Standing Committee on Employment, Education and Workplace Relations

Inquiry into the Role of Institutes of TAFE
Submissions

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Submission 35

The Institution of Engineers, Australia

NATIONAL OFFICE

INQUIRY INTO THE APPROPRIATE ROLES OF INSTITUTES OF TECHNICAL AND FURTHER EDUCATION

23 October 1997

I refer to your invitation to the Institution of Engineers, Australia, to make a submission to the above Inquiry, and note that the Inquiry will be reporting on:

• the appropriate roles of institutes of technical and further education: and
• the extent to which those roles should overlap with universities.

Background to the Institution's Role in Engineering Education

Under the terms of its Royal Charter, the Institution is required to promote the study of engineering and to improve and elevate the general professional and technical knowledge of persons engaged in engineering, and to admit to the Institution only those who can satisfy the Institution's council that they have an adequate knowledge of both the theory and practice of engineering. The Institution consequently takes an active role and interest in the educational formation of the engineering team, and in the delivery and quality of that education.

Broadly, the Institution grants recognition of standing and admission to membership at the following levels:

Graduate: Four year qualification in a course recognised by the Institution, or its equivalent, plus demonstrable experience (Progression from Graduate to the grades of Member and Fellow, and admission to the National Professional Engineers Register, is dependent upon being able to demonstrate relevant professional experience and maintenance of competence);

Engineering Affiliate (Technologist): Three year qualification in a course recognised by the Institution, or its equivalent. (Admission to the National Engineering Technologists Register is dependent upon being able to demonstrate relevant experience and maintenance of competence.);

Engineering Associate: Two year qualification in a course recognised by the Institution, or its equivalent.

The Institution is also contracted to NOOSR to assess the engineering qualifications of those seeking permanent residence in Australia.

The Institution's accreditation and assessment of qualifications thus extends over both the higher education sector, and the technical and further education sector. It evaluates and accredits courses offered by Australian universities, for both four and three year qualifications. In the case of three year courses, although most are offered by universities, some TAFE institutions are now offering three year-engineering technology courses which applicants are seeking to have recognised for admission at the Affiliate level.

The Institution does not assess and accredit individual courses offered by the TAFE sector, but has in the past recognised qualifications based on the National Curriculum Framework. However, the increasing diversity of courses and curricula offered by the TAFE sector has made consistent assessment difficult and has led to the Institution focusing on assessment of outputs of these courses i.e. competencies, in addition to the qualification itself. It should be noted that the Institution is currently revising its accreditation system for university courses to also give greater emphasis to the development of competencies, and internal quality assurance in the courses offered by the Institutions.

Use of competency standards in assessing those with TAFE qualifications is a natural progression for the Institution, which has used competency standards for a number of years in the assessment of professional engineers' experience and competence to practice. The Institution is the National Competency Authority for Professional Engineers at Stage 1 and Stage 2, and has also developed its own competency standards for both Engineering Technologists (Stage 1 and Stage 2), and Engineering Associates (Stage 1 and Stage 2). All the competency standards developed by the Institution are currently under review.

The Institution's Current Activities Relevant to This Inquiry

In December 1996, the Institution, in conjunction with the Council of Engineering Deans and the Academy of Sciences and Technology, released its Review of Engineering Education. A copy of the Summary Report of the Review is enclosed.

This Review was funded by DEETYA, and examined the delivery, quality, and accreditation of engineering education in universities, and how well it was meeting the present and future needs of engineering in Australia. Review recommendations are currently being implemented by relevant agencies and organisations.

Although the Review focused on the higher education sector, it raised a number of key issues that relate to engineering education in the TAFE sector:

1. Articulation between the two educational sectors, and associated questions of delivery of education, recognition, and competency at different engineering levels
2. The overall balance and shape of the engineering workforce
3. The extent to which industry needs for a skilled engineering workforce are currently being met, and will be met in the future.

