1 STAGE 1 STANDARD FOR ENGINEERING ASSOCIATE ROLE DESCRIPTION THE MATURE ENGINEERING ASSOCIATE The following characterises the senior practice role that the mature, Engineering Associate may be expected to fulfil and has been developed from the role portrayed in the Engineers Australia - Chartered Status Handbook. Engineering Associates have a wide range of functions within engineering enterprises and engineering teams. Examples of their roles may include feasibility investigation, scoping, establishing criteria/performance measures, assessing and reporting technical and procedural options; design and development; component, resources and materials sourcing and procurement; construction, prototyping, manufacture, testing, installation, commissioning, service provision and decommissioning; tools, plant, equipment and facilities acquisition, management, maintenance, calibration and upgrades; operations management; procedures documentation; presentation and reporting; maintenance systems design and management; project and facility management; quality assurance, costing and budget management; document control and quality assurance. Engineering Associates are often required to be closely familiar with standards and codes of practice, and to become expert in their interpretation and application to a wide variety of situations. Many develop very extensive experience of practical installations, and may well be more knowledgeable than Professional Engineers or Engineering Technologists on detailed aspects of plant and equipment that can contribute very greatly to safety, cost or effectiveness in operation. In other instances, Engineering Associates may develop high levels of expertise in aspects of design and development processes. These might include, for example, the use of advanced software to perform detailed design of structures, mechanical components and systems, manufacturing or process plant, electrical and electronic equipment, information and communications systems, and so on. Other examples might be in the construction of experimental or prototype equipment. Again, experienced operators in these areas often develop detailed practical knowledge and experience complementing the broader or more theoretical knowledge of others. Engineering Associates need a good grounding in engineering science and the principles underlying their field of expertise, to ensure that their knowledge and skills are portable across different applications and situations within the broad field of practice. Equipment, vendor or context-specific training in a particular job are not sufficient to guarantee generic competency. Given a good knowledge base, however, Engineering Associates may build further on this through high levels of training in particular contexts and in relation to particular equipment. Aircraft maintenance is an excellent example. The competencies of Engineering Associates equip them to certify the quality of engineering work and the condition of equipment and systems in defined circumstances, laid down in recognised standards and codes of practice. Engineering Associates may lead or manage teams appropriate to these activities. Some may establish their own companies or may move into senior management roles in engineering and related enterprises, employing Professional Engineers, Engineering Technologists, and other specialists where appropriate. In Australia, the term para-professional' is frequently used to describe the Engineering Associate occupation. STAGE 1 COMPETENCIES The three Stage 1 Competencies are covered by 16 mandatory Elements of Competency. The Competencies and Elements of Competency represent the profession's expression of the knowledge and skill base, engineering application abilities, and professional skills, values and attitudes that must be demonstrated at the point of entry to practice. The suggested indicators of attainment in Tables 1, 2 and 3 provide insight to the breadth and depth of ability expected for each element of competency and thus guide the competency demonstration and assessment processes as well as curriculum design. The indicators should not be interpreted as discrete sub-elements of competency mandated for individual audit. Each element of competency must be tested in a holistic sense, and there may well be additional indicator statements that could complement those listed.
2 STAGE 1 COMPETENCIES and ELEMENTS OF 1. KNOWLEDGE AND SKILL BASE 1.1. Descriptive, formula-based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the practice area Procedural-level understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the practice area In depth practical knowledge and skills within specialist sub-disciplines of the practice area Discernment of engineering developments within the practice area Knowledge of contextual factors impacting the practice area Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineering practice in the area of practice. 2. ENGINEERING APPLICATION ABILITY 2.1. Application of established technical and practical methods to the solution of well defined engineering problems Application of technical and practical techniques, tools and resources to well defined engineering problems Application of systematic synthesis and design processes to well defined engineering problems Application of systematic project management processes. 3. PROFESSIONAL AND PERSONAL ATTRIBUTES 3.1. Ethical conduct and professional accountability 3.2. Effective oral and written communication in professional and lay domains Creative, innovative and pro-active demeanour Professional use and management of information Orderly management of self, and professional conduct Effective team membership and team leadership.
