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Developing Professional Competencies for Humanitarian Civil Engineering Proceedings of the Institution of Civil Engineers Volume 169 Issue CE5 Civil Engineering 169 May 2016 Issue CE5 Pages 49–56 http://dx.doi.org/10.1680/jcien.15.00046 Developing professional competencies Paper 1500046 for humanitarian engineers Received 11/08/2015 Accepted 04/01/2016 Published online: 15/03/2016 Reed and Fereday Keywords: codes of practice & standards/disaster engineering/education & training ICE Publishing: All rights reserved Developing professional competencies for humanitarian engineers Brian Reed BSc, PGDip, MSc, CEng, CEnv, CWEM, MICE, MCIWEM, Emily Fereday MA, MSc, PGCE FHEA Country Director UK/Europe programme, RedR, London, UK Lecturer, Water, Engineering and Development Centre, Loughborough University, Loughborough, UK One of the roles of engineering institutions is the registration and regulation of engineering professionals, assessing their competence in both technical and management areas. A similar approach is being promoted for professional humanitarian engineers, identifying core competencies relevant to emergency relief work. This would improve standards in the workforce, allow training and experience to be independently evaluated, and facilitate the careers of people working in a very mobile sector. Using the experiences of RedR UK in recruiting and training humanitarian engineers, this paper explores the skills, knowledge and other attributes that distinguish an enthusiastic but ill-informed and inexperienced person from somebody with the expertise to work efficiently, effectively and ethically in a challenging humanitarian context. 1. Introduction Jowitt (2004)). There is thus both a technical and a socio-economic or human dimension. 1.1 Civil engineering institutions Jowitt (2004) noted waves of technological changes and In 1818, young engineers founding the Institution of Civil developments in society (e.g. from subsistence to urban societies) Engineers (ICE) complained the profession was weakened because driven by or driving technological change. The original Institution ‘unskilled and illiterate persons’ were presenting themselves as was broad, but specialisation began when the Institution of engineers. They commented that ‘engineering in England is taught Mechanical Engineers was founded in 1846, followed by the only as a trade and this is the essential cause of the evil complained Institute of Naval Architects, Institution of Gas Engineers, the of’ (Ferguson and Chrimes, 2011). Iron and Steel Institute, and the Association of Municipal and The Institution’s subsequent Royal Charter explained ‘important Sanitary Engineers and Surveyors (forerunner of the Institution and public and private works and services in the United Kingdom of Municipal Engineers which later merged with ICE). In 1871 and overseas which contribute to the wellbeing of mankind there was the Society of Telegraph Engineers (forerunner of the are dependent on civil engineers and call for a high degree of Institution of Electrical Engineers, now part of the Institution of professional knowledge and judgment in making the best use of Engineering and Technology), the Institute of Sanitary Engineers scarce resources in care for the environment’. It went on to say (later the Institution of Public Health Engineers) and the British ‘in the interests of public health and safety it is accordingly of Association of Waterworks Engineers (later the Institution of importance that there should be a ready means as heretofore of Water Engineers, which merged with the Institute of Water ascertaining persons who by proper training and experience are Pollution Control to form the Chartered Institution of Water and qualified to carry out such works’ (ICE, 2015a). Environmental Management). The Concrete Institute (later the Proper training and experience is a continuing requirement for Institution of Structural Engineers) started in 1908 (Ferguson and ICE members. Its professional conduct guidance (ICE, 2015a: Chrimes, 2011). p.49) states There is thus clearly a pattern of professions broadening to cater for technical and social change until a new specialism is created, Members must be competent in relation to every project that they with distinct knowledge and expertise. undertake. They must ensure that, having regard to the nature and extent of their involvement in a project, they have the relevant knowledge and expertise… Being competent means that members have ensured that their knowledge has remained up to date, and has covered 2. Changing the social context all relevant developments; in other words, members must maintain structured programme of continuing professional development to One socially distinct area is ‘development engineering’ – improve and update their technical knowledge. supporting international development and poverty reduction in low- income countries (EWB, 2015). Development engineering involves 1.2 Evolution of the profession specific technical solutions such as pit latrines, hand pumps or Civil engineering has been defined as ‘the art of directing unpaved roads, but to focus only on technology misses larger the great sources of power in Nature for the use and benefit of differences in the expertise required. Knowledge of the distinct society’ (as described by Thomas Tredgold in 1828, adapted by socio-economic context differentiates development engineers from 49 Downloaded by [ University of Liverpool] on [17/09/16]. Copyright © ICE Publishing, all rights reserved. Civil Engineering Developing professional competencies Volume 169 Issue CE5 for humanitarian engineers Reed and Fereday their fellow professionals working in other contexts. Development information. Liaising with other agencies, training staff and engineering takes place in a resource-poor environment, managing projects stretches the skill-set further. encompassing institutional and human resource capacity as well Besides technical knowledge, humanitarian relief adds another as economics. ‘Appropriate technology’ matches technology to the dimension. Engineering, like medicine or education, responds to context – not just using a standard low-cost solution (Carr, 1985). the needs of humanity. But while all civil engineering could be seen This societal challenge is as complex as a new technical field, and as humanitarian, humanitarian agencies have specific operational therefore requires expertise (Figure 1). requirements, adhering to the Humanitarian Charter, believing that Bourn and Neal (2008) attempted to promote the societal ‘action should be taken to prevent or alleviate human suffering aspects of engineering – labelling it ‘global engineering’ – such arising out of disaster or conflict, and that nothing should override as human rights, diversity, inclusivity and responsibility within the this principle’ (Sphere, 2011). profession, but observed tensions between the depth and breadth of The ethical position is part of a specific definition of expertise, along with a perception that ‘social and environmental humanitarian work, with requirements on professionals providing dimensions of engineering were less academically rigorous’. They relief beyond normal professional codes of conduct. This nuance noted that introducing new issues into existing engineering degrees has echoes of the distinction between a professional engineer and a met with ‘notable constraints which inhibit curriculum change person who repairs machinery that has been going on since 1818. such as an already crowded curriculum, funding constraints… a Thus the ‘humanitarian engineer’ is distinct from development lack of relevant experience and knowledge amongst some teaching engineering and the wider profession, both in terms of technical staff and resistance to any dilution of core engineering content’. expertise and ability to work in the specific context relating to emergency or disaster relief. 2.1 Disasters and humanitarian relief Technical and social development does not always move 2.2 The need for expertise forwards. Disasters, both natural and man-made, can set back Humanitarian crises make the requirement for competent staff development so that people are faced with basic survival and critical. As Jan Egland, former UN undersecretary-general for require a fast humanitarian response. The need for qualified humanitarian affairs and emergency relief coordinator, noted engineers is clear – water supply is just as vital in controlling (ACT International, 2009) epidemics as the work of medics. The consequences of failure or inefficiency are high. There were instances where the response was untested, chaotic, Engineering in Emergencies (Davis and Lambert, 2002) amateurish, doubled-up, overlapping, done by ‘Mom and Pop’ demonstrates context-specific technologies similar to operations… if you’re not a professional in this game, you have no right to descend on someone in their moment of crisis and do on-the- development engineering but the societal context is distinct job training. Saving human lives is no place for amateurs. Why is that? from development. Engineering responsibilities are broad, Because the poor, dispossessed and disaster-prone should have at least covering not just core areas such as water, structures or roads one basic right left to them: to be protected from incompetence. but also sanitation, comprising excreta disposal, drainage and solid waste management (including healthcare waste, menstrual Employing experts is not straightforward. Humanitarian workers hygiene materials and dead bodies). Limited resources include are often on short-term contracts
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