Engineering, Engineering Technologist, Engineering

Technician Qualifications and Professional

Designations:
National and International frameworks
 Outline
Objective: to describe how an alliance of national engineering bodies
to develop a consensus framework for:

• The attributes of graduates of engineering education programmes

for
- Engineers
- Engineering Technologists
- Engineering Technicians
• The professional competencies for the above groups
 The Engineering/Technology Spectrum

Operation Engineering Theory

Construction Adv. Design
Routine Design Development
Manufacturing Technical
Management Management
How? Engineering Technology Why?
 Engineering and Engineering Technology Careers
Two Different (but overlapping) Paths

Less More
Mathematical Mathematical

Engineering Technology

Engineering
 The Technological Spectrum

Product Product Technical

Research Manufacturing Production Field
Design Development Testing Sales Services

ENGINEERS

TECHNOLOGISTS
 International Standard Builders
Developed
Consensus
Statements
The international Engineering Alliance
Consisting of Signatories to:
Engineers mobility Graduate
Washington Accord forum Attributes and
(Engineer Education) Professional
APEC Engineer Agreement
Competencies
Engineering
Sydney Accord
Technologist mobility
(Technologist Education)
Forum www.ieagreements.org
Dublin Accord
(Technician Education)
 Attribute Definition and Differentiation
• Need to define and differentiate Graduate Attributes and
Professional Competencies for
- Engineers
- Engineering Technologists
- Engineering Technicians
• Method adopted
- Knowledge Profile: Knowledge areas and levels
- Outcomes: Common stem with ranging keywords
- Level Descriptors:
• Level of problem solving
• Level of engineering activities (PC only)
 Knowledge Profile
Engineering Engineering
Knowledge Area Engineer
Technologist Technician
• systematic, theory-based,
• systematic, theory-based, • Descriptive, formula-based,
Natural Sciences applicable to the discipline
applicable to the sub-
applicable in a sub-discipline
discipline

• Conceptually-based to • Conceptually-based to • Conceptually-based to

Mathematical support analysis and support structured analysis support structured analysis
Sciences building models in the and building models in the and building models in the
disciple sub-disciple sub-disciple

• systematic, theory-based, • systematic, theory-based, • Coherent, procedural

Engineering
formulation as required in formulation as required in formulation as required in a
Fundamentals the engineering disciple the engineering sub-disciple sub-disciple

• Theoretical frameworks
Specialised • Theoretical frameworks
and bodies of knowledge • Body of procedural
and bodies of knowledge
Engineering for practice areas in the
for an established sub-
knowledge for an accepted
Sciences discipline; much at sub-discipline
discipline
forefront
Plus: Engineering design knowledge, Role of engineering in society, engagement with literature in next slide
 Knowledge Profile (continued)
Engineering • Supports design using the • Supports procedural ad
• Supports engineering design
Design in a practice area
technologies of a practice technique based in a
knowledge area practice area

• Ethics, professional • Issue in applying

Comprehend • Issues in technician
responsibility, public safety; engineering technology;
practice: ethics, financial,
Role of impacts of engineering; safety, ethics and impacts;
cultural, environmental and
Engineering in economics social, cultural, economic, social,
sustainability procedures in
environmental, environmental
society sustainability sustainability
practice area

• Selected knowledge in the

Engagement with • With the technological
research literature of the
literature literature of the discipline
discipline

