Development Of Micro Credential Design For Project Management To Improve The Quality Of Engineering Practices

ABSTRACT


INTRODUCTION
The quality of engineering practices is an essential aspect of national and international development programs.The quality of engineering practices is critical to ensuring public safety and infrastructure reliability and engineering project design, so it can be ensured that project design and execution meet strict safety and quality standards (Alter, 2018).In an era that is increasingly concerned about the environment, engineers need to consider sustainability factors in their practice, which involve the use of environmentally friendly technologies and materials as well as long-term thinking about the environmental (Ahmad et al., 2023;Roldán & Cabrales, 2021)).The quality of engineering practices can also have a direct impact on project cost efXiciency, which can reduce resource wastage and optimize the use of project budgets (Sudha et al., 2019).
The Micro-Credential in project management is an essential acknowledgment of an engineer's ability to manage and lead projects (Shanahan & Organ, 2022).By having this credential, an engineer can prove his ability to manage projects well, which includes planning, executing, controlling, and completing projects (("Project Management Professional (PMP) Handbook," 2018) By applying proper project management principles, engineers can improve efXiciency in project execution, avoiding delays, IJSSR Page 2912 incorporating semi-structured interviews, direct observations, and a variety of participatory and nonparticipatory techniques.
The beneXits of the RAP method include active participant engagement, integration of scientiXic work with immediate action, and the promotion of collaborative activity and teamwork for initiating change in training.The holistic application of RAP to speciXic stakeholders involves mapping functional areas, identifying job descriptions, and determining core competencies within the engineering practice.
Furthermore, the study emphasizes the development of micro-credentials following the principles of standardization.These principles include relevance to organizational needs, validity as a reference, acceptability to stakeholders, Xlexibility in implementation, and traceability to national and international competency standards.The main objective of the study, conducted over three months, was to develop a project management micro-credential design focusing on skill set design, competency standards, instructional design, and micro-retention to enhance the quality of engineering practice.The collaborative efforts aimed at developing a micro-credential model applicable to professional organizations and Professional Education, producing a skill set for project managers in engineering practice, designing quality assurance instructional protocols, and implementing micro-credentials.

A. Design Micro Credential Development Project Management Engineering Practice
The author trying to Xind the most appropriate design for Micro-Credential Development Project Management Engineering Practice can be a difXicult task.This is because the design of the Engineering Practice Project Management Micro-Credential Development must meet the principles of learning and competency-based assessment principles and a reliable quality assurance system.This skill set will vary depending on the micro-credentials required by a job role, as each has a different skill focus.This skill set can be a cluster of work roles related to licensing or regulatory requirements or defined industry needs (Stanwick & Siekmann, 2019).The main objective of professional organizations or engineering education is to prepare engineers or prospective engineers with practical skills they can use in engineering practice work.Therefore, skill sets in professional or educational organizations are designed to meet the needs of engineering practices in the business and industrial world in Indonesia.The steps for developing a skill set can be described below.Competency-based skill sets are developed based on occupational needs according to the field and program of expertise, information on skill set needs according to context and availability of competency standards (Metilda & P.C., 2016) An interface model was developed between the Skillset structure, competency-based recruitment, occupational maps within the qualification framework, and certification schemes to identify occupational needs for microcredentials.Based on the alignment or matching analysis, an interface between the 4 structures was identified which can be illustrated as below.---Certification process 10.
--Credit units b.Identify the context / requirements of the workplace system.Identification of the context of workplace system requirements is a process used to identify and understand the factors and requirements that affect the environment and sound work systems (Good Practices) in a particular workplace.This is an essential step in  The context of competency needs identified according to workplace system requirements, which may include Good Practices (such as GMP, GCP, GFP), safety requirements, and quality systems.b) Employability skills requirements are identified based on the context of the job, which may include communication, teamwork, problem solving, planning and organizing, selfmanagement, initiative entrepreneurship, technology, and learning.c) Basic requirements identified based on the requirements of the certification scheme and industry context, which may include qualifications/education and experience in previous roles.d) Degree scale requirements are identified based on certification scheme requirements and industry context, which may include time, time, and competency dimensions.

c. Micro-Credential Operational Curriculum Skill Set Formulation
Based on the interface model between the Skillset structure, competency-based recruitment, occupational maps within the qualification framework and certification schemes, a project manager micro-credential skill set can be developed, which includes the Micro-Credential package title, learning definition/scope, workplace context, managerial and cultural competencies, role responsibilities, entry behavior line, and skill competencies (Palmer, 2021) as below.

