Briefing: Routes to qualification: more choice creates greater flexibility

Professional engineers have to complete an ‘educational base’ and a period of ‘initial professional development’ (IPD). These are processes of learning through formal and work-based education and training.

Historically, engineers would complete their education at university and their graduate training in the workplace. Increasingly, however, the route is becoming more flexible, allowing individuals to tailor their development to opportunities that arise and to their lifestyle – and at the same time take account of the changes taking place in universities and in industry.

Formal education still continues within universities and the majority of engineers will complete a programme accredited by the Joint Board of Moderators (JBM). This includes representatives from the Institution of Civil Engineers (ICE), Institution of Structural Engineers, Institution of Highways and Transportation and the Institute of Highway Incorporated Engineers.

The programmes can include a period of learning in the workplace – such as vacation employment or a ‘sandwich’ year – but in general engineers follow a full-time programme leading to a formal qualification such as a degree: HNC, HND, BSc, BSc (Hons), BEng (Hons) or MEng.

However, completing a formal education programme does not mean a graduate has necessarily completed the education required of a professional engineer. This only applies to those graduating with a BSc (Hons) who go on to become IEng, or to MEng graduates who go on to become CEng. This leaves a significant number of graduates who have to undertake a period of ‘further learning’ to complete their education.

Further learning can take place at university, such as a BSc or MSc course; in the workplace; or through a combination of formal and work-based education. A key principle of further learning is that the graduate has to acquire knowledge that is equivalent to a master's (CEng) or bach-elor's (IEng) level course in a university.

The benefits for graduates of completing a further-learning programme are the opportunities to develop critical thinking and research skills, and to broaden their knowledge. The benefits to employers include development of their staff and the potential to explore in depth a construction or design problem that needs investigating.

Further-learning programmes run by employers need to be JBM-approved. They can also be managed by individuals, who would need to get their plan approved by ICE. At the end of the programme, graduates must assemble a portfolio of evidence to show how they achieved the expected outcomes; undertake assignments to test their ability to apply the knowledge gained; and reflect on what they have learnt.

A full-time structured MSc or BSc (on top of an HND or foundation degree) programme takes a year, while a further-learning scheme can last between 2 and 4 years. The other alternative is the technical report route, which can take up to 7 years.

It is also worth noting that further learning in the workplace can take place alongside professional development, which means that activities can contribute both to further learning and IPD. However, it is important to distinguish between the two outcomes: further learning is about broadening knowledge and understanding, whereas IPD is about developing specialist skills and competence to practice.

Introducing flexibility into the process of becoming an incorporated or chartered engineer creates challenges and opportunities for everyone involved. All full- and part-time courses, distance learning and workplace learning can be JBM-approved, allowing graduates to choose the route that is best for them.