Plus: Engineering design knowledge, Role of engineering in society, engagement with literature
Outcomes: Graduate to Professional
GA1: Problem Solving
GA2: Use of knowledge
GA3: Design
GA4: Investigation and Expt.
GA5: Use tools, techniques & IT
GA6: Communication
GA8: Self & team work
GA7: Impact of Eng’g Activity
GA10: Professionalism & Ethics
GA9: Independent learning
PC1: Problem Analysis
PC2: Solution Synthesis
PC3: Use of knowledge
PC4: Management of EA, self &
teamwork
PC10: Communication
PC7: Ethics
PC5: Impact of Eng’g Activity
PC6: Legal and regulatory
PC9: Responsibility
PC8: Judgement
PC11: Professional Development
 Form of Range Statement
Engineer:
Complex Problems
• Require identification and
analysis,
• May be abstract
• May be divergent
• May involve significant
uncertainty
• May be infrequently
encountered types
• May required first-
principles analysis
Engineering Technologist:
Broadly-defined problems
• Require identification and
analysis
• Generally are concrete
• Maybe ill-posed
• May have a degree of
uncertainty
• Maybe unfamiliar,
belonging to family of
problems
• Can be interpreted for
solution in practice area
Engineering Technician:
Well defined problems
• May require refinement of
requirements
• Are concrete
• Usually well-posed
• Requirements are
complete and certain
• Maybe unfamiliar, but
occur in familiar context
• Amenable to solution by
established
methodologies
More International framework builders

European Higher Education Area Bologna “3”

International Engineering Alliance (IEA) & “5” year model

Signatories of: CALIBRATION PROJECT

Washington Accord
Sydney Accord EUR-ACE
Dublin Accord 14 EHEA Bodies
Engineers Mobility Forum Appropriate standards
Technologists Mobility Forum for engineering within
APEC engineer agreement Bologna
No general engineering standard

Overlapping Membership
 Getting systems to talk to each other
IEA: Graduate attributes focus on education EUR-ACE: Focus is standard for and
for: accreditation of
• Engineers ??? • First cycle degrees
• Technologist • Second cycle degrees
• Technicians In engineering
And Professional competencies focus on ….With the notion of
regulated practice for: • Theoretical engineers and
• Engineers • Application-oriented engineers
• Technologist In a single (unregulated) system
• Technicians
 Translation into local context
• Fundamental requirements are global
• IEA attributes are built from signatory standards and feedback into national
systems
• HEQF compliant qualifications are based on IEA outcomes

Agreement Legacy SA qualification HEQF-Compliant SA Qualification

Washington accord BEng-type BEng-type (no changes)

Sydney Accord BTech (based on ND) BEngTech (new)

Adv Cert. (after a higher cert.) or
Dublin Accord National Diploma (ND)
diploma
 Structure of the graduate attributes
Knowledge profile
elements

Attributes 1-12:
Assessable outcomes
Range/level of
problem solving

The graduate attributes are defined as twelve outcome statements supported by:
• A knowledge profile
• A range/level classifier for engineering problems
 International Agreements/ Networks
EDUCATION PRACTICE
WASHINGTON
ENGINEERS MOBILITY FORUM
ACCORD

SYDNEY
APEC ENGINEER
ACCORD

DUBLIN ENGINEERING TECHNOLOGISTS

ACCORD MOBILITY FORUM

FEANI/ UER-ACE/FE
(EUROPE)
INTERNATIONAL ENGINEERING
NABEEA
(ASIA) ALLIANCE (IEA) / formerly
INTERNATIONAL ENGINEERING
UPADI MEETING (IEM)
(CENTRAL & SOUTH AMERICA)
Engineering Accreditation Department
 International Standard
• Washington Accord – for Engineering
- 4-5 years bachelors or 4-5 years masters

• Sydney Accord – for Technology

- 3-4 years bachelors

• Dublin Accord – for Technician qualifications

- 2-3 years cert./diploma

Engineering Accreditation Department

 Requirements as WA signatories
• Review every 6 years
• Substantially equivalent to all signatories
• At least 4 years at bachelors level - theoretical
• Degree lead to professional engineer qualification
• Unanimous decision for decision

Engineering Accreditation Department

 Professional
Engineers Technologists Others
Engineers

PAE
+
3 years work
Experience
(normally 5 years)
+
Register with BEM
Register with BEM

