OVERSEAS QUALIFICATIONS ASSESSMENT KIT

FOR RECOGNITION OF PERSONS INTENDING TO APPLY FOR SKILLED MIGRATION TO AUSTRALIA

WITHIN THE ENGINEERING PROFESSION
SEPTEMBER 2004
www.engineersaustralia.org.au

Overseas Qualifications Assessment

Education and Assessment
Engineers Australia
11 National Circuit
BARTON ACT 2600 AUSTRALIA

© Copyright Engineers Australia, 2004

This work is copyright. Apart from any use as permitted
under the Copyright Act 1968, no part may be reproduced
by any process without prior written permission from
Engineers Australia. Requests and inquiries concerning
the reproduction and rights should be addressed to the
Director Education and Assessment, Engineers Australia,
11 National Circuit Barton ACT 2600
CONTENTS
SECTION A
Introduction and Background
Introduction 4
1. Assessment for Migration Purposes 4
2. Occupational Categories in Engineering 4
3. Pathways to Recognition 4
4. English Language Requirements 7
5. Certification of Copies of Documents 7
6. Steps in the CDR Assessment Process 8

SECTION B
Self-Assessment
1. Introduction 10
2. Determination of an occupational category 10
3. Australian Engineering Competency Standards 10
4. Using the Self-Assessment Charts 10
5. Deciding whether to proceed 10

SECTION C
Compiling a Competency Demonstration Report
1. Introduction 12
2. Steps in preparing a CDR 12
3. Components of the CDR 12
4. Assessment of the CDR 16
5. The Review Process 16

SECTION D
Checklist and Dispatch
1. Checklist 18
2. Fee Payment and Dispatch 18

SECTION E
Competency Standards and Self-Assessment Charts
Professional Engineer 20
Engineering Technologist 26
Engineering Associate 32

1
2
 SECTION A
Introduction and Background

3
Introduction Engineering Technologist

This Kit has been developed by Engineers Australia to Academic qualification is an Australian three year
assist you in preparing your submission for an engineering technology degree following twelve years of
engineering qualifications assessment. schooling, or equivalent.

This section provides you with an introduction to the
assessment of qualifications in engineering for migration
purposes. You should read this kit carefully before
proceeding to the Application Forms.
The Engineering Technologist:
• Focuses on interactions within the system
• Modifies and adapts established engineering practices
• Advances engineering technology.

Engineering Associate
1. Assessment for Migration Purposes
Academic qualification is an Australian two year
Engineers Australia is the designated assessing authority
advanced diploma of engineering following twelve years of
for most engineering occupations.
schooling, or equivalent.
Applicants seeking assessment for migration purposes
The Engineering Associate:
should first get a copy of the latest ‘General Skilled
Migration Booklet (6)’ from the Department of Immigration • Focuses on specific elements of the system
and Multicultural and Indigenous Affairs (DIMIA) • Works within codes and applies established practices
(www.immi.gov.au). This booklet will help applicants and procedures.
understand the requirements for General Skilled
Migration to Australia. Further details on the general role descriptions for each
occupational category are presented in Section E.
The booklet list occupations and contact details of the
relevant assessing authorities.
You should first check this booklet to determine that your 3. Pathways to Recognition
skilled occupation is listed as being assessed by
There are two pathways to recognition of your
Engineers Australia as there are some engineering
qualifications:
occupations which are assessed elsewhere.
a) Through Accredited Engineering Qualifications
b) Through a Competency Demonstration Report (CDR).
2. Occupational Categories in Engineering The various successful pathways to recognition are shown
Engineers Australia recognises three occupational schematically below:
categories within the engineering team in Australia:
• Professional Engineer Read Information on Website
• Engineering Technologist www.engineersaustralia.org.au
Download relevant Application Form
• Engineering Associate
Shown below is a description of the engineering
qualifications and the workplace role for each b) Non-Recognised
a) Accredited Qualifications
occupational category. Qualifications

Professional Engineer
Washington Sydney
Academic qualification is an Australian four year Australian
Accord Accord Competency
professional engineering degree following twelve years of Qualifications
For For Demonstration Report
schooling, or equivalent. all three
Professional Engineering (CDR)
levels
The Professional Engineer: Engineers Technologists

• Focuses on overall systems

• Develops and applies new engineering practices Accreditation Check Re-Submit

• Applies leadership & management skills

• Pursues engineering opportunities in an holistic way, Yes No Yes No
taking environmental, community & social issues into
account
• Solves diverse problems. Outcome Outcome

SECTION A

4
a) Accredited Qualifications Washington Accord
These are accredited Australian engineering qualifications The Washington Accord (www.washingtonaccord.org) is an
and overseas engineering qualifications that are agreement between the engineering accreditation bodies,
recognised through formal agreements with engineering listed below, to recognise as equivalent the undergraduate
accreditation bodies in other countries. These professional engineering courses of study which are
qualifications are readily recognisable through database accredited and delivered in those countries.
listings of accredited programs.
The Washington Accord applies only to accreditations
For overseas qualifications there are two pathways conducted by the signatories within their respective
national or territorial boundaries.
• one deals with undergraduate Professional Engineering
programs. This is known as the Washington Accord. The following overseas countries are signatories to the
Washington Accord. While Australia is a signatory country
• and the other deals with Engineering Technologist
it is not listed here. If you have Australian engineering
programs. This is known as the Sydney Accord.
qualifications you must apply using the Australian
Please note that all references to ‘qualifications’ refer to Qualifications application form.
your undergraduate engineering qualifications.
Some other countries are currently seeking full
Application forms for these pathways are available membership of the Washington Accord. Please refer to
from the Engineers Australia website the website above.
(www.engineersaustralia.org.au).
Canada The Canadian Accreditation Board of the
Australian Qualifications Canadian Council of Professional
Engineers
If you have Australian undergraduate engineering
www.ccpe.ca
qualifications at the Professional Engineer, Engineering
Technologist or Engineering Associate level you should Hong Kong SAR The Hong Kong Institution of Engineers
initially apply using the Australian Qualifications www.hkie.org.hk
Application Form. Ireland The Institution of Engineers of Ireland
Please note that if your Australian qualifications are at www.iei.ie
the post-graduate level (eg Postgraduate Diploma, Master New Zealand The Institution of Professional
of Engineering, PhD) but your undergraduate engineering Engineers,New Zealand
qualifications are from overseas you cannot apply using www.ipenz.org.nz
this pathway.
South Africa The Engineering Council of South Africa
Persons who hold Australian engineering qualifications at www.ecsa.co.za
the Trade or Technician level must not apply to Engineers
United Kingdom The Engineering Council of the UK
Australia for assessment. Details of the relevant assessing
www.engc.org.uk
authority for these occupations can be found in the
General Skilled Migration Booklet available from the United States The Engineering Accreditation
Department of Immigration and Multicultural and of America Commission of the Accreditation
Indigenous Affairs. Board for Engineering and Technology
www.abet.org

Please Note
The Accord only applies to professional engineering
degrees accredited and delivered in the signatory
countries.
The Accord does not apply to:
• Qualifications at lower academic levels or
• Postgraduate qualifications in engineering.

If you consider your qualifications fall under the

Washington Accord you should complete the Washington
Accord application form and provide the required
documentation and assessment fee.