3 Table 1 Knowledge and Skill Base: Elements and Indicators 1.1 Descriptive, formula-based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the practice area. 1.2 Procedural-level understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the practice area. 1.3 In depth practical knowledge and skills within specialist subdisciplines of the practice area. 1.4 Discernment of engineering developments within the practice area. 1.5 Knowledge of contextual factors impacting the practice area. 1.6 Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineering practice in the area of practice. a) Applies science and engineering fundamentals to investigate and address new problems, applications procedures, practices and requirements, extrapolating from a defined and established operating context. a) Rigorously and objectively applies analysis, characterisation, measurement, interpretation, assessment, evaluation, visualisation, simulation, decision making, knowledge management and communication tools and techniques pertinent to specialist sub-disciplines of the practice area. a) Proficiently executes advanced tasks, processes, techniques, and procedures in a paraprofessional support role using plant and equipment, instrumentation, measurement and test facilities, materials, components and systems. a) Maintains a broad understanding of development trends and emerging issues disseminated within specialist sub-disciplines of the practice area. a) Identifies and understands the interactions between engineering practice and people in the social, cultural, environmental, commercial, legal and political contexts in which they operate, including both the positive role of engineering in sustainable development and the potentially adverse impacts of engineering activity in the practice area. b) Is aware of the fundamentals of business and enterprise management. c) Identifies the structure, roles and capabilities of the engineering workforce d) Appreciates the issues associated with international engineering practice in the practice area. a) Applies engineering design principles of a standardised nature, relevant to the area of practice and specialist sub-disciplines. b) Understands the standards and codes of practice, as well as the legislative and statutory requirements which underpin practical and technical work in sub-discipline(s) specialisations of the practice area. c) Appreciates the principles of safety and risk management and the health and safety responsibilities of the engineering team operating within the practice area. d) Appreciates the broad principles and implications of sustainable engineering practice. e) Understands the role of engineering project management tools and procedures as a basis for planning, organising and managing resources. Notes: 1. practice area means the broad area of engineering such as aviation, mechanical, civil, telecommunications, etc. 2. specialised sub-discipline means the specific domain of technical practice within a practice area such as aviation maintenance, mechanical design, foundation design, communications equipment installation, etc.
4 Table 2 Engineering Application Ability: Elements and Indicators 2.1 Application of established technical and practical methods to the solution of well defined engineering problems. 2.2 Application of technical and practical techniques, tools and resources to welldefined engineering problems. a) Provides practical input to the analysis of key issues, applies established diagnostic processes to investigate causes and effects, applies codified methods for characterisation and analysis as well as performance and behaviour evaluation, fluently applies standardised solution methodologies and formulates substantiated conclusions. b) Uses systematic and rigorous processes to reliably judge the appropriateness and/or practical validity of tasks, processes, practices, data, results and documented information that may be ambiguous, ill founded, illogical or subject to uncertainty. c) Proficiently selects and combines available components or elements to create a system, documents outcomes and systematically verifies performance against specifications and overall requirements of the system. d) Thoroughly evaluates alternative practical approaches to the solution of technical problems in the practice area. e) Critically observes, assesses and systematically reports in accordance with procedural requirements and codes of practice. f) Reliably interprets, applies and verifies compliance with standards and codes in the conduct of standardised engineering tasks relevant to specialist sub-disciplines in the practice area. g) Contributes responsibly and appropriately to the identification, quantification, mitigation and management of technical, health, environmental, safety and other contextual risks associated with practical engineering application in the practice area. h) Appreciates the need to ensure compliance with legislative and statutory requirements applicable to specialist sub-disciplines in the practice area. i) Accesses appropriate knowledge resources as input to investigatory work and practical problem solving. a) Proficiently identifies, selects and applies the materials, components, devices, systems, processes, resources, physical tools, plant and equipment relevant to the area of practice. b) Proficiently applies computer based engineering tools and resources specific to specialist subdiscipline(s) of the area of practice, and recognises the limitations and accuracy of such tools. c) Proficiently and safely implements laboratory test and measurement outcomes including experimental procedures, calibration and operation of equipment and facilities, interpretation of result data and the formulation of reliable conclusions. d) Understands the application, capabilities, working limitations and performance expectations of the physical tools, plant and equipment as well as instrumentation and test facilities that support the underlying trades and specialist work within the practice area. e) Recognises common sources of error and eliminates or compensates for them, and quantifies their significance to any conclusions drawn. f) Appreciates the need for systematic approaches to the acquisition, commissioning, operation, upgrade, monitoring, maintenance and management of engineering plant, facilities, equipment and systems. g) Understands the role of quality management systems, tools and processes within a culture of continuous improvement.
