1
Engineering
Registration
Standards
ETHICAL ENGINEERING PRACTICE
2
ENGINEERS REGISTRATION BOARD
Address
P. O. Box 1909, AAD Poso House
Gaborone, Botswana
Address
Plot 75783, Building 4, Setlhoa Office Park,
Block 10.
Tel: +267 391 4446
Fax: +267 397 3626
Notice: The Standards and Professional Practice Committee will review these standards and guidelines every five
years to determine if the guideline is still viable and adequate. However, additional information may be issued from
time to time to clarify statements made herein or to add information useful to engineering professionals who want to
apply for registration with ERB. Users of this guideline who have questions, comments or suggestions for future
amendments and revisions are invited to submit these to the Engineers Registration Board contacts of which are
included herein.
This document was developed from various sources including UK – SPEC of the Engineering Council of the
UK, IChemE in the UK, Engineers Australia Stage 1 documents and ECSA documents. This is a review of the
Eligibility Requirements for Registration as a Professional/ Registered Category of 2013 as amended and will
be implemented effective 1st of January 2024.
3
Table Contents
Table of Contents
Table Contents ................................................................................................................................................................................. 3
Acronyms ......................................................................................................................................................................................... 4
Introduction ..................................................................................................................................................................................... 5
Purpose of this Document ................................................................................................................................................ 6
Who is ERB? .................................................................................................................................................................... 7
5. Professional Registration ................................................................................................................................................ 11
5.1 What is Engineering Competence? ................................................................................................................................ 11
5.2 What Is Professional Commitment? ................................................................................................................................ 11
5.3 Ethical Standards ......................................................................................................................................................... 12
5.4
Education Assessment and Application Process ................................................................................................ 13
How to Register with ERB .............................................................................................................................................. 14
5.5
Registration as an Engineering Professional in Training ............................................................................................. 15
5.6
Registration in the Professional Category ................................................................................................................. 16
5.6.3 Meeting the Requirements for Registration ................................................................................................................... 18
5.7 Professional Qualifications Route................................................................................................................................. 19
5.8
Individual Assessment (Alternative route) ................................................................................................................. 20
6. Professional Competence Standards................................................................................................................................ 22
6.2
Professional Engineering Technologist .............................................................................................................. 43
Guidelines for Professional Assessment for Registration as an Engineering Professional ................................................................ 83
Summary Of Post-Graduate Professional Experience .................................................................................................... 84
Professional Interview ...................................................................................................................................................... 85
APPENDIX A ................................................................................................................................................................................. 86
Code of Conduct and Professional Practice ................................................................................................................................... 86
APPENDIX B .............................................................................................................................................................................. 101
List of Professional Engineer Approved Qualifications.................................................................................................................... 101
4
Acronyms
ECSA
ERB
IEA
UK
EFQM
CPD
Engineering Council of South Africa
Engineers Registration Board
International Engineering Alliance
United Kingdom
European Foundation for Quality Management
Continuing Professional Development
5
Introduction
The International Engineering Alliance (IEA) fosters
collaboration between engineering regulatory bodies
that are signatories to the various accords and
agreements to standardize the education, professional
competence, regulation, and practice of engineering.
One can think of this as an effort to create a world- class,
highly productive, and internationally mobile engineering
professional. (ECSA, UK, & Engineers Australia, are the
benchmark).
Several accords that specify graduate attributes have
been developed and these allow recognition of
graduates across jurisdictions. Graduate Engineers are
guided by the Washington Accord while Graduate
Technicians and Technologies are guided by the Dublin
and Sydney Accords, respectively. Graduate Attributes
indicate the minimum knowledge profile/assessable
outcomes and potential for achieving practical
engineering competence that a graduate must possess
upon graduation. These can be assessed individually
without regard for a holistic view of the attributes, that is,
each attribute can be assessed on its own, as a
standalone without regard for attainment of the rest.
Professional Competence Standards, in resonance with
Graduate Attributes, do not allow for every single
competence to be assessed alone - the competencies
must be assessed holistically as a pack to deem the
Engineer, Technologist, or Technician competent.
That being the case, the ERB Professional Competence
Standards, being discussed in this document, are
developed substantially equivalent to the International
Engineering Alliance Requirements, reference is made to
the IEA’s Graduate Attributes and Professional
Competencies literature.
An applicant is required to submit an application (include
provision of personal information such as employment
details, incidents of conviction of criminal offence;
necessary declarations; endorsements by employer or
a Professional Engineer; certificates of good conduct and
character, etc.) to ERB together with report of postgraduate
engineering
experience.
Three certificates of good conduct and character of the
applicant shall be given by three responsible persons who
are not immediately related to the applicants, but who
have known the applicant for two years or more and have
opportunities of judging his conduct and character.
Following the submission and subject to meeting
application requirements, an applicant will be required to
attend a Professional Interview, which forms part of the
Professional Assessment. If successful, the applicant will
be accepted for registration as a professional engineer.
6
Purpose of this Document
This document outlines the necessary competence to
demonstrate in order for persons to become
professionally registered as an Engineer, Engineering
Technologist or Engineering Technician with ERB. It
emphasizes the significance of ongoing education and
development to stay abreast in a field that is constantly
changing. Additionally, it highlights the responsibility to
act with integrity and in the best interest of the public,
which is expected of all registered members of ERB. The
BEng. registration competency standard reflects the
comprehensive expertise and proficiency required for an
engineer to practice independently as professionals,
covering a wide range of engineering applications,
professional skills, values, and attitudes.
Registration competency standards serve as a basis for
the evaluation of Engineering Professionals to be
registered with ERB. Registration as a ‘Professional’ is
exclusive to the Engineers Registration Board in
Botswana. It is a professional credential that is
comparable across the globe and recognized by
businesses, the government, and the general public. The
accomplishment of professional registration status
entails a lifetime commitment to uphold competence in a
chosen field of operation.
7
Who is ERB?
The Engineers Registration Board (ERB) was established
through the legislative enactment of parliament to primarily
ensure that engineering activities in Botswana serve the
public's best interests. The core mandate of the Board is to
guarantee that engineering professionals conduct their
responsibilities in a manner that avoids endangering or
compromising the well-being, safety, financial resources,
concerns, or any other aspects affecting the public.
As outlined in Section 4A of the Engineers Registration Act
(Cap 61:06), the two principal objectives are as follows:
▪
"Promote the highest standards of engineering
practice in Botswana."
▪
"Protect the welfare and interest of the public in
the engineering practice."
Engineering practitioners who wish to practice in Botswana
are required by law to register with the Engineers
Registration Board. This process involves submitting
evidence of their education, professional experience, and
qualifications. The ERB reviews these documents and may
require applicants to pass examinations or interviews to
assess their competence. The ERB enforces professional
standards and a code of ethics for registered engineering
practitioners.
These practitioners are expected to adhere to these
standards to maintain their registration status. This includes
for example, maintaining the confidentiality of client
information, ensuring public safety, and upholding the
integrity of the engineering profession. It is essential for
members of the public to have confidence that the
engineering practitioners while pursuing their business
interests and financial well-being, operate in a professional
and ethical manner.
Furthermore, consumers of engineering services and
products should trust in the quality of the work being
performed and be willing to compensate engineering
professionals appropriately for their commendable
contributions. The ERB often requires registered
professionals to participate in continuing professional
development activities. This helps them to stay abreast with
the latest developments in their field and maintain their
competence.
Upon achieving registration, engineering practitioners are
required to possess a valid practicing certificate that
necessitates renewal. At the time of renewal, registrants
registered in the Professional Category must provide
evidence of their personal development, demonstrating
their dedication to skill enhancement through Continuous
Professional Development (CPD). Those in the Engineering
Professional in Training should provide evidence of their
Initial Professional Development (IPD).
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4. Why Register with ERB?
▪
According to the Engineers Registration Act,
Chapter 61:06 (of 2009 as amended), it is a
requirement for anyone practicing engineering in
Botswana to be registered with the Engineers
Registration Board (ERB). Any engineering
professional who fails to comply with this
requirement may face penalties and legal action.
▪
Registering with the Engineers Registration Board
establishes the registrant's proven knowledge and
understanding, offering various benefits such as
recognition, career development, and increased
earning potential.
▪
Professional registration sets individual engineering
practitioners apart from those who are not registered.
Gaining a professional title establishes a person’s
proven knowledge, understanding, and competence
to a set standard and demonstrates their commitment
to developing and enhancing competence.
4.1 Benefits for Employers: Assurance of Quality
Employers who hire professionally registered
practitioners can have confidence in the following:
▪
Their competence and qualifications have
undergone an independent evaluation.
▪
Their credentials have been validated against
internationally recognized standards.
▪
They have committed to ongoing professional
development (IPD/ CPD).
Employing registered professionals can help reduce risks
and legal liabilities, as registrants are bound by a Code of
Conduct and Professional Ethics. Maintaining registration
requires registrants to consistently renew their practising
certificates and submit records of their professional
development. This requirement assures employers that
registered employees are continuously improving their
skills and staying updated with the latest developments in
their field.
Furthermore, employers can even rely on the achievement
of professional registration status to demonstrate an
employee's competence and readiness for promotion.
4.2 International context
Registration with the Engineers Registration Board (ERB)
holds significant value due to its alignment with global
standards. ERB's standards are designed to be
substantially equivalent to those established by the
International Engineering Alliance (IEA), emphasizing the
board's commitment to ensuring that its registrants meet
internationally recognized criteria for competence and
professionalism. Engineering professionals who have
developed their expertise in countries outside of Botswana
are encouraged and welcome to register with ERB,
provided they meet the assessment criteria set forth by
ERB.
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This inclusivity underscores ERB's commitment to
fostering global cooperation and recognizing the skills
and qualifications of experts from diverse engineering
backgrounds and geographical regions.
ERB regulates engineering practice and is mandated to
register engineering professionals in Botswana. It is
currently in the process of aligning its operations and
standards to the International Engineering Alliance
Accords and Professional Competencies so that it can
be accepted as a member and can then be competent to
assess engineering educational institutions for affiliation to
the Washington, Sidney and Dublin Accords. In addition,
engineering professionals registered with the ERB will be
accepted by other signatories and regulatory bodies
facilitating international mobility of local professionals.
professional development activities. This helps them to
stay abreast with the latest developments in their field and
maintain their competence.
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5. Categories of Registration
5.1 Registration as an Engineering Professional in
Training
This category applies to a prospective engineering
professional who has just completed their education
study, that is a graduate. They must hold a bachelor's
degree qualification at level 8, or Washington Accord
level in engineering or equivalent from an accredited
learning institution. Following completion of their degree,
individuals are required to submit their academic
credentials for evaluation. Registration is granted only
upon confirmation that the degree fulfills the necessary
engineering criteria for engineering practice. The
registrant is only eligible for this category of registration
within four years post qualification attainment/graduation.
5.2 Short-Term Visit Registration
This category applies to professionals holding short-term
visit permits who are typically non-residents of Botswana.
It is for professionals who intend to make a brief visit
within industries having any form of engineering practice
in the country, lasting no longer than 14 days, and have
no intention of engaging in engineering practice within the
country for a period exceeding 14 days.
5. 3 Registration in the Professional Category
This registration category is for prospective individuals
with a minimum of four years of engineering practice
experience post-qualification. They must demonstrate
their competence as professionals by submitting a
written competence report among all the other
necessary documents as stipulated in their application
form.
5.3.1 Temporary Registration in the Professional
Category
This category of registration applies to individuals who
are not ordinarily resident in Botswana, who either do
not have a resident permit or hold one with a duration of
less than six months. They must have a minimum of four
years engineering experience and their competence
must be demonstrated with a competence report among
all the other necessary documents as stipulated in their
application form. For those registered with recognized
engineering
institutions,
they
come
through
Professional Registration Route discussed in section
5.7, and are not required to write a competence report.
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5. Professional Registration
5.1 What is Engineering Competence?
5.2 What Is Professional
Commitment?
Competence refers to a professional's capacity to execute
engineering tasks effectively and safely within their area
of expertise. It encompasses possessing the necessary
skills, knowledge, understanding, personal attitude, and
approach to collaborate with others for desired results.
Competence also involves making informed professional
decisions or judgements, recognizing one's own
limitations in skills and knowledge, and knowing when to
request for assistance.
Engineering professionals who are registered have an
obligation to demonstrate both personal and
professional dedication to society, the environment, and
their field of expertise. To showcase their
comprehensive competence, they must prove their
adherence to values and behavior that enhance the
reputation of the engineering field. This includes the
following:
▪
Prioritizing the safety of the public and workforce
Each registration title requires
competence in five broad areas:
▪
Performing tasks in a manner that safeguards the
demonstrations
of
• Section A: Application of knowledge and understanding of
engineering or science to practical engineering systems.
• Section B: Application of appropriate theoretical and
practical methods to identify and implement solutions to
engineering problems.
environment and advances sustainable growth.
▪
Abiding by established codes of conduct, practices,
and the prevailing legal and regulatory structures.
▪
Overseeing, employing, and refining safe work
methods
▪
Pursuing the professional development essential to
uphold and enhance competence in line with their
roles.
▪
Handling their responsibilities ethically
▪
Acknowledging the importance of diversity and
inclusiveness
▪
Implementing a mindset focused on security.
▪
Engaging actively with the engineering community.
• Section C: Technical and commercial leadership in
planning and overseeing engineering activities.
• Section D: Effective communication and interpersonal
skills.
• Section E: Personal commitment to professional
standards, recognizing obligations to society, and the
environment.
▪ Section F: Personal commitment to professional
development (Initial Professional and/or Continuing
Professional Development),
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5.3 Ethical Standards
Engineering ethical standards (Code of Conduct and
Professional Ethics), constitute a comprehensive
framework of principles and values that guide the
professional conduct of registrants of ERB – Engineers,
Technologists, and Technicians.
Furthermore, registrants are encouraged to integrate
ethical decision-making into their professional practices,
weighing the potential consequences of their actions and
striving to advance the best interests of society as a
whole.
These standards serve as the moral compass of the
engineering profession, emphasizing the paramount
importance of safeguarding public safety and welfare.
Registrants are entrusted with the responsibility to
ensure that their engineering endeavors do not pose
any risks or harm to the public or the environment.
Accountability is core, and registrants are held
responsible for their professional actions and decisions.
Should errors or oversights occur, registrants are
obligated to take immediate corrective action.
Continuous professional development is encouraged to
ensure that registrants remain well-informed about the
latest technologies, industry advancements, and ethical
standards. Additionally, compliance with all relevant
laws, regulations, and codes of practice is mandatory.
Registrants are urged to consider the broader societal
implications of their work, actively promoting implications
of their work, actively promoting environmental
responsibility and sustainability.
Central to these standards is the expectation of
unwavering professional competence, requiring
registrants to continually enhance their knowledge and
skills to remain at the forefront of their respective fields.
This dedication to expertise is complemented by a strict
adherence to the principles of honesty and integrity,
demanding transparent and truthful interactions in all
professional dealings. Registrants are further required
to avoid conflicts of interest and, when necessary,
promptly disclose any potential conflicts that could
compromise their professional judgment.
Confidentiality is another cornerstone of these ethical
standards, compelling registrants to protect sensitive
client information and proprietary data, ensuring that it
remains secure and undisclosed without proper
authorization.
These ethical standards, articulated in the professional
code of ethics or conduct, are obligatory because they
facilitate and preserve the integrity and reputation of the
engineering profession. Violations of these standards
may result in disciplinary actions, including the
suspension of professional license or registration.
Through steadfast adherence to these principles,
registrants of ERB uphold the highest standards of
ethical conduct, ensuring that the profession continues
to serve the public interest, safety, and well-being.
13
5.4 Education Assessment and
Application Process
All applicants for engineering registration are required to
undergo an education assessment, except for those
holding qualifications accredited by the Washington
Accord, Sydney Accord, or Dublin Accord. Applicants
must complete the ERB's official online application form
[https://www.erb.org.bw/registration/application-form],
providing detailed information about their educational
history, professional experience, and references.
For those with engineering qualifications not at the
required level for their desired registration category, an
alternative assessment route is available, which
involves filling out a specific form focusing on workbased
learning
and
experience
[https://www.erb.org.bw/registration/alternativeassessment-form]. This form demonstrates the
equivalence of their qualification to the required
standard. All necessary forms and additional
documentation
can
be
accessed
at
[https://www.erb.org.bw/register/documents].
An application fee, as specified on the ERB website
[https://www.erb.org.bw/register/fees/],
must
be
submitted in accordance with the respective
registration category. This process ensures all
registrants meet ERB's high standards for engineering
professionals.-Assessment:
Depending on ERB's policies, applicants in engineer
and engineering technology categories shall undergo
an interview assessment to evaluate their competence
in their respective fields. Engineering Technicians may
also be called for interviews to evaluate their
competence.
14
How to Register with ERB
ONLINE REGISTRATION:
Only for new applications
Please complete an online application.
To apply online, just click the link.:
https://registration.erb.org.bw
Create account (username + password)
Login
Click Registration+
Click Create+
Add personal Details.
SAVE DRAFT
Click EDIT to open the application.
Scroll down to add more details.
Click Add documents and upload all supporting
documents. (Continue to click the ADD button to
make further uploads.)
Save Draft, Click EDIT to open the application.
Then CLICK SAVE FINAL to submit. (Before
clicking "save final," please verify the provided
information.)
15
5.5 Registration as an Engineering
Professional in Training
When seeking registration with the Engineers Registration
Board (ERB) as an Engineering Professional in Training,
applicants are required to submit not only a credible certificate
but also comprehensive academic transcripts showcasing
their engineering qualifications obtained from accredited
training institutes. These certificates and transcripts serve as
fundamental documentation that attests to the applicant's
educational background and proficiency in the field of
engineering.
Following the submission, ERB's diligent professionals
conduct a meticulous evaluation and review process, ensuring
the authenticity and credibility of the provided qualifications.
This rigorous assessment underscores ERB's unwavering
commitment to maintaining the highest standards of
professionalism and competence among its registrants.
Once the certificates and transcripts have been thoroughly
scrutinized and approved, the applicant is granted initial
registration as an Engineering Professional in Training. This
initial registration signifies the individual's commitment to
advancing their career within the engineering domain and
their alignment with ERB's standards of excellence.
As part of the professional development pathway, registrants
in the Engineering Professional in Training category are
encouraged to actively engage in engineering practice for a
minimum period of four years. During this time, they gain
valuable practical experience and expertise in the field. Upon
successfully completing this period, registrants are provided
with the opportunity to upgrade their registration status to
that of a fully-fledged Professional Engineer. This upgrade
requires a demonstrable exhibition of competence and
proficiency in engineering practice. It marks a significant
milestone, reflecting their dedication to professional growth
and their fulfilment of ERB's criteria for progression.
16
5.6 Registration in the Professional
Category
5.6.1
How to Register in the Professional Category
Professional registration
professionals who:
is
open
to
all
engineering
▪
Possess the foundational engineering knowledge and
understanding required for their respective roles.
▪
Show evidence of both competence in their field and a
commitment to achieving the necessary professional
standards.
5.6.2
What are the requirements for registration?
