A Comparative Analysis of Learning Outcomes in Academic Programs (The Case of the College of Technology and the Polytechnic College)
DOI:
https://doi.org/10.65168/Keywords:
Japanese KOSEN Model Curriculum, Engineering Education, Program Learning Outcomes, Polytechnic College (Technical and Vocational Education), Mechanical EngineeringAbstract
The quality of education provided by Colleges of Technology and Polytechnic Colleges plays a crucial role in supporting the sustainable economic development of Mongolia. The higher education system of Mongolia currently comprises four types of higher education institutions: universities, institutes, colleges, and KOSEN model Colleges of Technology.
Over the past decade, the Government of Mongolia has explored the possibility of introducing the engineering education model of KOSEN Colleges of Technology, which has demonstrated effective performance, into the country's Polytechnic Colleges. A comparative analysis of the learning outcomes of engineering programs offered by KOSEN model Colleges of Technology and similar engineering programs at Polytechnic Colleges is expected to provide valuable evidence for educational policy development and labor market research in Mongolia.
Colleges of Technology offer associate degree programs, whereas Polytechnic Colleges provide diploma-level professional education. Both types of institutions implement outcome-based curricula founded on the integration of education, research, and industry. This study evaluated and compared the learning outcomes of the Mechanical Engineering programs offered by Polytechnic Colleges and Japanese KOSEN model Colleges of Technology using performance-based assessment criteria with the participation of key stakeholders.
The study included three Polytechnic Colleges and two KOSEN model Colleges of Technology that offer comparable Mechanical Engineering programs. Structural Equation Modeling (SEM) was employed for data analysis using SPSS and Smart PLS software. The findings indicate that the selected factors have a significant influence on the learning outcomes of the Mechanical Engineering programs. Furthermore, the comparative analysis revealed notable differences in learning outcomes between the programs offered by Polytechnic Colleges and those offered by KOSEN model Colleges of Technology.
The results suggest that improving program learning outcomes requires clearly defining measurable learning outcomes, systematically assessing achievement at each stage of the educational process, and continuously improving the curriculum based on assessment results. Such practices are essential for enhancing the competencies of students enrolled in these engineering programs.
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