5 Table 2 (cont.) Engineering Application Ability: Elements and Indicators 2.3 Application of systematic design processes to well defined engineering problems. 2.4 Application of systematic project management processes. a) Proficiently applies technical and practical knowledge and problem solving skills as well as established tools and standardised procedures to design components, system elements, plant, tools, facilities and/or resources to meet clearly specified user requirements. b) Accommodates contextual factors that impact the practice area, and in particular ensures that health, safety and sustainability imperatives are addressed as an integral part of the design process. c) Engages with technical and practical elements of a whole systems design cycle, including tasks such as: - interpreting and negotiating specified user requirements and acceptance criteria; - systematically addressing sustainability criteria; - ensuring that health, safety and technical risks are adequately addressed; - ensuring compliance with essential engineering standards and codes of practice; - consideration of alternative approaches and justifying an optimal approach; - developing and completing the design using standardised tools and processes; - implementing the design using standard presentation/development/prototyping/fabrication/construction techniques; - checking the design outcome and/or verifying performance against specified user requirements using standard audit processes, acceptance testing and/or evaluation procedures; - documenting and reporting the design outcome. d) Is aware of the accountabilities of the members of the engineering team in relation to the design authority role. a) Engages with basic project management tools and practices in the execution of well defined technical project work. b) Supports a project development cycle through the application of standardised processes, methodologies, tools and resources within a complex, but clearly partitioned engineering environment. c) Contributes to well defined and technical project activity as a member of the engineering team and/or through leadership of technical and trades personnel. d) Identifies the requirements and resources, and realistically assesses the scope, dimensions, scale of effort and indicative costs of well defined practical and technical project activity. e) Is aware of the need to accommodate relevant contextual issues into practical and technical project work, including the fundamentals of costing and financial control. f) Is aware of the need to plan and quantify performance over the full life-cycle of an engineering project, managing practical and technical outcomes within the overall implementation context. g) Is able to implement sustainable practices to achieve sustainable outcomes in all facets of practical and technical project work.