Registration with ERB is a comprehensive process that entails
several key requirements. Firstly, aspiring registrants are
required to hold a relevant engineering qualification obtained
from an accredited Education and Training Institution. This
qualification must align with the educational standards and
criteria established by ERB for the specific category of
registration, whether it be as an Engineer, Engineering
Technologist, or Engineering Technician.
For applicants who aspire to register in the Professional
Category, they need to showcase a certain amount of practical
engineering experience, which is quantified by four years (or
more) of post qualification engineering experience in their
chosen category of registration and engineering discipline.
Registration with ERB’s requirements is shown below:
5.6.2.1 Recognized Educational Qualifications:
▪
Engineer: Applicants must hold a bachelor's degree in
engineering at Washington Accord level or equivalent
from an accredited institution, aligning with ERB's
educational standards.
▪
Engineering Technologist: Applicants should have a
bachelor's degree in engineering technology at Sydney
Accord level or equivalent from an accredited institution,
in accordance with ERB's standards.
▪
Engineering Technician: Applicants are required to have
a diploma in engineering technology at the Dublin
Accord level or equivalent from an accredited institution,
following ERB's educational criteria.
5.6.2.2 Professional Competence:
To demonstrate professional competence, applicants must
comprehensively address the competence elements and
performance indicators outlined by the Engineers
Registration Board (ERB), aligning their demonstration with
the respective complexity levels expected for their category
of registration. Engineers are required to exhibit these
competencies at a complex level, showcasing their ability to
effectively analyze complex engineering problems, devise
innovative solutions, and exercise sound judgment in
intricate situations. Technologists, on the other hand, should
demonstrate these competencies at a broadly defined level,
emphasizing their proficiency in addressing engineering
challenges within a broader context.
17
Meanwhile, technicians are expected to demonstrate these
competencies at a well-defined level, showcasing their
expertise in handling specific technical tasks effectively.
A Professional Engineer, Engineering Technologists and
Engineering Technicians should demonstrate skills across all
listed competence areas. However, the depth of their expertise
will align with their specific job requirements. Their proficiency
across areas (A1–F2) should match their particular role.
Naturally, they might excel more in certain domains, while
some areas might offer only limited exposure. Nonetheless, a
foundational understanding and familiarity across all
competencies is essential, emphasizing areas pivotal to their
position. In essence, they should maintain a balanced skill set
that ensures effective performance as a Professional
Engineer, Professional Engineering Technologists and
Professional Engineering Technicians.
5.6.2.3 Experience:
Applicants are required to demonstrate a minimum number
of four (4) years of relevant engineering experience, directly
related to the chosen engineering discipline.
5.6.2.4 Ethical Standards:
Engineers, Engineering Technologists, and Engineering
Technicians are all expected to adhere to ethical standards
and professional conduct, including honesty, integrity, and
accountability.
Continuing Professional Development (CPD) Commitment:
All categories should commit to ongoing CPD activities to
remain current with industry advancements and maintain
their professional competence.
5.6.2.5 English Proficiency
The examples or indicators of attainment suggested aim to
guide the recognition of activities that could exemplify the
needed skills and dedication for Professional Engineer,
Technologist and Technician registration. These are just
examples, as the best evidence will depend on individual
roles. While the list isn't comprehensive, other evidence forms
may also be acceptable. The standard does not have a limit to
how much evidence is to be provided, however examples from
more than one project or tasks will be required to demonstrate
sufficient evidence of competence. Therefore, including
examples from a couple of projects or tasks would be highly
beneficial for increased chances of registration.
All engineering professionals seeking temporary registration
who are not native English speakers must demonstrate
proficiency in the English language. The Board has identified
the IELTS as the requisite test to assess this proficiency.
This ensures that registered engineering professionals can
communicate effectively in all aspects of their roles.
Applicants are advised that the IELTS test is accessible both
online and at dedicated testing centers globally. Achieving
the prescribed score of more than 5.0 (>5.0) in the IELTS will
be essential for successful registration.
18
5.6.2.6 Application Process
Applicants in all categories are required to complete an official
ERB online application form, furnishing detailed information
regarding their educational history, professional experience,
and references. An application fee, as specified on the ERB
website at https://www.erb.org.bw/register/fees/, must be
submitted in accordance with the respective registration
category.
5.6.2.7 Assessment:
Depending on ERB's policies, applicants in engineer and
engineering technology categories shall undergo an interview
assessment to evaluate their competence in their respective
fields. Engineering Technicians may also be called for
interviews to evaluate their competence.
5.6.3 Meeting the Requirements for
Registration
Competence
relies
significantly
on
knowledge,
comprehension, and aptitude, which constitute a fundamental
component. These elements serve as the critical basis for
logical thinking and analytical abilities, guaranteeing that
decisions are rooted in a comprehensive grasp of engineering
principles and norms, rather than solely depending on
instructions.
5.6.2.8 Professional Review: Assessing Competence
and Commitment
The assessment process for professional competence for
engineers, engineering technologists, and engineering
technicians encompasses various key competency elements
and performance indicators. These criteria serve as a
comprehensive evaluation framework to determine the
proficiency of applicants in their respective categories. The
assessment is carried out through a professional review
carried out by registrants who are competent and trained to
carry out this kind of assessment.
19
5.7 Professional Route
1.
2.
Section 8(1)(a) of the Act provides for a separate route to
registration in the Professional Category for a candidate
who is a registered professional of a regulatory body apart
from ERB or who is a member of an institution of
engineers, the membership of which is recognized by the
Board as furnishing a sufficient guarantee of the required
academic knowledge of, and practical experience in,
engineering.
An applicant applying for registration with the Board under
this route must satisfy the following requirements to be
entitled to registration:a. Professional registration or corporate membership
of an institution listed under section (11);
b. Passing professional interview; and
c. Good character and reputation.
3.
Professional registration with or Corporate Members of the
following institutions may be registered as Professional
Engineer in a corresponding discipline:
• The Botswana Institution of Engineers (BIE)
- Senior Members and Fellows
•
The Institution of Engineering and Technology (IET) Chartered Engineers
•
The Institution of Mechanical Engineers (IMechE) Chartered Engineers
•
The Institution of Mining and Metallurgy (IMM) Chartered Engineers
•
The Institution of Structural Engineers (IStructE) Chartered Engineers
•
The Engineering Council of South Africa (ECSA) Registered Professional Engineers
•
Engineers
Registration
Board,
Tanzania
(ERB,
Tanzania) - Registered Professional Engineers
•
Board of Engineers, Malaysia (BEM) - Registered
Professional Engineers
•
Professional Engineers Board, Singapore (PEB,
Singapore) - Registered Professional Engineers
•
Engineers New Zealand - IPENZ - Chartered
Professional Engineer
•
CPEC - Chartered Professional Engineering Council Chartered Professional Engineer
•
APEC Engineer (Asia-Pacific Economic Cooperation)
- Professional Engineer
•
The Canadian Council of Professional Engineers
(CCPE) - Registered Professional Engineers
•
•
The Chartered Institution of Building Services
Engineers (CIBSE) - Chartered Engineers
Engineering Council of Namibia - Professional
Engineer
•
Euro Engineers - Chartered Engineer
•
The Institution of Chemical Engineers (IChemE) Chartered Engineers
•
USA - National Council of Examiners for Engineering
and Surveying (NCEES) - Professional Engineer
•
The Institution of Civil Engineers (ICE) - Chartered
Engineers
•
Engineering Institution of Zambia - Professional
Engineer
•
Engineers Australia - Chartered Engineer
20
4.
Two certificates of good conduct and character of the
applicant shall be given by two responsible persons
who are not immediately related to the applicant, but
who have known the applicant for two years or more
and have opportunities of judging his conduct and
character.
5.
The applicant is required to submit an application to
ERB enclosing a chronological summary of his work
history over the past five years, including a description
of employment positions held and degree of
responsibility in each position. Applicant is further
required to submit a Competence and Experience
Report detailing his/her competencies.
6.
The applicant is required to attend the Professional
Interview intended to assess whether he is a fit and
proper person to be registered. If successful, the
applicant will be accepted for registration as a
professional engineer.
5.8 Individual Assessment (Alternative
route)
This process covers an aspiring applicant who may
not have formal training to the required engineering
level for a registration category, but they can
demonstrate their acquisition of essential foundational
knowledge through substantial engineering work
experience. Applicants who have gained their
underpinning knowledge and understanding through
experiential learning have the opportunity to submit
relevant information to the Engineers Registration
Board for an initial assessment and they must be
having a minimum of 10 years post qualification
experience in Engineering practice.
Their registration process includes an assessment
of the applicant’s prior learning and underpinning
knowledge needed to successfully perform their
role. Applicants should submit information covering
their education, career history, and training record. It
may also be helpful for applicants to include
evidence of employer recognition of their
competencies and relevant skills.
21
If the Engineers Registration Board considers, after
this initial assessment, and it needs additional
evidence of knowledge and understanding it will
advise the applicant on the nature and extent of this.
An applicant can demonstrate knowledge and
understanding in a number of ways, such as:
▪
▪
▪
▪
Successfully completing further qualifications,
either in whole or in part,
Providing a record of having completed workbased or experiential learning,
Writing a technical report, based on experience,
which demonstrates the applicant’s knowledge
and understanding of engineering principles, or
Any combination of the above as required by
ERB.
5.8.1
Preparing for Registration
Prospective applicants aiming for registration should
assess and demonstrate their competence to the
standards below. They can utilize the provided
examples to identify areas where their competence
aligns with the required level and determine the
evidence, they can furnish to support this
assessment. Simultaneously, they should indicate
areas where their current competence falls short of
the desired level, enabling them to strategize and
outline plans for further development.
The illustration of standards presented below also
offers some examples of the types of evidence that
can substantiate competence and commitment to
these standards. However, it's important to note that
these examples serve as guidance rather than strict
requirements for attaining professional registration.
However, the list of examples is only for guidance: it
is not exhaustive, and the examples are not
requirements for achieving professional registration.
22
6. Professional Competence Standards
6.1 Professional Engineer
6.1.1 Recognized Qualifications for an Engineer
A recognized engineering qualification can take
different forms, all of which must meet the criteria and
requirements of the International Engineering Alliance
(IEA)’s knowledge areas and graduate profile.
These include the bachelor’s degree in engineering
with honors, recognized at level 8 or its equivalent
according to the National Credit and Qualifications
Framework (NCQF).
It could comprise also a Bachelor of Technology
programme, coupled with either an appropriate
Master's degree or an engineering doctorate
accredited at level 9 in accordance with the
Washington Accord requirements. Alternatively, it
might be an Integrated Master of Engineering
Programme or other relevant further learning
programmes up to the level of Masters (level 9).
Regardless of the specific qualification, it must satisfy
the knowledge areas and graduate attributes required
by the Washington Accord or equivalent. To enable
the board to assess whether a qualification is on par
with a recognized qualification, an applicant may need
to participate in an interview and/or undergo an
examination.
6.1.2 Who is a Professional Engineer
A Professional Engineer is an expert in the
engineering field. They are problem-solvers, using
both traditional and new technologies. Often, they
handle complex systems and manage the
challenges that come with them. Engineers are
defined as follows:
▪
Scope of Work: Professional Engineers
mainly work in engineering firms, where they engage
in the conception, design, construction, operation,
optimization, and maintenance of engineered
products. The primary goal of these products is to
enhance efficiency and minimize manual effort.
▪
Job Options: Beyond standard engineering
firms, Professional Engineers often find
opportunities in companies offering specialized
engineering services, with an emphasis on
areas like project management. A notable
portion also dedicates their expertise to
academia, delving deep into research to solve
real-life engineering challenges.
▪
Career Growth: With accumulated experience,
a Professional Engineer is poised to ascend the
professional ladder, potentially taking on
leadership roles. This progression can see them
supervising departments concerned with
engineering, production, commerce, and
contracts.
23
▪
▪
▪
Understanding People and Technology: While
the tangible output of their work is evident, these
engineers possess a profound grasp of the
intricate interplay between human necessities
and technological innovations.
Research Work: Their profession frequently
immerses them in research. The drive? To push
the boundaries of existing engineering wisdom,
birthing fresh ideas and pioneering innovative
tools.
Advancing the Field of Engineering: Many
Professional Engineers wear the hat of mentors.
They are instrumental in shaping the skillset of
graduate engineers, molding the evolution of
engineering methodologies, and occasionally
influencing or fine-tuning the governing laws and
regulations of their discipline.
6.1.2.1 Key
Engineer:
Attributes
of
a
Professional
In-depth Knowledge: Equipped with the theoretical
know-how to navigate challenges in new
technologies and conceptualize new analytical
approaches.
Applied Expertise: Successfully leverages their
knowledge to introduce innovative products/services
or assume technical accountability for complex
engineering systems.
Project Management: Manages both the financial
and strategic planning facets of diverse projects.
Mentorship Role: Guides and nurtures peer
professionals through management, mentoring,
and/or coaching.
Effective
Communication:
communicate technical issues.
Can
effectively
Core Values: Adheres unwaveringly
foundational values of engineering.
to
the
24
6.1.3 What is Expected of a Professional Engineer.
In the realm of engineering, there's a discernible
distinction between an engineer and an experienced
professional engineer. Experience bestows an
engineer with not just technical competence, but also
an intricate understanding of the broader perspective
in which their expertise is applied. This distinction
establishes certain expectations regarding their skill
set and conduct.
6.1.3.1 Capabilities and Conduct
Experienced Professional Engineer:
of
an
Broad Spectrum Understanding: They grasp the
needs and requirements of clients, encompassing a
diverse array of stakeholders and society at large.
Holistic Outcomes: Beyond mere technical outputs,
they strive for an equilibrium between social,
environmental, and economic benefits throughout the
life cycle of an engineering product or program.
Multidisciplinary Interaction: Their work isn't
isolated. They seamlessly collaborate with other
disciplines, professionals, and individuals.
Integration:
Their
engineering
inputs
are
meticulously blended into the broader scope of a
project, program, or process, ensuring cohesion and
coherence.
6.1.3.2
Accountabilities:
Interpreting Technology: They bridge the gap
between technological advancements and their
implications
for
society,
businesses,
and
governments.
Informed Decision-making: They advocate for
decisions that are well-informed by understanding
the potentialities and repercussions.
Risk and Reward Evaluation: They ensure there's
clarity regarding costs, risks, and constraints in the
light of desired results.
Solution Synthesis: Drawing from diverse
knowledge sources, they can construct solutions for
intricate problems and issues.
Holistic Consideration: Their approach marries
technical and non-technical facets, making sure both
are congruent.
Risk and Sustainability: Their scope of work
integrates risk management while keeping
sustainability at the forefront.
Theoretical Foundation: Every aspect of their work
stands firmly on foundational theories and principles.
Relevance and Relation: They maintain a clear
understanding of how novel developments dovetail
with established practices, experiences, and other
intersecting disciplines.
25
6.1.4 Professional Engineer Standards
Professional Engineers develop solutions to complex
engineering problems using new or existing
technologies, and through innovation, creativity and
technical analysis.
▪
Skilled communication about technical topics.
▪
Awareness of the safety and environmental
impacts of their tasks, with efforts to enhance
them where possible.
Professional Engineers shall demonstrate:
▪
Dedication to the core values of professional
engineering.
▪
In-depth understanding of theory to tackle
problems in both new and existing technology
areas and to create new solution methods.
▪
Proven use of this knowledge to offer unique
products or oversee detailed engineering
systems.
▪
Handling the budget and planning of projects or
tasks.
Guiding and nurturing other engineering
professionals through leadership, advice, or
training.
▪
The section that follows is all the competence
standards that the Engineer is expected to
demonstrate for eligibility to be registered as a
Professional Engineer:
26
Competence
Section A: Application of knowledge and understanding of engineering or science to practical complex engineering systems.
What the competence is about:
This competence is about the ability to understand underpinning technical principles relevant to the applicant’s area of practice and applying them to develop technical
solutions. This could involve technical solutions for novel problems or dealing with significant technical complexity. This may involve the integration of a range of
technologies and consideration of other factors. This competence requires that an applicant is maintaining and developing their knowledge in their field of practice and not
just that required for specific tasks.
What applicant is to demonstrate:
A1: Apply theoretical and practical methods to identify or define
a complex problem, opportunity, or project
Examples/ Indicators of attainment:
•
•
•
•
•
•
•
Utilizing a combination of data analysis, modeling, and simulation tools to detect inefficiencies
in a system.
Conducting comprehensive feasibility studies to pinpoint opportunities for introducing new
engineering solutions.
Interpreting discrepancies in operational data to define a complex engineering problem.
Implementing advanced diagnostic tools or methodologies to uncover latent issues in
established systems.
Conducting a detailed literature review or benchmarking against industry standards to
recognize areas of improvement or innovation.
Utilizing customer feedback and user experience studies to identify potential areas for product
or system enhancements.
Conducting research to explore new methodologies, incorporating findings into the
identification and definition of complex engineering problems or opportunities.
27
What assessment is looking for:
Reviewers aim to see a strong mix of theoretical knowledge and practical application when evaluating the skills of engineering professionals. They are interested in how
engineers use data analytics and system modelling to spot inefficiencies in processes, leading to changes that enhance performance. Demonstrating how thorough
feasibility studies were used to find opportunities for innovation can be particularly impactful. By showing scenarios where such studies led to the introduction of a new
solution that improved industry operations, you highlight proactive problem-solving. Additionally, the ability to diagnose system faults using advanced tools or methodologies
stands out, especially when you detail the depth and complexity of the problem tackled. Commitment to continuous learning and excellence is also crucial. Mentioning
times when in-depth literature reviews or comparing against industry standards led to innovation or significant system improvements is valuable.
Moreover, using feedback mechanisms, like customer reviews or user experience evaluations, to improve a system or product shows a professional's dedication to meeting
user needs. An example could be adjusting the design of a commonly used component based on such feedback, resulting in better user satisfaction. The role of research
in solving engineering challenges is also key. Emphasizing how research, perhaps into new materials, resulted in a solution that was both cost-effective and environmentally
friendly can resonate with reviewers. By highlighting these aspects, you not only show the ability to identify and understand problems but also the skill to bring about
positive change in the engineering field.
What applicant is to demonstrate:
•
Examples/ Indicators of attainment:
A2: Develop technological solutions to complex problems, using
their knowledge and understanding and/or dealing with complex
technical issues or situations with significant levels of risk.
•
Carrying out technical research and development
•
Developing new designs, processes or systems based on new or evolving technology.
•
Carrying out complex and/or non-standard technical analyses
•
Developing solutions involving complex or multi- disciplinary technology.
•
Developing and evaluating continuous improvement systems
•
Developing solutions in safety-critical industries or applications
What assessment is looking for:
Assessors aim to understand how applicants’ reference and apply engineering principles when developing technological solutions to complex problems, especially those
with notable levels of risk. An integral part of this competence is the collaboration with other disciplines. Applicants should explain how they sought technical advice from
professionals in other fields and the manner in which this advice was incorporated into their tasks. In cases where a task was performed as part of a team, Assessors want
to understand the applicant's role in referencing engineering principles and their specific contributions that, in synergy with inputs from other team members, furthered the
collective objective.
A pivotal aspect to highlight is your collaborative competency. Detail how you've collaborated with a diverse interdisciplinary team, which may include other engineers,
scientists, specialists, public authorities, finance personnel, and marketing professionals. The goal is to showcase your ability to harness the expertise and insights of
others to formulate engineering solutions that may be beyond the scope of individual capabilities.
