The evolving landscape of engineering education necessitates a shift in pedagogical approaches to better prepare graduates for industry demands. The Australian Council of Engineering Deans' (ACED) Engineering Futures 2035 report highlights the defects of current curricula, which emphasise technical skills over professional competencies. To address this gap, the paper explores the newly proposed ‘Competency in Professional and Authentic Skills for Success (COMPASS)’ framework, which is derived from the Washington Accord and tailored to the Australian and New Zealand contexts. This framework includes 35 sub-skilldescriptors across 10 attributes, emphasising the importance of lifelong learning, adaptability, and critical thinking. The aim of the framework is not to propose a new competency structure but an enhancement in language such that all stakeholders may engage. The paper also discusses the integration of feedback literacy and self-agency into the framework, highlighting their role in fostering independent and proactive engineers. The proposed framework aims to bridge the gap between educational outcomes and industry needs, ensuring that engineering graduates are equipped with the necessary skills to thrive in a rapidly changing professional environment.
Quince et al. (Wed,) studied this question.