International Trends in Engineering and Implications for the South Pacific

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International Trends in Engineering and
Implications for the South Pacific

• Dr Andrew Cleland, Chief Executive

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Hierarchical Model for Occupations

• Level One The industry field is recognised as a
  community
• Level Two A qualification regime is defined
• Level Three The industry field is governed by a
  framework of professional institutions
• Level Four The nine tests of public obligation
  for a profession are satisfied
• Level Five The profession is regulated by law for
  the benefit of the public (i.e. the profession is
  given statutory enforcement power)

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The nine tests

• The profession must be controlled by a governing
  body which in professional matters directs the
  behaviour of its members.
• The governing body must set adequate standards of
  education as a condition of entry and thereafter
  ensure that students obtain an acceptable
  standard of professional competence. Training and
  education continue throughout the member's
  professional life.
• The governing body must set the ethical rules and
  professional standards which are to be observed
  by the members. They should be higher than those
  established by the general law.

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The nine tests (cont.)

• The rules and standards enforced by the governing
  body should be designed for the benefit of the
  public and not for the private advantage of the
  members
• The governing body must take disciplinary action,
  if necessary, expulsion from membership should
  the rules and standards it lays down not be
  observed or should a member be guilty of bad
  professional work.
• Work is often reserved to a profession by statute
  - not because it was for the advantage of the
  members but because, for the protection of the
  public, it should be carried out only by persons
  with the requisite training, standards and
  disciplines.

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The nine tests (cont.)

• The governing body must satisfy itself that there
  is fair and open competition in the practice of
  the profession
• The members of the profession, whether in
  practice or in employment, must be independent in
  thought and outlook. They must not allow
  themselves to be put under the control or
  dominance of any person or organization which
  could impair that independence.
• In its specific field of learning, a profession
  must give leadership to the public it serves.

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Key characteristics of a professional body

• Collegially determines and sets relevant
  standards
• Academic qualifications
• Initial achievement of professional competence
• Continuing professional competence retention
• Technical standards/codes of practice
• Sets and maintains a Code of Ethics that is
  independent of employers (peer-based)
• Provides public good leadership

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Differences in competence levels

• Main distinction is in nature of engineering
  problems tackled and engineering activities
  undertaken
• Complex (professional engineer)
• Broadly-defined (engineering
  technologist)
• Well-defined (engineering technician)
• But all have the same ethical obligations !

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Demonstrating competence for independent practice
Accredited University Qualification
Mentoring Graduate Development programme
3-7 years experience
Initial Competence Assessment
Membership of Professional Body
Evaluation by experienced engineers
Registration e.g. CPEng
Lifetime professional standing
Continuing professional development
Regular (5 yearly) Current Competence Assessments
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Competence and Professional Standing Quality Marks
Group Current Competence Professional standing Typical Qualification
Professional engineer CPEng, IntPE Professional Member MIPENZ BE (4 years)
Engineering technologist ETPract, IntET Technical Member TIPENZ BEngTech (3 years)
Engineering technician CertETn (R.E.A.) Associate Member AIPENZ DipEng/ NZCE (2 years)
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Professional engineers

• Washington Accord degree accreditation for BE
  (recognition in 11 other nations)
• Competence assessment leads to
• MIPENZ (professional standing),
• CPEng (current competence under CPEng Act)
• IntPE(NZ) (international benchmarked competence
• standard)
• 2002 Act protects the title Chartered
  Professional Engineer to assist the public
  identify good quality engineers IPENZ appointed
  Registration Authority
• APEC Engineer and Engineers Mobility Forum
  Agreements involving 17 nations underpin the
  IntPE quality mark to assist international
  mobility

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Engineering technologists

• Sydney Accord degree accreditation for BEngTech
  (recognition in 6 other nations)
• Competence assessment leads to
• TIPENZ (professional standing)
• ETPract (commenced 1 July 2007)
• IntET(NZ) (commenced 1 July 2007)
• Engineering Technologist Mobility Forum Agreement
  involving 7 nations established the IntET quality
  mark to assist international mobility