6 Table 3 Professional and Personal Attributes: Elements and Indicators 3.1 Ethical conduct and professional accountability 3.2 Effective oral and written communication in professional and lay domains. 3.3 Creative, innovative and pro-active demeanour. 3.4 Professional use and management of information. 3.5 Orderly management of self, and professional conduct. 3.6 Effective team membership and team leadership. a) Demonstrates commitment to uphold the Engineers Australia - Code of Ethics, and established norms of professional conduct pertinent to the practice area. b) Understands the need for due-diligence in certification, compliance and risk management processes. c) Understands the accountabilities of the engineering team for the safety of other people and for protection of the environment. d) Is aware of the need to recognise and protect intellectual property rights. a) Is proficient in listening, speaking, reading and writing English, including: - comprehending critically and fairly the viewpoints of others; - expressing information effectively and succinctly, issuing instruction, engaging in discussion, presenting justification, and negotiating - to technical and non-technical audiences and using textual, diagrammatic, pictorial and graphical media best suited to the context; - representing a technical position to professional engineering colleagues or to the to the broader community; - appreciating the impact of body language, personal behaviour and other non-verbal communication processes, as well as the fundamentals of human social behaviour and their cross-cultural differences. b) Prepares high quality engineering documents such as sketches, charts, diagrams, plans, drawings, spreadsheets, databases, presentations, reports, technical instructions and manuals. a) Applies creative approaches and procedures to the solution of well defined problems, appropriately challenges existing engineering practices and identifies practical opportunities for improvement and innovation. b) Seeks out new developments and practical approaches and considers their application within specialist sub-discipline(s) of the practice area. a) Is proficient in locating and utilising professionally published knowledge, information and data. b) Critically assesses the accuracy, reliability and authenticity of information. c) Is aware of common document tracking and control procedures. a) Demonstrates commitment to critical self-review and performance evaluation against appropriate criteria as a primary means of tracking personal development needs and achievements. b) Understands the importance of being a member of an engineering community, learning from its knowledge and standards. c) Demonstrates commitment to life-long learning and development. d) Manages time and processes effectively, prioritises competing demands to achieve personal, career and organisational goals and objectives. e) Presents a professional image in all circumstances, including relations with clients, stakeholders, as well as with colleagues across wide ranging disciplines. a) Understands the fundamentals of team dynamics and leadership. b) Functions as an effective member of the engineering team, including those with multi-cultural dimensions, and as a leader of a technical and/or trades team within the area of practice. c) Earns the trust and confidence of colleagues through competent and timely completion of tasks. d) Recognises the value of alternative and diverse viewpoints, scholarly advice and the importance of networking with other para-professional and professional colleagues. e) Confidently pursues and discerns expert assistance and professional advice. f) Takes initiative and fulfils the leadership role whilst respecting the agreed roles of others.
STAGE 1 STANDARD FOR PROFESSIONAL ENGINEER ROLE DESCRIPTION - THE MATURE, PROFESSIONAL ENGINEER The following characterises the senior practice role that the mature, Professional Engineer may be expected
AUSTRALIAN ENGINEERING COMPETENCY STANDARDS STAGE 2 - THE EXPERIENCED The Stage 2 Competency Standards are the profession's expression of the knowledge and skill base, engineering application abilities,
International Engineering Alliance Washington Accord Sydney Accord Dublin Accord Engineers Mobility Forum Engineering Technologists Mobility Forum Graduate Attributes and Professional Competencies Version
School of Computing and Technology We offer employmentfocused education and research in computing, the built environment and engineering, giving our students industry-relevant skills and knowledge. Applied
Faculty of Education, Health and Sciences PROGRAMME SPECIFICATION BSc Online Valid from September 2012 1 www.derby.ac.uk/ehs CONTENTS SECTION ONE: GENERAL INFORMATION... 1 SECTION TWO: OVERVIEW AND PROGRAMME
Professional Standards for Teachers Guidelines for Professional Practice July 2005 Queensland the Smart State The State of Queensland (Department of Education) 2005 Copyright protects this publication.
Role Description Breakfast Cook Cluster Agency Division/Branch/Unit Location Department of Planning & Environment Office of Environment and Heritage Taronga Conservation Society Australia Taronga Western
Programme Specification Title: Accounting Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc) To be delivered
EAB Engineering Accreditation Board Appendix A: Bachelors and Integrated Masters Degree Learning Outcomes This appendix is based on the 3 rd edition of Accreditation of HE Programmes (AHEP) published May
2012/2013 Programme Specification Data Programme Name Programme Number Programme Award QAA Subject Benchmark Statements Financial Management P10423 MSc/PGDip Business Programme Aims Outcomes: Knowledge
UNIVERSITY OF BRADFORD Faculty of Engineering and Informatics School of Electrical Engineering and Computer Science Programme title: 3+0 BEng Electrical and Electronic Engineering (NAMAL) Awarding Institution:
Bachelor of Bachelor of Computer Science Detailed Course Requirements The 2016 Monash University Handbook will be available from October 2015. This document contains interim 2016 course requirements information.
