Presentation on theme: "The need to building a diverse and representative Engineering Profession Dr Ossie Franks Pr Eng CEO Engineering Council of South Africa Gibb Offices Sunning."— Presentation transcript:
The need to building a diverse and representative Engineering Profession Dr Ossie Franks Pr Eng CEO Engineering Council of South Africa Gibb Offices Sunning hill, Johannesburg 24 June 2011
Engineering Millstones of the 20 th Century Electrification Automobile Airplane Water supply & distribution Electronics Radio and television Agricultural mechanization Computers Telephone (fixed & mobile) Air conditioning/refrigeration 2 Intercity highways Space flight Internet Imaging Household appliances Health technologies Petrochemical technologies Laser and fiber optics Nuclear technologies High-performance materials
Engineerings Contribution 1)Benefits were largely universal 2)Depended on timely parallel accomplishments of science, mathematics, and medicine 3)Resulting devices were affordable by large numbers of people 4)Engineering qualifications/profession offers social mobility 3
Engineering Grand Challenges Make solar energy economical Provide energy from fusion Develop carbon sequestration methods Manage the nitrogen cycle Advance personalized learning Provide access to clean water Improve urban infrastructure Engineer better medicines Advance health informatics Counter nuclear terror Secure cyberspace Enhance virtual reality 4
Globalization of Engineering: Boeing 787 Dreamliner 5
So then how does South Africa rank against its global competitors? 6
22 Further challenges at local government level Lack of basic infrastructure Housing backlog Poor access to water and electricity Ageing cohort of engineering professionals Corruption Lack of engineering skills contributes to these challenges and lack of delivery to communities.
WEF Global Competitiveness Report Fifth Pillar: Higher Education and Training 23 So how are we doing in the area of engineering skills to support the national economy?
An analysis of the 2001 national intake cohort of engineering students at SA HEIs. Graduated within 5 years Still registered after 5 years 4 year Bachelors (Eng) 54%19% National Diploma (Eng) 17%14% Scott, I., Yeld, N., & Hendry, J. (2007). A case for improving teaching and learning in South African higher education. Pretoria: Council on Higher Education (CHE) and Higher Education Quality Committee (HEQC), http://www.che.ac.za/documents/d000155/index.php.
% of Eng. students who graduate within 5 yrs Black AfricanWhite 4 year Bachelors (Eng)32%64% National Diploma (Eng)16%28% Scott, I., Yeld, N., & Hendry, J. (2007). A case for improving teaching and learning in South African higher education. Pretoria: Council on Higher Education (CHE) and Higher Education Quality Committee (HEQC), http://www.che.ac.za/documents/d000155/index.php.
Why regulate the Engineering profession? Engineering work...... is accompanied by risks to health, safety, environment, sustainability, consequently … Engineering work must therefore be carried out by competent & accountable registered professionals. Engineering Professions Act, No. 46 of 2000 ECSA is thus deemed a Statutory body. 30
Vision Statement ECSAs vision is to ensure that South Africa enjoys all the benefits of a strong competent, growing, sustainable and representative engineering profession, able to provide all the expertise necessary for the socio-economic needs of the country and to exert a positive influence in South Africa. 31
Mission Statement Our mission is to create the circumstances in which society is confident that the engineering profession in South Africa is able to carry out the functions necessary for socio-economic growth. 32
ECSAs Core Functions Set Standards for Engineering Qualifications Accreditation of Engineering programmes Recognise and Evaluate Qualifications Register Engineering Professionals Renew Registration & Continuing Professional Development Define and Enforce a Code of Conduct for Registered Professionals Define guidelines fees for Professional Engineers Services 33
Professional Development Model Accredited Programme Training And Experience Practice Meet Standard for Engineering Education Meet Standard For Professional Competency Candidate Registration Graduation Professional Registration Observe Code of Conduct and Maintain CPD 34
35 Relationships in the Profession ECSA Functions: Register Accredit Regulate Professional Conduct Set Standards Act in the interests of the public Advise government Engineering Voluntary Associations AeSSA SAIAE SAIChE SAICE SAIEE SAIIE SAIMechE SAIMM CESA IPET COET + ….. Recognition Nominate Council and Committee Members Presidents Forum Provider Peer Assessors, Accreditors, Investigators