28
Competence
Section B: Application of appropriate theoretical and practical methods to identify and implement solutions to complex engineering problems.
What the competence is about:
This competence is about the ability to apply engineering knowledge effectively and efficiently to the individual tasks which need to be undertaken in
the applicant’s role.
What applicant is to demonstrate:
B1: Identify the appropriate investigations and research needed
to undertake the design, development and analysis required to
complete an engineering task and conduct these activities
effectively
Examples/ Indicators of attainment:
•
•
Identifying and agreeing appropriate research methodologies
Investigating a technical issue, identifying potential solutions and determining the factors
needed to compare them.
•
Identifying and carrying out physical tests or trials and analyzing and evaluating the results
•
Carrying out technical simulations or analysis
•
Preparing, presenting and agreeing design recommendations, with appropriate analysis of
risk, and taking account of cost, quality, safety, reliability, accessibility, appearance, fitness for
purpose, security (including cyber security), intellectual property constraints and opportunities,
and environmental impact
What assessment is looking for:
Assessors are keen to understand the creative and innovative approaches you employ in engineering applications. When examining your engineering tasks, especially
those related to investigations, research, design, and development, the focus will be on how you've leveraged engineering principles to derive enhanced benefits. This can
manifest in terms of cost savings, efficiency gains, or other improvements to established designs or problems. Showcase specific instances where you have made
improvements or modifications to your original ideas, designs, or technical solutions. Emphasize the underlying reasons behind these modifications, whether they were
aimed at cost reduction, heightened efficiency, or any other advancements.
It's not about monumental innovations, like patent registrations or groundbreaking formulae. Instead, the emphasis is on the tangible advantages of the designs or solutions
you've conceived. Explain your methodology when faced with a novel challenge within your role: How do you conceptualize and evaluate potential solutions? Are you
drawing insights from similar scenarios or tapping into established solutions? Ultimately, Assessors are interested in understanding how you navigate challenges creatively
and innovatively within your role.
29
What applicant is to demonstrate:
B2: implement engineering tasks and evaluate the effectiveness
of engineering solutions.
Examples/ Indicators of attainment:
•
Ensuring that the application of the design results in the appropriate practical
outcome
•
•
•
•
Implementing design solutions, taking account of critical constraints, including due concern for
safety, sustainability and disposal or decommissioning
Identifying and implementing lessons learned
Evaluating existing designs or processes and identifying faults or potential improvements
including risk, safety and life cycle considerations
Actively learning from feedback on results to improve future design solutions and
build best practice
What assessment is looking for:
Assessors aim to gauge how comprehensively you align your engineering tasks with the stipulated requirements, as well as how adeptly you undertake technical
evaluations or optimization exercises. Your ability to navigate through influencing factors, adjust available variables, and work towards anticipated outcomes using
engineering skills and principles is of significant interest.
Discuss the measures you employ to ensure your solutions not only meet the intended design but are also safe and feasible for implementation. If your tasks involve the
processing of materials, explain the practical behavior of these materials. Highlight any scientific or technical evaluations you've conducted, especially when trying to meet
specific requirements using engineering principles.
The focus also lies in understanding your evaluative approach, especially when assessing processes, products, or equipment against the established brief. Dive into the
nuances of how you determine the safety and feasibility of the solutions you propose. Detail your methodology during the evaluation phase, ensuring to underline the core
engineering skills you rely upon.
30
Competence
Section C: Demonstrating technical and commercial leadership in planning and overseeing engineering activities.
What the competence is about:
This competence is about the ability to plan the applicant’s own work and manage or specify the work of others effectively, efficiently, and in a way which provides
leadership at an appropriate level, whether technical or commercial. This competence is also about the ability to consider and identify improvements to quality.
Note: Leadership is not necessarily about having a formal line management role. In matrix management and other types of organizational structure, where Professional
Engineers are working within complex and varied working relationships, they will provide leadership to achieve objectives.
What applicant is to demonstrate:
C1: Plan the work and resources needed to enable effective
implementation of a significant engineering task or project.
Examples/ Indicators of attainment:
•
•
Preparing budgets and associated work programmes for projects or tasks
Systematically reviewing the factors affecting the project implementation including safety,
sustainability and disposal or decommissioning considerations
•
Carrying out a task or project risk assessment and identifying mitigation measures
•
Leading on preparing and agreeing implementation plans and method statements.
•
•
Negotiating and agreeing arrangements with customers, colleagues, contractors and other
stakeholders, including regulatory bodies
Ensuring that information flow is appropriate and effective
What assessment is looking for:
Assessors prioritize the proficiency with which candidates plan and execute engineering tasks or projects within the intricate landscape of engineering applications.
Emphasis is placed on Planning & Resource Management, as the detailed crafting of budgets, precise timelines, and work programs shed light on a candidate's
organizational skills. Concurrently, Risk Management stands out, with an expectation for candidates to anticipate challenges, assess their implications, and craft mitigation
strategies. Furthermore, in an interconnected project environment, Collaborative Planning becomes a measure of leadership and interpersonal abilities. The skill to
coalesce diverse stakeholders, master the nuances of negotiation, and articulate clear implementation plans are deemed critical for evaluation.
Effective Communication is the linchpin of any successful plan. Candidates are expected to ensure alignment among all project participants, with Assessors keenly
observing strategies for maintaining clarity and transparency. As projects transition from the drawing board to reality, the emphasis shifts to Practical Application. Here,
theoretical constructs face the crucible of real-world challenges, and Assessors are keen to see how solutions, once conceived, fare in terms of feasibility, efficiency, and
31
overall impact in the dynamic realm of engineering.
What applicant is to demonstrate:
C2: Manage (organize, direct and control), programme or
schedule, budget and resource elements of a significant
engineering task or project
Examples/ Indicators of attainment:
•
•
•
•
•
Operating or defining appropriate management systems including risk registers and
contingency systems
Managing the balance between quality, cost and time
Monitoring progress and associated costs and cost forecasts, taking appropriate actions when
required.
Establishing and maintaining appropriate quality standards within legal and statutory
requirements
Interfacing effectively with customers, contractors and other stakeholders
What assessment is looking for:
Assessors are particularly interested in how candidates handle the multifaceted nature of managing significant engineering tasks or projects. Their primary focus lies in
understanding a candidate's approach to Planning & Execution. It is crucial to ascertain how candidates integrate various elements like scheduling, resources, priorities,
contingencies, and budgets, especially in the intricate realm of engineering applications. The ability to operate or define effective management systems, including risk
registers and contingency plans, gives an in-depth insight into a candidate's organizational and foresight abilities.
Furthermore, a holistic understanding of the delicate balance between quality, cost, and time is paramount. Assessors closely monitor how candidates track project
progress, manage associated costs, and adapt to unforeseen challenges. Equally vital is the establishment and maintenance of quality standards that align with legal and
statutory requirements. Beyond technical aspects, the commercial side of projects cannot be ignored. Candidates are expected to showcase their grasp over commercial
and economic facets, be it through business management tasks, cost estimation, procurement activities, or tendering for bids. Effective communication and collaboration,
especially with external stakeholders like customers and contractors, is a testament to a candidate's interpersonal prowess and leadership capabilities in achieving project
goals.
32
What applicant is to demonstrate:
C3: Lead teams or technical specialists and assist others to meet
changing technical and managerial needs.
Examples/ Indicators of attainment:
•
Agreeing objectives and work plans with teams and individuals
•
Reinforcing team commitment to professional standards
•
Leading and supporting team and individual development
•
Assessing team and individual performance, and providing feedback
•
Seeking input from other teams or specialists where needed and managing the relationship.
•
•
Providing specialist knowledge, guidance and input in your specialism to engineering teams,
engineers, customers, management and relevant stakeholders
Developing and delivering a teaching module at Masters level, or leading a University research
programme
What assessment is looking for:
Assessors keenly observe candidates for signs of mature competence, especially in situations where they've showcased technical leadership in their engineering roles.
This not only includes the direct technical aspects but also instances where they've proactively taken responsibility beyond their primary duties, addressing and resolving
challenges as they emerge. Leading and coordinating teams is an essential skill. Candidates should exhibit proficiency in setting clear objectives and work plans for teams
and individuals, ensuring that they align with professional standards. Moreover, the ability to encourage team commitment, support development, and assess performance
reflects a candidate's comprehensive leadership capabilities.
In addition to team management, Assessors are interested in how candidates harness external resources. This involves seeking input from other specialized teams or
experts when required and adeptly managing these inter-team or expert relationships. A candidate's specialization is another area under scrutiny. Their capability to offer
specialized knowledge and guidance to not just engineering teams but also a broader audience, including customers, management, and relevant stakeholders, is
paramount. This expertise can extend to academic contributions, like developing and delivering teaching modules at an advanced level or spearheading university research
programs.
Decision-making remains a cornerstone of evaluation. Candidates should demonstrate their ability to make informed decisions, either in a purely technical context, such
as resolving operational issues or making pivotal design choices, or in supervisory roles that involve overseeing a group of engineers. The process of mentoring and
training junior engineers also offers a window into a candidate's depth of understanding and their capacity to impart that knowledge, further solidifying their position as a
leader and expert in the field.
33
What applicant is to demonstrate:
C4: Bring about continuous quality improvement and promote
best practice.
Examples/ Indicators of attainment:
•
Promoting quality throughout the organization as well as its customer and supplier networks
•
Developing and maintaining operations to meet quality standards e.g. ISO 9000, EFQM.
•
Supporting or directing project evaluation and proposing recommendations for improvement
•
Implementing and sharing the results of lessons learned
What assessment is looking for:
Assessors prioritize the identification of candidates' deep-rooted understanding and adherence to professional standards. This is evident in their keen interest in a
candidate’s dedication to quality assurance and the implementation of established benchmarks. Candidates are expected to demonstrate active efforts in fostering a culture
of quality throughout their organization, extending this commitment not just internally but also across customer and supplier networks. This can be further manifested in
the rigorous development and maintenance of operations that adhere to industry-standard quality benchmarks, like ISO 9000 or EFQM.
A proactive approach to evaluation and enhancement is another dimension under Assessors' scrutiny. This involves not only supporting or leading project evaluations but
also drawing actionable recommendations for improvement from these evaluations. It's not just about identifying potential improvements, but also effectively implementing
them. Moreover, the ability to collate, analyze, and share the outcomes of lessons learned plays a pivotal role in fostering a culture of continuous improvement. Such
insights not only benefit the immediate team or project but have ripple effects throughout the organization.
The broader impact a candidate has on the profession is paramount. Assessors seek evidence of a candidate's active engagement with the wider engineering community,
promoting best practices, and advocating for the profession. Such engagement underscores the individual's dedication to elevating not just their personal standards but
the collective standards of the entire profession. Through these lenses, Assessors assess a candidate's genuine commitment to continuous improvement and their
aspiration to foster excellence within the broader engineering landscape.
34
Competence
Section D: Demonstrating effective communication and interpersonal skills
What the competence is about:
This competence is about the ability to work with others constructively, to explain ideas and proposals clearly and to discuss issues objectively and constructively.
What applicant is to demonstrate:
D1: Communicate effectively with others, at all levels, in English
Examples/ Indicators of attainment:
•
Preparing reports, drawings, specifications and
•
other documentation on complex matters
•
Leading, chairing, contributing to and recording meetings and discussions
•
Exchanging information and providing advice to technical and non-technical colleagues
•
Engaging or interacting with professional networks
What assessment is looking for:
Assessors prioritize a candidate's capability to articulate ideas, plans, and technical data clearly and effectively to varied audiences. This ability to communicate, especially
within the multifaceted realm of engineering, is crucial. An exemplary communicator not only relays information but does so in a manner that is easily understood, regardless
of the complexity of the topic or the expertise of the audience.
Central to this evaluation is a candidate's proficiency in preparing comprehensive documentation, such as reports, drawings, and specifications, especially on intricate
matters. These documents serve as tangible evidence of a candidate's clarity of thought and their ability to distill complex information into accessible formats. Equally
important is a candidate's role in meetings and discussions. Leading or chairing meetings demonstrates leadership, while active contribution and accurate recording
highlight engagement and attention to detail.
Beyond formal documentation and meetings, Assessors are keen on understanding a candidate's adaptability in communication. The exchange of information with both
technical and non-technical colleagues is a testament to this adaptability. It showcases the candidate's skill in tailoring their communication to suit the audience, ensuring
comprehension and collaboration. Engaging with professional networks further amplifies this, as it involves diverse interactions and the sharing of knowledge across a
wide spectrum of professionals. In essence, Assessors assess not just the quality of communication but also its breadth, depth, and versatility.
35
What applicant is to demonstrate:
D2: Clearly present and discuss proposals, justifications and
conclusions
Examples/ Indicators of attainment:
•
Contributing to scientific papers or articles as an author
•
Preparing and delivering presentations on strategic matters
•
Preparing bids, proposals or studies
•
Identifying, agreeing and leading work towards collective goals
What assessment is looking for:
Assessors place significant emphasis on a candidate's ability to coherently present and discuss ideas, proposals, and justifications. This competency transcends mere
knowledge, diving into how effectively one can translate that knowledge into actionable insights and convincingly share it with varied audiences. The complex world of
engineering demands that professionals not only understand intricate concepts but can also elucidate them to stakeholders with varied levels of technical understanding.
One notable avenue for demonstrating this skill is through academic contributions, such as authoring scientific papers or articles. Such contributions underline a candidate's
depth of knowledge and their ability to crystallize complex thoughts into written form. However, beyond the academic realm, practical skills, like preparing and delivering
strategic presentations, are pivotal. Whether it's elucidating the nuances of a project or driving a technical sales pitch, the art of tailored presentation is paramount. It's
about knowing the audience - be it stakeholders, regulators, or funders - and calibrating the delivery accordingly.
Similarly, the creation of bids, proposals, or in-depth studies showcases the candidate's foresight and meticulousness in planning. These documents often require a
balance of technical detail and persuasive rhetoric, demanding clarity and precision. Further emphasizing a collaborative spirit is the ability to identify, agree upon, and
lead collective goals. This not only highlights leadership but also underscores the candidate's aptitude in aligning diverse teams towards a unified objective. Whether it's
through academia or practical engagements, the crux lies in clear communication, strategic persuasion, and the adaptability of delivery based on the audience's expertise.
36
What applicant is to demonstrate:
D3: Demonstrate personal and social skills and awareness of
diversity and inclusion issues.
Examples/ Indicators of attainment:
•
Knowing and managing own emotions, strengths and weaknesses
•
Being confident and flexible in dealing with new and changing interpersonal situations
•
Identifying, agreeing and working towards collective goals
•
Creating, maintaining and enhancing productive working relationships, and resolving conflicts
•
Being supportive of the needs and concerns of others, especially where this relates to diversity
and inclusion.
What assessment is looking for:
Assessors prioritize a holistic understanding of an engineer's personal and social capabilities, especially within the contemporary landscape that places a strong emphasis
on diversity and inclusion. In this regard, they seek evidence that underscores a candidate's emotional intelligence. This encompasses the self-awareness to recognize
one's emotions, strengths, and potential areas of growth. Beyond introspection, it's equally critical to manifest this understanding in real-world scenarios, demonstrating
both confidence and adaptability when faced with novel or shifting interpersonal dynamics.
Moreover, the ability to function seamlessly within a team is paramount. This is highlighted by how one collaborates to identify, agree upon, and pursue collective objectives.
But collaboration isn't solely about agreement; it's also about navigating conflicts and challenges, ensuring they are resolved in a manner that sustains the integrity and
productivity of working relationships. In these situations, Assessors seek real-world examples where candidates have effectively managed challenging situations,
particularly within the professional environment.
Diversity and inclusion stand as pillars in modern professional landscapes, and as such, candidates are evaluated on their cognizance and proactive support of these
principles. It's not just about being aware; it's about fostering an environment where every individual feels valued and supported. Assessors, therefore, emphasize how
candidates address and champion the concerns and needs of others, especially in contexts related to diversity and inclusion. Whether it's within teams, with juniors, peers,
or clients, the essence lies in building, nurturing, and maintaining interpersonal relationships that resonate with respect, understanding, and empathy.
Competence
Section E: Demonstrate a personal commitment to professional standards, recognizing obligations to society, and the environment.
37
What the competence is about:
This competence is about ensuring that the applicant is acting in a professional manner in their work and in their dealings with others. A Professional Engineer should set
a standard and example to others with regard to professionalism.
What applicant is to demonstrate:
E1: Understand and comply with relevant codes of conduct
Examples/ Indicators of attainment:
•
Demonstrating compliance with Code of Conduct and Professional Ethics
•
Identifying aspects of the Code which are particularly relevant to your role.
•
•
Being aware of the legislative and regulatory frameworks relevant to your role and how they
conform to them.
Leading work within relevant legislation and regulatory frameworks, including social and
employment legislation.
What assessment is looking for:
In the field of professional engineering, understanding and adhering to established codes of conduct are paramount. Assessors prioritize the extent to which candidates
demonstrate unwavering compliance with the Code of Conduct and Professional Ethics. It's not just about basic compliance, though. They aim to gauge a candidate's
ability to identify and emphasize components of the Code that hold particular relevance to their specific role in the engineering field.
Furthermore, the legislative and regulatory landscape forms a crucial backdrop against which all engineering activities are set. Candidates are evaluated on their awareness
of, and conformance to, these legislative and regulatory frameworks as they pertain to their professional duties. It's one thing to be aware, but Assessors look for proactive
measures taken by candidates to ensure that their work aligns seamlessly with these mandates.
Taking a leadership role in projects or initiatives is seen in a favorable light, especially if the candidate ensures that such work is anchored within the guidelines of relevant
legislation and regulatory frameworks. This includes areas that might sometimes be overlooked, such as social and employment legislation, underscoring the
comprehensive nature of a candidate's commitment to ethical and regulatory compliance.
38
What applicant is to demonstrate:
E2: Understand the safety implications of their role and manage,
apply and improve safe systems of work
Examples/ Indicators of attainment:
•
•
•
•
•
Identifying and taking responsibility for your own obligations and ensuring that others assume
similar responsibility for health, safety and welfare issues.
Ensuring that systems satisfy health, safety and welfare requirements.
Developing and implementing appropriate hazard identification and risk management systems
and culture
Managing, evaluating and improving these systems
Applying a sound knowledge of health and safety legislation, for example: Health and Safety
laws, ISO 45001 and company safety policies
What assessment is looking for:
Systems that comply with health, safety, and welfare standards are a cornerstone of sound engineering practices. Assessors seek clarity on how candidates ensure that
these systems not only meet but also exceed these standards. Additionally, the development and rigorous implementation of hazard identification and risk management
systems, along with the creation of a culture that prioritizes these concerns, are indicative of a candidate's dedication to safety. Assessors value candidates who don't just
set these systems in place but are continually evaluating and refining them for optimal efficiency and effectiveness.