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Engineering technicians

• Dublin Accord qualification accreditation for
  NDipE (4 nations) IPENZ provisional status from
  2006, aiming for signatory status from 2010
• Competence assessment leads to
• AIPENZ (professional standing)
• CertETn (commenced 1 July 2007)
• 1961 Engineering Associates Registration Act
  still operates a non-current competence
  registration system, but under review by
  Government
• No international quality marking scheme yet
  developed

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Relevant Acts and Regulations

• Building Act to provide certification
  structure, fire, geotechnical CPEng reqd
• A number of OSH regulations mechanical,
  structural, electrical
• A few others e.g. in water regulations
• CPEng recommended in a number of NZ Standards
  (note Stds not compulsory unless inserted in
  Regulations)

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Annual costs of gaining and maintaining quality
marks (excl. GST)

• Registration fee (includes brand development,
  ethics discipline) 285
• Professional body services(professional
  development supportengineering practice
  support), 270 360

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Educational Accords

• Based on substantial equivalence of
  accreditation systems
• Exemplar graduate profiles
• Graduates receive credit for having qualification
  equivalent to local one
• Signatories reviewed six-yearly observation of
  our processes
• Annual governance meetings admissions etc.
• Secretariat at IPENZ

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Washington Accord (1989)

• USA
• Canada
• UK
• New Zealand
• Australia
• Ireland
• Hong Kong China (1995)
• South Africa (1999)
• Japan (2005)

• Singapore (2006)
• Korea (2007)
• Chinese Taipei (2007)
• Provisional
• Germany
• Russia
• Malaysia
• Sri Lanka
• India

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Sydney Accord (2001)

• Canada
• UK
• New Zealand
• Australia
• Ireland
• Hong Kong China
• South Africa
• Provisional
• USA

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Dublin Accord (2003)

• Canada
• UK
• Ireland
• South Africa
• Provisional
• USA
• New Zealand

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Mobility Agreements

• Establish national sections of the relevant
  international register
• Each register has a title for use by registrants
• Based on passing a benchmarked competence
  assessment/examination, holding an Accord
  qualification, 2 yrs responsible experience, 7
  yrs post-graduation
• Brand value helps employment mobility
• Little value in streamlining entry to other
  nations regulatory systems
• Members reviewed 6-yearly
• Annual governance meetings
• Secretariat at IPENZ

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APEC Engineer (2000)

• USA
• Canada
• New Zealand
• Australia
• Hong Kong China
• Japan
• Malaysia
• Korea

• Indonesia (2001)
• Thailand (2003)
• Philippines (2003)
• Singapore (2005)
• Chinese Taipei (2005)

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Engineers Mobility Forum (1997)

• USA
• Canada
• New Zealand
• Australia
• Hong Kong China
• UK
• Ireland
• South Africa
• Japan (1999)
• Malaysia (1999)
• Registers opened from 2003

• Korea (2000)
• Singapore (2007)
• Sri Lanka (2007)
• Provisional
• Chinese Taipei
• India
• Bangladesh

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Engineering Technologists Mobility Forum (2001)

• USA
• Canada
• New Zealand
• Hong Kong China
• UK
• Ireland
• South Africa
• Registers opened from 2007

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International benchmarking/credit

• WA, SA, DA accreditation provides both an
  international quality standard (e.g. used by
  immigration, to assist employment mobility), and
  credit for regulatory purposes
• IntPE and IntET provide an international quality
  mark to date may only assist employment
  mobility
• IPENZ gives credit for IntPE and IntET entrants
  to NZ for regulatory purposes

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What is the engineering knowledge used in
industry?

