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ABET Engineering Technology Criteria and Competency Based Engineering Education

机译：ABET工程技术标准和竞受能力教育

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The universities in different countries follow their own curriculum development philosophies with the intention of producing "work-ready" engineers. "ABET Engineering Technology Criteria" was introduced to rationalise the various curriculum development philosophies followed by different universities in the USA. This paper highlights the researches done for the creation of competency related to engineering technology programmes being offered in India, which can also help in the development of the competency-based curriculum. This is being done with an attempt to usher in some level of rationalisation of Indian technical education system. On comparing the competency bank experience with ABET criteria, the author is of the view that the some of its concepts could be useful to enrich "ABET Engineering Technology Programmes Criterion # 2 'a to k' and Criterion # 8. Related to these concepts, two major classifications of industries which also influence the competencies to be identified and developed in the under-graduates of the engineering education institutions are also discussed.
机译：不同国家的大学遵循自己的课程开发哲学，旨在生产“工作准备”的工程师。 “ABET Engineering Technology Criteria”被介绍，以合理化各种课程开发哲学，随后美国不同的大学。本文重点介绍了为在印度提供的工程技术方案的创建相关的研究，这也可以帮助发展基于能力的课程。这是在尝试迎来印度技术教育系统的一定程度的合理化。在比较与ABET标准的能力银行经验相比，作者认为，其一些概念可能有助于丰富“ABET Engineering技术计划标准”和“A到K”和标准＃8。与这些概念相关，还讨论了两种主要分类，这些产业也影响了在工程教育机构的毕业生中识别和制定的能力。

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