DOCSLIB.ORG

Hiring Electrical Or Electronics Engineering Techs from the United

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Hiring Electrical Or Electronics Engineering Techs from the United Hiring Electrical or Electronics Engineering Techs from the United Kingdom The engineering profession in the United Kingdom (U.K.) is Helpful information for recruiting in the U.K. unregulated. There are no licensing or registration requirements to The Engineering Council and the respective PEIs own the practise and the term “engineer” is not legally protected. engineering titles they issue in the U.K., and their use is The Engineering Council oversees the profession, sets professional legally protected. standards and licenses its member professional engineering Registration for the IEng and EngTech titles is competency-based institutions (PEIs) to grant professional titles on its behalf. and generally requires academic qualifications similar to those held by Canadian technologists and technicians. Candidates Similiar job titles in the U.K. undergo a panel interview with industry experts and must meet other requirements as well. Electrical or Electronics Engineering Technologist or Technician Canadian and U.K. technologists and technicians enjoy mutual Electrical or Electronics Engineer or Technician (IEng, MIET or TMIET) recognition through the Sydney Accord (for Technologists/IEngs) and the Dublin Accord (for Technicians/EngTechs). Who to target Since registration with the Engineering Council is voluntary, there The best source to consult for talent is the appropriate PEI in a may be qualified candidates lacking a professional title who particular field. The PEI serving engineers in electrical disciplines would nonetheless meet the academic requirements for ASET is the Institution of Engineering and Technology (IET). certification. Look for workers holding any of these credentials: Member of the IET (MIET), Technician Member of the IET (TMIET), Incorporated Skill and knowledge gaps and other barriers Engineer (IEng) or Engineering Technician (EngTech). Some European bachelor’s degrees are awarded after three years Full members holding the MIET title may be qualified at the of study. Workers holding these degrees are likely to qualify for technologist or professional engineer level depending on their technologist or technician certification with ASET, but may have academic background. Technician members (TMIET) have several difficulty obtaining licensure from the Association of Professional pathways to membership (or to registration with the Council as Engineers and Geoscientists of Alberta (APEGA). Those with lower an EngTech), including a two-year certificate or diploma or a qualifications may only qualify at the technician level. U.K. National Vocational Qualifications (NVQ) Level 3 or Scottish Internationally trained applicants must meet a minimum national Vocational Qualifications (SVQ) Level 6. Professional experience benchmark for education, experience and professionalism to be requirements are not defined for EngTech registration, so it is certified by ASET. For more information, seewww.aset.ab.ca . worth noting candidates’ experience. Workers at the IEng level will usually have at least a three-year Other resources bachelor’s degree and several years’ professional experience. The Engineering Council or the IET may be willing to verify European Engineer (EUR ING) is a pan-European professional title available to engineers with either a bachelor’s or master’s candidates’ credentials or help with placing job ads. Contact degree and four years of professional experience. Engineers information for the Council is available at www.engc.org.uk/ holding the EUR ING title may meet the academic requirements contact-us.aspx, and the IET’s contact information can be found at for certification with the Association of Science and Engineering www.theiet.org/about/contacts. For complete information about the Technology Professionals (ASET). IET’s membership criteria, see www.theiet.org/membership/types. www.AlbertaCanada.com/immigration ©2012 Government of Alberta Published: August 2012 ISBN Electronic: 978-1-4604-0191-9 .