SECTION A

5
Your qualifications will be checked with the relevant
Washington Accord accreditation body.
If your qualification is not listed as accredited under the
Washington Accord, you will be invited to submit a
Competency Demonstration Report (CDR).
If your application under the Washington Accord is
successful the occupational classification given to you
will be according to the engineering discipline specified in
the program title. If you wish to seek another engineering
occupational classification other than the one specified in
your qualifications you will need to submit a CDR.
Sydney Accord
The Sydney Accord is an agreement between the
engineering accreditation bodies, listed below, to
recognise as equivalent the Engineering Technologist
programs of study which are accredited and delivered in
those countries.
The Sydney Accord applies only to accreditations
conducted by the signatories within their respective
national or territorial boundaries.
The following countries are signatories to the Sydney
Accord. While Australia is a signatory country it is not
listed here. If you have Australian qualifications you must
apply using the Australian qualifications application form.
Canada The Canadian Council of Technicians
and Technologists
www.cctt.ca
Hong Kong SAR The Hong Kong Institution of Engineers
www.hkie.org.hk
Ireland The Institution of Engineers of Ireland
www.iei.ie
New Zealand The Institution of Professions Engineers,
New Zealand
www.ipenz.org.nz
South Africa The Engineering Council of South Africa
www.ecsa.co.za
United Kingdom The Engineering Council of the UK
www.engc.org.uk
Please Note
The Accord only applies to engineering technologist
qualifications accredited and delivered in the
signatory countries.
The Accord does not apply to:
• Qualifications at lower academic levels or
• Postgraduate qualifications in engineering.
6
You should first check that your qualification is listed as
an accredited Engineering Technologist program with the
relevant body before applying.
If you consider your qualifications fall under the Sydney
Accord you should complete the Sydney Accord
application form and provide the required documentation
and assessment fee.
Your qualifications will be checked with the relevant
Sydney Accord accreditation body.
If your qualification is not listed as accredited under the
Sydney Accord, you will be invited to submit a
Competency Demonstration Report.
If your application under the Sydney Accord is successful
the occupational classification given to you will be
according to the engineering discipline specified in the
program title. If you wish to seek another engineering
occupational classification other than the one specified in
your qualifications you will need to submit a CDR.
b) Competency Demonstration Report (CDR)
If your engineering qualifications are not recognised
through the agreements listed above you may seek
recognition through a competency assessment process.
The Competency Demonstrations Report (CDR) provides
you with the opportunity to establish that your
engineering knowledge and competencies are equivalent
to those of the appropriate occupational category within
the engineering team in Australia. The Overseas
Qualifications Assessment Kit guides you in determining
your occupational category and preparing your CDR
submission.
Section E of the Overseas Qualifications Assessment Kit
provides you with Self-Assessment Charts for each
occupational category. You should refer to section 2.
above to initially determine in which occupational
category you might apply. You should then turn to the
relevant Self-Assessment Chart to see if you can
demonstrate the required competency elements.
If you are satisfied that you have demonstrated all of the
competency elements you may prepare your submission.
If this is not the case you should undertake further study
and/or workplace activity to develop the required
competency elements before making your application.
Section C of the Kit provides detailed instructions on how
to prepare your submission.
A CDR Application Form is also available from the
Engineers Australia website
(www.engineersaustralia.org.au).
SECTION A
4. English Language Requirements
All applicants applying to have their skills assessed by
Engineers Australia are required to provide evidence of
their English language competency. Applicants are
required to have achieved a minimum of Band 6 in each
of the four modules of speaking, listening, reading and
writing in either the general or academic modules of the
International English Language Testing System (IELTS)
(www.ielts.org).
Please Note
You must arrange for an original IELTS Test Report
Form to be sent to Engineers Australia directly from
the Test Centre.
Details of locations where IELTS assessments are
conducted may be found on the IELTS website
(www.ielts.org).
The following applicants may be exempt from the
requirement to provide an IELTS assessment result:
• Applicants who are native English speakers;
• Applicants who have completed an Australian
undergraduate engineering qualification;
• Applicants who have lodged a migration application
prior to 1 July 1999 which is still current. Such
applicants must provide a certified copy of the letter of
authority from an Australian Diplomatic Post. These
applicants should also check the English language
requirements for their migration application with
DIMIA;
• Applicants who have successfully completed a Masters
degree or PhD program at an Australian university.
Please note that the above IELTS exemptions are
determined on a case by case basis and Engineers
Australia reserves the right to require an IELTS
assessment result if it is deemed necessary.
7
5. Certification of Copies of Documents
Many applications for a skills assessment are delayed
because documents are not properly certified. The assessors
will contact you by letter or email if there are any omissions
in regard to certification. Please make sure your email and
contact addresses are up to date.
Applicants should note the following points concerning
certification of documents:
1.Certified copies of previously certified copies will not
be accepted. You must provide a properly certified copy
of the ORIGINAL document.
2.Proper certification will appear on each page to be
certified, and should show:
(a) the signature of the person certifying the
document
(b) the name of the person certifying the document.
This should be clearly printed or evident in the
official stamp.
(c) the address of the person certifying the document
(d) the phone number and if possible the email
address of the person certifying the document.
(e) And where possible an official stamp indicating
the status of the person certifying the document,
ie. Justice of the Peace, Commissioner for Oaths,
Notary Public, or indicating the name of the law
firm.
3.The following classes of persons are authorised to
certify copies of documents:
• A current member of Engineers Australia other
than at the grade of student. The Membership
number must be shown.
• A staff member of Engineers Australia
• An officer of an Australian Diplomatic Post
• A Notary Public authorised in the country of
application
• A Commissioner for Oaths (Declarations)
authorised in the country of application
• A Solicitor, Barrister or Judge authorised in
Australia or in the country of application
• A Justice of the Peace authorised in Australia or
in the country of application
4.If you employ the services of a legal firm, the solicitor
must sign each page. It will not be satisfactory for the
name of the law firm to appear in lieu of the actual
name and signature of the solicitor certifying your
documents. Collective responsibility implied in the use
of “we”, accompanied by the name of the law firm, is
not acceptable.
SECTION A

Please Note
Assessment of your application will not proceed if you
submit copies of documents where the class of
person certifying the copy is not one of those listed
above or where the requirements stated above are
not complied with.
If you have appointed a person to act as your agent you
must complete the authorisation form. This form may be
found on the reverse of the application form or on the
website (www.engineersaustralia.org.au) under ‘Overseas
Qualifications’.
Steps in the CDR Assessment Process

Read Qualifications Assessment Kit

6. Steps in the CDR Assessment Process
The following sections in the Kit assist you to undertake the
self-assessment and prepare your Competency Demonstration Determine Occupational Category
Report.

Section B: Self-Assessment Undertake Preliminary Self-Assessment

This part of the Kit guides you through a self-assessment
process. By undertaking the self-assessment you can
determine whether you have the necessary competencies Decide whether to proceed with CDR
to justify proceeding with your application. If you feel you
have the necessary competencies you should proceed to
Section C of the Kit. Organise your workplace
practice, professional
You should note however that a positive self-assessment Decision No development and/or
is not a guarantee of success. Your application will be
undertake further study to
rigorously assessed on the basis of the information and acquire the competencies
evidence you provide.
Yes
Section C: Compilation of a Competency Demonstration
Report (CDR)
Prepare Competency Demonstration Report (CDR)
This part of the Kit provides you with guidelines for a
description of your personal engineering practice and an
identification of your engineering competencies.
Dispatch to Engineers Australia with lodgement fee
This is known as the Competency Demonstration Report
or CDR. It is the substantial component of your
application which provides the basis for Engineers If there are any deficiencies in your submission you will
Australia’s assessment of your competencies. be notified in writing. If the application is successful you
You should follow the guidelines in Section C carefully will receive a letter of recognition suitable for migration
when compiling your CDR. purposes.

Section D: Checklist of documentation and dispatch Please Note

This section provides you with a checklist of the required
material and dispatch address.
The assessment fee is specified on the CDR application
form.
The steps in the assessment process are shown below.
Only one original letter of recognition will be issued.
Provision of an additional letter will require a
Statutory Declaration explaining the reason for the
additional letter together with an administration fee
of AUD$75.00.

Section E: Self-Assessment Charts

These charts allow you to determine your level of
competency.

Section F: Application forms

You should complete the CDR application form provided.

SECTION A

8
 SECTION B
Self-Assessment

9
1. Introduction
The purpose of this Section is to enable you to determine
whether you have the necessary competencies to proceed
with your application for a formal CDR assessment.
Before proceeding with your self-assessment you will
need to determine which occupational category in the
engineering team you wish to be assessed against.
2. Determination of an occupational
category
Re-read the Introduction (Section A Part 2) and
familiarise yourself with the specified qualifications and
the workplace roles of the occupational categories in the
Australian engineering team. Further details of the role
descriptions can be found in Section E.
5. Deciding whether to proceed
If you can demonstrate that you have successfully applied
all of the specified competencies you should now compile
your Competency Demonstration Report (CDR).
Note: If you have completed the self-assessment and cannot
demonstrate all of the competencies it is recommended that
you do not proceed with the preparation of your CDR.
Instead you should take steps to develop the necessary
competencies. You can do this by organising your
professional work, or by undertaking professional
development programs and/or further study so that you
acquire those competencies. When you feel that you have
acquired the competencies at the required level of
performance you should undertake another self-
assessment to decide whether to proceed with a formal
assessment.

You should determine your most appropriate occupational

category by considering both your engineering
qualifications and your workplace role.

3. Australian Engineering Competency

Standards
Engineers Australia has developed a set of Australian
Engineering Competency Standards for each occupational
category. These standards are at the Stage 1 or graduate
level. This is the level for entry to practice in the
profession.
Competencies are expressed in terms of units, elements
and indicators. The unit title describes a particular area
of performance, and the elements are the necessary
components or activities which make up that unit of
competency. Each element has a set of indicators which
describe ways in which the element would typically be
demonstrated.
The competency standards for each occupational category
are shown in detail in Section E.

4. Using the Self-Assessment Charts

Self-Assessment Charts for each of the occupational
categories are shown in Section E.
Use the chart to make a self-assessment of your
competencies in the occupational category for which you
are seeking assessment.
Carefully look at each of the three core competencies and
their respective elements. If you feel that you have
successfully demonstrated these competencies in your
engineering practice then make notes in the comments
column as to when, where (eg: the work site), and how
you applied these competencies.
Note: these charts are for your personal use only. Do not
submit these with your formal application for assessment.