aaca NCSA 01 The National Competency Standards in Architecture aaca Architects Accreditation Council of Australia PO Box 236 Civic Square ACT 2608 NCSA 01 Competency Based Assessment in Architecture THE
All available Global Online MBA routes have a set of core modules required to be completed in order to achieve an MBA. Those modules are: Building High Performance Organisations Management and Organisational
JOINT BOARD OF MODERATORS GUIDELINES FOR ACCREDITED BACHELORS DEGREE PROGRAMMES LEADING TO INCORPORATED ENGINEER A degree of a University will meet the academic standing for accreditation at IEng if it
Programme Specification Part-time Executive MBA Date of Publication to students September 2010 NOTE: This specification provides a concise summary of the main features of the course and the learning outcomes
Section 1: The purpose of this document There are three key components to the Healthcare Science workforce in the UK: 1. Healthcare Science Associates and Assistants who perform a diverse range of task
Competencies for the nurse practitioner scope of practice Approved by Council September 2008 Nurse practitioner scope of practice Nurse practitioners are expert nurses who work within a specific area of
LONDON SCHOOL OF COMMERCE Programme Specifications for the Cardiff Metropolitan University MSc in International Hospitality Management 1 Contents Programme Aims and Objectives 3 Programme Learning Outcomes
APPENDIX 13.1 WORLD FEDERATION OF OCCUPATIONAL THERAPISTS ENTRY LEVEL COMPETENCIES FOR OCCUPATIONAL THERAPISTS APPENDIX 13.1 FORMS PART OF THE APPENDICES FOR THE 28 TH COUNCIL MEETING MINUTES CM2008: Appendix
Programme Specification MA Strategic Management and Leadership Valid from: September 2015 Faculty of Business SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award:
Accreditation Criteria for Engineering Education Programmes March 2007 Accreditation Criteria for Engineering Education Programmes 3 Accreditation Criteria which apply to Engineering Education Programmes
Instructional Design for Online Learning (IDOL) Specialization Outcomes and Specialization Competencies Updated January 2008 Table of Contents Outcomes-based curricula at Capella University...3 IDOL MS
Doctor of Clinical Psychology Programme of study for the degree of Doctor of Clinical Psychology 1. The following may be accepted as a candidate for the degree of Doctor of Clinical Psychology: Graduates
Guidance Notes to Engineering Experience Framework Version: December 2013 The hallmark of a professional engineer is the ability to apply the learning outcomes gained during study to real world situations.
2012/2013 Programme Specification Data Programme Name Public Relations Programme Number Programme Award QAA Subject Benchmark Statements n/a Masters The QAA benchmarking statements for Masters of Business
UNDERGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: BA (Hons) Accounting and Finance Staffordshire University Staffordshire University Final Awards: BA (Hons) Accounting
Washington Accord Sydney Accord Dublin Accord Constituent Agreements International Professional Engineers Agreement International Engineering Technologists Agreement APEC Engineer Agreement Graduate Attributes
RESEARCH DEGREES HANDBOOK 2014-15 Section C: Framework for Postgraduate Student Training IN THIS SECTION: C1 C2 C3 C1 Context The Components of the Programme Management and Quality Assurance CONTEXT C1.1
IT Professional Standards Information Security Discipline Sub-discipline 605 Information Security Testing and Information Assurance Methodologies December 2012 Draft Version 0.6 DOCUMENT REVIEW Document
CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS Adapted from the AACU LEAP rubrics, the Bases of Competence skills, Ontario Council of Academic Vice-Presidents Graduate Degree Level Expectations,
College of Business Programme Specification MSc Supply Chain Improvement Valid from September 2012 JACS code Programme code Valid for delivery at N100, N200 MN1AL University of Derby (Kedleston Road and
AIPM PROFESSIONAL COMPETENCY STANDARDS FOR PROJECT MANAGEMENT PART B CERTIFIED PRACTISING PROJECT PRACTITIONER (CPPP) Copyright: Australian Institute of Project Management Document Information Document
Next Steps for the IBSA VET Capability Framework Options Paper prepared for IBSA October 2012 Contents Introduction... 1 Mapping the Capability Framework to TAE10 units and qualifications... 3 At Level
Integrated degree of PhD and LLM (Legal Studies) 1 Programme of Study for Integrated degree of PhD and LLM (Legal Studies) 2 A minimum of 180 credits in modular courses will be taken in Years One and Two:
s Summary Monday, 22 November 2010 10:55 AM Version 1.2 s Summary Page 2 Table of Contents BSB10107 Certificate I in Business... 3 BSB20107 Certificate II in Business... 4 BSB30107 Certificate III in Business...