ENGINEERING GRADUATES

Engineering Accreditation Department

 Engineering & Technology Domain
ENGINEERS

Career in Supervision &

Career in Research & Design WORK
Maintenance

TECHNOLOGISTS

Strong in Approriate
Mathematics, Mathematics,
Engineering Engineering
Sciences, Sciences,
Professional Engineering Technology Professional
courses Breadth & Depth Breadth & Depth courses
(Theoretical) of Curricula of Curricula (Practical)
Engineering Accreditation Department
ENGINEERING TECHNOLOGY
EDUCATION TRAINING
(Knowledge & Understanding) (Skill)

Psycho
Cognitive Affective
motor

ENGINEERING
EDUCATION TRAINING
(Knowledge & Understanding) (Skill)

Psycho
Cognitive Affective
motor

Engineering Accreditation Department

 EDUCATION
(Knowledge & Understanding)
7

3
TRAINING
AFFECTIVE
2 (Skills)

PSYCHOMOTOR COGNITIVE

ENGINEERING TECHNOLOGY

Engineering Accreditation Department

 ENTRY

MATHEMATICS Engineering
Mathematics Science Professional Key Skills

Delivery (Theory 40-60%) Practical (60-40%)

ENGINEERING
TECHNOLOGY
EDUCATION VOLUME OF KNOWLEDGE &
UNDERSTANDING

VOLUME OF KNOWLEDGE & UNDERSTANDING

ENGINEERING Practical
EDUCATION Delivery (Theory 80-90%)
(20-10%)

ENTRY Engineering
Mathematics Science Professional Key Skills
MATHEMATICS

Engineering Accreditation Department

 Engineering & Technology Domain
Engineering Education
• Solving complex problems
• Prepared for future
• Theoretical
• High mathematical knowledge
• Strong foundation on Engineering
sciences
• Strong engineering fundamentals
• Knowledge requirements towards
professional engineer
Technology Education
• Solving broadly defined problems
• Prepared for present
• Practical/applied/hands-on
• Adequate mathematical knowledge
• Adequate foundations on
Engineering sciences
• Adequate engineering
fundamentals
• Knowledge requirements towards
technologist
Engineering Accreditation Department
Agreements Covering Tertiary
Qualifications in Engineering

1.The Washington Accord 1989

2.The Sydney Accord 2001
3.The Dublin Accord 2002.
Agreements Covering
Competence Standards for
Practising Engineers

1.APEC Engineer agreement

1999
2. Engineers Mobility Forum
agreement in 2001
3. The Engineering
Technologist Mobility Forum
agreement 2003.
The three agreements cover recognition of equivalence at the practising engineer level
• it is individual people, not qualifications that are seen to meet the benchmark
standard.
• a person recognized in one country as reaching the agreed international standard of
competence should only be minimally assessed (primarily for local knowledge) prior
to obtaining registration in another country that is party to the agreement.

The oldest such agreement is the APEC Engineer agreement which commenced in 1999.
This has Government support in the participating APEC economies. The representative
organization in each economy creates a "register" of those engineers wishing to be
recognised as meeting the generic international standard. Other economies should give
credit when such an engineer seeks to have his or her competence recognised. The
Agreement is largely administered between engineering bodies, but there can be
Government representation and substantive changes need to be signed off at
governmental APEC Agreement level.
Agreements Covering Competence Standards for
Practising Engineers

The Engineers Mobility Forum agreement commenced in

2001. It operates the same competence standard as the
APEC Engineer agreement but any country/economy may
join. The parties to the agreement are largely engineering
bodies. There are intentions to draw EMF and APEC closer
together.

The Engineering Technologist Mobility Forum agreement

was signed by participating economies/countries in 2003.
The parties to the Agreement have agreed to commence
establishing a mutual recognition scheme for engineering
technologists.
 Operation Engineering Theory
Construction
Advance Design
Routine Design
Development
Manufacturing
Management
Management Technologist Why?
How?