SECTION B

10
 SECTION C
Compiling a Competency
Demonstration Report (CDR)

11
1. Introduction 2. Steps in preparing a CDR:
This section deals with the compilation of a Competency
The flow chart below shows the steps you need to take in
Demonstration Report (CDR) describing your engineering
preparing your CDR:
practice.
Do not proceed with this section unless you have completed Complete Application Form
the self-assessment in Section B and believe that you have
demonstrated all of the relevant competency elements in
Assemble certified copies of academic testamur(s)
your engineering education and/or workplace practice. and associated academic transcript(s)
The purpose of the CDR is to demonstrate:
Prepare Curriculum Vitae
• how you have applied your engineering knowledge and
skills;
• that such application meets the competency standards Identify Continuing Professional Development
of the relevant occupational category in Australia.
Write three Career Episodes
You should note that the CDR must be all your own work.
You must carefully follow the instructions provided in
preparing your CDR. You should realise that you are Prepare a Summary Statement of evidence for the competency elements
entering into a final assessment.
The major assessable features of the CDR are your Submit all specified documentation to Engineers Australia for assessment
narratives written in English of three career episodes and
a Summary Statement of the competency elements you
have claimed.
3. Components of the CDR:
You should, where possible, type your CDR using a word
processor and remember to keep a copy. The CDR must You must first complete the CDR Application Form.
not be bound but presented in loose leaf A4 format.
3.1 Cover Page
Your CDR will be assessed against the competency
Your Competency Demonstration Report must have a
standards of the occupational category specified by you.
cover page with a standard passport size photo, your full
Engineers Australia will not assess your competencies
name together with your sworn declaration (shown below).
against an occupational category higher than the one you
have specified. Declaration:
The following declaration must be signed and presented
Please Note on the cover page:
A submitted CDR which is incomplete when
‘All statements of fact in this report are true and correct and
submitted or which does not meet the stated
I have made claims of acquired competencies in good faith.
requirements will not be assessed.
The report is my own work and is a true representation of my
All submitted material becomes the property of personal competence in written English. I confirm that I
Engineers Australia. understand that members of the engineering team in
Applicants must make copies of all documents sent Australia are required to display a commitment to exercising
to Engineers Australia. Applicants who request professional and ethical responsibility in all aspects of their
photocopies and return of documents will be work’.
charged a AUD$75.00 administration fee.
Printed Name:
Do not present documents in a bound format as they
must be dismantled for filing. Signature:

Date:

SECTION C

12
3.2 Certified copies of qualifications and academic record(s)
You must provide certified true copies of your original
degree testamur and any other subsequent engineering
qualifications together with their associated academic
transcripts. For each qualification you must provide a
certified copy of the academic testamur and the
academic transcript ( list of subjects studied and results
obtained).
Where qualifications are not in the English language you
must provide copies of both the original language
document and a certified translation. The name and
contact details of the translator must be provided on the
English language version. If your current name is not the
same as that on your degree documents you must provide
evidence of your name change.
Certification of documents:
Many applications for a skills assessment are delayed
because documents are not properly certified. The
assessors will contact you by letter or email if there are
any omissions in regard to certification. Please make sure
your email and contact addresses are up to date.
Applicants should note the following points concerning
certification of documents:
1.Certified copies of previously certified copies will not
be accepted. You must provide a properly certified copy
of the ORIGINAL document.
2.Proper certification will appear on each page to be
certified, and should show:
(a) the signature of the person certifying the document
(b) the name of the person certifying the document.
This should be clearly printed or evident in the
official stamp.
(c) the address of the person certifying the document
(d) the phone number and if possible the email
address of the person certifying the document.
(e) And where possible an official stamp indicating the
status of the person certifying the document, ie.
Justice of the Peace, Commissioner for Oaths,
Notary Public, or indicating the name of the law
firm.
3.The following classes of persons are authorised to
certify copies of documents:
• A current member of Engineers Australia other than
at the grade of student. The Membership number
must be shown.
• A staff member of Engineers Australia
• An officer of an Australian Diplomatic Post
• A Notary Public authorised in the country of
application
13
• A Commissioner for Oaths (Declarations) authorised
in the country of application
• A Solicitor, Barrister or Judge authorised in
Australia or in the country of application
• A Justice of the Peace authorised in Australia or in
the country of application
4.If you employ the services of a legal firm, the solicitor
must sign each page. It will not be satisfactory for the
name of the law firm to appear in lieu of the actual
name and signature of the solicitor certifying your
documents. Collective responsibility implied in the use
of “we”, accompanied by the name of the law firm,
is not acceptable.
Please Note
Assessment of your application will not proceed if you
submit copies of documents where the class of
person certifying the copy is not one of those listed
above or where the requirements stated above are
not complied with.
3.3 Curriculum Vitae (CV)
To gain a full perspective of your engineering workplace
practice, Engineers Australia requires a Summary
Statement of your employment history from graduation
to date.
For each workplace provide:
• organisation name and location including contact
details where possible
• dates and duration of employment
• title of position occupied by you
• your defined role (provide a duty statement where
available) and/or a brief description of your activities
Employer reference letter(s) must be provided if you have
relevant work experience. Your CV should be no more than
three A4 pages.
3.4 Identification of Continuing Professional Development
A brief summary of the Continuing Professional
Development (CPD) you have undertaken during the three
years preceding your application for assessment must be
included in your CDR. This CPD may take the form of:
• short courses you have attended;
• formal post-graduate study;
• conferences at which you have delivered papers or
attended.
This should be no more than one A4 page.
SECTION C
3.5 International English Language Test Result
All applicants applying to have their skills assessed by
Engineers Australia are required to provide evidence of
their English language competency. Applicants are
required to have achieved a minimum of Band 6 in each
of the four modules of speaking, listening, reading and
writing in either the general or academic modules of the
International English Language Testing System (IELTS)
(www.ielts.org).
Please Note
You must arrange for an original IELTS Test Report
Form to be sent to Engineers Australia directly from
the Test Centre.
Details of locations where IELTS assessments are
conducted may be found on the IELTS website
(www.ielts.org).
The following applicants may be exempt from the
requirement to provide an IELTS assessment result:
• Applicants who are native English speakers;
• Applicants who have completed an Australian
undergraduate engineering
qualification;
• Applicants who have lodged a migration application
prior to 1 July 1999 which is still current. Such
applicants must provide a certified copy of the letter of
authority from an Australian Diplomatic Post. These
applicants should also check the English language
requirements for their migration application with
DIMIA;
• Applicants who have successfully completed a Masters
degree or PhD program at an
Australian university.
Please note that the above IELTS exemptions are
determined on a case by case basis and Engineers
Australia reserves the right to require an IELTS
assessment result if it is deemed necessary.
3.6 Writing your three career episodes
You are required to present a narrative on each of three
separate career episodes.
A career episode is a documented component of your
engineering education and/or work experience which
captures a particular period or distinct aspect of your
engineering activity. It may be:
• an engineering task undertaken as part of your
educational program;
• a project you have worked on or are currently working
on;
14
• a specific position that you occupied or currently
occupy;
• a particular engineering problem that you were required
to solve.
Each narrative must be in your own words (a minimum of
1000 words for each narrative) and must be written in
English.
The narrative, being written in your own words, will also
provide evidence to the assessor of your communication
skills.
Please Note
Career Episodes must be written in the first person
singular clearly indicating your own personal role in
the work described. Remember, it is what ‘I did’,
not what ‘we did’ or what ‘I was involved in.’
The narrative should be written in a spontaneous way and
not be artificially constructed around the competencies
specified in the charts.
Each narrative should emphasise any engineering
problems identified and any particular problem solving
techniques used by you. The purpose of this is to assess
the nature of the contribution which you may have made
to the engineering project or task - particularly if that
contribution was of a novel nature or critical to the
implementation of the task/project.
Please note that it is not sufficient to merely describe
work in which you were involved. Your own role in the
work must be clearly described by you, and be
identifiable in the assessment.
You must number each paragraph in each of your career
episodes. This is necessary to construct the Summary
Statement.
Each narrative should follow the format shown below:
a) Introduction
This introduces the reader to the narrative and should
include such things as:
• the chronology - the dates and duration of this career
episode;
• the geographical location where the experience was
gained;
• the name of the organisation;
• the title of the position occupied by you.
This section would be about 50 words.
SECTION C
b) Background The process is represented schematically below:
This sets the scene and provides the context in which you
were studying/working. It should include such things as: 1. Narrative
• the nature of the overall engineering project;
• the objectives of the project; 2. Narrative
• the nature of your particular work area;
• a chart of the organisational structure highlighting your 3. Narrative
position;
• a statement of your duties (provide an official duty
statement where available).
This section would be about 200 - 500 words.

c) Personal Workplace Activity

This is the body of the narrative and the key assessable Summary Statement of competency elements
claimed by you indicating how and where applied
component. In this section you must describe in detail
the actual work performed by you. It is not sufficient to
describe the work performed by a team or group - your
own role must be clearly identified. Remember it is your The Summary Statement must be presented in the form
personal engineering competencies that are being of a table identifying each competency element claimed,
assessed. and indicating how and where it was applied. The
Summary Statement must address all competency elements.
This section should include such things as:
• technical details of the work;
Please Note
• how you applied your engineering knowledge and skills;
Do not address the indicators. Assessment is made on
• the tasks delegated to you and how you went about a holistic basis and it is not expected that every
accomplishing them; indicator will be met.
• any particular technical difficulties/problems you
encountered and how you solved them; The numbering of the paragraphs in each career episode
• strategies devised by you including any original or will allow you to construct the Summary Statement table
creative design work; by identifying the exact location in the narrative where
evidence for the particular competency element can be
• how you worked with other team members.
found. eg paragraph 4 in Career Episode 2 would be
This section would be about 500 - 1000 words. CE2.4.
The required format for the matrix is shown below:
d) Summary
This section sums up your impressions of the work and
Summary Statement of Competencies Claimed
your role in it. It should include such things as:
• your view of the overall project; Competency How and where Paragraph reference in
element demonstrated Career Episode
• how the project fared in meeting the
goals/requirements; eg PE 2.3 A brief description of how Identify relevantparagraph(s)
achievement of the element where application of the
• how your personal role contributed to the project.
is demonstrated and where element is demonstrated
This section would be about 50 - 100 words. (the site/situation) the eg CE2.4, CE1.6, CE3.11
element was applied by you.
3.7 Preparation of the Summary Statement
Complete the three narratives then analyse them for the
presence of the competency elements of the relevant
occupational category.
The results of your analysis are reported in the form of a
Summary Statement of competency elements claimed.
The Summary Statement cross-references the relevant set
of competency elements with the particular paragraph in
your Career Episode where each element occurs.

