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Open Policy Statement
The assessment process starts when there application is complete, including payment of the application fee. If necessary, qualification(s) are checked to confirm that it is accredited, recognised or that you have completed the education requirements. If the application fails this check, you will be advised to apply for Educational Evaluation. If the application passes this check, the assessment proceeds.
The first stage of assessment is the Experience Appraisal, a desktop evaluation by peer reviewers to determine whether the application documentation indicates that the applicant is competent to the standard. If the application passes this hurdle, the next step is the Professional Review, an interactive assessment in the form of a short presentation by the applicant and an interview by two peer reviewers. The Reviewers recommend to the Professional Advisory Committee (PAC) for the discipline that the applicant has demonstrated competence or has not.
The PAC may decide to register the applicant or defer consideration of the application for up to 12 months to allow him or her to make up shortfalls in competence. Such a deferment may be granted twice but no more. The PAC may recommend to the Engineers registration committee and the Central registration Committee that the application be refused.
If the application does not pass the Experience Appraisal hurdle, it is referred to the discipline PAC to determine the next step, including seeking more information from the applicant or deferring the application.
Once the PAC has decided to register the applicant, the applicant will be registered as a Professional Engineer, advised by letter and the registration certificate issued. The applicant will then be liable for pro-rata payment of an annual registration fee, with pro-rata refund of the Candidate annual fee if registered as such. On registration as a Professional Engineer, registration as a Candidate Engineer will be cancelled, if the applicant was so registered.



The main stages in the development of an engineering professional are described in Table 1. This guide applies to the development process between graduation with an accredited or recognised qualification and applying for registration as a professional. This period is bracketed by two important stages in the development of an engineering practitioner at which assessment takes place:
Stage 1: Meet the education requirements for registration in the category; and
Stage 2: Meet the professional competency requirements for registration.
During this time, the person undergoes training and gains experience to develop the competencies required for registration. During this time a person is normally registered as a candidate. A programme of training and experience designed to develop a person is called a candidacy programme  or the candidacy phase. In this guide, a person working toward registration is referred to as a candidate.  While training through a structured programme is the advised method of developing the competencies for registration, a person may not have registered as a candidate. Unless the context requires otherwise, the term candidate is used throughout this guide and its companion documents.

When the candidate reaches the stage of applying for registration and during this process, the term applicant is used.
During the period of training and experience the person is in employment and works with and under the supervision of qualified engineering professionals. The training process may involve structured activities including induction and training courses on specific skills or technologies. The candidate also participates in self-initiated professional development activities, termed initial professional development activities.

 The Engineering Professional Lifecycle and

 Process of Professional Development

The training process described in this document is a critical part of the development of an engineering professional. The benchmark engineering professional lifecycle has a number of stages:

1:School Education: achievement of literacy, numeracy and a first level of mathematics, science and language proficiency;

2: Higher Education: completion of an accredited programme and the attainment of a required level of engineering education;

3: Candidacy Phase: a programme of training and experience that builds on the higher education qualification to develop the competencies required for registration;

4: Practice as a Registered Person: registration certifies that the person has demonstrated, through work performed, that he or she has satisfied the generic baseline competency standards for the profession and is permitted to practice and take responsibility for engineering work for which he or she is competent by virtue of education, training and experience. There is a recognition that the person’s competence will grow with further experience.

The process of developing competency for registration normally proceeds in the above sequence. The educational requirement is fulfilled first. This step means that requirement for registration as a candidate is met. Registration as a candidate in the relevant category is strongly recommended.


Professional Competency and Competency Standards for Registration
Professional competence means having the attributes necessary to perform the activities within the profession to the standards expected in independent employment or practice. The Engineering Profession Act, 2000 (EPA) uses a competency-based approach to registration. It says that the ECSA Council must register an applicant in a professional category who has demonstrated competency against standards that it has determined for the category. This statement embodies the notion of standards of competency and demonstration of competency.
What is a competancy standard?

The competence of an engineering professional in a category is defined as having the proven attributes necessary to perform the activities within the professional category to the standards expected.  The standard of competency or simply, competency standard defines a number of outcomes that a person must achieve at a stated level at which the outcome in order to be judged competent to register in a category.   Eleven outcomes are defined and these are conveniently grouped in five sets. The stem of each outcome is the same in the Professional Engineer, Professional Engineering Technologist and Professional Engineering Technician standards. The standards are differentiated by the insertion of level discriminators (defined in the standards) at the locations shown by [level].
Group A: Knowledge-based engineering problem solving
Outcome 1: Define, investigate and analyse [level] engineering  problems
Outcome 2: Design or develop solutions to [level] engineering problems
Outcome 3: Comprehend and apply [level] knowledge:  principles, specialist knowledge, jurisdictional and local knowledge
Group B: Manage Engineering Activities
Outcome 4: Manage part or all of one or more [level] engineering activities
Outcome 5: Communicate clearly with others in the course of his or her engineering activities
Group C: Group C: Impacts of Engineering Activity
Outcome 6: Recognise and address the reasonably foreseeable social, cultural and environmental effects of  [level] engineering activities
Outcome 7: Meet all legal and regulatory requirements and protect the health and safety of persons in the course of his or her [level] engineering activities
Group D: Exercise judgement, take responsibility and act ethically
Outcome 8: Conduct engineering activities ethically
Outcome 9:- Exercise sound judgement in the course of [level] engineering activities
Outcome 10:- Be responsible for making decisions on part or all of [level] engineering activities
Group E: Continuing  Professional Development
Outcome 11:- Undertake professional development activities sufficient to maintain and extend his or her competence
Outcomes 1 and 2 require a level descriptor for the level of problem solving. This descriptor takes into account the knowledge required for analysis and design or development of solutions, the degree to which the problem is defined, factors that may make the solution difficult and the uncertainty and consequences of the problem and solution.
Outcomes 4, 6, 7 9 and 10 require a level descriptor for the demands of the engineering activity for each category.
These level descriptors are defined for the three categories in the competency standards R-02-PE, R-02-PN and R-02-PT. The candidate or prospective applicant for registration should be familiar with the requirements of the applicable standard for the category.