Dissertation
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| Automobile & Production
The industry players reported that there is a significant gap between the TU's engineering training and the skills needed in the industry due to a lack of collaboration. As a result, companies are subjected to lengthy orientations and probationary periods to choose a few top-performing graduates for employment. Furthermore, according to the Japanese International Cooperation Agency Croese & Miyauchi, (2022), curriculum development and delivery are too theoretical. Meanwhile, most industries seek engineering graduates who have sufficient competency in digital technologies as well as practical technical skills, which are hard to get (Azmi & Salleh, 2021; Byukusenge et al., 2021). Figure 1.1 Yearly Graduation of Mechanical Engineering Students The researcher chose mechanical engineering disciplines because he teaches mechanical engineering students, especially production of mechanical parts and automobile engineering programs. The findings of this study will provide information on whether or not mechanical engineering graduates from technical universities are accepted by industry, which no other researcher has done. Other researchers, (Yaakob et al., 2020), conducted research in TVET education on an experimental mechanical course in TUs in Denmark. The study concluded that the most recent course evaluation shows the effectiveness of TVET implementation in improving the student’s level of understanding of different measurement techniques in turbulence. Also, Dwomoh & Luguterah, (2020), conducted a study on knowledge and skills gap analyses in technical universities. The study employed a descriptive survey research design. The results of the study revealed that there are huge skills and knowledge gaps in the delivery since a greater part of the teaching staff sees industrial skills and knowledge in the competency model of curriculum as being very important, yet a significant number of them do not possess these skills and knowledge. However, industry-driven digital skills training with disruptive technologies for mechanical graduates' employability was not addressed. Consequently, the aim of this study is to bridge the digital skills gap with disruptive technologies in mechanical engineering training. This will translate to all technical universities to make them more proactive in achieving the employable skills needed by the engineering industry for the national agenda and also feed into Ghana's "one district, one factory" initiative. Download 2.1 Mb. Share with your friends:
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