SECTION C

15
4. Assessment of the CDR
Your CDR will be assessed to determine the presence of
the competencies for the relevant occupational category.
If it is found that the competencies you have
demonstrated meet the Australian Engineering
Competency Standards you will be notified in writing
specifying the occupational category in which you have
been recognised. This letter of recognition will be suitable
for migration purposes.

Please Note
Only one original letter of recognition will be issued.
Provision of an additional letter will require a
Statutory Declaration explaining the reason for the
additional letter together with an administration fee
of AUD$75.00.

If there are any deficiencies in your submission you will

be notified in writing.

5. The Review Process

Requests for a review must be in writing under your
signature (not by email) and sent to:
Overseas Qualifications Assessment Review
Education and Assessment
Engineers Australia
11 National Circuit
BARTON ACT 2600
AUSTRALIA
The request for a review must be accompanied by a AUD
$200.00 review fee.
Applicants seeking a review should understand that all
necessary documentation from their file will be
photocopied and forwarded to the Review Committee.
Under Australian Privacy Legislation your permission will
be required to forward copies of documents to the
Committee. When requesting a review your signature will
denote your consent to this dissemination of file
documents.

SECTION C

16
 Section D
Checklist and Dispatch

17
1. Checklist 2. Fee payment and dispatch
Before you dispatch your CDR you should use this The assessment fee as specified on the Application Form
checklist to ensure that you have completed all the must accompany your CDR.
necessary steps and provided all the required documents.
This fee is not refundable and is subject to change.
Assemble your submission by placing documents in the
order shown below. Do not bind documents. Your competed Application Form, CDR, and assessment
fee should be sent direct to:
Completed Application Form
Overseas Qualifications Assessment
Application fee Education and Assessment
Engineers Australia
Letter to appoint person to act as agent [where
11 National Circuit
applicable]
BARTON ACT 2600
Original English language test (IELTS) assessment AUSTRALIA
result. You must arrange for this to be forwarded
Note: CDR assessments may take up to 10 weeks from the
directly to Engineers Australia from the Test Centre.
date of receipt. Please DO NOT contact Engineers Australia
Certified true copies of academic testamur(s) within that time frame. Contact will cause delays to all
applicants.
Certified true copies of academic transcript(s)
Certified evidence of registration under the relevant
licensing authority in the country in which you are
practising, [where applicable]
Curriculum Vitae
Employer reference letter(s) [must be provided if you
have relevant work experience]
Continuing Professional Development
CDR Cover Page with full name, Passport style photo
and signed declaration
Three Career Episodes
Summary Statement of evidence for the
competency elements
Please note that all submitted material becomes the property
of Engineers Australia.

SECTION D

18
 Section E
Competency Standards
and Self-Assessment Charts

19
 PROFESSIONAL ENGINEER
GENERAL DESCRIPTION OF ROLE
Professional engineers are required to take responsibility
for engineering projects and programs in the most far-
reaching sense. This includes the reliable functioning of
all materials and technologies used; their integration to
form a complete and self-consistent system; and all
interactions between the technical system and the
environment in which it functions. The latter includes
understanding the requirements of clients and of society
as a whole; working to optimise social, environmental and
economic outcomes over the lifetime of the product or
program; interacting effectively with the other disciplines,
professions and people involved; and ensuring that the
engineering contribution is properly integrated into the
totality of the undertaking. Professional engineers are
responsible for interpreting technological possibilities to
society, business and government; and for ensuring as far
as possible that policy decisions are properly informed by
such possibilities and consequences, and that costs, risks
and limitations are properly understood as the desirable
outcomes.
Professional engineers are responsible for bringing
knowledge to bear from multiple sources to develop
solutions to complex problems and issues, for ensuring
that technical and non-technical considerations are
properly integrated, and for managing risk.
The work of professional engineers is predominantly
intellectual in nature. In the technical domain, they are
primarily concerned with the advancement of
technologies and with the development of new
technologies and their applications through innovation,
creativity and change. They may conduct research
concerned with advancing the science of engineering and
with developing new engineering principles and
technologies. Alternatively, they may contribute to
continual improvement in the practice of engineering,
and in devising and updating the Codes and Standards
that govern it.
Professional engineers have a particular responsibility for
ensuring that all aspects of a project are soundly based in
theory and fundamental principle, and for understanding
clearly how new developments relate to established
practice and experience and to other disciplines with
which they may interact. One hallmark of a professional
is the capacity to break new ground in an informed and
responsible way.
Professional engineers may lead or manage teams
appropriate to these activities, and may establish their
own companies or move into senior management roles in
engineering and related enterprises.