Load more

Recommended publications
  • REQUIREMENTS for ACCREDITATION of ENGINEERING EDUCATION PROGRAMMES ACC 02 October 2020 (Version 3.1)
    REQUIREMENTS FOR ACCREDITATION OF ENGINEERING EDUCATION PROGRAMMES ACC 02 October 2020 (version 3.1) DOCUMENT AND VERSION CONTROL Version Action Approver Date 2.1 Formatted Standards and Accreditation February 2014 Board 2.2 Changes to terminology Standards and Accreditation May 2016 Renumbering of criteria Board 2.3 Clarification of the purpose of the Standards and Accreditation February 2017 Knowledge Profile Board Revision to criterion 3.3 – Assessment; 4.1 – Academic Staff Changes to incorporate accreditation of postgraduate programme (new Part C) Inclusion of Contents Page 3.1 Reformatted to align with Engineering New Standards and Accreditation October 2020 Zealand Brand. Board Revision to criterion 2.7 – Practical work experience in industry CONTENTS PART A: BACKGROUND AND DEFINITIONS 1 1. BACKGROUND 1 2. INTERPRETATION 2 3. KNOWLEDGE PROFILE 2 4. RANGE OF PROBLEM SOLVING 4 PART B: SPECIFIC ACCREDITATION REQUIREMENTS FOR THE ACCREDITATION OF PROGRAMMES TO AN INTERNATIONAL ACCORD STANDARD 6 1. PROGRAMME GRADUATE OUTCOMES 6 2. PROGRAMME DESIGN 18 3. ASSESSMENT TO ACHIEVE THE DESIRED OUTCOMES 19 4. CAPACITY AND CAPABILITY 20 5. QUALITY ASSURANCE AND MANAGEMENT SYSTEMS 23 PART C: SPECIFIC ACCREDITATION CRITERIA FOR THE ACCREDITATION OF POSTGRADUATE PROGRAMMES BASED ON SPECIFIC BODIES OF KNOWLEDGE 26 1. PROGRAMME GRADUATE OUTCOMES 26 2. PROGRAMME DESIGN 26 3. ADMISSION STANDARDS 26 4. ASSESSMENT TO ACHIEVE THE DESIRED OUTCOMES 27 5. ACADEMIC STAFF 27 6. TECHNICAL STAFF 28 7. PRACTICAL TEACHING FACILITIES AND LEARNING RESOURCES 28 8. EDUCATIONAL AND PROFESSIONAL CULTURE 28 9. QUALITY ASSURANCE AND MANAGEMENT SYSTEMS 28 PART A: BACKGROUND AND DEFINITIONS 1. BACKGROUND Engineering New Zealand accredits engineering programmes against outcomes-based standards that have been established by the Dublin, Sydney and Washington Accords to define the general academic standards for entry-to-practice in the engineering profession.
    [Show full text]
  • ABET Accreditation Criteria Revision Process
    ABET Accreditation Criteria Revision Process EAC of ABET Proposed Revisions to General Criteria 3 and 5 NAE Forum February 16, 2016 Dr. P Brackin Dr. JL Sussman Topics • Who is ABET? • ABET’s Global Activities • Basics of ABET Accreditation including: • Process • Criteria • Continuous Quality Improvement • Criteria Change Proposal 2 Goal for NAE Forum Opening Session 3 Who Is ABET? ABET Statement of Purpose With ABET accreditation, students, employers, and the society we serve can be confident that a program meets the quality standards that produce graduates prepared to enter a global workforce 5 What Does ABET Accredit? • An academic program leading to a specific degree in a specific discipline • Misconceptions clarified: • Not institutions • Not schools, colleges, or departments • Not facilities, courses, or faculty • Not graduates • Not degrees 6 Accreditation in the U.S. • Non-governmental • Voluntary • Peer review 7 Who Recognizes ABET? In the U.S. • 35 Member and Associate Member Societies of ABET • Council for Higher Education Accreditation (CHEA) • State Boards for Engineering & Surveying Licensure & Registration (over 55 jurisdictions) • U.S. Patent Office • U.S. Reserve Officers Training Corps • Council of Engineering Specialty Boards (CESB) • Board of Certified Safety Professionals (BCSP) • Accreditors in other disciplines • U.S. Trade Office • U.S. State Department • Employers (position announcements) 8 Brief ABET History 1932 Engineers’ Council for Professional Development (ECPD) established 1936 ECPD first evaluated engineering
    [Show full text]
  • Best Practice in Engineering Programme Accreditation
    A document on Best Practice in Engineering Programme Accreditation was jointly adopted and published in July 2015 by the European Network for Accreditation of Engineering Education (ENAEE) and the Washington, Sydney and Dublin Accords, the constituent educational agreements within the International Engineering Alliance (IEA). This is a significant achievement as it represents the agreement and common understanding of best practice in engineering accreditation by the 30 countries/accreditation agencies involved in the two organisations worldwide. The elements of best practice in the document are those that have been found to ensure best functioning of accreditation systems. Such peer review accreditation systems are in turn major contributors to the development of high quality engineering education. The document is intended for use as follows: • Bodies setting up as accreditation agencies, or operating or improving engineering education