• Codes, standards, proprietary software etc.
• Rarely working from first principles where a high
  degree of standardisation exists
• Exceptions architecturally-designed buildings
  structures, fire design, geotechnical
• The more from first principles, the more peer
  review
• Tension to ensure that the knowledge taught is
  principles, but with sufficient relevant
  applications, not just current codes of practice

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Short courses for industry

• Creators of demand by industry
• Change in regulatory environment
• New standards or codes of practice, guidance
  notes
• New knowledge from research that might be applied
• Demand for half, full and two day courses

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IPENZ service areas

• Competence and qualification recognition
• Professional development support
• Leadership on national community issues
• Engineering practice support and learned society
  activities
• Renewal of the profession (attracting young
  people to engineering and technology)

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South Pacific Island Engineering Workshop
October 2007

• Fiji Fiji Institution of Engineers
• Samoa Institution of Professional Engineers
  Samoa
• Tonga
• Vanuatu
• Cook Islands

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Typical Issues

• Historic reliance on aid from developed nations
  (especially Australia and NZ) for infrastructure
  projects brought good engineering standards
  with it
• Local capital increasing via tourism
• Capital from Asia increasing
• Engineering standards no longer intrinsically
  packaged with aid money

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Typical Issues (continued)

• Cyclones, earthquakes, fire all lead to
  substantial structural damage
• Construction standards variable poor materials
• Waste water treatment lagoon pollution
• Water treatment variable
• Roading variable quality
• Electricity supply unreliable diesel dominant
• Telecommunications improving

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Capability, education and professional development

• Aid-funded projects are not developing local
  capability or capacity.
• Construction capability is very low (technical
  and trades), and there is poor supervision the
  clerk of works role is poorly performed.
• Training of construction workers is inadequate
  and many practices are unsafe.
• Access to codes of practices and relevant
  standards is poor new engineering knowledge and
  knowledge of methods for handling new materials
  which will inevitably arrive is lacking.
• The engineering workforce is ageing, and there
  are issues in attracting young people into
  engineering education.

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Technical standards

• Materials quality and variability of materials is
  an ongoing issue.
• Poor capability to test materials and quality
  assure their reliability
• Lack of a systematic building code which is
  practical for a number of nations.
• Cyclones, tsunami and earthquakes not dealt with
  well in design of public infrastructure and
  private sector construction projects.
• Asset degradation due to harsh tropical
  conditions
• Much investment bypasses Australian or New
  Zealand technical standards, especially if the
  source of capital is private or from Asia.
• Access to technical standards by engineers in the
  islands is difficult.
• Some technology brought in from overseas is
  inappropriate for the service conditions in the
  islands.

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Professional identity for engineers

• Qualification recognition, especially for those
  educated in Fiji and Papua New Guinea is an
  issue,
• Lack of a peer body for creating status and
  standing for engineers, and as a means to attract
  focus to engineering issues,
• Lack of specialist engineers in some disciplines,
  especially those in high demand globally,
• Enforcement of disciplinary actions against poor
  performers is difficult,
• Achievement of robust competence assessments is
  difficult.

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Suggestions for Improvement

• Development of a South Pacific Building Code, and
  regular updating of this document.
• Development of suitable compliance documents e.g.
  standards this might involve Australia/New
  Zealand standards becoming South Pacific in
  coverage as well.
• Development of means to ensure reliable and
  accurate construction materials testing in all
  nations
• Consistent restriction of professional
  engineering work to competent engineers.
• Internationally-benchmarked competence standards
  for recognising engineers competent to practice
  in South Pacific conditions.
• Benchmarking of Fijian and PNG qualifications in
  relation to the competence standards.

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Suggestions for improvement (cont.)

• Creation of professional identity for engineers,
  e.g. through an association
• Improved access to professional development,
  perhaps facilitated by IPENZ.
• Competent regulators competence developed by
  productive relationships with leading Building
  Consent Authorities in New Zealand.
• Improved engineering trades training throughout
  the South Pacific IPENZ might act as an
  advocate for funding for this capability-raising
  need.

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South Pacific Engineers Association (SPEA)

• Competence and standards
• Technical standard setting e.g. building code,
  technical standards, codes of practice.
• Competence and qualification standard setting.
• Good engineering office practice guideline
  establishment.
• Competence assessment processing.
• Accrediting/qualification recognition actions.
• Disciplinary actions and complaints processing.
• Handling of appeals.