SECTION E

20
PROFESSIONAL ENGINEER STAGE 1:
UNITS AND ELEMENTS OF COMPETENCY
Units are numbered PE1, PE2 etc. Elements are
numbered PE1.1, PE1.2 etc
Indicators are denoted by a, b, c etc
PE1 KNOWLEDGE BASE
PE1.1 Knowledge of science and engineering fundamentals
a. Sound knowledge of mathematics to the level
required for fluency in the techniques of analysis
and synthesis that are relevant to the broad field of
engineering, and to potentially related fields
b. Sound basic knowledge of the physical sciences,
life sciences, and information sciences
underpinning the broad field of engineering and
potentially related fields, and appreciation of
scientific method
c. Strong grasp of the areas of engineering science
that support the broad field of engineering
d. Ability to work from first principles in tackling
technically challenging problems
PE1.2 In-depth technical competence in at least one
engineering discipline
a. Knowledge of the major technical areas comprising
least one engineering discipline, and competence
in applying mathematics, science and engineering
science to the analysis and solution of
representative problems, situations and challenges
in those areas
b. Knowledge of materials and resources relevant to
the discipline, and their main properties, and
ability to select appropriate materials and
techniques for particular objectives
c. Awareness of current technical and professional
practice, critical issues, and the current state of
developments in the major technical areas that
constitute the discipline
d. Advanced knowledge in at least one area within the
discipline, to a level that engages with current
developments in that area; understanding of the
relevant techniques and ability to apply them to
representative problems and situations to a
significant level of technical complexity and
challenge
e. Ability to ensure that all aspects of a project or
program are soundly based in theory and
fundamental principles and to recognise results,
calculations or proposals that may be ill-founded,
identify the source and nature of the problem and
take corrective action
21
f. Understanding of how new developments relate to
established theory and practice, and to other
disciplines with which they may interact
PE1.3 Techniques and resources
a. Ability to develop and construct mathematical,
physical and conceptual models of situations,
systems and devices, ability to utilise such models
for purposes of analysis and design, and
understanding of their applicability and
shortcomings
b. Ability to characterise materials, devices and
systems relevant to the broad field and related
fields
c. Awareness of current tools for analysis, simulation,
visualisation, synthesis and design, particularly
computer-based tools and packages, and
competence in the use of a representative selection
of these
d. Appreciation of the accuracy and limitations of
such tools and the assumptions inherent in their
use; ability to verify the credibility of results
achieved, preferably from first principles, to a
reasonable approximation
e. Proficiency in a substantial range of laboratory
procedures in the discipline, and strong grasp of
principles and practices of laboratory safety
f. Ability to design and conduct experiments, devise
appropriate measurements, analyse and interpret
data and form reliable conclusions
g. Ability to perceive possible sources of error,
eliminate or compensate for them where possible,
and quantify their significance to the conclusions
drawn
h. Ability to construct and test representative
components or sub-systems in a laboratory setting
PE1.4 General Knowledge
a. Broad educational background and/or general
knowledge necessary to understand the place of
engineering in society
PE2 ENGINEERING ABILITY
PE2.1 Ability to undertake problem identification,
formulation, and solution
a. Ability to identify the nature of a technical
problem, make appropriate simplifying
assumptions, achieve a solution, and quantify the
significance of the assumptions to the reliability of
the solution
b. Ability to investigate a situation or the behaviour of
a system and ascertain relevant causes and effects
SECTION E
c. Ability to address issues and problems that have no
obvious solution and require originality in analysis
d. Ability to identify the contribution that engineering
might make to situations requiring multidisciplinary
inputs (see also PE2.2 and PE2.3) and to
recognise the engineering contribution as one
element in the total approach
PE2.2 Understanding of social, cultural, global, and
environmental responsibilities and the need to employ
principles of sustainable development
a. Appreciation of the interactions between technical
systems and the social, cultural, environmental,
economic and political context in which they
operate, and the relationships between these
factors
b. Appreciation of the imperatives of safety and of
sustainability, and approaches to developing and
maintaining safe and sustainable systems
c. Ability to interact with people in other disciplines
and professions to broaden knowledge, achieve
multidisciplinary outcomes, and ensure that the
engineering contribution is properly integrated into
the total project
d. Appreciation of the nature of risk, both of a
technical kind and in relation to clients, users, the
community and the environment
PE2.3 Ability to utilise a systems approach to complex
problems and to design and operational performance
a. Ability to engage with ill-defined situations and
problems involving uncertainty, imprecise
information, and wide-ranging and conflicting
technical and non-technical factors
b. Understanding of the need to plan and quantify
performance over the life-cycle of a project or
program, integrating technical performance with
social, environmental and economic outcomes
c. Ability to utilise a systems-engineering or
equivalent disciplined, holistic approach to
incorporate all considerations
d. Understanding of the process of partitioning a
problem, process or system into manageable
elements, for purposes of analysis or design; and of
re-combining these to form the whole, with the
integrity and performance of the overall system as
the paramount consideration
e. Ability to conceptualise and define possible
alternative engineering approaches and evaluate
their advantages and disadvantages in terms of
functionality, cost, sustainability and all other
factors
f. Ability to comprehend, assess and quantify the
risks in each case and devise strategies for their
management
22
g. Ability to select an optimal approach that is
deliverable in practice, and justify and defend the
selection
h. Understanding of the importance of employing
feedback from the commissioning process, and
from operational performance, to effect
improvements
PE2.4 Proficiency in engineering design
a. Proficiency in employing technical knowledge,
design methodology, and appropriate tools and
resources to design components, systems or
processes to meet specified performance criteria
b. Experience in personally conducting a variety of
such designs typical of the engineering discipline
c. Experience in personally conducting a major design
exercise to achieve a substantial engineering
outcome to professional standards, demonstrating
capacity to:
• elicit, understand and document the required
outcomes of a project and define acceptance
criteria
• the impact of all development and
implementation factors including constraints
and risks
• write functional specifications, using engineering
methods and standards, that meet the user
requirements
• seek advice from appropriate sources, including
advice on latest applicable technologies
• identify and analyse possible design concepts,
and propose and agree optimal solution
• ensure that the chosen solution maximises
functionality, safety and sustainability, and
identify any possibilities for further improvement
• develop and complete the design or plan using
appropriate engineering principles, resources,
and processes
• specify the equipment and operating
arrangements needed
• ensure integration of all functional elements to
form a coherent, self-consistent system; check
performance of each element and of the system
as a whole
• check the design solution against the
engineering and functional specifications
• quantify the engineering tasks required to
implement the chosen solution
• devise and document tests to verify performance
and take any corrective action necessary
d. Alternatively, experience as a member of a team
conducting such a major design exercise, and
SECTION E
 ability to demonstrate a key contribution to the
team effort and the success of the outcome
PE2.5 Ability to conduct an engineering project
a. Experience in personally conducting and managing
an engineering project to achieve a substantial
outcome to professional standards, or as a member
of a team conducting such a project, and ability to
demonstrate a key contribution to the team effort
and the success of the outcome
A Stage 1 graduate should have undertaken and
completed two or more construction projects, at
least one investigative project and at least one
major design project. At least one substantial
project should be conducted individually, and at
least one as part of a team. Accredited degree
programs should provide and require such project
work for all students.
b. Understanding of project management techniques
and ability to apply them effectively in practice
c. Have produced at least one major report
demonstrating mastery of the subject matter and
ability to communicate complex material clearly to
both technical and lay readers
PE2.6 Understanding of the business environment
a. Introductory knowledge of the conduct and
management of engineering enterprises and of the
structure and capabilities of the engineering
workforce
b. Appreciation of the commercial, financial, and
marketing aspects of engineering projects and
programs and the requirements for successful
innovation
c. Ability to assess realistically the scope and
dimensions of a project or task, as a starting point
for estimating costs and scale of effort required
d. Understanding of the need to incorporate cost
considerations throughout the design and execution
of a project and to manage within realistic
constraints of time and budget
e. General awareness of business principles and
appreciation of their significance
PE3 PROFESSIONAL ATTRIBUTES
PE3.1 Ability to communicate effectively, with the
engineering team and with the community at large
a. High level of competence in written and spoken
English
b. Ability to make effective oral and written
presentations to technical and non-technical
audiences
23
c. Capacity to hear and comprehend others’
viewpoints as well as convey information
d. Effectiveness in discussion and negotiation and in
presenting arguments clearly and concisely
e. Ability to represent engineering issues and the
engineering profession to the broader community
PE3.2 Ability to manage information and documentation
a. Ability to locate, catalogue and utilise relevant
information, including proficiency in accessing,
systematically searching, analysing and evaluating
relevant publications
b. Ability to assess the accuracy, reliability and
authenticity of information
c. Ability to produce clear diagrams and engineering
sketches
d. Fluency in current computer-based word-processing
and graphics packages
e. Ability to maintain a professional journal and
records and to produce clear and well-constructed
engineering documents such as progress reports,
project reports, reports of investigations, proposals,
designs, briefs, and technical directions
f. Awareness of document identification and control
procedures
PE3.3 Capacity for creativity and innovation
a. Readiness to challenge engineering practices from
technical and non-technical viewpoints, to identify
opportunities for improvement
b. Ability to apply creative approaches to identify and
develop alternative concepts and procedures
c. Awareness of other fields of engineering and
technology with which interfaces may develop, and
openness to such interactions
d. Propensity to seek out, comprehend and apply new
information, from wide range of sources
e. Readiness to engage in wide-ranging exchanges of
ideas, and receptiveness to change
PE3.4 Understanding of professional and ethical
responsibilities, and commitment to them
a. Familiarity with Engineers Australia’s Code of
Ethics, and any other compatible codes of ethics
relevant to the engineering discipline and field of
practice, and commitment to their tenets
b. Awareness of legislation and statutory requirements
relevant to the discipline and field of practice
c. Awareness of standards and codes of practice
relevant to the discipline and field of practice
SECTION E
PE3.5 Ability to function effectively as an individual and in
multidisciplinary and multicultural teams, as a team
leader or manager as well as an effective team
member
a. Manage own time and processes effectively,
prioritising competing demands to achieve personal
and team goals and objectives
b. Earn trust and confidence of colleagues through
competent and timely completion of tasks
c. Communicate frequently and effectively with other
team members
d. Recognise the value of diversity, develop effective
interpersonal and intercultural skills, and build
network relationships that value and sustain a team
ethic
e. Mentor others, and accept mentoring from others,
in technical and team issues
f. Demonstrate capacity for initiative and leadership
while respecting others’ agreed roles
PE3.6 Capacity for lifelong learning and professional
development
a. Recognise limits to own knowledge and seek
advice, or undertake research, to supplement it
b. Take charge of own learning and development;
understand the need to critically review and reflect
on capability, invite peer review, benchmark against
appropriate standards, determine areas for
development and undertake appropriate learning
programs
c. Commit to the importance of being part of a
professional and intellectual community: learning
from its knowledge and standards, and contributing
to their maintenance and advancement
d. Improve non-engineering knowledge and skills to
assist in achieving engineering outcomes
PE3.7 Professional Attitudes
a. Present a professional image in all circumstances,
including relations with clients, suppliers and
stakeholders as well as professional and technical
colleagues
b. Demonstrate intellectual rigour and readiness to
tackle new issues in a responsible way
c. Demonstrate a sense of the physical and
intellectual dimensions of projects and programs,
and related information requirements, based on
reasoning from first principles and on developing
experience

SECTION E

24
PROFESSIONAL ENGINEER
Self-Assessment Chart
Note: Do not include this chart with your submission. It is for your personal use only.