B. Competency-based Instructional Design as a quality assurance system
Instructional design is a systematic approach to designing, developing, and managing effective and efficient learning processes.Indonesia has provided a reference for the development of instructional design through the Higher Education Curriculum Preparation Guide in the Industrial Era 4.0 to support Independent Learning-Independent Campus (Junaidi et al., 2020) In addition, the Indonesian National Work Competency Standard (SKKNI) has also published a Competency Unit for Designing Instructional Design (Kemnaker, 2020) Both references adapt the Dick and Carey model with the aim of creating learning experiences that focus on achieving learning objectives by considering the needs of participants, material characteristics, and appropriate learning methods and strategies (Dick et al., 2015).
Instructional design can be categorized as a learning plan based on instructional design approaches and principles that include designing, developing, and managing effective and efficient learning processes.So this instructional design can be a reliable learning plan for developing reliable micro-credentials.
However, the development of the Dick and Carey model instructional design requires a long time of time Reiset and development, although Borg and Gall (2015) have provided guidelines in conducting research and development of the Dick and Carey model instructional design.This study identifies an opportunity to accelerate the development of Dick and Carey's instructional design model, namely Competency-based Instructional Design Development.This approach is an approach in instructional design that focuses on developing concrete and measurable competencies or abilities as learning objectives.This approach places a strong emphasis on achieving specific outcomes or competencies by participants, rather than focusing solely on theoretical understanding or graduation based on specific times.For this debate, competence as a measure of learning objectives is obtained from competency units in competency standards which are the result of development and consensus from stakeholders.With the existence of competency standards, almost all stages and components of instructional design can be supported and supplied by integrated competency standards as shown below.

IJSSR Page 2916 Figure 3. Competency-Based Instructional Design Model
With the support of Competency Standards, this Competency-Based Instructional Design has guarantees of relevance, validity, acceptability, Xlexibility, and traceability that can be ensured in its application.This is because the formulation of competency standards has the principles of relevance, validity, acceptability, Xlexibility, and traceability (Kemnaker, 2016)

C. Delivery of outcome-based learning and teaching (OBLT=Outcome Based Learning and Teaching).
Outcome-Based Learning and Teaching (OBLT) is an approach in education that emphasizes the achievement of clear and measurable learning outcomes according to the skill set as the main focus in the learning and teaching process.This approach aims to ensure that learners achieve certain understandings, skills, and knowledge that have been set as learning objectives (Junaidi et al., 2020) However, teachers must also pay attention to and manage the problems that are critical points of learning delivery: engagement of learning objectives with students, collection of quality evidence and levels of achievement, concepts of educating to competence (personalization of learning), and formative assessment and continuous improvement.Critical point management can be done as follows: identification of potential risks, determination of critical limits, corrective actions, and verification of corrective actions.Competency-based assessment is critical in the Learning Process, namely in: ensuring assessment focuses on Practical Skills in real situations, so that they are more relevant to the world of work; Measure Actual Ability and providing an accurate picture of what learners have mastered; encouraging active Learning in learning and strive to achieve expected results; and became the Base for Further Improvement and Development (Arora et al., 2018).
In its application, teachers, instructors, or experts responsible for teaching and training students are the parties who carry out assessments.They have the responsibility to design, implement, and evaluate estimates.
The steps in conducting competency-based assessments in the framework of microcredentials include: Establishing and maintaining an assessment environment, collecting quality evidence, supporting candidates, making assessment decisions, recording and reporting assessment decisions, and reviewing the assessment process.

