Useful links
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Country: Ireland (WorldSkills Ireland) |
Country: Chinese Taipei (WorldSkills Chinese Taipei) |
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Ireland’s approach to raising standards in Digital Construction stems from their higher education delivery of Architectural Technology education. Strong industry collaboration: Curriculum development: Irish educational institutions collaborate closely with industry professionals to develop and continuously update the curriculum, which is heavily based on practical skills. This ensures that the skills and knowledge imparted on students are directly relevant to current industry practices and technological advancements. Advisory boards: many architectural technology programs have industry advisory boards that provide insights and feedback on programme content, helping to keep the curriculum aligned with real-world requirements. Work-based learning: Internships and placements: a significant component of the Architectural Technology degree involves internships and work placements. These opportunities allow students to gain hands-on experience, apply their skills in real-world settings and build professional networks. Apprenticeships: some programmes offer apprenticeship models where students split their time between classroom learning and on-the-job training, ensuring a balanced and practical education. Advanced Technology Integration: State of the art facilities: Irish institutions invest in state-of-the-art facilities and software, including advanced BIM (Building Information Modelling) tools and other industry-standard technologies. This prepares students to work with the latest tools and methodologies used in the field. Digital literacy: emphasis on digital literacy ensures that students are proficient in the digital tools and platforms that are essential in modern architectural practice. Continuous Professional Development: Lifelong learning: programmes encourage a culture of lifelong learning and continuous professional development. This includes offering short courses, certifications and advanced degrees that professionals can pursue throughout their careers. Professional certifications: collaboration with professional bodies ensures that students can achieve recognised certifications that enhance their employability and career prospects. Ireland’s model in Architectural Technology education is distinguished by its strong industry alignment, integration of WorldSkills standards, emphasis on practical experience and continuous adaptation to technological advancements. By maintaining close ties with industry and ensuring that education remains relevant and cutting-edge, Ireland effectively prepares its students to meet the demands of the modern architectural landscape. This comprehensive approach not only raises the standards among students but also ensures that graduates are highly skilled, employable and ready to contribute to the industry from day one. |
Chinese Taipei’s approach to raising standards in Digital Construction education through its Technical and Vocational Education and Training (TVET) model is characterised by a structured and collaborative methodology, focusing on early training, competitive selection, and practical industry experience. BIM Clubs in High Schools: Foundational training: Chinese Taipei establishes foundational training through BIM clubs in high schools. Educators facilitate these clubs, helping students build their basic skills early on. They also participate in WorldSkills school level competition. This early exposure ensures that students have a solid understanding of BIM principles before entering higher education and they are already accustomed to competitions. Chinese Taipei’s TVET model in Digital Construction is distinguished by its early exposure to BIM through high school clubs, a structured national selection and development process, and strong industry collaboration. The involvement of an expert and assistant, along with a team of three full-time teachers who train students six days per week, ensures rigorous and comprehensive preparation. By providing advanced technological training, practical workplace experience, and a focus on continuous skill enhancement, Chinese Taipei ensures that its students are well-prepared to meet industry demands and excel in their careers. This comprehensive approach effectively raises standards among students and prepares them for success in the architectural technology field.
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| Country: Ireland | Country: Chinese Taipei |
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Focus on employability:
Innovation and Research:
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Industry collaboration stage:
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Country: Ireland |
Country: Chinese Taipei |
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Integration of WorldSkills Standards:
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National selection and development stage:
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Country: France |
Country: Chinese Taipei |
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France run their National Finals every two years. The gold medallist goes to WorldSkills, and the silver medallist goes to EuroSkills. They have started training them both already specifically for the competition. New skills are promoted through regions. There is a strong focus on regional competitions and the educators are highly engaged promoting regional competition activity in their schools / colleges etc. France has three bootcamps for each region before they arrive at the finals. A lot is gained in terms of engagement and positive mental attitude from those bootcamps before they meet at national finals.
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During Asia Skills, Abu Dhabi 2023 – Chinese Taipei won the event easily with their student. Reusing the 2023 Gdansk Euro test project, Chinese Taipei scored 82.05 whilst the UK student scored 88.35 in Gdansk under similar conditions. However, it is fair to note that Chinese Taipei did not have access to a test project written in this style before, while those taking part in EuroSkills did. They had a 1-day Test Project remote IPT written by the Test Project designer. Therefore, the scores may be closer than the 6-point separation. Chinese Taipei has a team working at national level, supported by the expert and their assistant. They support many high level, well-regarded school courses and teachers. They host BIM clubs in secondary schools, supporting teachers as well as school pupils. If pupils make it to the national qualifier or final, they are invited to training sessions, the competition event itself and judging. Accommodation and travel is paid for by WorldSkills Chinese Taipei. These teachers are then using this information to create teaching materials etc in their own schools. Chinese Taipei (as well as other Asian countries) are pushing schools and school level competitions. They see them as a strong feeder to upskill school level education which will drive further upskilling in FE / HE as they progress in their education. As the student was not from an area close to the expert. They moved to live near the expert to train 6 days per week. The expert is not an educator but works in a BIM consultancy. The student is supported by their past teacher as well as the new teachers in their new university. The training manager and assistant works with them one week per month, the 2 educators work with the student 6 days per week. The programme of study has been aligned to the WSOS, so they are working on competition relevant tasks 6 days per week. In comparison, the UK student works full time, studied in a theory heavy programme of study and was taught the practical aspects by the UK training manager when they signed up for national cycle. This can be an advantage in problem solving (we will be stronger) but a disadvantage in modelling etc (we will be slower). |
Technical Competence
– precision and accuracy: the student’s digital models, drawings and simulations should be highly accurate, reflecting precise measurements and adherence to industry standards
– advanced use of software: the use of industry-standard software (e.g., AutoCAD, Revit, BIM tools) should be proficient, showcasing advanced features and functionalities to create comprehensive digital construction plans.
Quality of Work
– detail and completeness: the assignment should be thorough, with all necessary components of the project included and clearly detailed. This includes architectural plans, structural details, and any other relevant aspects
– high-quality visuals: renderings and visual representations should be of high quality, demonstrating an understanding of aesthetics and clarity in presentation.
Problem-Solving and Innovation
– creative solutions: the student’s work should show innovative problem-solving skills, such as efficient design solutions or the integration of sustainable building practices
– adaptability: the ability to adapt designs based on given constraints or requirements should be evident, showcasing flexibility and responsiveness to potential real-world scenarios
– good time management: ability to look at a project and understand the time constraints, or how much they will be able to do in the time.
Adherence to Standards
– compliance: the assignment should comply with relevant standards, demonstrating an understanding of requirements in digital construction
– documentation: proper documentation, including specifications and project timelines, should be included to reflect comprehensive project management skills.
Communication
-clear presentation: the final submission should be well-organised and presented clearly, with all elements easy to understand and professionally displayed.
Continuous Improvement
-reflective practice: the student should include reflections on their learning process, identifying areas of strength and opportunities for improvement.
Example of Output
For instance, a student’s digital construction project might include: