International Trends in Engineering and Implications for the South Pacific

1. International Trends in Engineering and Implications for the South Pacific Dr Andrew Cleland, Chief Executive

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

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

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

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

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

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

9. Demonstrating competence for independent practice Accredited University Qualification Mentoring & Graduate Development programme 3-7 years experience Initial Competence Assessment Membership of Professional Body Evaluation by experienced engineers Registration e.g. CPEng Lifetime professional standing Continuing professional development Regular (5 yearly) Current Competence Assessments

10. Competence and Professional Standing Quality Marks

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

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

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

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

15. Annual costs of gaining and maintaining quality marks (excl. GST) • Registration fee (includes brand development, ethics & discipline) $285 • Professional body services:(professional development supportengineering practice support), $270 – 360

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

17. Washington Accord (1989) Singapore (2006) Korea (2007) Chinese Taipei (2007) Provisional Germany Russia Malaysia Sri Lanka India • USA • Canada • UK • New Zealand • Australia • Ireland • Hong Kong China (1995) • South Africa (1999) • Japan (2005)

18. Sydney Accord (2001) • Canada • UK • New Zealand • Australia • Ireland • Hong Kong China • South Africa Provisional • USA

19. Dublin Accord (2003) • Canada • UK • Ireland • South Africa Provisional • USA • New Zealand

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

21. APEC Engineer (2000) Indonesia (2001) Thailand (2003) Philippines (2003) Singapore (2005) Chinese Taipei (2005) • USA • Canada • New Zealand • Australia • Hong Kong China • Japan • Malaysia • Korea

22. Engineers Mobility Forum (1997) Korea (2000) Singapore (2007) Sri Lanka (2007) Provisional Chinese Taipei India Bangladesh • USA • Canada • New Zealand • Australia • Hong Kong China • UK • Ireland • South Africa • Japan (1999) • Malaysia (1999) Registers opened from 2003

23. Engineering Technologists Mobility Forum (2001) • USA • Canada • New Zealand • Hong Kong China • UK • Ireland • South Africa Registers opened from 2007

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

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

26. Fast Moving Unstable zone Nothing can exist in this quadrant for long - failures Engineer uses first principles and regulation of self through the code of ethics – QA achieved through peer review Engineer uses Standards, industry codes and verification methods Engineer uses Standards, (acceptable solutions in Building Code), Low judgement –“technical” Slow Moving Prescriptive requirements Performance based requirements

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

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

29. South Pacific Island Engineering Workshop – October 2007 • Fiji – Fiji Institution of Engineers • Samoa – Institution of Professional Engineers Samoa • Tonga • Vanuatu • Cook Islands

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

31. Typical Issues (continued) • Cyclones, earthquakes, fire all lead to substantial structural damage • Construction standards variable – poor materials • Waste water treatment – lagoon pollution • Water treatment variable • Roading variable quality • Electricity supply unreliable – diesel dominant • Telecommunications improving

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

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

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

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

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

37. South Pacific Engineers Association (SPEA) Competence and standards: • Technical standard setting e.g. building code, technical standards, codes of practice. • Competence and qualification standard setting. • Good engineering office practice guideline establishment. • Competence assessment processing. • Accrediting/qualification recognition actions. • Disciplinary actions and complaints processing. • Handling of appeals.

38. South Pacific Engineers Association (SPEA) (cont.) Professional development: • Broker of professional development opportunities delivered locally, both to engineers and to associated occupations e.g. construction personnel. • Networking opportunities for engineers. • Mentoring of young engineers. • Improved access to engineering knowledge, possibly including access to technical standards.

39. July 2008 Workshop • Desire to involve Papua New Guinea – involvement of IEPNG • Initial focus on support of people and competence standards – SPEA and associated competence registers • Need to establish a credible body before funding is sought for technical standards

40. Governance

41. Legal Form

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

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

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

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

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

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