accreditation systems will be guided by these elements. • Bodies facilitating recognition of accredited engineering BEST programmes, such as ENAEE and the IEA Accords, which develop and are guided by best practice in defining, operating PRACTICE IN and improving policy, processes and accreditation criteria. The document does not impact directly on education providers but rather helps to shape the accreditation system that each provider experiences: ENGINEERING • The best practice described assumes particular relation- ships between the programme providers and the accred­­ iting agency. PROGRAMME • The provider designs and executes a programme to satisfy a stated purpose. • Execution involves resourcing and conducting a teaching ACCREDITATION and learning process, including assessment of students. ENAEE and the IEA Accords are committed to best practice in Programme design is informed by the standards and other the accreditation of engineering programmes and have given accreditation criteria laid down by the accrediting agency.
    [Show full text]
  • Engineers Australia Accredited Programs
    ENGINEERS AUSTRALIA ACCREDITED PROGRAMS CONTENTS AUSTRALIAN COLLEGE OF KUWAIT (NEXT GENERAL REVIEW 2018) ...............................................................2 AUSTRALIAN MARITIME COLLEGE (NEXT GENERAL REVIEW 2020) ............................................................... 3 AUSTRALIAN NATIONAL UNIVERSITY (NEXT GENERAL REVIEW 2020) ........................................................... 5 CENTRAL QUEENSLAND UNIVERSITY (NEXT GENERAL REVIEW 2021) ...........................................................8 CHARLES DARWIN UNIVERSITY (NEXT GENERAL REVIEW 2022) .................................................................. 14 CHISHOLM INSTITUTE OF TAFE (NEXT GENERAL REVIEW 2020) ................................................................... 16 CURTIN UNIVERSITY OF TECHNOLOGY (NEXT GENERAL REVIEW 2020) ....................................................... 17 DEAKIN UNIVERSITY (NEXT GENERAL REVIEW 2018) ..................................................................................... 21 EDITH COWAN UNIVERSITY (NEXT GENERAL REVIEW 2017) .......................................................................... 24 ENGINEERING INSTITUTE OF TECHNOLOGY (NEXT REVIEW 2019) ................................................................26 FEDERATION UNIVERSITY (NEXT GENERAL REVIEW 2022) - Formerly University of Ballarat ........................... 27 FLINDERS UNIVERSITY (NEXT GENERAL REVIEW 2021).................................................................................. 28 GRIFFITH UNIVERSITY (NEXT GENERAL REVIEW
    [Show full text]
  • A Review of Engineering Technician Education in Australia
    AC 2011-2740: A REVIEW OF ENGINEERING TECHNICIAN EDUCA- TION IN AUSTRALIA: David Dowling, University of Southern Queensland Professor David Dowling is passionate about helping engineering students learn and achieve their ca- reer goals. As Professor of Engineering Education at the University of Southern Queensland (USQ) his research and development activities are focused on enhancing curricula, and teaching and learning envi- ronments. Professor Dowling was Associate Dean (Learning and Teaching) from 1995 to until January 2009. He was a President of the Australasian Association for Engineering Education in 2005-2006, and was awarded an Australian Learning and Teaching Council (ALTC) Citation in 2008. David was the lead author of the recently published first year text: Engineering Your Future: An Australasian Guide. Professor Dowling is currently leading two major research projects: A study of engineering technician education in Australia, which was funded by a USQ Senior Fellowship; and The Define Your Discipline Project, an ALTC funded project that aims to develop a process that can be used by a discipline to de- velop detailed graduate outcomes for that discipline. During 2010 the project team has been working with industry and university stakeholders across Australia to develop a national set of graduate outcomes for environmental engineering programs. c American Society for Engineering Education, 2011 A review of engineering technician education in Australia: Programs, pathways and perspectives Introduction The Dublin Accord1,2,3 is an international agreement that defines the educational base for Engineering Technicians and is used for the recognition of equivalence of those qualifications. Under the agreement, the qualifications that have been accredited by one of the national organizations that is a signatory to the Accord are recognized by each signatory organization as being substantially equivalent to the accredited qualifications within its own jurisdiction.