Knowledge of the existing legal landscape pertaining to health and safety, including familiar frameworks like Health and Safety and ISO 45001, is fundamental. Assessors
anticipate that candidates will demonstrate an in-depth understanding of these regulations and company safety policies, and more importantly, how they are applied in
practical scenarios. Candidates are encouraged to showcase their hands-on experience, detailing their contributions to safeguarding health and safety in process
operations. Whether in research, design, or operational roles, tangible examples that elucidate one's active role in enhancing safety standards are invaluable. Furthermore,
for those who navigate the global engineering landscape, it's essential to highlight adaptability in accommodating diverse international regulations and compliance
standards. Above all, the guiding objective for Assessors and the broader Engineering Registration Board is ensuring that engineering practices consistently prioritize
public welfare.
What applicant is to demonstrate:
Examples/ Indicators of attainment:
39
E3: Understand the principles of sustainable development and
apply them in their work
•
•
Operating and acting responsibly, taking account of the need to progress environmental, social
and economic outcomes simultaneously.
Providing products and services which maintain and enhance the quality of the environment
and community and meet financial objectives.
•
Recognizing how sustainability principles can be applied in your day-to-day work.
•
Understanding and securing stakeholder involvement in sustainable development
•
Using resources efficiently and effectively in all activities
•
Taking action to minimize environmental impact in your area of responsibility
What assessment is looking for:
Sustainable development in engineering is not just a trending topic—it's an imperative. Assessors actively seek evidence that candidates recognize and incorporate the
principles of sustainable development in their professional endeavors. The crux of this understanding revolves around acting responsibly. Professionals should demonstrate
how they've proactively considered the simultaneous progression of environmental, social, and economic outcomes. They should exhibit a commitment to providing
services and products that not only uphold but also enhance the environmental and societal standards while simultaneously meeting financial goals.
The practical application of sustainability principles in day-to-day tasks stands as a testament to a candidate's holistic understanding. Assessors will value instances where
candidates can depict their proactive measures to recognize and implement these principles routinely. Moreover, a comprehensive understanding of sustainable
development also entails recognizing the significant role stakeholders play. Thus, candidates should indicate their capability in involving and engaging with stakeholders
to champion and further sustainable agendas.
Efficient resource utilization is another key facet of sustainability. Candidates should highlight their commitment to maximizing resource efficacy across all professional
activities, from design to execution. In addition to ensuring optimal resource usage, taking active steps to minimize detrimental environmental impacts within one's purview
is paramount. This encompasses measures like waste reduction, managing emissions, executing impactful assessments, and other sustainability analyses. Assessors
anticipate that candidates will present explicit examples that detail their active contribution to upholding and enhancing sustainability standards, whether through mitigating
pollution or other environmental conservation measures. In essence, it's the ability to balance engineering innovation with sustainability considerations that sets a candidate
apart.
What applicant is to demonstrate:
Examples/ Indicators of attainment:
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E4: Understand the ethical issues that may arise in their role and
carry out their responsibilities in an ethical manner.
•
•
•
Understanding the ethical issues that you may encounter in your role.
Giving an example of where you have applied ethical principles as described in the Code of
Conduct and Professional Ethics
Giving an example of where you have applied, or upheld ethical principles as defined by your
organization or company
What assessment is looking for:
Ethical practice is foundational in engineering, and Assessors prioritize a demonstrated commitment to ethical considerations in one's professional role. Candidates should
showcase their thorough understanding of potential ethical dilemmas they might face in their roles. This comprehension goes beyond mere recognition; it encompasses
the practical application of ethical principles.
Assessors expect concrete examples that depict the candidate's ethical reasoning and actions. One way to demonstrate this is by referencing specific instances where
they adhered to the Code of Conduct and Professional Ethics or any ethical guidelines set by their organization or company. This not only underscores the candidate's
commitment to maintaining high ethical standards but also reveals their ability to make tough decisions when faced with ethical quandaries.
Moreover, candidates should illustrate their dedication to the ethical ideals outlined by the ERB, their organization, and the broader community. The highlighted experiences
should encompass both the individual's personal values and their commitment to upholding the professional standards set by governing bodies. By doing so, candidates
provide tangible evidence of their unwavering integrity, ethical decision-making skills, and dedication to maintaining the esteemed reputation of the engineering profession.
It's these authentic, ethically driven examples that resonate deeply with professional Assessors, highlighting the candidate's moral compass in their engineering journey.
41
Competence
Section F: Demonstrate your personal commitment to professional development (Initial Professional and/or Continuing Professional Development)
What the competence is about:
This competence emphasizes the engineer's commitment to professional growth, both at the initial stages of their career and as an ongoing pursuit. A Professional Engineer
in their journey of continuous learning and adaptation, inherently becomes a model of commitment and determination, setting a benchmark in professional development
for others to emulate. This not only amplifies their own proficiency but also serves as an exemplar of diligence and dedication to peers and upcoming professionals in the
field.
What applicant is to demonstrate:
F1: Carry out and record the Continuing Professional
Development (CPD) necessary to maintain and enhance
competence in their own area of practice.
Examples/ Indicators of attainment:
•
Undertaking reviews of your own development needs
•
Planning how to meet personal and organizational objectives.
•
Carrying out planned and unplanned CPD activities
•
Maintaining evidence of competence development
•
Evaluating CPD outcomes against any plans made
•
Assisting others with their own CPD
What assessment is looking for:
Continued growth and learning are vital in engineering, and Assessors emphasize the importance of systematic Continuing Professional Development (CPD). Candidates
are expected to illustrate their proactive approach to personal and professional growth, both in retrospective and forward-looking manners.
Assessors prioritize a well-structured plan for identifying, executing, and reviewing CPD activities. Candidates should commence by detailing how they periodically evaluate
their own developmental needs in alignment with personal and organizational objectives. These reviews act as the foundation for tailored CPD activities, both planned and
spontaneous, further ensuring alignment with evolving industry standards and personal aspirations.
Moreover, maintaining a robust portfolio of evidence showcasing competence development is crucial. Not only does this provide tangible proof of ongoing learning, but it
also allows candidates to critically assess their CPD outcomes against initial plans, facilitating future improvements. Offering detailed examples within this realm will provide
the depth and breadth of a candidate's commitment to CPD.
Furthermore, aiding others in their CPD journey is an added testament to a candidate's dedication to the collective growth of the profession. By mentoring or guiding peers,
they reinforce the communal aspect of learning and development. Candidates should present a comprehensive overview of their recent developmental undertakings,
outline prospective plans, and delineate both the immediate and potential benefits of these endeavors. Emphasis on systematic documentation, periodic reviews, and
evidence-based learning will strongly resonate with professional Assessors, as it showcases an unwavering commitment to maintaining and enhancing one's competence
in an ever-evolving field.
42
What applicant is to demonstrate:
Examples/ Indicators of attainment:
F2: And or Alternative to F1 above: Carry out and record Initial
Professional Development (IPD) necessary to develop and
enhance competence in their area of practice.
•
•
Assessing personal skills and knowledge gaps immediately post-graduation or at the start of
a new role.
Establishing a structured IPD plan in alignment with career goals and requirements of the
ERB managed IPD program.
•
Engaging in targeted IPD activities, both pre-planned and those that arise opportunistically.
•
Compiling and organizing evidence of all IPD activities undertaken.
•
Regularly reviewing and adjusting the IPD plan based on experience and feedback.
•
Comparing initial competence levels with post-IPD outcomes to measure growth.
What assessment is looking for:
Initial Professional Development (IPD) serves as a critical bridge between formal education and professional expertise in an engineer's career. Assessors focus on how
candidates identify their personal skills and knowledge gaps post-graduation or upon embarking on a new role. This introspective step is vital as it lays the groundwork for
a dynamic and strategic IPD plan. This plan should align with career goals and the requirements of the ERB IPD Policy, with room for adjustments based on evolving
experiences and feedback.
Engagement in diverse IPD activities, whether pre-planned or arising from spontaneous opportunities, highlights a candidate's adaptability and eagerness for growth.
Demonstrating participation in a wide array of experiences can emphasize proactive learning. Beyond engagement, meticulously documenting this IPD journey provides
tangible evidence of developmental endeavors. Assessors appreciate a systematic approach to recording, particularly when candidates can produce well-organized
compilations of their IPD activities.
Regular feedback-driven adjustments to the IPD plan showcases a candidate's commitment to relevance and continuous improvement. Comparing initial competence levels
with post-IPD outcomes offers a testament to tangible growth achieved. Furthermore, ERB's expectation for annual IPD reports, accompanied by mentor signatures where
relevant, underlines the importance of ongoing, validated professional development.
6.2 Professional Engineering
Technologist
6.2.1
Recognized
Qualifications
Engineering Technologist
for
an
A recognized technologist programme must meet the
requirements of either a Bachelor of Science degree
or a Bachelor of Technology in Engineering at level 7
according to National Credit and Qualifications
Framework (NCQF). An accredited MEng degree or
any other qualification that satisfies the requirements
6.2.2
Who
Technologist
is
a
Professional
of the knowledge areas and graduate profiles at
Sydney Accord level according to the International
Engineering Alliance Criteria or equivalent.
To assess whether a qualification is on equivalent with
a recognized qualification, an applicant may need to
participate in an interview and/or undergo an
examination.
Engineering
A Professional Technologist is a recognized expert in
the field of engineering technology. They excel in
solving engineering challenges, utilizing a blend of
traditional and cutting-edge technologies. Their focus
often revolves around broadly defined engineering
programmes, where they tackle multifaceted systems
that demand research and the integration of various
established methods to arrive at optimal solutions.
The role of a Professional Technologist can be
characterized as follows:
Scope of Work: Professional Technologists are
primarily employed in engineering firms, where their
responsibilities encompass a wide spectrum of
activities. They assume responsibility for engineering
projects, services, functions, and facilities within a
specific technology domain. They manage their
specialized work's contributions to a broader
engineering system or solution and navigate
interactions within an overall operating context. They
prioritize sustainable solutions and practices that
optimize technical, social, environmental, and
economic outcomes across the technology domain
and throughout a system's entire life cycle.
Job Options: Beyond standard engineering firms,
Professional Technologists often find opportunities in
companies offering specialized engineering services,
they can contribute their expertise to academia by
researching real-world engineering challenges.
Technologists are integral in integrating technology
outcomes into broader systems, ensuring compliance
with standards and codes of practice. They also excel
44
in roles related to quality assurance, technology
advancement, and leadership within their specialized
technology domain.
progression can involve supervising departments
concerned with technical aspects, production,
commerce, and contracts.
Career Growth: They can specialize as technical
experts in specific areas of their field. They may also
transition into project management roles, overseeing
the successful completion of technical projects.
6.2.2.1 Key Attributes
EngineeringTechnologist:
Some technologists advance into supervisory
positions, leading teams and providing guidance and
mentorship. Quality assurance and control roles are
also an option, ensuring that products or processes
adhere to industry standards.
Technologists with strong communication skills may
explore technical sales or support roles, offering
expertise to clients. Specialized consultancy and
pursuing additional education to further their expertise
are also avenues for career development. Leadership
Roles: With accumulated experience, some
technologists are poised to ascend the professional
ladder and potentially take on leadership roles. This
▪
▪
of
a
Professional
Adaptability: Technologists are versatile and
capable of applying their skills and knowledge
to a wide range of engineering challenges and
contexts.
Applied Knowledge: They effectively apply
their engineering knowledge to address
practical issues and implement solutions.
▪
Hands-On Skills: Proficiency in utilizing tools,
equipment, and technology for practical
implementation is a hallmark of technologists.
▪
Team Collaboration: They work effectively
as part of a team, ensuring seamless
cooperation in engineering projects.
▪
Technical Communication: Technologists
can convey technical information clearly and
effectively to colleagues and stakeholders.
6.2.3
What is Expected of a Professional
Engineering Technologist
Engineering technologists possess the expertise to
address a wide array of broadly defined engineering
problems and activities. They excel in navigating
intricate engineering challenges that encompass
diverse factors, often entailing conflicting constraints.
Their adept problem-solving skills involve the
application of established analysis techniques,
underpinned by a profound understanding of
principles and procedures within their professional
discipline.
Operating
seamlessly
within
multidisciplinary
engineering environments, technologists prioritize the
application of technology and know-how to deliver
solutions. Proficient in resolving problems spanning
familiar families, they collaborate effectively with
stakeholders, even in situations where needs may
clash. The ramifications of their work often extend well
beyond localized contexts, seamlessly integrating into
expansive and intricately structured engineering
systems.
In
their
engineering
endeavors,
technologists demonstrate exceptional resource
management and adeptly resolve interactions
between technical and other issues. They showcase
adaptability by creatively employing materials and
techniques, all while upholding strict adherence to
established operating procedures. As they advance in
their careers, technologists consistently hone their
capabilities, with some areas in the developing stage,
others functioning independently at a proficient level.
6.2.3.1 Capabilities
of
Professional Technologist:
▪
▪
an
Experienced
Problem-Solving Proficiency: Experienced
professional technologists excel in addressing
a wide spectrum of engineering problems
within broadly defined engineering contexts,
drawing from their extensive knowledge and
practical skills.
Innovative Aptitude: They demonstrate a
capacity for creative thinking and innovation,
often finding inventive solutions to challenges
encountered in their technology domain.
▪
Technical Mastery: Proficient in their technology
domain, they possess a deep understanding of the
principles, methodologies, and best practices
relevant to their field.
▪
Project Management Skills: Technologists are
adept at efficiently managing engineering projects,
overseeing various aspects from inception to
execution, and ensuring optimal outcomes.
Effective Interdisciplinary Collaboration: They
collaborate seamlessly with professionals from
diverse fields, fostering teamwork and facilitating
the integration of technology outcomes.
Resource Management Expertise: Proficient in
resource management, they efficiently handle
various resources, including people, budgets,
equipment, materials, and information.
▪
▪
▪
Commitment
to
Continuous
Learning:
Technologists stay updated with the latest
advancements in technology and industry best
practices, displaying a commitment to ongoing
learning and development.
6.2.3.2 Professional Conduct:
▪
▪
Ethical Integrity: Professional engineering
technologists adhere to strict ethical principles,
ensuring that their work is conducted with
integrity and in full compliance with
professional codes of conduct.
Professional Accountability: They take
responsibility for their engineering projects and
services, ensuring that the outcomes
consistently meet high standards of quality and
safety.
46
▪
▪
▪
▪
▪
Regulatory
Compliance:
Technologists
ensure that technology outcomes and
developments fully comply with statutory
requirements and applicable regulations.
Clear and Transparent Communication:
They communicate technical information
effectively, promoting clarity and transparency
within their team and when interacting with
clients and stakeholders.
Mentorship and Knowledge Sharing:
Experienced technologists often serve as
mentors,
guiding
lessexperienced
professionals and contributing to the
development of their skills.
Leadership
and
Innovation:
Some
professional technologists assume leadership
roles, supervising teams and departments, and
taking on broader responsibilities in project
management and stakeholder interactions.
They also actively engage in research and
innovation, contributing to the advancement of
technology in their field.
Integration: Their engineering inputs are
meticulously blended into the broader scope of
a project, program, or process, ensuring
cohesion and coherence.
6.2.3.3 Accountabilities:
Interpreting Technology: They bridge the gap
between technological advancements and their
implications
for
society,
businesses,
and
governments.
Informed Decision-making: They advocate for
decisions that are well-informed by understanding the
potentialities and repercussions.
Risk and Reward Evaluation: They ensure there's
clarity regarding costs, risks, and constraints in the
light of desired results.
Solution Synthesis: Drawing from diverse
knowledge sources, they can construct solutions for
intricate problems and issues.
Holistic Consideration: Their approach marries
technical and non-technical facets, making sure both
are congruent. Risk and Sustainability: Their scope of
work integrates risk management while keeping
sustainability at the forefront.
Theoretical Foundation: Every aspect of their work
stands firmly on foundational theories and principles.
Relevance and Relation: They maintain a clear
understanding of how novel developments dovetail
with established practices, experiences, and other
intersecting disciplines.
6.2.4
Professional Engineering Technologist
Standards
Technologists maintain and manage the applications
of current and developing technology. They shall
demonstrate the following:
•
Theoretical knowledge for addressing
challenges in established technologies using wellestablished analytical methods.
•
Effective application of this knowledge to
complete technical tasks or deliver services within
established technologies and methodologies.
•
Involvement in financial and project planning
aspects of tasks or projects and participation in the
leadership and development of other professionals.
•
Proficiency in interpersonal skills when
conveying technical information.
•
Competence in specifying and adhering to
safe work systems, while considering sustainability
principles.
•
Dedication to the values of professional
engineering.
The section that follows is all the competence
standards that the Engineering Technologist is
expected to demonstrate for eligibility to be registered
as a Professional Engineering Technologist:
48
Competence
Section A: Application of knowledge and understanding of engineering or science to practical existing and emerging engineering technologies.
What the competence is about:
This competence is about having knowledge of the technologies, standards and practices relevant to the applicant’s area of practice and having evidence of maintaining
and applying this knowledge.
What applicant is to demonstrate:
A1: Apply theoretical and practical methods to identify or define
a broadly defined problem, opportunity, or project
Examples/ Indicators of attainment:
•
Identifying projects or technical improvements to products, processes or systems.
•
Preparing specifications, taking account of functional and other requirements.
•
Establishing user requirements
•
Reviewing specifications and tenders to identify technical issues and potential improvements.
•
Carrying out technical risk analysis and identifying mitigation measures.
•
Considering and implementing new and emerging technologies
What assessment is looking for:
Application of engineering principles and theory in identifying broadly defined problems, opportunities, or projects. Assessors are interested in understanding how you
anticipate issues in your work and the strategies you use to tackle and resolve these challenges. Emphasize the specific calculations, research, analytical methods, and
modelling techniques you've used in your tasks. While detailed workings or appendices aren't necessary, it's important to point out areas of complexity. The goal is to show
how you've practically applied engineering theory, especially in broadly defined scenarios.
49
What applicant is to demonstrate:
A2: Use a sound evidence- based approach to problem- solving
and contribute to continuous improvement.
Examples/ Indicators of attainment:
•
•
•
Applying knowledge and experience to investigate and solve problems arising during
engineering tasks and implementing corrective action.
Identifying opportunities for improvements and how these have been (or could be)
implemented.
Using an established process to analyze issues and establish priorities
What assessment is looking for:
Reviewers seek clear indications of your ability to leverage both knowledge and experience in addressing and rectifying challenges encountered during engineering tasks.
They value candidates who don't just identify problems, but also actively implement solutions. They are particularly interested in seeing how you've drawn from proven
methods, research, or data to reach your conclusions.
It is essential to show not only that you've managed issues as they arise, but that you're also proactive in spotting opportunities for enhancements. Highlight instances
where you've recognized such opportunities and either acted upon them or conceptualized potential implementations. This showcases a forward-thinking mindset focused
on optimization.
The ability to systematically dissect problems and determine which issues should be addressed first is vital in any engineering role. Reviewers will be keen to understand
your methods or any established processes you use to break down problems and set priorities. This gives them insight into your strategic thinking and ensures that you
handle tasks methodically and efficiently.
50
Competence
Section B: Application of appropriate theoretical and practical methods to design, develop, manufacture, construct, commission, operate, maintain, decommission and
recycle engineering processes, systems, services and products.
What the competence is about:
This competence is about the ability to identify appropriate methods and approaches to use to undertake a task within their area of practice and to make a significant
contribution to the development of a design or process or the maintenance of operations.