Element Achieved Your comments

(eg notes on when, where and how achieved)
PE1 KNOWLEDGE BASE
PE1.1 Knowledge of science and
engineering fundamentals
PE1.2 In-depth technical competence in
at least one engineering discipline
PE1.3 Techniques and resources
PE1.4 General Knowledge
PE2 ENGINEERING ABILITY
PE2.1 Ability to undertake problem
identification, formulation, and
solution
PE2.2 Understanding of social, cultural,
global, and environmental
responsibilities and the need to
employ principles of sustainable
development
PE2.3 Ability to utilise a systems approach
to complex problems and to design
and operational performance
PE2.4 Proficiency in engineering design
PE2.5 Ability to conduct an engineering
project
PE2.6 Understanding of the business
environment
PE3 PROFESSIONAL ATTRIBUTES
PE3.1 Ability to communicate effectively,
with the engineering team and with
the community at large
PE3.2 Ability to manage information and
documentation
PE3.3 Capacity for creativity and
innovation
PE3.4 Understanding of professional and
ethical responsibilities, and
commitment to them
PE3.5 Ability to function effectively as an
individual and in multidisciplinary
and multicultural teams, as a team
leader or manager as well as an
effective team member
PE3.6 Capacity for lifelong learning and
professional development
PE3.7 Professional Attitudes

25
ENGINEERING TECHNOLOGIST The competencies of engineering technologists equip
them to approve and certify many technical operations
GENERAL DESCRIPTION OF ROLE such as calibration and testing regimes, compliance with
performance-based criteria for fire safety, and design of
Engineering technologists normally operate within a
components and sub-systems and of installations such as
relatively well-defined technical environment, and
building services in circumstances that do not call for
undertake a wide range of functions and responsibilities.
significant new development. Such certification should be
They are often specialists in the theory and practice of a
fully acceptable in the public domain and should not
particular branch of engineering technology or
require further endorsement by other practitioners
engineering-related technology, and in its application,
perceived to be more highly qualified.
adaptation and management in a variety of contexts.
Their expertise lies in familiarity with its current state of Engineering technologists may lead or manage teams
development and its most recent applications. Within appropriate to these activities. Some may establish their
their specialist field, their expertise may be at a high own companies or may move into senior management
level, and fully equivalent to that of a professional roles in engineering and related enterprises, employing
engineer; but they are not expected to exercise the same professional engineers and other specialists where
breadth of perspective as a professional engineer, or carry appropriate.
the same wide-ranging responsibilities for stakeholder
interactions, for system integration, and for synthesising
overall approaches to complex situations and complex
engineering problems.
The work of engineering technologists combines the need
for a strong grasp of practical situations and applications,
with the intellectual challenge of keeping abreast of
leading-edge developments in their particular field. For
this purpose they need a strong understanding of
scientific and engineering principles and a well-developed
capacity for analysis. The work of technologists is most
often concerned with applying current and emerging
technologies, often in new contexts; or with the
application of established principles in the development
of new practice. They may also contribute to the
advancement of particular technologies.
Some engineering technologist qualifications include an
emphasis on technical management as well as a
grounding in a particular area of technology. Technical
management is seen as an appropriate field of
specialisation in itself, and many technologists build their
career paths in this direction. Examples of such
specialisation include product development for
manufacturing, manufacturing management, mine
management, and management and maintenance of
processing plants, complex building services, or testing
laboratories.
Persons may also be recognised as engineering
technologists who hold degrees in fields related to
engineering, and who have developed expertise and
experience in applying their knowledge in conjunction
with engineering work. Examples might be in geology and
geotechnics, information technology and software
development, mining, biomedical technology, optical
communications, renewable energy systems, agriculture,
and so on.

SECTION E

26
ENGINEERING TECHNOLOGIST STAGE 1:
UNITS AND ELEMENTS OF COMPETENCY
Units are numbered ET1, ET2 etc. Elements are
numbered ET1.1, ET1.2 etc.
Indicators are denoted by a, b, c etc.
ET1 KNOWLEDGE BASE
ET1.1 Knowledge of science and engineering fundamentals
a. Sound knowledge of mathematics to the level
required for fluency in the techniques of analysis
and synthesis that are relevant to a branch of
engineering technology and its major areas of
application, and to related technologies
b. Sound basic knowledge of the physical sciences,
life sciences, and/or information sciences
underpinning the technology and related
technologies, and appreciation of scientific method
c. Strong grasp of the areas of engineering science
that support the technology
d. Ability to work from first principles in tackling
technically challenging problems in the area of
specialisation
e. Appreciation of the future need to apply
fundamental knowledge to ongoing developments in
the technology and to new technologies relevant to
the area of application
ET1.2 In-depth knowledge and understanding of the
technology and its applications
a. Knowledge of all aspects of an engineering
technology and its major industrial, commercial and
community applications; and/or of the technologies
supporting a particular industry sector
b. Competence in applying mathematics, science and
engineering science to the analysis and solution of
representative problems, situations and challenges
in the technology and its utilisation
c. Knowledge of relevant materials and resources and
their main properties, and ability to select
appropriate materials, resources and techniques for
particular applications
d. Ability to recognise results, calculations or
proposals that may be ill-founded, identify the
source and nature of the problem and take
corrective action
e. Awareness of current technical and professional
practice, critical issues, and the current state of
developments in the technology and its major areas
of application
f. Understanding of how new developments in the
technology or its areas of application relate to
27
established theory and practice, and to other
technical areas with which they may interact
g. Advanced knowledge in at least one area of
application of the technology, to a level that
engages with current developments in that area
h. Ability to ensure that applications and extensions of
the technology are soundly based in theory and
fundamental principles
i. Formal knowledge of the management of technical
operations including business, financial, human
resource, logistic, marketing, organisational, and
procurement aspects, product and process
development, and managed approaches to
innovation
ET1.3 Techniques and resources
a. Familiarity with mathematical and physical
modelling techniques relevant to the field of
specialisation; ability to utilise these techniques for
purposes of analysis and design, and understanding
of their applicability and limitations
b. Ability to characterise materials, devices and
systems relevant to the field of specialisation
c. Awareness of relevant current tools for analysis,
simulation, synthesis and design, particularly
computer-based tools and packages, and
competence in their use
d. Appreciation of the accuracy and limitations of
such tools and the assumptions inherent in their
use. Ability to verify the credibility of results
achieved, preferably from first principles, to a
reasonable approximation
e. Proficiency in the range of laboratory and testing
procedures relevant to the technology, and strong
grasp of principles and practices of laboratory
safety
f. Ability to design and conduct relevant experiments,
devise appropriate measurements, analyse and
interpret data and form reliable conclusions
g. Ability to perceive possible sources of error,
eliminate or compensate for them where possible,
and quantify their significance to the conclusions
drawn
h. Ability to construct and test representative
components or sub-systems in a laboratory setting
ET1.4 General Knowledge
a. Educational background and/or general knowledge
necessary to understand the place of engineering
and technology in society
SECTION E
ET2 ENGINEERING ABILITY • specify the equipment and operating
arrangements needed
ET2.1 Ability to undertake problem identification,
formulation, and solution • quantify the engineering tasks needed to
implement the design
a. Within the relevant field of specialisation, ability to
identify the nature of a technical problem, • devise and document tests to verify performance
formulate an approach to its solution, make
• if appropriate, produce technical manual for
appropriate simplifying assumptions, and achieve a
users of the equipment or installation
solution
c. Alternatively, experience as a member of a team
b. Ability to quantify the significance of the conducting such a significant design exercise, and
assumptions to the reliability of the solution and ability to demonstrate a key contribution to the
take further steps if necessary team effort and the success of the outcome
b. Ability to investigate a situation, or the behaviour of
d. Ability to ensure that all proposals and designs
a system, and identify any underlying causes
emphasise safety, reliability, maintainability, cost-
relevant to the field of specialisation
effectiveness, product quality and value, and user-
c. Ability to recognise problems that have origins friendliness
outside the area of specialisation and communicate
ET2.4 Ability to conduct an engineering project
them to an appropriately competent person
a. Experience in personally conducting and
ET2.2 Ability to apply and adapt the technology
completing an engineering project appropriate to
a. Knowledge of the factors likely to be important in the field, to a high standard; or experience as a
particular areas of application of the technology, member of a team conducting and completing such
and ability to understand and manage them a project, and ability to demonstrate a key
contribution to the team effort and the success of
b. Ability to appreciate and manage the interactions
the outcome
between the technology and other parts of an
overall technical system, define operating interfaces A Stage 1 graduate should have undertaken and
with other technologies, equipment or systems, and completed at least one construction project, one
ensure that such interfaces function effectively investigative project and one design project. At
least one of these should be conducted individually,
c. Ability to adapt the technology to a variety of
and at least one as part of a team. Accredited
situations, understanding its properties,
degree programs should provide and require such
possibilities and limitations
project work for all students.
d. Ability to identify and solve effectively a wide
b. Have produced at least one substantial report
variety of practical problems arising from
demonstrating mastery of the subject matter and
application of the technology in different contexts
ability to communicate complex material clearly
ET2.3 Proficiency in design of equipment or installations
ET2.5 Ability to ensure reliable operation
utilising the technology
a. Thorough understanding of standards and codes of
a. Ability to design equipment or installations utilising
practice relating to the technology and its
the technology
applications
b. Experience in personally conducting a significant
b. Understanding of the concept and processes of
design exercise to achieve an engineering outcome
inspection and testing of equipment or installations
to professional standards, demonstrating capacity
which utilise the technology, identification of
to:
shortcomings, and where appropriate certification
• understand and document the required of compliance with standards and codes and/or
outcomes of a project or program utilising the performance-based criteria
technology
c. Where the technology is itself a medium for
• evaluate and confirm the appropriateness of the measuring or testing materials, components, or
proposed use of the technology quantities, ability to conduct such measurements or
• develop and complete the design using tests and accept responsibility for accuracy and
appropriate engineering principles, resources, validity
processes, codes and standards

