Developing the competency models and curriculum modules of explosion-proof electrical apparatus for electrical workers in explosive atmospheres

• Main Authors: Chen,Chi-Hsiang, 陳吉祥
• Other Authors: 張火燦
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/mf3mh5

博士 === 國立彰化師範大學 === 工業教育與技術學系 === 106 === The objective of this study was to develop the competency model of explosion-protection electrical workers and the explosion-protection electrical curriculum module for explosive atmospheres, and to improve electrical workers’ competency regarding explosive atmospheres and thus meet the needs of related industries. First, eight panel experts, who served in industry, governmental sectors, and academia, reviewed the hierarchical structure of a proposed competence model and curriculum modules and provided comments for the model’s revision. Next, twelve electrical workers, who were employed in the petrochemical industry in central Taiwan, participated in an analytic hierarchy process survey and focus group interview in August 2017. The statistical results indicated consensus regarding the importance of the competency models and items and the curriculum modules (consistency index ≤ 0.1; consistency ratio ≤ 0.1). This study revealed that a competency model for explosive atmospheres should consist of six dimensions. To obtain become fully competent, electrical workers must learn thirty-five competency items. The most crucial competency dimension, as ranked by the participants, was application of the basic principles of protection in explosive atmospheres and classification of hazardous areas. All participants agreed that the top three competency items were as follows: (1) understanding explosive atmospheres and explosion-protection principles; (2) understanding workplace safety and safety awareness; and (3) understanding the nature of explosive hazards and hazardous areas. The results also indicated that an explosion-protection electrical curriculum should contain six modules and thirty-six units, with the most critical curriculum module being safety responsibility and the basic principles of protection in explosive atmospheres. Finally, it is suggested that the developed competency model should be a reference framework for certification of personnel competency, and the curriculum modules could be used as safety curricula in university education and industrial training. The relevant authorities may implement certification of personnel competency and promote training courses to bolster individuals’ employment competitiveness.