E. Micro Credential Deployment
There are several types of credentials in vocational education, namely certificates /diplomas of educational institutions, certificates of competence from professional certification bodies, licenses / registrations from professional organizations or authorities, and micro-credentials from academic institutions or professional organizations internally.To meet the needs of work role

Making assessment decisions
Assess and conclude evidence, based on competency standards, provide clear & constructive feedback to the accession

Establish & maintain an assessment environment
Assessment plans, competency standards, assessment instruments, assessment integration opportunities, facilities, specialist support, appeals, preparing candidates and notes

Support candidates
Digging up other quality evidence, reasonable adjustment

Record & report assessment decisions
Record assessment results quickly and accurately, complete and submit assessment documentation in accordance with confidentiality conventions

Review the assessment process
Review the assessment process in consultation with the accession & relevant people for continued improvement,; Documenting and recording reviews This model requires a credible standard, and the ILO RMCS (Regional Model Competency Standard) competency standard can help in this regard (ILO, 2006) The implementation of Micro Credentials is managed and the application of quality assurance by professional organizations or educational institutions.The microcredential management steps identified include the structure illustrated below.

CONCLUSION
The development of the Project Management microcredential design represents a comprehensive framework aimed at enhancing the quality of engineering practices.The design incorporates key components such as a competency-based skill set model, instructional design for quality assurance, and an outcome-based learning approach.Practical elements include competencybased assessment and the operational deployment of the Microcredential.This design is not just theoretical but can be applied by professional organizations, notably by entities like the Indonesian Engineers Association, to elevate the competence and professionalism of engineers.Its adaptability extends to Professional engineering education, encompassing both integrated and packaged formats.Further research and engineering efforts are crucial for the operationalization of this initiative, focusing on the development of competency standards such as the National Work Competency Standards (SKKNI) and Special Competency Standards for the Indonesian Engineers Association.This holistic approach aims to uplift standards and practices within the engineering profession, fostering continuous improvement and development.
From the results of the Rapid Assessment Process (RAP) method, the Design of Micro-Credential Development of Engineering Practice Project Management can be formulated, namely competencybased skill sets, competency-based instructional design, OBLT (Outcome Based Learning and Teaching), Formative Competency-based Assessment, Micro-Credentials, and evaluation for continuous improvement, which are illustrated in the Xigure below.

Figure 1 .
Figure 1.Design Of Micro Credential Development Project Management Engineering Practice Figure 2. Competency-based micro-credential skill set development model

Formulate•
The title of skill set/occupation is identified based on the results of identifying work role needs and the context of work requirements.• Description of the objectives/profiles of graduates are identified based on the requirements of the certification scheme and/or the context of the industry.• Context/field of work is identified • Employability skills are identified based on the requirements of the certification scheme and/or industry context.• The basic requirements of the work role are identified, identified based on the requirements of the certification scheme and/or industry context.• Core tasks/competencies and selected competencies are identified based on certification scheme requirements and/or industry context.

Figure 4 .
Figure 4. Delivery Flow of outcome-based learning and teaching

Figure 5 .
Figure 5. Implementation Structure of competency-based assessment

COMPETENCY-BASED SKILL SET DEVELOPMENT International Journal of Social Service and Research https
Occupational needs are identified according to areas and programs of expertise • Skill set needs information is identified based on the context of job market needs.• Availability of competency standards are identified as recognition needs 1 ://ijssr.ridwaninstitute.co.id/IJSSR Page 2914 understanding how specific jobs or tasks are well organized, how workers interact with their work environment, and what is needed to improve efficiency, productivity, product quality and safety in the workplace (FAO, 2016) Essential factors in the identification of this context are a) 2Identify information needs Skill set/occupation.•

International Journal of Social Service and Research https
Wheelahan et al (2022)te.co.id/IJSSRPage 2918 qualifications that continue to rapidly develop in accordance with the speed of change and technological progress, a recommendation model for education graduates is needed who also have the flexibility to follow the development of technological advances.This model is identified as being on the Micro Credentials model.Wheelahan et al (2022)confirm that micro-credentials contribute to 'disciplining' education in two ways: first by establishing a closer link between education and workplace requirements (rather than the entire job), and through ensuring education is more 'responsive' to employer demands in a competitive market crowded with other types of providers.