Engineering Practitioner Lifecycle Higher Education School (MSE) Engineering Practice Retired- Active Retired- Inactive RegisteredExperiencedExpert Management Candidacy Professional FormationProfessional Practice Basic Education Stage 1: Complete Engineering Education Stage 2: Complete Registration Requirements Experienced Eligible for International Register* Complete Basic Education with Math, Physical Science & English Practitioners contributes after normal retirement Manage enterprises that depend on engineering Expert: shows Leadershi p in field ECSA Register of Engineering Professional: ~ 35 000
Some Registration Statistics (as at 28 February 2011) Professional Engineers:14827 Professional Engineering Technologists 3704 Professional Engineering Technicians 3532 Professional Certificated Engineers 1047 Specified Categories 970 Candidate Engineers: 5789 Candidate Engineering Technologists 2071 Candidate Engineering Technicians 2971 Candidate Certificated Engineers 215 Total 35126 37
ECSA Registration Statistics 38 200020052010 Female 736 (3.1%) 1 149 (4.2%) 2 950 ( 8.4% ) Male 24 556 25 978 32 184 TOTAL 25 352 27 127 35 134 Pr Eng Female305 420 (~ 1.2%) Note: In 2010 Females represented 9% of Canadian Pr Eng
The need to retain Engineering Skills The Economy and service delivery is being constrained due to a shortage of engineering skills Vital that we retain qualified engineers within the profession 38
Retaining and advancing females in the Engineering Profession There is limited empirical research undertaken in South Africa to identify barriers to women remaining and advancing in the Engineering Profession. 40
Reasons for women leaving the Engineering Profession –Work place climate¹ –Culture not supportive of women¹ –Challenges of Work/Life balance –Working Co nditions ___________________________________ University of Wisconsin – Milwaukee (WWM) Study of 3700 women with Engineering Degree 41
What needs to be done to build a more diverse and inclusive Engineering Profession? Support women in Engineering initiative: SA Womeng Conduct research to better understand the challenges women face in building careers in Engineering Awards for support of women in the Engineering Profession Advisory group for women in engineering 42
43 How has ECSA done business in the past? Emphasis fell on discharging mandatory functions: –Accreditation of Programmes –Evaluation of qualifications –Registration –Investigating complaints, conducting tribunals –Requiring Continuing Professional Development –Setting guideline fees
44 So what is ECSAs new approach? ECSAs Strategic and Business Plans have two thrusts: 1.Continue to discharge mandatory functions –To improve processes and efficiency where this is necessary High priority for the Registration process 2.To emphasize strategic functions empowered by S14 of EPA –Engage in those initiatives which have national relevance and which are in the best interest of the engineering profession and broader society.
Examples of initiatives of national relevance and in the interest of the engineering profession. Determine engineering skills requirements for the country and provide direction and solutions to the pipeline for engineering skills development; Determine barriers to registration of all categories of professionals and addressing these; Ensure the marketing of the profession to educate and attract learners to build the future engineering skills pipeline (Engenius, Career Advice, SAWomeng); 45
Examples of initiatives of national relevance and in the interest of the engineering profession (continued) Intervening to influence the numbers of engineering graduates to promote diversity and representivity ; Improved liaison and lobby with: Government ( DoHE&T, DoFA, DST, DPW, DPE, DM&E, DoH); university sector (staff & students); 46
Examples of initiatives of national relevance and in the interest of the engineering profession (continued) Contributing to the nation planning debate Establish collaboration with industry & chambers of commerce to develop programmes aimed at Improved mentoring of graduates Increasing volunteerism by black professionals Addressing specific sector matters (non payment) Play a regional in promoting the profession (World Bank) 47
48 Regional Influence Namibia: Engagement with Engineering Council of Namibia and Higher Education Institutions on accreditation of programmes Botswana: Workshop on accreditation of programmes Zimbabwe: –commitment to assist Engineering Council of Zimbabwe develop its accreditation system and improve engineering education (MoU pending) –Reconstruction of Zimbabwe Infrastructure Conference London
49 Concluding Remarks We reviewed Engineering developments of the 20 th Century Effects of Globalization Key national challenges including Dinokeng South Africas competitiveness in the world Our national skills situation Reviewed ECSAs role and its contribution to improved competitiveness African Proverb If you want to walk fast, walk alone. If you want to walk far walk together.
Dankie - Enkosi - Ha khensa - Re a leboga - Ro livhuwa - Siyabonga - Siyathokoza - Thank you 50