The evolving landscape of engineering practice necessitates robust frameworks that define, measure, and foster professional competence holistically. While the International Engineering Alliance (IEA) Graduate Attributes and Professional Competencies (GAPC) framework sets a global standard for engineering qualification outcomes, challenges persist in assessing these attributes holistically. Competence extends beyond discrete skills and requires integrated, context-sensitive evaluation. This paper explores a competence measurement strategy by aligning the IEA GAPC framework with the Competence Measurement (COMET) model, a three-dimensional framework originally developed in vocational education. The IEA GAPC framework (2021) reflects contemporary imperatives, including sustainable development, diversity, ethics, and emerging technologies. It establishes individually assessable graduate attributes that indicate potential for professional practice. However, true competence encompasses the ability to perform professional activities to the expected standards in independent practice, requiring a more holistic approach. The COMET model, rooted in educational psychology, enables structured, multi-dimensional assessment of professional competence. By integrating the COMET model with the IEA framework, this study proposes an enhanced evaluation approach that captures the interconnected nature of engineering competencies. This integration facilitates a more nuanced understanding of competence development in engineering education, ensuring assessments reflect real-world professional performance. By bridging the IEA GAPC framework with the COMET model, this paper presents a novel approach to measuring and fostering engineering competence in higher education. This synthesis offers an improved strategy for evaluating engineering graduates, ensuring their readiness for professional practice in a rapidly evolving field. This paper is therefore presented as a conceptual approach to engage in its relevance before a formal pilot project is implemented. © 2025 IEEE.
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