Programme Specification Title: Marketing Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc) To be delivered
QUALIFICATION TITLE Bachelors Degree in Quantity Surveying (NQF level ) based on Unit Standards SAQA LOGO: LEVEL: NQF level CREDITS: 360 FIELD: NSB 12: Physical Planning and Construction SUB-FIELD: Physical
STAGE 1 GUIDE A to Assessment of Eligibility for Membership Using the Online Application Process (Stage 1 Competency) Stage 1 engineersaustralia.org.au/membership/assessment CONTENTS Introduction 4 The
Birmingham City University Faculty of Technology, Engineering and the Environment Undergraduate Programme Programme Specification Date of Course Approval/Review Version Number Version Date 7 May 2009 3.03
Undergraduate Psychology Major Learning Goals and Outcomes i Goal 1: Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS QUALITY TEACHING I L C O U N C Contents Introduction 2 Organisation of the Australian Professional Standards for Teachers 4 Professional Knowledge 8 Professional
Role Description Enterprise Architect and Solutions Delivery Manager Cluster Agency Division Location Classification/Grade/Band Kind of Employment NSW Health Cancer Institute NSW Information Technology
HENLEY BUSINESS SCHOOL DOCTORAL PROGRAMME SPECIFICATION DOCTOR OF BUSINESS ADMINISTRATION 1 1 CONTENTS Page 1. Award Information and Programme Description 3 2. Educational Aims of the Programme 4 Programme
Code of Conduct A Physician Assistant (now associate) (PA) is defined as someone who is: a new healthcare professional who, while not a doctor, works to the medical model, with the attitudes, skills and
Specialist Certificate in Business Relationship Management Syllabus Version 1.2 August 2010 Specialist Certificate in Business Relationship Management Syllabus Contents Rationale...2 Aims and Objectives...2
Full title of the course & award BA (Hons) in Music Production Mode of attendance Full-time Length of course This course is taught as a three-year course at levels four, five and six. Start date Initial
UNIVERSITY OF YORK UNDERGRADUATE PROGRAMME REGULATIONS This document applies to students who commence the programme(s) in: Awarding institution University of York Department(s) The York Management School
Certificate III in Government PSP30112 Description This generalist qualification covers entry-level competencies for a career in the public sector, with a particular focus on meeting the ethical and legislative
APPROVED VERSION Page 1 REQUIREMENTS for OMAN S SYSTEM OF QUALITY ASSURANCE IN HIGHER EDUCATION APPROVED VERSION Page 2 TABLE OF CONTENTS INTRODUCTION Part One: Standards I. Standards for Quality Assurance
Programme Specification Section 1: Basic Data Awarding institution/body Teaching institution Faculty responsible for programme University of the West of England University of the West of England Faculty
Message from the Chief Executive of the RCM The Midwifery Leadership Competency Framework has been derived from both the NHS Leadership Qualities Framework and the Clinical Leadership Competency Framework.
Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course
PUBLIC ACCOUNTANTS COUNCIL HANDBOOK Adopted by the Public Accountants Council for the Province of Ontario: April 17, 2006 PART I: PROFESSIONAL COMPETENCY REQUIREMENTS FOR PUBLIC ACCOUNTING PART II: PRACTICAL
PROGRAMME DETAIL SPECIFICATION Programme Summary 1 Awarding institution Liverpool John Moores University 2 Teaching institution university LIVERPOOL JOHN MOORES UNIVERSITY 3a Programme accredited by: Chartered
CHARTERED ACCOUNTANTS and ASSOCIATE CHARTERED ACCOUNTANTS TRAINING LOG 2007 Institute of Chartered Accountants of New Zealand This book is copyright. Apart from any fair dealing for the purposes of private
QUALITY MANAGEMENT RECOMMENDATIONS FOR VOCATIONAL EDUCATION AND TRAINING Recommendations Working Group PREFACE Vocational education and training (VET) and those responsible for providing it play more and
Australian ssociation Practice Standards for Social Workers: Achieving Outcomes of Social Workers Australian Association of Social Workers September 2003 Contents Page Introduction... 3 Format of the Standards...
The University of Edinburgh MSc Management of Training and Development Course Outlines This document gives brief details of the core and main option courses on the MSc Management of Training and Development
. CORE SKILLS 1. INTRODUCTION INTRODUCTION This document sets out the skills which are required most often in roles throughout the British Council, called collectively core skills. They replace the generic
1) Chemical Engg. PEOs & POs Programme Educational Objectives The Programme has the following educational objectives: To prepare students for successful practice in diverse fields of chemical engineering
Programme Specification Title: Finance Final Award: Master of Business Administration (MBA) With Exit Awards at: Master of Business Administration (MBA) Postgraduate Diploma (PG Dip) Postgraduate Certificate
Chemistry Department Policy Assessment: Undergraduate Programs 1. MISSION STATEMENT The Chemistry Department offers academic programs which provide students with a liberal arts background and the theoretical
Full title of the course & final award Mode of attendance BA (Hons) in Event Management Full-time Length of course This course is taught as a traditional three-year course at levels four, five and six,
Professional Accreditation Handbook For Computer Science Programmes Revised by authority of the Accreditation Committee for Computer Science Programmes as of August 2014 CONTENTS 1. FRAMEWORK FOR ACCREDITATION
English Stage 6 Syllabus English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English Original published version updated: Nov/Dec 1999 Board Bulletin/Official
Higher Education Qualifications Sub-Framework Qualification standard for Bachelor of Engineering and Bachelor of Science in Engineering The process of drafting this standard is described in the Introduction.
PRESERVICE PROFESSIONAL STANDARDS FOR TEACHERS (graduate level): March 2009 INTRODUCTION The Professional Standards for Queensland Teachers underpin all stages of teachers professional learning throughout
Faculty of Education, Health and Sciences PROGRAMME SPECIFICATION MSc Therapy (Pre-registration) Valid from September 2012 MSc Therapy (Pre-registration): September 2012 www.derby.ac.uk/ehs CONTENTS SECTION
Competence Criteria for Associate (ACIBSE) FACTSHEET A21 The competence criteria for the Associate grade of CIBSE (ACIBSE) is directly aligned to the Competence Statements issued by the Engineering Council,
Institute of Business Consulting Management Consultancy Competence Framework All rights reserved. No part of this publication may be reproduced in any material form (including photocopying or storing it
GOVERNMENT OF WESTERN AUSTRALIA ASSOCIATE DEGREE OF AVIATION (OPERATIONS MANAGEMENT) COURSE OUTLINE 2015 Information correct as of August 2014. Provider CRICOS Code 00020G Higher Education Provider The
2012/2013 Programme Specification Data Programme Name Programme Number Programme Award QAA Subject Benchmark Statements Business Purchasing and Supply Chain Management P11663 BA (Hons) Business/Management
BTEC Edexcel Level 4 BTEC Higher Nationals in Business Issue 2 September 2004 Guidance and units Edexcel Level 4 BTEC Higher Nationals Business London Qualifications is one of the leading examining and
Industrial Engineering Definition of Tuning Tuning is a faculty-led pilot project designed to define what students must know, understand, and be able to demonstrate after completing a degree in a specific