What applicant is to demonstrate:
B1: Identify, review and select techniques, procedures and
methods to undertake engineering tasks
Examples/ Indicators of attainment:
•
•
Establishing the engineering steps needed to carry out a task efficiently.
Identifying the available products or processes needed to undertake an engineering task and
establishing a means of identifying the most suitable solution.
•
Preparing technical specifications
•
Reviewing and comparing responses to the technical aspects of tender invitations
•
Establishing user requirements for improvements
What assessment is looking for:
Reviewers are keen to assess your skill in outlining the necessary engineering steps for a task to ensure its efficient execution. They appreciate candidates who can survey
the available products or processes and determine the best solution for a specific engineering task. The ability to craft detailed technical specifications speaks to one's
expertise in the field.
Furthermore, your capacity to critically evaluate and compare responses to the technical aspects of tenders shows both a thorough and informed approach. Highlighting
times when you've identified and acted upon user requirements for improvements can further showcase your proactive nature. Demonstrating these skills offers reviewers
a comprehensive view of your competence in strategically selecting and implementing engineering techniques, procedures, and methods.
51
What applicant is to demonstrate:
B2: Contribute to the design and development of engineering
solutions.
Examples/ Indicators of attainment:
•
•
•
Contributing to the identification and specification of design and development requirements for
engineering products, processes, systems and services
Identifying operational risks and evaluating possible
engineering solutions, taking account of cost, quality, safety, reliability, accessibility,
appearance, fitness for purpose, security (including cyber security), intellectual property
constraints and opportunities, and environmental impact
•
Collecting and analyzing results
•
Carrying out necessary tests
What assessment is looking for:
Reviewers seek evidence of your active involvement in the initial stages of engineering design and development. They look out for candidates who can indicate details of
how they go about determining design and development requirements for various engineering entities, be it products, processes, systems, or services. An ability to identify
operational risks and weigh possible engineering solutions is critical. When doing so, it's important to consider a wide range of factors, such as cost, quality, safety, and
more specific aspects like aesthetics, security measures, intellectual property considerations, and environmental impact.
Highlighting instances where you have systematically collected and analyzed results can showcase your data-driven decision-making skills. Additionally, demonstrating
your hands-on experience in conducting necessary tests is pivotal. It's these methodical and comprehensive approaches that reassure reviewers of your proficiency in
contributing significantly to the design and development of well-rounded engineering solutions.
What applicant is to demonstrate:
B3: Implement design solutions for equipment or processes and
contribute to their evaluation.
Examples/ Indicators of attainment:
•
•
•
•
Identifying the resources required for implementation.
Implementing design solutions, taking account of critical constraints, including due concern for
safety and sustainability
Identifying problems during implementation and taking corrective action
Contributing to recommendations for improvement and actively learning from feedback on
results
52
What assessment is looking for:
Reviewers are eager to see evidence of your hands-on involvement in the practical aspects of engineering design solutions, especially how you transition from theoretical
design to real-world implementation. They appreciate candidates who showcase a thorough understanding of the resources necessary for the successful execution of a
design. Additionally, your ability to navigate and account for constraints, particularly those related to safety and sustainability, is a pivotal aspect that reviewers will focus
on.
Your proactive approach towards troubleshooting is essential. Highlighting instances where you've identified issues during the implementation phase and swiftly taken
corrective measures demonstrates adaptability and resilience. Moreover, your contribution to suggesting improvements and genuinely learning from feedback underscores
your commitment to continuous growth and refinement in your engineering practice. Showcasing such instances assures reviewers of your dedication to delivering
optimized and efficient design solutions.
53
Competence
Section C: Demonstrating technical and commercial leadership in planning and overseeing engineering activities.
What the competence is about:
This competence is about the ability to plan the applicant’s own work and manage or specify the work of others effectively, efficiently, and in a way which provides
leadership at an appropriate level, whether technical or commercial. This competence is also about the ability to consider and identify improvements to quality.
Note: Leadership is not necessarily about having a formal line management role. In matrix management and other types of organizational structure, where Professional
Engineering Technologists are working within complex and varied working relationships, they will provide leadership to achieve objectives.
What applicant is to demonstrate:
C1: Plan the work and resources needed to enable effective
implementation of engineering tasks and projects.
Examples/ Indicators of attainment:
•
Identifying factors affecting the project implementation
•
Carrying out holistic and systematic risk identification, assessment and management
•
Preparing and agreeing implementation plans and method statements
•
Securing the necessary resources and confirming roles in a project team
•
Applying the necessary contractual arrangements with other stakeholders (clients,
subcontractors, suppliers, etc)
What assessment is looking for:
Reviewers are focused on assessing your capability to meticulously plan and resource engineering tasks and projects. When examining your work, they seek evidence of
your ability to recognize and address all variables that could influence project implementation. For example, if you've pinpointed and mitigated potential delays due to
seasonal weather changes in a construction project, this illustrates foresight and a thorough planning approach.
A critical area of interest for reviewers is your competency in risk management. They'll appreciate instances where you've performed comprehensive risk assessments
and taken proactive steps to manage those risks. An example could be the implementation of backup power sources when foreseeing potential electrical outages during
a crucial task.
Reviewers also look for structured and clear implementation plans, and method statements that provide a clear roadmap for a project. Your aptitude in gathering the
necessary resources, ensuring each member of a project team has a defined role, and efficiently collaborating with other stakeholders is paramount. A simple example
might be when you successfully negotiated contractual terms with a supplier to ensure timely delivery, thereby avoiding potential project delays.
54
What applicant is to demonstrate:
C2: Manage (organise, direct and control), programme or
schedule, budget and resource elements of engineering tasks or
projects Manage (organize, direct and control), programme or
schedule, budget and resource elements of a significant
engineering task or project.
Examples/ Indicators of attainment:
•
•
•
•
•
Operating appropriate management systems
Working to the agreed quality standards, programme and budget, within legal and statutory
requirements
Managing work teams, coordinating project activities
Identifying variations from quality standards, programme and budgets, and taking corrective
action
Evaluating performance and recommending improvements
What assessment is looking for:
Reviewers, in this section, are keen on observing your proficiency in orchestrating significant engineering tasks or projects with a balanced approach, ensuring everything
runs smoothly and meets set benchmarks. They're interested in how you handle the multiple facets of project management, from organizing to monitoring and controlling
various elements. The application and mastery of suitable management systems is pivotal. If you utilized a specific project management software to streamline tasks,
allocate resources, and monitor progress, this would be a tangible demonstration of your capability to employ modern tools effectively.
Adherence to quality standards, budget constraints, and timelines is crucial. A reviewer would be impressed if you managed a project that not only met its initial
specifications but did so within budget and on schedule, especially if unexpected challenges arose. Your capability to guide work teams and harmonize various project
activities is essential. For example, your ability to coordinate multiple departments to work synchronously on an engineering project would highlight your leadership and
organizational skills.
Your vigilance in detecting deviations and promptly implementing corrective measures showcases proactive management. If you identified a specific component not
meeting quality standards and swiftly rectified it, ensuring the project remained on schedule, it would underline your commitment to excellence. Moreover, the continuous
evaluation of performance, followed by suggesting improvements, like recommending a more efficient construction method after a post-project review, indicates a growth
mindset and a commitment to improvement.
55
What applicant is to demonstrate:
•
Examples/ Indicators of attainment:
C3: Manage teams, or the input of others, into own work and
assist others to meet changing technical and management
needs.
•
Agreeing objectives and work plans with teams and individuals
•
Reinforcing team commitment to professional standards
•
Leading and supporting team and individual development
•
Assessing team and individual performance, and providing feedback
•
Seeking input from other teams or specialists where needed and managing the relationship
What assessment is looking for:
Reviewers aim to gauge your capability in team management, ensuring that all members align with overarching goals and professional standards, while also adeptly
integrating external inputs as necessary. Your ability to clearly set and agree upon objectives is fundamental. For instance, if you spearheaded a project, establishing clear
milestones and deadlines with your team and ensuring everyone was aligned, it would demonstrate effective leadership and organizational skills. Instilling and upholding
professional standards within your team is essential. If you led a workshop highlighting the importance of adhering to industry-specific standards or incorporated regular
training sessions to keep your team updated, it would underscore your dedication to professional excellence.
Your commitment to team growth is another focal point. A situation where you identified a skill gap within your team and then organized a training session or facilitated
one-on-one mentoring would serve as a solid testament to your leadership and dedication to individual and team growth. Feedback mechanisms play a vital role in any
team-oriented environment. If you've implemented a monthly review system to assess and provide constructive feedback on individual performance, ensuring continuous
improvement, it would resonate well with reviewers.
The ability to recognize when external expertise is necessary and then effectively manage those relationships is key. For example, during a project, if you realized a
specialized skill set was required and brought in an external consultant, managing their integration smoothly into the project workflow, it would showcase your adaptability
and strategic thinking.
56
What applicant is to demonstrate:
C4: Take an active role in continuous quality improvement.
Examples/ Indicators of attainment:
•
Ensuring the application of quality management principles by team members and colleagues
•
Managing operations to maintain quality standards eg ISO 9000, EQFM
•
Evaluating projects and making recommendations for improvement
•
Implementing and sharing the results of lessons learned
What assessment is looking for:
Reviewers are interested in understanding your proactive role in upholding and elevating quality standards within your professional environment. Your commitment to
ensuring that quality management principles are consistently adhered to by team members is crucial. As an example, if you've conducted regular workshops or training
sessions to ensure team members are updated with the latest quality management principles, it speaks volumes about your dedication to maintaining high standards.
Managing operations in line with recognized quality standards, such as ISO 9000 or EFQM, is another key aspect. If you've spearheaded or been part of an initiative where
you helped your organization acquire or maintain an ISO 9000 certification, it would exemplify your hands-on involvement in quality assurance endeavors.
Being able to critically evaluate projects post-completion and recommend areas of improvement is vital. A scenario where, post-project, you analyzed the workflow to
identify bottlenecks or inefficiencies and then proposed actionable solutions would highlight your proactive stance towards quality improvement. Moreover, the ability to
learn from past projects and share those insights is essential. If, after a project, you've developed a 'lessons learned' document and then held a meeting to share these
insights with your team, ensuring future projects benefit from past experiences, it would showcase your commitment to continuous learning and enhancement.
57
Competence
Section D: Demonstrating effective communication and interpersonal skills
What the competence is about:
This competence is about the ability to work with others constructively, to explain ideas and proposals clearly and to discuss issues objectively and constructively.
What applicant is to demonstrate:
Examples/ Indicators of attainment:
D1: Communicate effectively with others, at all levels, in English
•
Contributing to, chairing and recording meetings and discussions
•
Preparing communications, documents and reports on technical matters
•
Exchanging information and providing advice to technical and non-technical colleagues
•
Engaging or interacting with professional networks
What assessment is looking for:
Reviewers prioritize the ability to communicate complex ideas in a clear and comprehensible manner, regardless of the audience's technical background. Effective
participation in meetings is a key indicator of good communication skills. For instance, if you've chaired a meeting where you distilled complex technical data into a format
easily understood by stakeholders from diverse backgrounds, it demonstrates your aptitude in this area.
Creating well-structured documents and reports on technical subjects is important. A reviewer would be interested to know if you've crafted a technical report that not only
detailed project specifications but also provided clear executive summaries for upper management who might not have a deep technical background. Interacting with both
technical and non-technical colleagues is crucial. If you've successfully advised a marketing team on the technical limitations of a product, helping them frame their
campaigns more accurately, it would be an exemplary showcase of your ability to bridge the technical and non-technical divide.
Being active in technical forums, attending conferences, or engaging in discussions with professionals outside your immediate circle enhances your exposure and indicates
your commitment to broader industry dialogues. For example, if you've presented a technical paper in a conference attended by diverse professionals, and it led to
meaningful discussions, it underlines your capability to communicate effectively at all levels.
58
What applicant is to demonstrate:
D2: Clearly present and discuss proposals, justifications and
conclusions
Examples/ Indicators of attainment:
•
Preparing and delivering appropriate presentations
•
Managing debates with audiences
•
Feeding the results back to improve the proposals
•
Contributing to the awareness of risk
What assessment is looking for:
Reviewers are keen to understand your proficiency in crafting compelling narratives that drive your proposals and justifications, making them both persuasive and clear.
When preparing presentations, it's essential that they're well-structured and effectively communicate your points. For instance, if you've previously prepared a presentation
that introduced a novel engineering approach, and it was well-received by both technical and non-technical stakeholders, it demonstrates your capability to cater to diverse
audiences.
Managing interactions and debates post-presentation is equally crucial. For example, if after presenting a controversial engineering solution, you were able to address
challenging questions and provide clarity, it shows resilience and mastery over your subject matter. Reviewers appreciate candidates who use feedback constructively. If,
after a presentation, you've adjusted a proposal based on valid criticisms or new information, it speaks to your adaptability and dedication to optimal solutions.
Furthermore, integrating the aspect of risk in discussions is vital. If you've highlighted potential risks in a proposal and simultaneously offered mitigations or alternative
solutions to address them, it not only showcases your thoroughness but also your foresight in ensuring the project's viability and safety.
What applicant is to demonstrate:
D3: Demonstrate personal and social skills and awareness of
diversity and inclusion issues.
Examples/ Indicators of attainment:
•
Knowing and managing own emotions, strengths and weaknesses
•
Being confident and flexible in dealing with new and changing interpersonal situations
•
Identifying, agreeing and working towards collective goals
•
Creating, maintaining and enhancing productive working relationships, and resolving conflicts
•
Being supportive of the needs and concerns of others, especially where this relates to diversity
and inclusion.
59
What assessment is looking for:
Reviewers place importance on a holistic understanding of one's personal and social skills, as well as a genuine commitment to fostering a diverse and inclusive
environment. It's pivotal to have self-awareness. If you've previously faced a challenging engineering situation where understanding your strengths helped achieve a
desired outcome or where recognizing a weakness led to seeking help or further training, it becomes a testament to your introspective skills. Adapting to varied interpersonal
dynamics is crucial. An instance where you've navigated a cultural misunderstanding in a multicultural team or adjusted your communication style to suit different
stakeholders is indicative of your flexibility and open-mindedness.
Collaborative efforts are highly valued. Reviewers would be interested in moments when you've rallied a team around a shared objective, perhaps when disparate
departments came together to achieve a collective engineering milestone. The ability to foster and sustain positive professional relationships is paramount. For example,
if you've mediated a conflict between team members, ensuring a harmonious work environment while also making sure the project stays on track, it highlights your conflict
resolution skills.
Showcasing empathy and commitment to diversity and inclusion elevates your professional persona. If you've actively advocated for inclusive hiring practices in your firm
or supported a colleague facing challenges related to diversity issues, it demonstrates not just your understanding, but your
proactive stance in creating an inclusive workspace.
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Competence
Section E: Demonstrate a personal commitment to professional standards, recognizing obligations to society, and the environment.
What the competence is about:
This competence is about ensuring that the applicant is acting in a professional manner in their work and in their dealings with others. A Professional Engineer should set
a standard and example to others with regard to professionalism.
What applicant is to demonstrate:
E1: Understand and comply with relevant codes of conduct
Examples/ Indicators of attainment:
•
Demonstrating compliance with ERB Code of Conduct and Professional Ethics
•
Identifying aspects of the Code which are particularly relevant to your role.
•
Managing work within all relevant legislative and regulatory frameworks, including social and
employment legislation
What assessment is looking for:
Reviewers prioritize a comprehensive understanding of, and adherence to, professional codes of conduct. Demonstrating consistent compliance with the ERB Code of
Conduct and Professional Ethics is foundational. For instance, if you've navigated a potential conflict of interest in a project by referring to the ERB guidelines, it would
highlight your commitment to upholding professional standards. Your ability to relate the Code to your specific role is also crucial. For example, if there's a clause in the
ERB Code about transparency and you're in a role that deals with procurement, illustrating how you've ensured transparency in vendor interactions would be relevant and
impressive.
Beyond the ERB Code, understanding wider legislative and regulatory landscapes is essential. This could be showcased by a scenario where you adjusted project
parameters to ensure compliance with newly introduced employment legislation or when you advocated for changes in work practices to align with evolving social
regulations. Highlighting such instances shows that you are not only aware of the rules but are also proactive in ensuring that your
work remains within legal and ethical boundaries.
61
What applicant is to demonstrate:
E2: Understand the safety implications of their role and manage,
apply and improve safe systems of work
Examples/ Indicators of attainment:
•
•
•
•
•
Identifying and taking responsibility for your own obligations and ensuring that others assume
similar responsibility for health, safety and welfare issues.
Ensuring that systems satisfy health, safety and welfare requirements.
Developing and implementing appropriate hazard identification and risk management systems
and culture
Managing, evaluating and improving these systems in line with ERB’s mandate of protecting
the welfare of the public.
Applying a sound knowledge of health and safety legislation, for example: Health and Safety
laws, ISO 45001 and company safety policies
What assessment is looking for:
Reviewers are keenly interested in the profound understanding and proactive management of safety implications inherent in your role. They want to see how you not only
identify and assume personal responsibility for health and safety, but also ensure that others do the same. For example, if you initiated regular safety briefings for new
team members, emphasizing everyone's roles in a safe work environment, this would illustrate your proactive stance. It's crucial to demonstrate how you've ensured that
systems meet health, safety, and welfare requirements. An instance where you adjusted a project protocol to better align with health standards would be pertinent.
Reviewers also value the development and consistent improvement of hazard identification and risk management practices. Perhaps you implemented a new risk
assessment tool or introduced a monthly review of safety protocols that led to a significant decrease in workplace incidents. These would be tangible evidence of your
commitment to maintaining a safety-conscious work environment. With the ERB's mandate in mind, evidence of your actions to evaluate and enhance these systems is
paramount. An example might be how you used feedback after an incident to refine a safety procedure, aligning with ERB’s overarching mission of public welfare protection.
Your thorough knowledge of health and safety legislation is non-negotiable. Citing specific instances where you applied standards from, say, ISO 45001 or company safety
policies to address a particular challenge would underscore your deep commitment to and understanding of safety norms and regulations.
62
What applicant is to demonstrate:
E3: Understand the principles of sustainable development and
apply them in their work
Examples/ Indicators of attainment:
•
•
Operating and acting responsibly, taking account of the need to progress environmental, social
and economic outcomes simultaneously.
Providing products and services which maintain and enhance the quality of the environment
and community and meet financial objectives.
•
Recognizing how sustainability principles can be applied in your day-to-day work.
•
Understanding and encouraging stakeholder involvement in sustainable development
•
Using resources efficiently and effectively in all activities
•
Taking action to minimize environmental impact in your area of responsibility
What assessment is looking for:
Reviewers prioritize candidates who integrate the principles of sustainable development into their work. It's crucial to demonstrate how your actions align with broader
goals of achieving environmental, social, and economic outcomes. For instance, introducing an efficient method that reduced waste in a manufacturing process, while
benefiting the community and increasing profit margins, would be significant. It's not just about large-scale initiatives; everyday tasks matter too. Showcasing your efforts,
like incorporating eco-friendly materials or championing energy-saving practices, underscores the practical application of sustainability in routine activities. Additionally,
highlighting collaboration with local communities or seeking feedback for eco-friendly products exemplifies the value of stakeholder involvement.