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South Pacific Engineers Association (SPEA) (cont.)

• Professional development
• Broker of professional development opportunities
  delivered locally, both to engineers and to
  associated occupations e.g. construction
  personnel.
• Networking opportunities for engineers.
• Mentoring of young engineers.
• Improved access to engineering knowledge,
  possibly including access to technical standards.

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July 2008 Workshop

• Desire to involve Papua New Guinea involvement
  of IEPNG
• Initial focus on support of people and competence
  standards SPEA and associated competence
  registers
• Need to establish a credible body before funding
  is sought for technical standards

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Governance
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Legal Form
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Role of IPENZ

• Provides underpinning administration membership
  database etc.
• Provides copies of publications, distributes
  newsletters etc.
• Operates web site
• Takes overall financial risks
• Provides assistance with short course
  development, accreditation etc.
• Trains assessors, moderates assessment process

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Role of SPEA Council

• Governance
• Representation to key stakeholders in region
• Set overall work programme, including regional
  activities
• Manages interface with IPENZ National Office
  (IPENZ is in attendance but not part of decision
  making)

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Role of Chapters

• Run national programme (a proportion of SPEA
  subscription is transferred to national chapter
  to fund this)
• Co-ordinate regional events held in its nation
• Manage relationship to own Government and
  regulators
• Note to achieve financial viability it will not
  be possible to only join local chapter and not
  SPEA

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SPEA Registers

• Managed by IPENZ in parallel to NZ registers
• Assessors trained by IPENZ
• Results of assessments go through IPENZ
  moderation process
• Recommended that in nations where local registers
  also exist the local registration body accepts
  the SPEA register assessment outcome to achieve
  consistency

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Description Title Post-nominal Equivalent NZ register
Professional engineer Professional Engineer (South Pacific) PE(SP) Chartered Professional Engineer (CPEng)
Engineering technologist Engineering Technology practitioner (South Pacific) ETPract(SP) Engineering technology practitioner (ETPract)
Engineering technician Certified Engineering Technician (South Pacific) CertETn(SP) Certified engineering technician (CertETn)
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Description Title Post-nominal Definition
Fellow FSPEA Meets equivalent standard to IPENZ Fellowship
Professional engineer Professional member MSPEA Competence demonstrated at professional engineer level
Engineering technologist Technical member TSPEA Competence demonstrated at engineering technologist level
Engineering technician Associate member ASPEA Competence demonstrated at engineering technician level
Engineering graduate Graduate member GSPEA Holds a recognised engineering qualification
Trades people, planners, certifiers etc. Affiliate member No post nominal Interested in involvement, but holds no engineering qualification
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Annual fees Samoa Fiji Tonga Cook Is. Vanuatu N.Z.
Service Centre fee 38.00 38.00 38.00 38.00 38.00 38.00
Publications 25.00 25.00 25.00 25.00 25.00 25.00
Regional component 75.00 75.00 75.00 75.00 75.00 75.00
National chapter 50.00 30.00 30.00 30.00 30.00 30.00
Membership 188.00 168.00 168.00 168.00 168.00 168.00
Registration 140.00 140.00 140.00 140.00 140.00 140.00
Total 328.00 308.00 308.00 308.00 308.00 308.00
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Establishment timetable

• Obtain buy-in from all national bodies/committees
• Launch event early May 2009 (inaugural Council
  meeting) also assessor training, membership
  services commence
• September/October 2009 2nd Council meeting,
  first subscriptions payable, further assessor
  training
• January 2009 registers open
• March 2010 first AGM
• 2010 - Professional development course delivery
  commences

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Subsidy from IPENZ

• Meet establishment costs
• Marginal costing of services publications etc.
• Fund own participation
• Web site and electronic communications to Members
• Could be appointed accrediting agency by FIE,
  IEPNG and IPES