexive professionals.