Life Skills for Engineers: Integrating UGC’s Curriculum with the Engineering Competency Model

The world of engineering is constantly evolving, demanding not only technical proficiency but also a well-rounded set of life skills to ensure success in both professional and personal spheres. Recognizing this, the National Education Policy (NEP) 2020 emphasizes imparting crucial life skills to learners, integral for their holistic development. In response, the University Grants Commission (UGC) developed a comprehensive Curriculum for Life Skills (Jeevan Kaushal) to nurture undergraduate students' potential, focusing on Communication, Professional, Leadership and Management Skills, and Universal Human Values.

These life skills directly correspond to Tiers 1 and 3 of the Engineering Competency Model (ECM), which emphasizes the "soft skills" and work readiness demanded by today’s employers. This article explores the intersection of life skills and engineering competency, illustrating how integrating both into engineering education can enhance engineers' employability and social responsibility.

The Engineering Competency Model (ECM)

At its core, the Engineering Competency Model (ECM) is a framework used to assess and develop the skills and competencies required for engineers to succeed in their roles. Built on the understanding that competency is a cluster of related knowledge, skills, and abilities that directly impact performance in the workplace, the ECM is structured into four tiers:

• Personal Effectiveness Competencies: Interpersonal skills, integrity, professionalism, and lifelong learning.
• Academic Competencies: Communication skills, mathematics, science, and engineering principles.
• Workplace Competencies: Teamwork, problem-solving, planning, and organizing.
• Industry-Wide Technical Competencies: Engineering and technology principles, design, manufacturing processes, quality assurance, and sustainability.

These tiers form the foundation for engineers to succeed across various industries. Future enhancements to the model may add discipline-specific and management-related competencies to further support specialized roles.

NBA Program Outcomes and Life Skills Alignment

The National Board of Accreditation (NBA) ensures quality education through its accreditation of engineering programs. The Program Outcomes (POs) defined by the NBA, particularly PO9 (Individual and Team Work), PO10 (Communication), and PO12 (Life-long Learning), align directly with the UGC’s Life Skills Curriculum and Tiers 1 and 3 of the ECM.

• PO9: Individual and Team Work emphasizes functioning effectively as an individual and within diverse teams. This reflects the need for engineers to collaborate across disciplines and is aligned with the Professional Skills and Leadership and Management Skills components of the UGC’s Life Skills Curriculum.
• PO10: Communication focuses on effective communication in complex engineering activities, including report writing and presentations. The UGC’s Communication Skills module directly complements this outcome, enhancing engineers' ability to engage meaningfully with stakeholders.
• PO12: Life-long Learning stresses continuous learning to adapt to technological change. The Universal Human Values and Professional Skills modules of the UGC’s curriculum foster a mindset of growth and resilience, crucial for engineers committed to evolving in their careers.

The Need for Life Skills in Engineering

Traditionally, engineering education has focused on technical expertise, but modern roles require a blend of personal effectiveness competencies (Tier 1 of ECM) and workplace competencies (Tier 3 of ECM). While engineering students excel in technical areas, the lack of life skills often hampers their ability to collaborate effectively, lead teams, and communicate complex ideas. The UGC’s Life Skills Curriculum fills these gaps, preparing graduates for the dynamic work environments they will encounter.

Key Modules of UGC's Life Skills Curriculum and ECM Alignment

1. Communication Skills: Effective communication is essential for engineers. UGC’s life skills module emphasizes listening, speaking, reading, and writing—skills crucial for professional interactions. This aligns with Tiers 1 and 3 of the ECM, underscoring the importance of interpersonal skills and communication in workplace success.
2. Professional Skills: Encompassing résumé building, interview techniques, and career exploration, professional skills are vital during the transition from academia to industry. These align with the ECM’s focus on planning and organizing and working with tools and technology.
3. Leadership and Management Skills: Leadership in engineering involves guiding teams, making strategic decisions, and fostering innovation. UGC’s focus on leadership development and managerial skills directly aligns with the management competencies of the ECM.
4. Universal Human Values: Engineers must consider the societal impact of their work. UGC’s emphasis on truth, non-violence, service, and justice ensures that engineers are socially responsible and uphold ethical conduct, resonating with the integrity and professionalism outlined in the ECM.

Purpose and Application of the Engineering Competency Model

The ECM serves multiple purposes:

• Curriculum Development: Educators use the ECM to align engineering programs with industry standards and expectations.
• Career Pathways: Engineers can identify the skills needed for career advancement and continuous professional development.
• Employer Guidance: Employers can use the ECM to design job roles and training programs, filling knowledge gaps in their workforce.
• Workforce Development: Policymakers ensure the engineering workforce is equipped with the skills necessary for modern roles through the ECM.

Conclusion: Bridging the Gap for Holistic Engineers

As industries demand multidisciplinary knowledge, integrating life skills with technical competencies in engineering education is essential. The UGC’s Jeevan Kaushal curriculum and the Engineering Competency Model offer a comprehensive framework for developing holistic engineers who are technically proficient, effective communicators, ethical leaders, and socially conscious citizens. By embedding these life skills, future engineers will be better equipped to innovate, lead, and inspire change for a better tomorrow.

References

1. Ennis, M. R. (1990). Competency Models: A Review of the Literature and The Role of the Employment and Training Administration (ETA), U.S. Department of Labor.
2. Curriculum and Credit Framework for Undergraduate Programmes, UGC 2022, New Delhi.
3. Curriculum and Guidelines for Life Skills (Jeevan Kaushal) 2.0, UGC 2023, New Delhi.
4. National Credit Framework (NCrF), UGC 2023, New Delhi.
5. Manual of Accreditation of Undergraduate Engineering Programmes, NBA, New Delhi.