    [Show full text]
  • A History of the International Engineering Alliance and Its Constituent Agreements
    A History of the International Engineering Alliance and its Constituent Agreements: Toward Global Engineering Education and Professional Competence Standards Those who cannot remember the past are condemned to repeat it. George Santayana (18631952) The Life of Reason, Volume 1, 1905 Acknowledgements The contributions and comments of the following are gratefully acknowledged. Finbar Callanan and Douglas Clyde provided information and insight on the early days of the Washington Accord. Jack Levy, the initiator of the Washington Accord, read an earlier draft of this history. Barry Grear provided information on the early period of the APEC Engineer Agreement. Special thanks go to John Webster for contributing the account of the APEC Engineer Agreement as well as section 4.1. Alec Hay made substantial contributions to the account of the EMF. Terry Stidworthy contributed to the sections on the Sydney and Dublin Accords as well as the ETMF. General contributions of Andrew Cleland, Basil Wakelin, Robin King and See Sew Gue are acknowledged. The Washington Accord history was expanded from that in a booklet published in 2014 to celebrate the 25th anniversary of the Accord written by Robin King and Hu Hanrahan. Hu Hanrahan contributed the Introduction, section 6 on the Graduate Attributes and Professional Competencies, Section 7 on the International Engineering Alliance and section 8 on the realignment of the mobility agreements as well as overall co-ordination. Version 1: September 2015 i Contents Foreword .....................................................................................................................................
    [Show full text]
  • Stepping Into One Another's World: Apprenticeships - Transforming Engineering Technologist Education in New Zealand
    STEPPING INTO ONE ANOTHER’S WORLD APPRENTICESHIPS – TRANSFORMING ENGINEERING TECHNOLOGIST EDUCATION IN NEW ZEALAND ASSOCIATE PROFESSOR JANE GOODYER AND DR GREG FRATER SCHOOL OF ENGINEERING AND ADVANCED TECHNOLOGY STEPPING INTO ONE ANOTHER’S WORLD APPRENTICESHIPS – TRANSFORMING ENGINEERING TECHNOLOGIST EDUCATION IN NEW ZEALAND JANE GOODYER AND GREG FRATER JUNE 2015 A report for the Tertiary Education Commission To be informed of future outputs from this research please contact: Jane Goodyer School of Engineering and Advanced Technology Massey University Private Bag 11-222 Palmerston North 4441 New Zealand [email protected] CONTENTS SUMMARY ........................................................................4 CHAPTER 5 English Models of Apprenticeships .....30 Trailblazers – A reform for change .............................30 CHAPTER 1 Drivers of engineering technologist education development in New Zealand ....................5 Outcomes focus – Setting standards and assessment approaches .................................32 National Engineering Education Plan – A Partial Success.............................................................5 Degree Apprenticeships ...............................................33 Growing the engineering pipeline .................................6 CASE STUDY Manufacturing Engineering Degree Structure of the report ...................................................7 Apprenticeship – Jaguar Land Rover CHAPTER 2 A Vision for educating engineering and Warwick University................................................34
    [Show full text]
  • Hiring Mechanical Engineering Techs from the United Kingdom the Engineering Profession in the United Kingdom (U.K.) Is Helpful Information for Recruiting in the U.K