SECTION E

28
d. Understanding of fundamental properties and
limitations of the technology and ability to identify
circumstances that suggest a significant problem
ET2.6 Responsibility as technical expert
a. Ability to communicate the significance of the
technology and its use in a particular context, to
other technical and non-technical stakeholders in a
project or program
b. Ability to identify, assess, communicate and
manage technical risk associated with use of the
technology
c. Appreciate the interactions between technical
systems and the social, cultural, environmental,
economic and political context in which they
operate; appreciate the imperative of sustainability,
and approaches to developing and maintaining
sustainable systems
ET2.7 Capacity to contribute to advancement of technology
a. Appreciation of the evolving nature of technology
and its applications
b. Capacity to contribute to the advancement of
technology and its adaptation to new applications
or situations
c. Readiness to apply fundamental knowledge to
ongoing developments in technology, and to
embrace new technologies relevant to the industry
sector or field of application
ET2.8 Understanding of the business environment
a. Introductory knowledge of the conduct and
management of engineering enterprises and of the
structure and capabilities of the engineering
workforce
b. Appreciation of the commercial, financial and
marketing aspects of engineering projects and
programs and the requirements for successful
innovation
c. Ability to assess realistically the scope and
dimensions of a project or task in the field of
specialisation, as a starting point for estimating
costs and scale of effort required
d. Understanding of the need to incorporate cost
considerations throughout the design and execution
of a project and to manage within realistic
constraints of time and budget
e. General awareness of business principles and
appreciation of their significance
29
ET3 PROFESSIONAL ATTRIBUTES
ET3.1 Ability to communicate effectively, with the
engineering team and with the community at large
a. Fluency in written and spoken English
b. Ability to make effective oral and written
presentations to technical and non-technical
audiences
c. Capacity to hear and comprehend others’
viewpoints as well as convey information
d. Effectiveness in discussion and in presenting
arguments clearly and concisely
e. Ability to represent engineering issues and the
engineering profession to the broader community
ET3.2 Ability to manage information and documentation
a. Ability to locate, analyse, catalogue and utilise
relevant information, including proficiency in
accessing, systematically searching, analysing and
evaluating relevant publications
b. Ability to assess the accuracy, reliability, and
authenticity of information relevant to the field
c. Ability to produce clear diagrams and engineering
sketches
d. Fluency in current computer-based word-processing
and graphics packages
e. Ability to maintain a professional journal and
records and to produce clear and well-constructed
engineering documents such as progress reports,
project reports, reports of investigations, proposals,
designs, briefs, and technical directions
f. Awareness of document identification and control
procedures
ET3.3 Capacity for creativity and innovation
a. Readiness to challenge engineering and
technological practices from a technical and non-
technical viewpoint, to identify opportunities for
improvement
b. Ability to apply creative approaches to identify and
develop alternative solutions
c. Awareness of other fields of engineering and
technology with which interfaces may develop, and
openness to such interactions
d. Propensity to seek information from widest
practicable range of sources
e. Readiness to engage in wide-ranging exchanges of
ideas, and receptiveness to change
SECTION E
ET3.4 Understanding of professional and ethical ET3.7 Professional Attitudes
responsibilities, and commitment to them
a. Present a professional image in all circumstances,
a. Familiarity with Engineers Australia’s Code of including relationships with clients, suppliers and
Ethics, and any other compatible codes of ethics stakeholders as well as professional and technical
relevant to the technology and its areas of colleagues
application, and commitment to their tenets
b. Demonstrate intellectual rigour and readiness to
b. Awareness of legislation and statutory requirements tackle new issues in a responsible way
relevant to the technology and its areas of
c. Demonstrate a sense of the physical and
application
intellectual dimensions of projects and programs,
c. Familiarity with standards and codes of practice and related information requirements, based on
relevant to the technology and its areas of reasoning from first principles and on developing
application experience
ET3.5 Ability to function effectively as an individual and in
multidisciplinary and multicultural teams with the
capacity to be a team leader or manager as well as an
effective team member
a. Manage own time and processes effectively,
prioritising competing demands to achieve personal
and team goals and objectives
b. Earn trust and confidence of colleagues through
competent and timely completion of tasks
c. Communicate frequently and effectively with other
team members
d. Recognise the value of cultural diversity, develop
effective intercultural skills, and build network
relationships that value and sustain a team ethic
e. Mentor others, and accept mentoring from others,
in technical and team issues
f. Demonstrate capacity for initiative and leadership
while respecting others’ agreed roles
ET3.6 Capacity for lifelong learning and professional
development
a. Recognise limits to own knowledge and seek
advice, or undertake research, to supplement
knowledge and experience
b. Take charge of own learning and development.
Understand the need continually to review own
strengths, determine areas for development and
undertake appropriate learning programs
c. Commit to the importance of being part of a
professional community: learning from its
knowledge and standards, and contributing to their
maintenance and advancement
d. Improve non-engineering knowledge and skills to
assist in achieving engineering outcomes

SECTION E

30
ENGINEERING TECHNOLOGIST
Self-Assessment Chart
Note: Do not include this chart with your submission. It is for your personal use only.

Element Achieved Your comments

(eg notes on when, where and how achieved)
ET1 KNOWLEDGE BASE
ET1.1 Knowledge of science and
engineering fundamentals
ET1.2 In-depth knowledge and
understanding of the technology
and its applications
ET1.3 Techniques and resources
ET1.4 General Knowledge
ET2 ENGINEERING ABILITY
ET2.1 Ability to undertake problem
identification, formulation, and
solution
ET2.2 Ability to apply and adapt the
technology
ET2.3 Proficiency in design of equipment
or installations utilising the
technology
ET2.4 Ability to conduct an engineering
project
ET2.5 Ability to ensure reliable operation
ET2.6 Responsibility as technical expert
ET2.7 Capacity to contribute to
advancement of technology
ET2.8 Understanding of the business
environment
ET3 PROFESSIONAL ATTRIBUTES
ET3.1 Ability to communicate effectively,
with the engineering team and with
the community at large
ET3.2 Ability to manage information and
documentation
ET3.3 Capacity for creativity and
innovation
ET3.4 Understanding of professional and
ethical responsibilities, and
commitment to them
ET3.5 Ability to function effectively as an
individual and in multidisciplinary
and multicultural teams with the
capacity to be a team leader or
manager as well as an effective
team member
ET3.6 Capacity for lifelong learning and
professional development
ET3.7 Professional Attitudes

31
 ENGINEERING ASSOCIATE
GENERAL DESCRIPTION OF ROLE
Engineering associates focus mainly on practical
applications. They may be expert in installing, testing and
monitoring equipment and systems, in the operation and
maintenance of advanced plant, and in managing or
supervising tradespeople in these activities. They may be
expert in selecting equipment and components to meet
given specifications, and in assembling these to form
systems customised to particular projects.
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 will be more
knowledgeable than a professional engineer or
technologist on detailed aspects that can contribute very
greatly to safety, cost or effectiveness in operation.
In other instances, 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.
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. Equipment-specific
or context-specific training in a particular job are not
sufficient to guarantee generic competency. Given a good
knowledge base, however, 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. Such certification should be fully
acceptable in the public domain and should not require
further endorsement by other practitioners perceived to
be more highly qualified.
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 and other specialists where
appropriate.

