Defining the "Literacy Gate": Analysis of the Literacy Requirements of Professional Engineering Registration

Autor/inn/en	Simpson, Z.; van Ryneveld, M. B.
Titel	Defining the "Literacy Gate": Analysis of the Literacy Requirements of Professional Engineering Registration
Quelle	In: South African Journal of Higher Education, 24 (2010) 5, S.800-817 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Graduates; Engineering; Foreign Countries; Literacy; Literacy Education; Educational Practices; Outcomes of Education; Scaffolding (Teaching Technique); Curriculum; Universities; Constructivism (Learning); Educational Research; South Africa; United Kingdom + Suchen Sie Ihr Suchwort? Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Maschinenbau; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Bildungspraxis; Lernleistung; Schulerfolg; Curricula; Lehrplan; Rahmenplan; University; Universität; Bildungsforschung; Pädagogische Forschung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Großbritannien
Abstract	During and prior to professional registration with the Engineering Council of South Africa, engineering graduates are expected to engage in advanced literacy practices which represent a high level of cognitive demand. This process is the final "gate" through which engineering graduates must pass in order to be acknowledged as professional engineers. This article attempts to define the literacy practices required at this professional registration "gate", by analysing the documents, processes and policies pertinent to the professional registration process. The result of this analysis is the identification of nine central literacy practices (divided into three reading practices, three writing practices and three critical thinking practices) that are mentioned in documents pertaining to professional engineering registration. Our estimates indicate that almost two-thirds of the ECSA Exit Level Outcomes' assessment criteria also require mastery of these literacy practices. Furthermore, these practices need to be scaffolded within engineering curricula from entry through to graduation. (Contains 4 figures and 1 note.) (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10