    Hiring Mechanical Engineering Techs from the United Kingdom The engineering profession in the United Kingdom (U.K.) is Helpful information for recruiting in the U.K. unregulated. There are no licensing or registration requirements to The Engineering Council and the respective PEIs own the practise and the term “engineer” is not legally protected. engineering titles they issue in the U.K., and their use is The Engineering Council oversees the profession, sets professional legally protected. standards and licenses its member professional engineering Registration for the IEng and EngTech titles is competency-based institutions (PEIs) to grant professional titles on its behalf. and generally requires academic qualifications similar to those held by Canadian technologists and technicians. Candidates Similiar job titles in the U.K. undergo a panel interview with industry experts and must meet other requirements as well. Mechanical Engineering Technologist or Technician Canadian and U.K. technologists and technicians enjoy mutual Incorporated Mechanical Engineer (IEng, MIMechE) recognition through the Sydney Accord (for Technologists/IEngs) Engineering Technician (EngTech, MIMechE) and the Dublin Accord (for Technicians/EngTechs). Who to target Since registration with the Engineering Council is voluntary, there The best source to consult for talent is the appropriate PEI in a may be qualified candidates lacking a professional title who particular field. The PEI serving mechanical engineers in the U.K. would nonetheless meet the academic requirements for ASET is the Institution of Mechanical Engineers (IMechE). certification. Look for workers holding the following credentials: Associate Member IMechE (AMIMechE), Member IMechE (MIMechE) or Skill and knowledge gaps and other barriers Engineering Council registration as an Incorporated Engineer Some European bachelor’s degrees are awarded after three years (IEng) or Engineering Technician (EngTech).
    [Show full text]
  • Malaysia and the Washington Accord: What It Takes for Full Membership
    International Journal of Engineering and Technology, Vol. 1, No. 1, 2004, pp. 64 - 73 64 MALAYSIA AND THE WASHINGTON ACCORD: WHAT IT TAKES FOR FULL MEMBERSHIP H. Basri1, A. B. Che Man2, W. H. Wan Badaruzzaman3 and M. J. M. Nor3 1Chairman, Malaysian Council of Engineering Deans / Dean of Engineering, Universiti Kebangsaan Malaysia 2Chairman, Engineering Accreditation Council of Malaysia, 3Faculty of Engineering, Universiti Kebangsaan Malaysia E-mail: [email protected] ABSTRACT In 2003, Malaysia was admitted to the Washington Accord as a provisional signatory nation alongside Germany and Singapore. This development has been described as “significant in the history of the Washington Accord” [1] since it implied that these nations have demonstrated that their accreditation systems are conceptually similar to those of the full signatory members with respect to quality assurance in their engineering education programmes. In this paper, the authors will highlight the significance and implications of the Washington Accord agreement with special reference to developing countries. The paper will also document experiences of an engineering faculty in Malaysia and the Engineering Accreditation Council (EAC) of Malaysia in meeting the requirements of the Washington Accord sponsors and mentors. In particular, efforts by the Engineering Faculty of Universiti Kebangsaan Malaysia (National University of Malaysia) in introducing elements of Outcome-Based Education as a key requirement for full membership of the Accord will be presented. Key words: Washington Accord, Accreditation System, Quality Assurance, Engineering Education THE WASHINGTON ACCORD The Washington Accord is a multinational agreement which recognizes the substantial equivalency of engineering degree programmes accredited by the responsible bodies in each of the current signatory countries.