Efficiency in resource utilization is central to sustainability. Reviewers appreciate instances where you've streamlined processes to conserve energy or materials.
Emphasize proactive measures, such as implementing a rainwater harvesting system or promoting green commuting, that visibly reduce the environmental footprint in
your area of responsibility.
63
What applicant is to demonstrate:
E4: Understand the ethical issues that may arise in their role and
carry out their responsibilities in an ethical manner.
Examples/ Indicators of attainment:
•
•
•
Understanding the ethical issues that you may encounter in your role.
Giving an example of where you have applied ethical principles as described in the ERB Code
of Professional Conduct and Ethics
Giving an example of where you have applied, or upheld ethical principles as defined by your
organization or company
What assessment is looking for:
Reviewers place immense importance on the ethical dimensions of engineering practice. Demonstrating an intrinsic understanding of the ethical challenges specific to
your role is essential. For instance, if you've navigated a situation where a cost-cutting measure compromised safety or quality, detailing how you addressed it would offer
valuable insight into your ethical compass.
The application of established ethical standards, especially those outlined in the ERB Code of Professional Conduct and Ethics, is pivotal. Citing instances where you've
adhered to these principles is vital. For example, maybe you ensured transparency in a project's financial dealings, rejecting a lucrative but dubious subcontracting offer
in favor of maintaining professional integrity.
Incorporating the ethical guidelines of your organization or company further showcases your comprehensive ethical approach. Highlight scenarios where you upheld these
principles, like choosing to report an internal discrepancy even when it was unpopular, to emphasize your unwavering commitment to ethical practices.
64
Competence
Section F: Demonstrate your personal commitment to professional development (Initial Professional and/or Continuing Professional Development)
What the competence is about:
This competence emphasizes the engineer's commitment to professional growth, both at the initial stages of their career and as an ongoing pursuit. A Professional
Engineering Technologist, in their journey of continuous learning and adaptation, inherently becomes a model of commitment and determination, setting a benchmark in
professional development for others to emulate. This not only amplifies their own proficiency but also serves as an exemplar of diligence and dedication to peers and
upcoming professionals in the field.
What applicant is to demonstrate:
F1: Carry out and record the Continuing Professional
Development (CPD) necessary to maintain and enhance
competence in their own area of practice.
Examples/ Indicators of attainment:
•
Undertaking reviews of your own development needs
•
Planning how to meet personal and organizational objectives.
•
Carrying out planned and unplanned CPD activities
•
Maintaining evidence of competence development
•
Evaluating CPD outcomes against any plans made
•
Assisting others with their own CPD/ IPD
What assessment is looking for:
Continued growth and learning are vital in engineering, and Assessors emphasize the importance of systematic Continuing Professional Development (CPD). Candidates
are expected to illustrate their proactive approach to personal and professional growth, both in retrospective and forward-looking manners. Assessors prioritize a wellstructured plan for identifying, executing, and reviewing CPD activities. Candidates should commence by detailing how they periodically evaluate their own developmental
needs in alignment with personal and organizational objectives. These reviews act as the foundation for tailored CPD activities, both planned and spontaneous, further
ensuring alignment with evolving industry standards and personal aspirations.
Moreover, maintaining a robust portfolio of evidence showcasing competence development is crucial. Not only does this provide tangible proof of ongoing learning, but it
also allows candidates to critically assess their CPD outcomes against initial plans, facilitating future improvements. Offering detailed examples within this realm will provide
the depth and breadth of a candidate's commitment to CPD.
Furthermore, aiding others in their CPD journey is an added testament to a candidate's dedication to the collective growth of the profession. By mentoring or guiding peers,
they reinforce the communal aspect of learning and development. Candidates should present a comprehensive overview of their recent developmental undertakings,
outline prospective plans, and delineate both the immediate and potential benefits of these endeavors. Emphasis on systematic documentation, periodic reviews, and
evidence-based learning will strongly resonate with professional Assessors, as it showcases an unwavering commitment to maintaining and enhancing one's competence
in an ever-evolving field.
65
What applicant is to demonstrate:
Examples/ Indicators of attainment:
F2: And or Alternative to E1 above: Carry out and record Initial
• Assessing personal skills and knowledge gaps immediately post-graduation or at the start of a
Professional Development (IPD) necessary to develop and enhance
new role.
competence in their area of practice.
• Establishing a structured IPD plan in alignment with career goals and requirements of the ERB
managed IPD program.
•
•
•
•
Engaging in targeted IPD activities, both pre-planned and those that arise opportunistically.
Compiling and organizing evidence of all IPD activities undertaken.
Regularly reviewing and adjusting the IPD plan based on experience and feedback.
Comparing initial competence levels with post-IPD outcomes to measure growth.
What assessment is looking for:
Initial Professional Development (IPD) serves as a critical bridge between formal education and professional expertise in an engineer's career. Assessors focus on how
candidates identify their personal skills and knowledge gaps post-graduation or upon embarking on a new role. This introspective step is vital as it lays the groundwork for
a dynamic and strategic IPD plan. This plan should align with career goals and the requirements of the ERB IPD Policy, with room for adjustments based on evolving
experiences and feedback.
Engagement in diverse IPD activities, whether pre-planned or arising from spontaneous opportunities, highlights a candidate's adaptability and eagerness for growth.
Demonstrating participation in a wide array of experiences can emphasize proactive learning. Beyond engagement, meticulously documenting this IPD journey provides
tangible evidence of developmental endeavors. Assessors appreciate a systematic approach to recording, particularly when candidates can produce well-organized
compilations of their IPD activities.
Regular feedback-driven adjustments to the IPD plan showcases a candidate's commitment to relevance and continuous improvement. Comparing initial competence
levels with post-IPD outcomes offers a testament to tangible growth achieved. Furthermore, ERB's expectation for annual IPD reports, accompanied by mentor signatures
where relevant, underlines the importance of ongoing, validated professional development.
66
6.3 Professional
Technician
Engineering
6.3.1
Recognized
Qualifications
Engineering Technician
for
an
A recognized technician programme must meet the
requirements of a national diploma, higher diploma, or
a relevant certificate that aligns with the prescribed
criteria of the Dublin Accord or is at Level 6 according
to the National Credit and Qualifications Framework
(NCQF) or its equivalent. To assess whether a
qualification is equivalent with a recognized
qualification, an applicant may need to submit
additional information required, and/or participate in
an interview and/or undergo an examination.
6.3.2
Who is a Professional Engineering
Technician
A Professional Technician in the field of engineering is
an individual with a strong foundation in engineering
principles and practical skills. They play a pivotal role
in various aspects of engineering projects, from
structure to maintenance, while also assuming
responsibilities that can include supervision and
technical
guidance.
Effective
communication,
adherence to safety protocols, sustainability
considerations, and a commitment to professional
values are hallmarks of a technician's role in
engineering.
They are typically defined as follows:
▪
Scope of Work: Technicians primarily operate
within engineering firms, where they engage in
tasks such as implementation, maintenance, and
optimization of engineered products. These
products aim to improve efficiency and reduce
manual labor.
▪
Job Options: Apart from traditional engineering
firms, technicians often discover opportunities in
companies offering specialized engineering
services. Some also contribute to academia,
conducting research to address practical
engineering challenges.
▪
Career Growth: With increasing experience,
technicians have the potential to advance in their
careers, possibly assuming supervisory roles on
technical responsibilities.
▪
Effective communication: They have effective
interpersonal skills in communicating technical
matters and can operate in accordance with safe
systems of work and to demonstrate appropriate
understanding of the principles of sustainability.
Key Attributes of a Technician:
▪
Technical Knowledge: Equipped with practical
and theoretical knowledge to address challenges
in emerging technologies and application of
engineering concepts.
▪
Applied Skills: Proficiently apply their knowledge
to introduce innovative products or assume
technical
responsibilities
for
well-defined
engineering systems.
6.3.3
What is Expected of a Professional
Engineering Technician
▪
and practices are safe for themselves and others.
▪
Communication: Technicians often need to
communicate effectively with team members,
supervisors, and sometimes customers or clients.
Clear communication helps in conveying
technical information and updates.
Compliance: Depending on the industry,
technicians may need to adhere to regulatory
requirements and standards. Compliance with
industry regulations is crucial for safety and
quality.
Technicians play a vital role in various industries,
utilizing their technical expertise and problem-solving
skills to ensure the smooth operation of equipment,
systems, and processes.
▪
Technical Skills: Technicians are expected to
have a strong grasp of technical skills and
knowledge relevant to their field. They should be
able to apply these skills to perform tasks,
troubleshoot issues, and maintain equipment or
systems.
▪
Equipment Operation: Technicians often operate
and maintain various types of machinery,
instruments, or equipment. They are expected to
ensure that these tools are used safely and
effectively.
▪
Problem Solving: Technicians should have
problem-solving abilities to identify and address
technical issues or malfunctions. They may need
to diagnose problems, perform repairs, and find
solutions efficiently.
▪
Documentation: Keeping accurate records and
documentation of work performed, including
maintenance and repair activities, is often an
essential part of a technician's role. This
documentation may be required for compliance or
future reference.
▪
Safety: Safety is paramount in many technician
roles. Technicians must adhere to safety
protocols and ensure that their work environment
▪
▪
Continuous
Learning:
Technology
and
techniques in many fields evolve over time.
Technicians should be open to ongoing learning
and staying updated with industry advancements.
▪
Teamwork: Technicians often work as part of a
team, collaborating with engineers, technologists,
and other professionals. Effective teamwork is an
important skill for project success.
▪
Customer Service: In roles where technicians
interact with clients or customers, providing good
customer service and addressing client needs
professionally is essential.
68
6.3.4
Professional
Standards
Engineering
Technician
Engineering Technicians apply proven techniques and
procedures to the solution of practical engineering
problems.
Engineering
Technicians
shall
demonstrate:
▪
Engineering knowledge and understanding to
apply technical and practical skills
▪
Evidence of their contribution to the design,
development, manufacture, commissioning,
decommissioning, operation or maintenance of
products, equipment, processes or services.
▪
Supervisory or technical responsibility
▪
Effective interpersonal skills in communicating
technical matters
▪
The ability to operate in accordance with safe
systems of work and to demonstrate appropriate
understanding of the principles of sustainability.
▪
Commitment to professional engineering values
The section that follows is all the competence
standards that the Engineering Technician is expected
to demonstrate for eligibility to be registered as a
Professional Engineering Technician:
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Competence
Section A: Use knowledge and understanding of engineering or science in their application of technical and practical skills.
What the competence is about:
This competence is about having knowledge of the technologies, standards and practices relevant to the applicant’s area of practice and having evidence of maintaining
and applying this knowledge.
What applicant is to demonstrate:
A1: Review and select appropriate techniques, procedures and
methods to undertake tasks
Examples/ Indicators of attainment:
•
Evaluating potential methods of carrying out an engineering task and selecting the most
appropriate solution
•
Recognizing a difficulty and then identifying an approach to resolve it
•
Identifying an improvement in a technique, procedure, process or method
•
Interpreting and carrying out test procedures
What assessment is looking for:
Reviewers are keen on seeing your capability to evaluate and choose the most fitting techniques and methods tailored to specific engineering tasks. For example, if faced
with multiple methods for circuit testing, your ability to select the one that ensures accuracy while saving time would be of interest. They also appreciate technicians who
can spot challenges and think critically to pinpoint effective solutions. A situation where a standard procedure wasn't working, and you identified an alternative method
would be a compelling example.
Moreover, they value adaptability and innovation, so instances where you've noted and implemented improvements to standard techniques or procedures would be well
received. For instance, if you've improved a calibration method to be more efficient, it showcases your proactive mindset. In
addition, they want to know your proficiency in interpreting and executing test procedures. Detailing a scenario where you not only followed a test procedure but also
potentially spotted errors or inconsistencies in the results can demonstrate your ability to pay attention to detail.
70
What applicant is to demonstrate:
•
Examples/ Indicators of attainment:
A2: Use appropriate scientific, technical or engineering
principles.
•
Drawing on your technical knowledge to complete a task
•
Performing calculations using standard formulae
•
Analyzing performance or test data or comparing performance information with
published material
What assessment is looking for:
Reviewers are on the lookout for evidence that showcases your grounding in scientific, technical, or engineering principles and how you apply this knowledge practically.
For instance, if you were tasked with rectifying an imbalance in a mechanical system, your ability to use your technical know-how to diagnose and rectify the issue would
stand out. They are also interested in your mathematical prowess and application. A demonstration of you routinely performing calculations, like using standard formulae
to determine load distribution in a beam or calculating flow rates in a pipeline, can reinforce your competence.
Furthermore, the ability to analyze data and juxtapose it against established benchmarks is crucial. For example, if you've evaluated the efficiency of a motor and contrasted
your findings with manufacturer's data or other published resources, it underscores your analytical skills and your commitment to ensuring optimal performance.
71
Competence
Section B: Contribution to the design, development, manufacture, construction, commissioning, decommissioning, operation or maintenance of products, equipment,
processes, systems or services.
What the competence is about:
This competence is about the ability to apply engineering knowledge effectively and efficiently to the individual tasks which need to be undertaken in
the applicant’s role.
What applicant is to demonstrate:
B1: Identify problems and apply appropriate methods to identify
causes and achieve satisfactory solutions.
Examples/ Indicators of attainment:
•
Using knowledge to identify a problem or an opportunity for improvement
•
Investigating a problem to identify the underlying cause
•
Identifying a solution to a problem or an improvement opportunity
•
Contributing to the design of an item or process
What assessment is looking for:
Reviewers want to see your aptitude for problem identification and solution-finding in real-world scenarios. For instance, they'd be keen to know about a time when you
utilized your technical knowledge to pinpoint a recurring machinery malfunction or detected an inefficiency in a workflow process. Your investigative skills are crucial. A
detailed account of how you delved into an issue, like tracing back the root cause of a system's unexpected shutdown or understanding why a component consistently
failed, can substantially highlight your analytical depth.
Moreover, the reviewers are interested in your ability to derive actionable solutions. Sharing an experience where you proposed a modification in a machine setup that led
to increased efficiency or where you improved a process that reduced waste can be indicative of your proactive approach.
Additionally, any involvement in design, like aiding in crafting a component or altering an existing workflow for better outcomes, serves as evidence of your hands-on
approach and ability to influence positive changes.
72
What applicant is to demonstrate:
B2: Identify, organize and use resources effectively to complete
tasks, with consideration for cost, quality, safety, security and
environmental impact.
Examples/ Indicators of attainment:
•
Balancing these factors in selecting appropriate materials
•
Identifying precautions as a result of evaluating risks and other factors
•
Considering how waste can be minimized, recycled or disposed of safely if recycling is not
possible.
•
Contributing to best practice methods of continuous improvement
•
Improving the quality of an operation or process
What assessment is looking for:
Reviewers are keen to observe your skill in resource management and your consideration of various factors when executing tasks. For instance, they'd appreciate learning
about a scenario where you had to choose between different materials for a project, considering not just cost but also environmental impact. Maybe you opted for a slightly
more expensive material because it had a lower carbon footprint or was more durable, leading to long-term cost savings. Your ability to assess and act upon risks is pivotal.
An example where you identified potential hazards in a process and then put forth preventive measures or safety protocols would highlight your proactive nature and
commitment to safety.
Environmental consciousness is another attribute reviewers seek. Sharing an experience where you devised a method to reduce waste or chose recycling over disposal
can emphasize your commitment to sustainability. If recycling wasn't an option, explaining how you ensured safe disposal would be pertinent.
Continuous improvement is a valued skill in engineering. Thus, any instance where you proposed changes or were part of a team that enhanced the quality of an operation
can be illustrative. For example, perhaps you tweaked a production line setup leading to a 10% increase in output without compromising on quality. Showcasing your
efforts in maintaining or elevating quality standards can make a difference. A situation where you identified
inefficiencies in a process and took steps to streamline it, resulting in both time and cost savings, would underline your quality-focused approach.
73
Competence
Section C: Demonstrating and exercising personal responsibility
What the competence is about:
This competence is about the ability to plan and manage the applicant’s own work effectively and efficiently. It is also about the ability to consider and
identify improvements to maintain quality in their work.
What applicant is to demonstrate:
C1:
Work
reliably and
effectively
without
close supervision, to the appropriate codes of practice
Examples/ Indicators of attainment:
•
Completing challenging tasks successfully within your area of work
•
Identifying issues which fall outside of your current knowledge and seeking advice.
•
Identifying standards and codes of practice relevant to a new task
What assessment is looking for:
Reviewers are eager to understand your level of independence and adherence to industry standards when executing tasks. They are particularly interested in instances
where you were entrusted with a task and you delivered successful outcomes without requiring frequent oversight. For example, you might discuss a time when you were
assigned a challenging project, and you effectively executed it from start to finish without continuous supervision.
Your ability to recognize the boundaries of your knowledge is also paramount. Demonstrating instances where you encountered an unfamiliar challenge and actively
sought expert guidance, rather than making uninformed decisions, would indicate maturity and professional humility. For instance, perhaps while working on a new machine
setup, you realized it had components you weren't familiar with, and you consulted with specialists to ensure proper installation.
Your awareness and application of relevant industry codes and standards is crucial. Highlighting experiences where, before embarking on a new task, you researched and
applied pertinent standards or codes of practice is essential. This could be exemplified by a situation where you were tasked with a project in a new domain, and you took
the initiative to familiarize yourself with the industry-specific codes, ensuring the final output was compliant and of high quality.
74
What applicant is to demonstrate:
•
C2: Accept responsibility for the work of themselves or others.
•
•
•
Examples/ Indicators of attainment:
Fully understanding drawings, permits to work, instructions or other similar documents after
appropriate checking, and identifying issues
Inspecting work carried out by others.
Checking the status of equipment, the work environment and facilities and taking appropriate
actions before commencing work
What assessment is looking for:
Reviewers are keen to see your sense of ownership and accountability, both for your own work and that of others. They value candidates who not only take responsibility
but also ensure that work aligns with set standards and expectations. One area of focus is your ability to thoroughly comprehend critical documents, such as drawings or
work permits. For example, they would appreciate an instance where, before commencing a project, you carefully reviewed engineering drawings and identified
discrepancies or potential issues, leading to timely corrections before the implementation phase.
Overseeing and inspecting the work of others is equally crucial. Highlight situations where you've been involved in quality checks or reviews of tasks performed by peers
or subordinates. An example could be a scenario where you inspected a completed installation and identified certain deviations from the initial plan, ensuring corrections
were made before final sign-off.
It is critical to be proactive in assessing readiness of environment and resources. Discussing experiences where you preemptively checked the state of equipment or the
workspace, ensuring all conditions were optimal for task execution, is essential. This might be exemplified by an occasion where you inspected a workshop before starting
a task, identified potential safety hazards, and ensured they were addressed, leading to a safe and smooth project execution.
What applicant is to demonstrate:
•
Examples/ Indicators of attainment:
C3: Accept, allocate and supervise technical and other tasks.