In order to address these issues, the Institution is committed to undertaking a Study into the Education and Training of Engineering Associates and Engineering Technologists. Professor Sandra Humphrey, the Deputy Vice Chancellor of Charles Sturt University, has been appointed to chair the Study, and a Steering Committee will shortly be announced. Preliminary work on the Study has commenced, and the first public workshops or focus groups are expected to be held in November/December. Although the Study Report is unlikely to be released prior to mid 1998, it is anticipated that results and views from the Study will start developing early in the New Year.

The Study's draft Terms of Reference are enclosed. Overall, the principal focus of the Study will be on future needs and delivery systems.

Summary

The Institution has a very close interest in the deliberations and outcomes of this Inquiry by the House of Representatives Standing Committee. As is apparent from the above, the Institution is having to re-evaluate its assessment of engineering qualifications and the development of the engineering workforce, partly as a result of the blurring of roles and course delivery between the two educational sectors

However, it would be premature for the Institution to make a definitive submission to the Inquiry at this point, given the imminence of the Study into the Education and Training of Engineering Associates and Technologists, and its likely contribution to the Institution's position, and to the debate generally.

The Institution would appreciate the opportunity to add to or develop its submission at a later date, when it will be able to better draw upon the outcomes of the Study.

Yours sincerely

 

Peter Walker

Director. Education and Membership

 

TERMS OF REFERENCE

for THE STUDY OF ASSOCIATES' & TECHNOLOGISTS' EDUCATION AND TRAINING

 

PRINCIPAL TASK

INVESTIGATE AND MAKE RECOMMENDATIONS RELATING TO THE EXTENT AND ADEQUACY OF THE VOCATIONAL AND EDUCATIONAL TRAINING SECTOR IN PREPARING ENGINEERING ASSOCIATES AND ENGINEERING TECHNOLOGISTS TO MEET CURRENT AND FURTHER NEEDS OF INDUSTRY, THE ENGINEERING WORKFORCE, AND THE COMMUNITY - INCLUDING EVALUATION OF PROVISIONS FOR ARTICULATION, AND FOR INTEGRATION OF VOCATIONAL AND EDUCATIONAL TRAINING WITH INDUSTRY.

SUB-TASKS

A: Investigate and make recommendations in respect of the nature and adequacy of the existing system of vocational education & training.

Issues identified by the Institution of Engineers are:

• how well the system recognises and responds to changing student capacities and needs at point of entry;

• how well the system meets enrolled students' needs;

• the adequacy of teaching staffs' skills, attitudes and resources, in terms of maintaining teaching and professional competence;

• the adequacy and merits of different modes of study in terms of allowing graduates to assimilate easily into the workplace;

• the extent to which the National Curriculum has promoted uniformity of nomenclature and teaching, and how this can be further promoted; and

• how well graduates of the system are equipped to be productive members of the engineering team in the workforce.

B: Investigate and make recommendations in respect of the extent and adequacy of articulation provisions (access to and recognition of advanced standing).

Issues identified by the Institution of Engineers are:

• articulation from apprenticeship level courses to engineering associate & technologist level courses;
• articulation from associate and technologist level courses to professional engineering courses; and
• articulation from other vocational and educational courses to engineering related associate and technologist courses.

C: Investigate and make recommendations in respect of Industry needs and relationship with the TAFE sector.

Issues identified by the Institution of Engineers are:

• industry requirements for engineering associates and technologists; and
• the level of integration that has been achieved between industry and the vocational education and training sector, focusing on recognition of prior learning; compatibility of on-the-job and off-the-job program elements; shared use of resources; and role of advanced manufacturing centres.

D: Investigate and make recommendations in respect of future needs and directions for the education and training of engineering technologists and associates.

Issues identified by the Institution of Engineers are:

• the balance that should be achieved between practicum (experiential formation) and theory in courses for engineering associates and technologists, so that they can be immediately productive on entering the workforce;
• the role of continuing professional development for engineering associates and technologists; and
• how to achieve wider use and recognition of the terms engineering associate and engineering technologist.

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