    [Show full text]
  • By Ian Mercer
    Engineering Education in the UK Ian Mercer - IET Head of International Operations Working to engineer a better world 1 Contents . An introduction to the IET . Routes to Engineering . How Engineering education is supported & regulated . International Agreements and Accords . IET Accreditation in China . Conclusions Working to engineer a better world 2 The IET The Institution of Engineering & Technology . A non-profit organization founded in 1871 . Over 168,000 members in 150 countries . One of the largest professional engineering societies in the world . A professional home for life for members, supporting them throughout their careers . A source of essential engineering intelligence . Donates £1 million each year in awards, scholarships and grants . Headquartered in UK and established offices in mainland China, HK, India, USA Working to engineer a better world Working to engineer a better world 4 The IET in China . Head office in Beijing since 2005 . 10,000 members in greater China . On Line and Local Communities . Academic Accreditation . Academic & Corporate Partners . On Line Learning Platforms . International Conferences . Engineering Qualifications . Paper publishing Working to engineer a better world 5 Routes to Engineering in UK T levels A Levels Apprenticeships (from 2021) HND / Foundation Higher Other Vocational / Degrees Apprenticeships Work Based Quals Degree Bachelors Degrees Apprenticeships Masters Degrees Post-Graduate (MEng, MSc) Apprenticeships Professional Development in Work Professional Engineer Technician Engineer
    [Show full text]
  • The International Engineering Alliance (IEA) Is a Global Non-Profit Organisation Which Comprises of Members and Signatories from 36 Jurisdictions Within 28 Countries
    INTERNATIONAL REGISTER What is an International Register? The International Engineering Alliance (IEA) is a global non-profit organisation which comprises of members and signatories from 36 jurisdictions within 28 countries. The IEA seeks to improve engineering education and competence globally. It fulfils this mission through its constituents: education agreements that are concerned with standards, best practice accreditation processes and mutual recognition of accredited engineering programmes and agreements for defining and recognising professional competence. The Engineering Council of South Africa (ECSA) is a member of the IEA. ECSA maintains international registers for Engineers, Technologists and Technicians. These registers are regulated by three competency agreements namely; International Professional Engineers Agreements (IPEA), International Engineering Technologists Agreement (IETA) and Agreement International Engineering Technicians (AIET). The engineering qualifications are governed by the Washington Accord, Sydney Accord and Dublin Accord for Engineers, Technologists and Technicians respectively. Each member of IEA keeps their own section of the international register within their Jurisdiction. If you are registered in the international register section of South Africa, registrants are entailed to use the following postnominal: International Professional Engineer -Int PE (SA) International Engineering Technologist – Int ET (SA) International Engineering Technician – Int ETn (SA) https://www.ecsa.co.za/EcsaDocuments/sitepages/ecsa%20documents.aspx#IntReg MEA Who should be in this International Register? The international register is open to anyone who meets the Competency Agreement requirements as per International Engineering Alliance’s rules and procedures. What are the benefits of being on the International Register? Joining an international register means your competence as an Engineer, Technologist and Technician is recognised in line with the international standard.
    [Show full text]
  • Migration Skills Assessment Booklet October 2016
    Migration Skills Assessment Booklet October 2016 Migration Skills Assessment Unit Professional Standards and Practice Engineers Australia 11 National Circuit BARTON ACT 2600 AUSTRALIA engineersaustralia.org.au © Copyright Engineers Australia, 2015 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 Executive Manager, Professional Standard and Practice, Engineers Australia, 11 National Circuit Barton ACT 2600 Section B Contents SECTION A SECTION D INTRODUCTION ....................................................... 6 ADDITIONAL ASSESSMENT SERVICES .................................................................. 27 1.Occupational Categories in Engineering ..................... 6 2. English Language Requirements .................................. 6 1. Fast Track ........................................................................ 28 3. Pathways to Migration Skills Assessment ................. 8 2. Online Application Process ......................................... 28 4. Applying Online ............................................................... 9 3. Assessment of Overseas PhD in Engineering ......... 28 5. Using a Migration Agent .............................................. 10 4. Relevant Skilled Employment ..................................... 28 6. Assessment fees and payments ................................
    [Show full text]