•
Ensuring that the scope of a task is clear before accepting and/or allocating it to others
•
•
Querying any aspect of a task which is not clear and/or providing an explanation if a query is
raised by others
Learning from your own experience and/or providing constructive feedback when supervising
or working with others
What assessment is looking for:
Reviewers are looking for your capability to manage and oversee tasks while fostering a transparent and effective work environment. A clear understanding and
communication of task scopes is essential. The reviewers would appreciate examples of when you ensured clarity and alignment on tasks before proceeding. For instance,
you might mention a time when, before commencing a complex project, you held a briefing to ensure all team members understood their roles, leading to seamless
execution.
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Proactive nature in addressing uncertainties is another aspect reviewers would focus on. Highlight instances where you've actively sought clarifications or responded to
queries from colleagues. An illustrative example could be when a colleague was confused about a design parameter, and you organized a mini-workshop to explain the
concept, ensuring everyone was on the same page. The ability to learn, adapt, and provide constructive feedback is vital in a supervisory role. They would value stories
where you took lessons from past projects to improve subsequent ones or where you guided team members with constructive feedback. A potential example could be
after completing a project, noticing some inefficiencies, and then implementing strategies to streamline the process, while also mentoring a junior technician on best
practices.
Competence
Section D: Demonstrating use of effective communication and interpersonal skills
What the competence is about:
This competence is about the ability to work with others constructively, to explain ideas and proposals clearly and to discuss issues objectively and constructively.
What applicant is to demonstrate:
D1: Communicate effectively with others, at all levels, in English.
Examples/ Indicators of attainment:
•
Contributing to meetings and discussions
•
Preparing communications, documents and reports on technical matters
•
Exchanging information and providing advice to technical and non-technical
colleagues
What assessment is looking for:
Reviewers are keen on assessing your proficiency in communication, both in written and verbal English, across different levels and contexts. Active participation in meetings
and discussions is a key indicator of effective communication. Reviewers would be interested in instances where your contributions brought clarity or drove decisions. For
example, you could mention a time when your input in a project brainstorming session helped refine the project's direction, ensuring it was more aligned with client needs.
Clear and concise documentation skills are also pivotal. Highlight your ability to prepare technical reports, memos, or other documents that convey complex information in
an understandable manner. A specific instance could be when you drafted a technical guideline that, due to its clarity, became a reference document for your department.
The capacity to bridge technical and non-technical divides is highly valued. Reviewers would appreciate examples of when you effectively conveyed technical information
to those without a technical background. An example here might be a situation where you broke down a complex engineering concept for a marketing team, enabling them
to create a compelling campaign for a technically advanced product.
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What applicant is to demonstrate:
D2: Work effectively with colleagues, clients, suppliers or the
public
Examples/ Indicators of attainment:
•
•
Contributing constructively as part of a team
Successfully resolving issues in discussions with team members, suppliers, clients and/or
others
•
Persuading others to accept suggestions or recommendations
•
Identifying, agreeing and working towards collective goals
What assessment is looking for:
Reviewers are seeking evidence of the ability to maintain productive relationships and effectively collaborate with a diverse set of individuals, including colleagues, clients,
suppliers, or the general public. Participation within a team and contributions to its success are of significant interest. Were there moments when your input directly
influenced a team's strategy or direction? An example could be a suggestion during a project meeting that streamlined a process, leading to faster project completion.
Skills in negotiation, conflict resolution, and proactive problem-solving are also under scrutiny. Highlight instances where disagreements or challenges were addressed
and steered towards mutually beneficial outcomes. Perhaps there was a situation where a supplier dispute was amicably resolved, leading to a strengthened business
relationship.
Persuasiveness and the ability to rally people behind an idea are key indicators of leadership and influence. Showcase moments where your recommendations were not
only accepted but implemented with notable success. For instance, a proposal might have led to a cost-saving in a project, earning client appreciation. The capacity to
collaborate towards common objectives is crucial. Illustrate times when playing a pivotal role in setting, agreeing upon, and achieving shared goals made a difference, like
collaborating with a cross-functional team to hit a shared target ahead of schedule.
What applicant is to demonstrate:
•
Examples/ Indicators of attainment:
D3: Demonstrate personal and social skills and awareness of
diversity and inclusion issues.
•
Knowing and managing own emotions, strengths and weaknesses
•
Being confident and flexible in dealing with new and changing interpersonal situations
•
Creating, maintaining and enhancing productive working relationships, and resolving conflicts
•
Being supportive of the needs and concerns of others, especially where this relates to diversity
and inclusion.
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What assessment is looking for:
Reviewers are focused on gauging an individual's self-awareness, interpersonal proficiency, and sensitivity towards diversity and inclusion. A keen understanding of one's
emotional responses, strengths, and areas needing improvement is crucial. Have there been situations where recognizing a personal strength led to a task being efficiently
executed? Or perhaps recognizing an emotional trigger enabled better management of a potentially volatile scenario? Adaptability in varied interpersonal contexts is also
of interest. Instances where effectively navigating unfamiliar or changing scenarios led to positive outcomes would be valuable. This could be illustrated by a situation
where adapting to a sudden change in project dynamics facilitated its smooth continuation.
Relationship management forms a cornerstone of effective teamwork and leadership. Evidence of fostering positive, productive ties and efficiently navigating conflicts
would resonate well. An example here might be an instance where proactive mediation transformed a contentious team disagreement into a constructive dialogue. The
commitment to championing diversity and inclusion is vital. Reviewers would look for examples that highlight understanding, support, and advocacy for the unique needs
and concerns of diverse groups. A potential example could be the implementation of a team initiative addressing and celebrating cultural diversity, leading to an enriched,
more cohesive team environment.
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Competence
Section E: Demonstrate commitment to an appropriate code of professional conduct, recognizing obligations to society and the environment.
What the competence is about:
This competence is about ensuring that the applicant is acting in a professional manner in their work and in their dealings with others. An Engineering Technician should
set a standard and example to others with regard to professionalism.
What applicant is to demonstrate:
E1: Understand and comply with relevant codes of conduct
Examples/ Indicators of attainment:
•
Demonstrating compliance with ERB Code of Conduct and Professional Ethics
•
Identifying aspects of the Code which are particularly relevant to your role.
•
Working within all relevant legislative and regulatory frameworks, including social and
employment legislation
What assessment is looking for:
Reviewers prioritize a holistic grasp of, and commitment to, established codes of conduct. A pivotal aspect of this is the consistent alignment with the ERB Code of Conduct
and Professional Ethics. For illustration, navigating a situation that posed ethical dilemmas, and resorting to the ERB guidelines to steer decisions, would be indicative of
your allegiance to these professional standards.
Equally vital is the contextualization of the Code to specific roles and responsibilities. Drawing upon the ERB Code, one might spotlight instances where specific provisions
were referenced to guide actions in unique job scenarios. If there's an emphasis in the ERB Code on due diligence, an example might involve ensuring all project materials
are sourced sustainably and ethically, exemplifying a tangible application of the Code's principles in action.
Beyond the confines of ERB, awareness and adherence to broader legislative frameworks solidify professional credibility. A scenario that encapsulates this might be the
proactive adaptation of operational methods to align with emerging social or employment regulations. By showcasing such proactive adjustments, it becomes evident that
one is not merely reactive but takes the initiative to stay updated and aligned with both ethical and legal standards.
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What applicant is to demonstrate:
E2: Understand the safety implications of their role and apply
safe systems of work
Examples/ Indicators of attainment:
•
•
Providing evidence of applying current safety requirements, such as risk assessment and
other examples of good practice you adopt in your work
A sound knowledge of health and safety legislation, for example: Health and Safety, ISO 45001
and company safety policies
What assessment is looking for:
Reviewers emphasize the paramount importance of safety in professional undertakings. When assessing this competency, they look for clear evidence that individuals not
only understand the safety implications inherent to their roles but actively implement best practices to ensure a safe work environment. Specifically, they appreciate
concrete examples that demonstrate an application of current safety requirements. For instance, detailing a scenario where a risk assessment was conducted prior to
initiating a project, or implementing safety protocols to address identified hazards, can underscore an individual's proactive approach to safety.
In addition to practical applications, a robust understanding of relevant safety legislations and standards is crucial. Highlighting familiarity with frameworks like ISO 45001,
or citing instances where one ensured compliance with company-specific safety policies, can be indicative of an individual's comprehensive grasp on safety standards. It's
particularly impactful when one can reference specific provisions from these standards and correlate
them with real-world applications, such as ensuring all workers use specific personal protective equipment in line with ISO 45001 guidelines.
What applicant is to demonstrate:
•
Examples/ Indicators of attainment:
E3: Understand the principles of sustainable development and
apply them in their work
•
Recognizing how sustainability principles can be applied in your day-to-day work.
•
Identifying actions that you can and have taken to improve sustainability
What assessment is looking for:
Reviewers evaluating the understanding and application of sustainable development are keen on both theoretical knowledge and its tangible application in real-world
settings. Evidence of a profound comprehension of sustainability principles is sought after. This extends beyond just broad concepts; the capability to integrate these
principles into everyday tasks is pivotal. For example, if an individual in product development demonstrates how they opted for materials with a lower carbon footprint or
initiated a design principle that reduces waste, it signifies genuine sustainability integration into routine activities.
Moreover, proactive actions taken towards enhancing sustainability serve as clear indicators of one's commitment. Specific examples hold weight here. An instance where
someone advocated for energy-efficient systems in their department, resulting in reduced energy consumption, speaks volumes. Or if they led a waste management
initiative promoting recycling in the workplace, it showcases not only an understanding but also a proactive approach to sustainable measures. Demonstrating a history of
such proactive steps can set an individual apart as a true advocate for sustainability.
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What applicant is to demonstrate:
•
Examples/ Indicators of attainment:
E4: Understand the ethical issues that may arise in their role and
carry out their responsibilities in an ethical manner.
•
Understanding the ethical issues that you may encounter in your role.
•
•
Giving an example of where you have applied ethical principles as described in the ERB Code
of Professional Conduct and Ethics
Giving an example of where you have applied, or upheld ethical principles as defined
by your organization or company
What assessment is looking for:
Ethical practice is foundational in engineering, and Assessors prioritize a demonstrated commitment to ethical considerations in one's professional role. Candidates should
showcase their thorough understanding of potential ethical dilemmas they might face in their roles. This comprehension goes beyond mere recognition; it encompasses
the practical application of ethical principles.
Assessors expect concrete examples that depict the candidate's ethical reasoning and actions. One way to demonstrate this is by referencing specific instances where
they adhered to the Code of Professional Conduct and Ethics, or any ethical guidelines set by their organization or company. This not only underscores the candidate's
commitment to maintaining high ethical standards but also reveals their ability to make tough decisions when faced with ethical quandaries.
Moreover, candidates should illustrate their dedication to the ethical ideals outlined by the ERB, their organization, and the broader community. The highlighted experiences
should encompass both the individual's personal values and their commitment to upholding the professional standards set by governing bodies. By doing so, candidates
provide tangible evidence of their unwavering integrity, ethical decision-making skills, and dedication to maintaining the esteemed reputation of the engineering profession.
It's these authentic, ethically driven examples that resonate deeply with professional Assessors, highlighting the candidate's moral compass in their engineering journey.
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Competence
Section F: Demonstrate your personal commitment to professional development (Initial Professional and/or Continuing Professional Development)
What the competence is about:
This competence emphasizes the engineering technician’s commitment to professional growth, both at the initial stages of their career and as an ongoing pursuit. An
Engineering Technician, in their journey of continuous learning and adaptation, inherently becomes a model of commitment and determination, setting a benchmark in
professional development for others to emulate. This not only amplifies their own proficiency but also serves as an exemplar of diligence and dedication to peers and
upcoming professionals in the field.
What applicant is to demonstrate:
F1: Carry out and record the Continuing Professional
Development (CPD) necessary to maintain and enhance
competence in their own area of practice.
Examples/ Indicators of attainment:
•
Undertaking reviews of your own development needs
•
Planning how to meet personal and organizational objectives.
•
Carrying out planned and unplanned CPD activities
•
Maintaining evidence of competence development
•
Evaluating CPD outcomes against any plans made
•
Assisting others with their own CPD/ IPD
What assessment is looking for:
Continued growth and learning are vital in engineering, and Assessors emphasize the importance of systematic Continuing Professional Development (CPD). Candidates
are expected to illustrate their proactive approach to personal and professional growth, both in retrospective and forward-looking manners.
Assessors prioritize a well-structured plan for identifying, executing, and reviewing CPD activities. Candidates should commence by detailing how they periodically evaluate
their own developmental needs in alignment with personal and organizational objectives. These reviews act as the foundation for tailored CPD activities, both planned and
spontaneous, further ensuring alignment with evolving industry standards and personal aspirations.
Moreover, maintaining a robust portfolio of evidence showcasing competence development is crucial. Not only does this provide tangible proof of ongoing learning, but it
also allows candidates to critically assess their CPD outcomes against initial plans, facilitating future improvements. Offering detailed examples within this realm will provide
the depth and breadth of a candidate's commitment to CPD.
Furthermore, aiding others in their CPD journey is an added testament to a candidate's dedication to the collective growth of the profession. By guiding peers, they reinforce
the communal aspect of learning and development. Candidates should present a comprehensive overview of their recent developmental undertakings, outline prospective
plans, and delineate both the immediate and potential benefits of these endeavors. Emphasis on
systematic documentation, periodic reviews, and evidence-based learning will strongly resonate with professional assessors, as it showcases an unwavering commitment
to maintaining and enhancing one's competence in an ever-evolving field.
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What applicant is to demonstrate:
F2: And or Alternative to F1 above: Carry out and record Initial
Professional Development (IPD) necessary to develop and
enhance competence in their area of practice.
Examples/ Indicators of attainment:
•
•
Assessing personal skills and knowledge gaps immediately post-graduation or at the start of
a new role.
Establishing a structured IPD plan in alignment with career goals and requirements of the
ERB managed IPD program.
•
Engaging in targeted IPD activities, both pre-planned and those that arise opportunistically.
•
Compiling and organizing evidence of all IPD activities undertaken.
•
Regularly reviewing and adjusting the IPD plan based on experience and feedback.
•
Comparing initial competence levels with post-IPD outcomes to measure growth.
What assessment is looking for:
Initial Professional Development (IPD) serves as a critical bridge between formal education and professional expertise in an engineer's career. Assessors focus on how
candidates identify their personal skills and knowledge gaps post-graduation or upon embarking on a new role. This introspective step is vital as it lays the groundwork for
a dynamic and strategic IPD plan. This plan should align with career goals and the requirements of the ERB IPD Policy, with room for adjustments based on evolving
experiences and feedback.
Engagement in diverse IPD activities, whether pre-planned or arising from spontaneous opportunities, highlights a candidate's adaptability and eagerness for growth.
Demonstrating participation in a wide array of experiences can emphasize proactive learning. Beyond engagement, meticulously documenting this IPD journey provides
tangible evidence of developmental endeavors. Assessors appreciate a systematic approach to recording, particularly when candidates can produce well-organized
compilations of their IPD activities.
Regular feedback-driven adjustments to the IPD plan showcases a candidate's commitment to relevance and continuous improvement. Comparing initial competence
levels with post-IPD outcomes offers a testament to tangible growth achieved. Furthermore, ERB's expectation for annual IPD reports, accompanied by mentor signatures
where relevant, underlines the importance of ongoing, validated professional development.
Guidelines for
Professional
Assessment for
Registration as an
Engineering
Professional
1.
An applicant applying for registration as a Professional
Engineer or Technologist or Technician with the Board
must satisfy several requirements to be entitled to
registration. The requirements are: a. Appropriate qualifications;
b. Appropriate experience;
c. Passing professional assessment;
d. Good character and reputation; and
e. Ability to carry out the duties of a professional
engineer effectively.
2.
The candidate should have not less than four years’
practical experience in such professional engineering
work and at such level of responsibility as to be sufficiently
competent for registration as a professional engineer
under this Act.
3.
The applicant is required to provide sufficient evidence
to demonstrate that he has met the competence
standard expected of a professional engineer. Such
competence should be acquired based on practical
experience that is of an appropriate standard. One
major aspect of such evidence would be passing the
prescribed professional assessment.
Each candidate shall be required to go through a
professional assessment for the purpose of determining
the following: a. The duration and adequacy of practical
experience;
b. The type, quality and relevance of practical
engineering experience;
c. The character and reputation; and
d. The ability to carry out the duties of a
professional engineer effectively.
4.
The professional assessment process comprises three
components:
−
review of the Summary of Post-Graduate
Professional Experience;
−
assessment of the Report on Post Graduate
Engineering Experience;
−
and attending the interview.
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Summary Of Post-Graduate
Professional Experience
1. The applicant is required to submit a chronological
summary of his work history including a description
of previous employment positions held and degree of
responsibility in each position, nature and cost of projects
involved, the professional engineers who had supervised
the applicant, etc. The summary should indicate the
activities that the applicant has undertaken in his past and
present work roles that demonstrate that he has acquired
competency in each element indicated in the
Competence and Experience Report Template.
2. The applicant is required to submit a 3500 to 4,500 words
Report on Post Graduate Engineering Experience (word
count of the report should be indicated). In the Report on
Post Graduate Engineering Experience, the applicant is
required to describe in detail his involvement in
engineering work that he regards as the highlights of his
professional experience in the branch of engineering that
he is seeking registration.
3. For each competence, the applicant shall describe his
involvement in the technical, managerial, contractual,
regulatory and other areas that he was involved
in. He shall describe his personal contribution and
responsibilities, the problems faced, the solution(s)
found, the engineering and other judgments made and
the impact the solution(s) and judgments generated.
4. In preparing the report, he shall refer to the
Competence Elements and demonstrate how he has
achieved ALL of the elements of competence in the
Competence and Experience Report Template for their
Category.
5. The wording of the report should be such as to clearly
indicate how these elements have been demonstrated.
6. Upon receiving an application for registration, the
application follows 4 stages:
a.
Desktop assessment
b.
Standard Review
c.
Professional Assessment and finally
d.
Professional Review which may include a
Professional Interview.
Where the assessment shall be carried out based on the
Competence Elements. At the end of all these stages, the
results will be issued view email, notifying the applicant
of the outcome.
Professional Interview
1.
The professional interview (PI) is a review of the
competencies that the applicant has claimed in his or
her report. At the start of the PI the applicant would
be invited to make an uninterrupted presentation
(without use of computer or projector) of about 20
minutes on competencies highlighted in his or her
report.
2.
During the remainder of the PI, the applicant would
be expected to discuss with the panel on his
involvement in achieving the various competence
elements as presented in his report. The applicant is
also expected to answer questions on other aspects
relating to his application and professional practice
such as the summary of post graduate experience.
The interview is expected to be about one hour
(inclusive of applicant’s presentation).
3.
Following the interview, the applicant may be asked
to provide further information or clarification. The
additional submissions, if required, are to be made
within 2 weeks of the request after which the panel may
proceed with the assessment with or without the
additional submissions.
4.
The applicant shall be informed in writing or
telephonically of the result of the interview. For an
unsuccessful applicant, a minimum period of
deferment of 12 months would be imposed before he
could make another application.
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APPENDIX A
Code of Professional Conduct & Ethics
1. BACKGROUND
The enactment of the Engineers Registration Act (CAP
61:06) (“the Act”) in 1998 and its subsequent
amended in 2008 and 2013 is a clear testimony of the
Government of Botswana’s unwavering commitment
to the development, upgrading and promotion of
professional engineering practice in Botswana.