SECTION E

32
ENGINEERING ASSOCIATE STAGE 1:
UNITS AND ELEMENTS OF COMPETENCY
Units are numbered EA1, EA2 etc. Elements are
numbered EA1.1, EA1.2 etc.
Indicators are denoted by a, b, c etc.
EA1 KNOWLEDGE BASE
EA1.1 Knowledge of science and engineering fundamentals
Engineers Australia considers it essential for
Engineering Associates to have a level and breadth
of fundamental knowledge that ensures portability
of their skills across different operating
environments.
a. Knowledge of mathematics sufficient to understand
from an analytical viewpoint the physical
phenomena relevant to the field of engineering and
to the technologies commonly employed, and the
functioning and limitations of relevant plant and
equipment; and to solve problems commonly
encountered in the field
b. Knowledge in the physical sciences, life sciences
and information sciences sufficient to understand
situations addressed by the field of engineering and
the functioning and limitations of relevant plant
and equipment
c. Sound basic knowledge of the engineering sciences
that support the field of engineering and the
technologies employed, and ability to apply this
knowledge in normally-encountered situations;
awareness of the further scope of relevant
engineering sciences
d. Knowledge of the properties of materials commonly
used in the field of engineering
e. Analytical skills sufficient to understand and
quantify operating situations and to recognise when
they may exceed the limits of accepted procedures
f. Appreciation of the future need to apply
fundamental knowledge to ongoing developments in
the field of engineering and to new technologies
relevant to the field
EA1.2 Knowledge and understanding of engineering and
technology
a. Sound knowledge and understanding of the
functioning, performance and operating
characteristics of plant and equipment used in the
field of engineering
b. Ability to apply analytical techniques and
knowledge of engineering science to quantify
requirements, and to the specification of
equipment and materials (where appropriate,
including software) to perform satisfactorily in
particular situations
c. Competence in applying mathematics, science and
engineering science to the solution of problems and
situations routinely encountered in the field of
engineering
33
d. Awareness of current technical and professional
practice, critical issues, and the current state of
developments in field of engineering
e. Ability to relate changing practices to existing
knowledge and to question apparent departures
from established principles
f. Understanding of how new developments in the
field of engineering relate to established theory and
practice, and to other technical areas with which
they may interact
EA1.3 Techniques and resources
a. Awareness of standard design practices and tools
currently used in the field, particularly computer-
based tools and packages, and competence in their
use
b. Proficiency in laboratory and testing procedures
relevant to the field, and strong grasp of principles
and practices of laboratory safety
c. Ability to calibrate and use measuring instruments,
conduct relevant measurements and tests, analyse
and interpret data and form reliable conclusions
d. Knowledge of common sources of error and their
avoidance: ability to recognise known sources of
error, eliminate or compensate for them where
possible, and quantify their significance to results
and conclusions drawn
e. Ability to construct and test representative
components or sub-systems in a laboratory setting
EA1.4 General Knowledge
a. General knowledge necessary to appreciate the
place of engineering and technology in society
EA2 ENGINEERING ABILITY
EA2.1 Application of standards and codes of practice
a. Thorough understanding of the standards and codes
of practice relating to the field of engineering and
appreciation of their range of applicability
b. Ability and commitment to apply the relevant
standards and codes in all work undertaken
c. Ability to inspect engineering work or installations
that are subject to recognised standards and codes,
detect shortcomings and verify compliance or
otherwise, and specify remedial action
EA2.2 Specifying and installing systems
a. Ability to select and combine available components
to form systems meeting given specifications:
• Understand and document the client’s
functional requirements
• Analyse the functional requirements and develop
a performance specification
• Confirm that the specification can be met by
standard components and equipment in
compliance with applicable standards
and codes of practice
SECTION E
 • Select, specify and document the system
including all necessary equipment, components
and software
• Where possible, supervise installation of the
system; or construct a prototype system
• Conduct all required tests to confirm satisfactory
operation
• Document operating procedures
EA2.3 Design procedures
a. Ability to utilise standard design practices,
including advanced software or other design aids,
to perform detailed design of components and/or
systems
b. Ability to perceive unexpected or inconsistent
results of the design process, take corrective
action, and bring persistent problems to attention
EA2.4 Assessing technical and policy options
a. Ability to undertake feasibility studies for prototype
development; upgrading, extension or replacement
of plant or equipment; procurement of new
equipment; new operational procedures etc:
• Understand and document the objectives
• Formulate performance measures including
functionality, maintainability, safety,
sustainability, user impact, training
requirements, and cost-effectiveness
• Consult technical and other literature to identify
available options
• Evaluate options and quantify or rank each
against the performance measures
• Recommend and justify preferred option
• Produce clear and concise report of the
investigation, comprehensible to both technical
and non-technical readers
EA2.5 Observation, analysis and testing
a. Ability to conduct expert analysis and testing of
materials or processes using agreed procedures,
calibrate test instruments and processes, record
data, and provide advice on properties, condition,
or satisfactory operation
b. Ability to critically observe, test and record progress
of construction, assembly and commissioning of
engineering work
EA2.6 Operations and maintenance
a. Ability to supervise and monitor the operation of
complex plant, verify satisfactory and safe operation
according to agreed standards, detect and interpret
unusual circumstances and bring these to attention
b. Ability to conduct condition monitoring and
maintenance programs in accordance with agreed
standards and procedures, diagnose faults or
incipient faults, and propose and/or undertake
remedial action
34
c. Ability to investigate technical malfunctions and
their causes, or deviations from normal
performance, and propose and/or undertake
remedial action
EA2.7 Specific training
Candidates whose background has included
advanced equipment-specific training:
a. Evidence of having applied this training in a
situation of responsibility and/or taken
responsibility for certifying satisfactory condition or
operation
Candidates from mainly educational background:
b. Appreciation of the likely need to undertake
advanced training in specific equipment or
procedures and take responsibility for their
condition or operation
EA2.8 Responsibility as technical expert
a. Ability to communicate the significance of a
technical issue to other technical and non-technical
stakeholders in a project or program
b. Ability to identify, assess, communicate and
manage technical risk in area of expertise
c. Appreciate the interactions between technical
systems and the social, cultural, environmental,
economic and political context in which they
operate
d. Appreciate the imperatives of safety and of
sustainability, and approaches to developing and
maintaining safe and sustainable systems
EA2.9 Understanding of the business environment
a. Introductory knowledge of the conduct and
management of engineering enterprises and of the
structure and capabilities of the engineering
workforce
b. Appreciation of the commercial, financial and
marketing aspects of engineering projects and
programs and the requirements for successful
innovation
c. Understanding of the need to incorporate cost
considerations throughout the design and execution
of a project and to manage within realistic
constraints of time and budget
d. General awareness of business principles and
appreciation of their significance
EA3 PROFESSIONAL ATTRIBUTES
EA3.1 Ability to communicate effectively, with the
engineering team and with the community at large
a. Fluency in written and spoken English
b. Ability to make clear oral and written presentations
to technical and non-technical audiences
c. Capacity to hear and comprehend others’
viewpoints as well as convey information
SECTION E
d. Effectiveness in discussion and in presenting
arguments clearly and concisely
e. Ability to represent engineering issues and the
engineering profession to the broader community
EA3.2 Ability to manage information and documentation
a. Ability to locate, analyse, catalogue and utilise
relevant information including proficiency in
accessing, searching, and evaluating relevant
publications
b. Ability to gauge the accuracy, reliability and
authenticity of information
c. Ability to produce clear diagrams and engineering
sketches
d. Fluency in current computer-based word-processing
and graphics packages
e. Ability to maintain records and to produce clear
engineering documents such as progress reports,
project reports, reports of investigations, proposals,
designs, and technical directions
f. Awareness of document identification and control
procedures
EA3.3 Capacity for creativity and innovation
a. Readiness to challenge engineering and
technological practices from a technical and non-
technical viewpoint, to identify opportunities for
improvement
b. Readiness to apply creative approaches to identify
and develop alternative solutions
c. Awareness of other fields of engineering and
technology with which interfaces may develop, and
openness to such interactions
d. Propensity to seek information from widest
practicable range of sources
e. Readiness to engage in wide-ranging exchanges of
ideas, and receptiveness to change
EA3.4 Understanding of professional and ethical
responsibilities, and commitment to them
a. Familiarity with Engineers Australia’s Code of
Ethics, and any other compatible codes of ethics
relevant to the field of engineering, and
commitment to their tenets
b. Awareness of legislation and statutory requirements
relevant to the field of engineering
c. Familiarity with standards and codes of practice
relevant to the field of engineering
35
EA3.5 Ability to function effectively as an individual and in
multidisciplinary and multicultural teams, as a team
leader or manager as well as an effective team
member
a. Manage own time and processes effectively,
prioritising competing demands to achieve personal
and team goals and objectives
b. Earn trust and confidence of colleagues through
competent and timely completion of tasks
c. Communicate continuously and effectively with
other team members
d. Recognise the value of cultural diversity, develop
effective intercultural skills, and build network
relationships that value and sustain a team ethic
e. Mentor others, and accept mentoring from others,
in technical and team issues
f. Demonstrate capacity for initiative and leadership
while respecting others’ agreed roles
EA3.6 Capacity for lifelong learning and professional
development
a. Recognise limits to own knowledge and seek
advice, or undertake research, to supplement
knowledge and experience
b. Take charge of own learning and development.
Understand the need continually to review own
strengths, determine areas for development and
undertake appropriate learning programs
c. Commit to the importance of being part of a
professional community: learning from its
knowledge and standards, and contributing to their
maintenance and advancement
d. Improve non-engineering knowledge and skills to
assist in achieving engineering outcomes
EA3.7 Professional Attitudes
a. Present a professional image in all circumstances,
including relationships with clients, suppliers and
stakeholders as well as professional and technical
colleagues
b. Demonstrate appreciation of the evolving nature of
engineering and technology, and readiness to tackle
new issues in a responsible way
c. Demonstrate readiness to apply fundamental
knowledge to ongoing developments in engineering
and technology, and to embrace new technologies
relevant to the industry sector or field of
application
d. Demonstrate a sense of the dimensions and level of
challenge of projects and programs, and related
information requirements, based on reasoning from
first principles and on developing experience
SECTION E
ENGINEERING ASSOCIATE
Self-Assessment Chart
Note: Do not include this chart with your submission. It is for your personal use only.

Element Achieved Your comments

(eg notes on when, where and how achieved)
EA1 KNOWLEDGE BASE
EA1.1 Knowledge of science and
engineering fundamentals
EA1.2 Knowledge and understanding of
engineering and technology
EA1.3 Techniques and resources
EA1.4 General Knowledge
EA2 ENGINEERING ABILITY
EA2.1 Application of standards and codes
of practice
EA2.2 Specifying and installing systems
EA2.3 Design procedures
EA2.4 Assessing technical and policy
options
EA2.5 Observation, analysis and testing
EA2.6 Operations and maintenance
EA2.7 Specific training
EA2.8 Responsibility as technical expert
EA2.9 Understanding of the business
environment
EA3 PROFESSIONAL ATTRIBUTES
EA3.1 Ability to communicate effectively,
with the engineering team and with
the community at large
EA3.2 Ability to manage information and
documentation
EA3.3 Capacity for creativity and
innovation
EA3.4 Understanding of professional and
ethical responsibilities, and
commitment to them
EA3.5 Ability to function effectively as an
individual and in multidisciplinary
and multicultural teams, as a team
leader or manager as well as an
effective team member
EA3.6 Capacity for lifelong learning and
professional development
EA3.7 Professional Attitudes

36