Engineering is an important and learned profession
that has a direct and vital impact on the quality of life
of people. The services provided by engineers
accordingly require honesty, integrity, impartiality,
fairness and equity and must be dedicated to the
protection of the safety, health and welfare of the
public.
Engineers are therefore expected to exhibit the
highest standards of professional behaviour that
requires adherence to the highest principles of ethical
conduct.
Mandatory registration of professional engineers has
long been a benchmark of international best practice
in many developed and developing economies and has
been adopted in the majority of SADC countries.
The registration of engineers and regulation of the
engineering profession therefore will ensure that
provision of professional engineering services in
Botswana accords with international best practice.
2. WHY REGULATE THE
ENGINEERING PROFESSION?
2.1 Poor workmanship by some unscrupulous
persons or firms that do not have the requisite
qualifications or experience to sign off on
engineering designs, result in unsafe
engineering designs, systems and structures.
2.2 Registration is expected go a long way in
protecting clients, employers and the general
public from unsafe engineering services and
will put the engineering practice on a proper
footing.
2.3 The regulation of engineers places the
engineering profession on the same footing as
other professionals such as lawyers, medical
doctors, accountants, architects and more
recently quantity surveyors who are also
regulated under their respective statutes.
3. MANDATE OF THE
ENGINEERING
REGISTRATION BOARD (“THE
BOARD”)
3.1 The primary mandate of the Board is that of
regulating the activities and conduct of
registered engineers in accordance with the
functions and powers conferred upon it by the
Act.
3.2 The objectives of the Board are to –
a) Promote the highest standards of
engineering practice in Botswana; and
b) Protect the welfare and interest of the
public in the engineering practice.
3.3 The functions of the Board are to –
a) Assess applications made to it under the
Act;
b) Register professional engineers and issue
practising certificates;
c) Monitor standards of engineering practice
and ethics;
d) Conduct or authorise inquiries regarding
any alleged professional misconduct of any
engineer; and
e) Prescribe the eligibility requirements for
persons applying to be registered under
the Act to practice professional
engineering.
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4. CODE OF CONDUCT AND
ETHICS
4.1 The development of this Code of Conduct and
Ethics (“this Code”) is consistent with the
mandate, objectives and functions of the Board.
4.2. This Code sets out, in the Schedule, the
framework for the highest level of ethical conduct
and maintenance of standards of practice
required to advance the integrity of the
engineering profession.
4.3 It deals, among others, with the responsibility
of engineers to the public in general, the
environment, the employer or client as well as
engineering excellence, competence and
accountability.
5. SCHEDULE: CODE OF
PROFESSIONAL CONDUCT
AND ETHICS
5.1 OBJECTIVES
5.2 DEFINITIONS
The objectives of this Code is to ensure that
engineers, in the fulfilment of their professional
duties 5.1.1 apply their knowledge and skill in the
interest of the safety, health and welfare of
the public;
5.1.2 perform services only in areas of their
competence;
5.1.3 execute their work with integrity, sincerity
and in accordance with generally accepted
norms of engineering professional conduct;
5.1.4 act as faithful agents or trustees for each
employer or client;
5.1.5 uphold the dignity, standing and reputation
of the profession;
5.1.6 continuously improve their professional
skills and those of their subordinates or
engineers under their supervision;
5.1.7 encourage
excellence
and
highperformance
standards
within
the
engineering profession; and
5.1.8 protect the environment for present and
future generations.
In this Code unless the context otherwise requires “Board” means the Engineers Registration Board
established by section 3 of the Act;
“engineer” means a person registered under the
Act;
“the Act” means the Engineers Registrations Act
(Cap 61:06).
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5.3 SAFETY, HEALTH AND WELFARE OF
THE PUBLIC
5.3.1
An engineer shall at all times hold
paramount the safety, health and welfare of
the public.
5.3.2 Notwithstanding the responsibility to his
client or employer and to his profession, an
engineer shall act with prime regard to the
public interest.
5.3.3 An engineer shall –
a) approve and sign only those engineering
documents that he has prepared or were
prepared under his direct supervision;
b) certify satisfactory completion of a piece of
work only if he has control over the supervision
of the construction or installation of that work,
and only if he is satisfied that the construction
or installation has fulfilled the requirements of
the engineering design and specifications; and
c) not reveal facts, data or information obtained in
his professional capacity without the prior
consent of the client or employer except as
authorized or required by law, this Code or
when withholding of such information is
contrary to the safety of the public.
d) not permit the use of his name or associate in
business ventures with any person or firm that
he believes is engaged in fraudulent or
dishonest enterprise.
5.3.4
When the professional advice of a
professional engineer is overruled or
amended contrary to his advice, the
professional engineer shall, if the
amendment may in his opinion give rise to a
situation that may endanger life or
property, notify his employer or client and
such other authority as may be appropriate
and explain the consequences to be
expected as a result of his advice being
overruled or amended.
5.3.5 An engineer shall –
5.3.5.1 seek opportunities to participate in civic
affairs, careers guidance for youths, and
work for the advancement of the safety,
health and well-being of the community;
5.3.5.2 not complete, sign, or seal plans or
specifications that are not in conformity
with applicable engineering standards and,
if the client or employer insists on such
unprofessional conduct, notify the proper
authorities and withdraw from further
service on the project;
5.3.5.3 Endeavour to extend public knowledge and
appreciation of engineering and its
achievements.
5.4
TECHNICAL COMPETENCE
5.4.1
An engineer shall undertake assignments
only if he is qualified by education, training
and experience in the specified technical
fields in which he is involved.
5.4.2 An engineer shall nota) falsify, misrepresent or permit the
misrepresentation of his or any other
person’s
academic
or
professional
qualifications or competency or exaggerate
his degree of responsibility for any work;
b) affix his signature to any plan or document
dealing with subject matter in which he
lacks competence, nor to any plan or
document not prepared under his direction
and control; and
c) accept
assignment
and
assume
responsibility for coordination of an entire
project and sign and seal the engineering
documents for the entire project unless
each technical segment of the project is
d) signed and sealed personally by the
qualified engineer who has prepared the
respective segment of the project.
5.4.3 An engineer shall –
a) act with care and competence to ensure
that he acquires and uses wisely and
faithfully the knowledge that is relevant to
the engineering skills needed in their work
in the service of others; and
b) keep his knowledge and skills up to date and
assist the development of engineering
knowledge and skills in others.
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5.5 PROFESSIONAL OBLIGATIONS
Dignity, standing and reputation of the
profession.
b) advise his clients or employers when he
believes a project will not be successful;
An engineer shall uphold the dignity, standing and
reputation of the profession.
c) not accept outside employment to the
detriment of his regular work or interest
without prior notification of his employer;
5.5.1 An engineer shall a) discharge his duties to his employers,
clients, associates and the public with due
care, skill and diligence; and
d) not attempt to attract an engineer from
another employer by false and misleading
pretences;
b) when carrying out work, adhere to the
norms of the profession.
e) not promote his own interest at the
expense of the dignity and integrity of the
profession.
5.5.2 An engineer shall nota) undertake work under conditions or terms
that would compromise his ability to carry
out their responsibilities in accordance
with the norms of the profession; and
b) engage in any act of dishonesty, corruption
or bribery.
5.5.3 An engineer shall –
a) acknowledge his errors and not distort or
alter the facts;
5.5.4
An engineer shall not publicise his practice
in a manner which —
a) is likely to diminish public confidence in the
engineering profession or to otherwise
bring the profession into disrepute; and
b) may reasonably be regarded as being
misleading or exaggerated, deceptive,
inaccurate, false or unbefitting the dignity
of the profession.
Objective and truthful public statements
5.5.5
5.5.6
5.5.7
An engineer shall refrain from expressing
publicly an opinion on an engineering
project unless the professional engineer is
informed of the facts relating thereto or is
competent in the subject matter.
An engineer shall be objective and truthful
in professional reports, statements, or
testimony and shall include all relevant and
pertinent information in such reports,
statements or testimony, which should bear
the date indicating when it was current.
An engineer shall not issue any statement,
criticism or comment on technical matters
that are inspired or paid for by interested
parties, unless the statement, criticism or
comment is prefaced by explicit
identification of the interested parties on
whose behalf the engineer is speaking, and
by revealing the existence of any interest
the engineer may have in the matters.
Injury of professional reputation, etc. other
engineers
5.5.8 An engineer shall —
a) exercise due restraint in criticising the work of
another engineer; and
b) not maliciously or recklessly injure or attempt
to injure, directly or indirectly, the professional
reputation, prospects or business of another
engineer;
c) not review the work of another engineer for
the same client, except with the knowledge of
such engineer or unless the connection of such
engineer with the work has been terminated:
provided thati.
ii.
an engineer in governmental, industrial, or
educational employment is entitled to review
and evaluate the work of other engineers
when so required in the course of his
employment duties,
an engineer in sales or industrial employment
is entitled to make engineering comparisons
of represented products with products of
other suppliers.
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Improper employment advancement or
professional engagement
5.5.9
An engineer shall –
a) not request, propose or accept a
commission on a contingency basis under
circumstances in which their judgment may
be compromised;
b) if in a salaried position, only accept part
time engineering work to the extent
consistent with the policies of the employer
and
in
accordance
with
ethical
considerations;
c) not, without the employer’s consent, use
equipment, supplies, laboratory or office
facilities of an employer for purposes of his
private practice.
Professional indemnity
5.5.10 An engineer shall accept personal
responsibility for his professional activities,
provided however that he may seek
indemnification against liability for services
arising out of his practice other than that for
gross negligence, where the engineer’s
interests cannot otherwise be protected.
5.5.11 An engineer shall not use his association
with a person who is not an engineer as a
cloak for unethical conduct.
Recognition of proprietary interests of others
5.5.12 An engineer shall give credit for engineering
work to those to whom credit is due and
recognise the proprietary interest of others,
and in particular shall –
a) whenever possible, name the person who
may be individually responsible for the
designs, inventions, writings, or other
accomplishments;
b) when using designs supplied by a client,
recognise that the designs remain the
property of the client and may not be
duplicated by the engineer for others
without the client’s express permission;
c) before undertaking work for others in
connection with which the engineer may
make improvements, plans, designs,
inventions or other records that may justify
copyrights or patents, enter into a positive
agreement regarding ownership;
d) recognise that the engineers designs, data,
records and notes referring exclusively to an
employer’s work are the employer’s
property and the employer should
indemnify the engineer for use of the
information for purposes other than the
original purpose.
5.5.13 An engineer shall not endorse engineering
products or processes in any commercial
advertisement.
Notification of unethical conduct, etc.
5.5.14 An engineer shall have the moral obligation
to expose unethical conduct before the
relevant authorities.
5.5.15 An engineer having knowledge of any
violation of this Code or any relevant
legislation shall report thereon to the Board,
Botswana Institution of Engineers and
relevant public authorities and cooperate
with the authorities in furnishing such
information or assistance as may be
required.
5.5.16 An engineer shall without delay, notify the
Board if he isa) removed from an office of trust on account of
improper conduct; and convicted of an offence
and sentenced to imprisonment without an
option of a fine, or, in the case of an offence
involving fraud, theft, forgery, perjury or
dishonesty, to a fine or imprisonment or both.
b) adjudged or otherwise declared bankrupt as a
result of his negligence or incompetence in
performing work falling within the scope of the
category in respect of which he is registered.
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5.6 OBLIGATIONS TO EMPLOYER OR
CLIENT
5.6.1
An engineer shall discharge his duties to his
employer or client with complete integrity,
fidelity and honesty.
Conflict of interest
5.6.2 An engineer shall a) avoid situations that give rise to a conflict of
interest or the potential for such conflict of
interest; and
b) disclose all known or potential conflicts of
interest to his employer or client which may
influence or appear to influence his
judgment or the quality of his service.
c) not accept financial or other consideration,
including free engineering designs from
material and equipment suppliers for
specifying their product;
d) not solicit or accept commissions or
allowances, directly or indirectly, from
contractors or other parties dealing with
clients or employers of the engineer in
connection with work for which the engineer
is responsible.
5.6.3
An engineer shall disclose to his employers
and clients, or prospective employers or
clients, in writing –
a) any interest, whether financial or
otherwise, which he may have in any
business undertaking or with any person,
and which is related to the work for which
he may be or has been employed;
b) particulars of any royalty or other benefit
which accrues or may accrue to him as a
result of the work with the client or
employer concerned; and
c) the status of his professional indemnity
insurance cover, upon request.
Faithful and truthful agent or trustee of
employer or client
5.6.4
An engineer shall not –
a) accept remuneration for professional
engineering services rendered from any
person other than his employer or client
except with the knowledge and approval of
his employer or client;
b) accept
remuneration,
financial
or
otherwise, from more than one party for
services on the same project, or for services
pertaining to the same project, unless the
circumstances are fully disclosed and
agreed to by all interested parties.
c) without disclosing the fact to his employer
in writing, be a director of or have a
substantial financial interest in, or be an
agent for, any company, firm or person
carrying on any business which is or may be
involved in the work to which his
employment relates;
d) receive, directly or indirectly, any royalty,
gratuity or commission in respect of any
patented article or process used in or for the
purpose of the work in respect of which he is
acting as an engineer for an employer or client
unless the receipt of such royalty, gratuity or
commission by the professional engineer has
been disclosed to the employer or client
concerned;
e) hold, assume or intentionally accept a
position in which his interest is in conflict
with his professional duty to his client or
employer;
f) use information which is obtained
confidentially in the course of his assignment
for the purpose of making personal profit;
g) disclose confidential information concerning
the business affairs or technical processes of
his client or employer without the consent of
the client or employer;
h) divulge any confidential findings or studies or
actions of an engineering commission or
board of which he is a member without the
consent of the commission or board; and
i)
give professional advice which does not fully
reflect his best professional judgment;
98
j)
be the medium of any payment made on behalf
of his employer or client unless so requested by
his employer or client;
k) in connection with any work in which he is
employed or engaged, place any contract or
order, except with the authority of or on behalf
of his employer or client.
l)
not, without consent of all interested parties,
promote or arrange for new employment or
practice in connection with a specific project for
which the engineer has gained particular and
specialized acknowledge; and
m) not, without the consent of all interested
parties, participate in or represent an adversary
interest in connection with a specific project or
proceeding in which the engineer has gained
particular specialized knowledge on behalf of a
former client or employer
5.6.5
An engineer shall engage, or advise
engaging, experts and specialists when in
his opinion and judgment such services are
in the interest of his client or employer.
5.6.6
An engineer in public service as a member,
advisor or employee of a governmental or
parastatal body shall not participate in
decisions with respect to services solicited
or provided by him in private or public
engineering practice.
5.6.7
An engineer shall not-
a) solicit or accept a contract from a
governmental body on which a principal or
officer of his organisation serves as a
member;
b) offer, give, solicit, or receive, either directly
or indirectly, any contribution to influence
the award of a contract by a public body, or
which may be reasonably construed by the
public as having the effect of influencing the
awarding of a contract;
c) offer any gift or other valuable
consideration in order to secure any work.
d) pay a commission, percentage or brokerage
fee in order to secure work, to a bona fide
employee or agent retained by the
engineer.
5.7 COMPLIANCE WITH RELEVANT
LAWS AND REGULATIONS
An engineer shall –
a) exercise due diligence to ensure that there is
no contravention of, or failure to comply with
the Act, or any other applicable legislation, by
any person in the carrying out of any building
project or engineering works of which the
professional engineer is the consultant or
engineer; and
b) report to the appropriate authority any
contravention of or failure to comply with any
applicable legislation by any person in the
carrying out of any building project or works
of which the professional engineer is the
consultant or engineer, if such contravention
or failure comes to his knowledge.
5.8 PROTECTION OF THE
ENVIRONMENT
An engineer shall at all timesa) have due regard for, and in their work avoid,
minimise, and justify the adverse impact on
society and the environment; and strive to
ensure
that
in
meeting
present
development needs, the ability of future
generations to meet their needs is not
compromised.
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5.9 UNFAIR COMPETITION WITH
OTHER ENGINEERS
5.9.1
5.9.2
An engineer shall not accept any
professional commission from persons
other than his employers to an extent
prejudicial to his salaried position or
detrimental to established engineering
services or which would result in a conflict
of interest.
5.9.3
An engineer shall not use the advantage or
influence of a salaried position to –
a) compete unfairly with other engineers; or
If permitted by his employer to accept any
professional commission from persons
other than his employers, such commission
shall be confined to consultation on phases
of engineering for which he has special
qualifications not inherently available in
usual engineering practice, except that he
shall not establish an office for the purpose
of conducting such outside activities.
5.9.4 An engineer shall not –
a) supply professional engineering services in
respect of any project in which he is acting
as a housing developer;
b) direct clients to another engineer or other
engineering firm in which he has a financial
interest.
b) knowledge has already been entrusted to
another engineer; or
c) canvass or solicit professional employment
or offer to make payment for the
introduction of such employment.
APPENDIX B
List of Professional Engineer Approved
Qualifications
Part I
1.
2.
3.
Engineering degrees from the University of Botswana (5year programs)
Engineering degrees from the Botswana International
University of Science and Technology
Engineering degrees from the Botswana University of
Agriculture and Natural Resources
Part II
Degrees from engineering degree programmes which are
accredited under the Washington Accord framework, with the
first column showing the country or region and the second
column identifying the accrediting organizations.
102
First Column
Country / Region
Second Column
Accreditation Organization
Australia
Engineers Australia (EA)
Canada
Engineers Canada (EC)
China
China Association for Science and Technology (CAST)
Chinese Taipei
Institute of Engineering Education Taiwan (IEET)
Hong Kong China
Hong Kong Institution of Engineers (HKIE)
India
National Board of Accreditation (NBA)
Ireland
Engineers Ireland (EI)
Japan
Japan Accreditation Board for Engineering Education (JABEE)
Korea
Accreditation Board for Engineering Education of Korea (ABEEK)
Malaysia
Board of Engineers Malaysia (BEM)
New Zealand
Engineering New Zealand (EngNZ)
Russia
Association for Engineering Education Russia (AEER)
Singapore
Institution of Engineers Singapore (IES)
South Africa
Engineering Council South Africa (ECSA)
Sri Lanka
Institution of Engineers Sri Lanka (IESL)
Turkey
Association for Evaluation and Accreditation of Engineering Programs (MÜDEK)
United States
Accreditation Board for Engineering and Technology (ABET)
United Kingdom
Engineering Council United Kingdom (ECUK)
Pakistan
Pakistan Engineering Council (PEC)
Other qualifications
ERB recognizes
which
All qualifications obtained from foreign
institutions equivalent to the Sidney and
Dublin Accord (these may be required to be
accompanied by qualification equivalent
verification certificate from Botswana Qualification Authority,
All those recognized under Sidney and Dublin Accord.
Document Control
Preparation
Prepared by:
Name
Date
C.H Mosarwa & L.P Jacob
01/11/2023
Document Sign-off:
Approved By
D A Olaotse
C H Mosarwa
Role
Date
Registrar
01/01/2024
Standards Manager
01/01/2024
Signature
104
VERSION HISTORY
Version No.
Version date
Version details
Approved by
Version 1
22/11/2023
Initial Issue
Standards & Professional Practice
Committee & ERB Board