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R-05-CIV-PE - Civil Engineering

This 3-page document provides a discipline-specific training guideline for candidate engineers in civil engineering in South Africa. It defines key terms, describes the purpose and audience for the guideline, and outlines the nature and organization of the civil engineering industry. The document also discusses developing competency through the engineering lifecycle, recommended functions, contextual knowledge, and statutory requirements. It provides guidance on best-practice training programmes and considerations for special cases and moving between programmes. Appendices further define training elements and their scope.

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R-05-CIV-PE - Civil Engineering

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Document No.

: Effective Date:
Revision No.: 2
R-05-CIV-PE 25/07/2019

Subject: Discipline-specific Training Guideline for Candidate

Engineers in Civil Engineering
Compiler: Approving Officer: Next Review Date:
Page 1 of 39
MB Mtshali EL Nxumalo 25/07/2023

ENSURING THE
EXPERTISE TO GROW
SOUTH AFRICA

Discipline-specific Training Guideline for Candidate

Engineers in Civil Engineering

R-05-CIV-PE
Revision No. 2: 25 July 2019

CONTROLLED DISCLOSURE
ENGINEERING When COUNCIL
downloaded forOF SOUTH
the ECSA AFRICA
Document Management System, this document is uncontrolled and the responsibility rests with the user to
ensure that it is in line with the authorised version on the database. If the ‘original’ stamp in red does not appear on each page, this document is
Tel: 011 6079500 | Fax: 011 6229295 uncontrolled.
Email: [email protected]
QM-TEM-001 Rev 0 – ECSA| Policy/Procedure
Website: www.ecsa.co.za
Document No.: Effective Date:
Revision No.: 2
R-05-CIV-PE 25/07/2019

Discipline-specific Training Guideline for Candidate Engineers in

Civil Engineering

Compiler: Approving Officer: Next Review Date:

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MB Mtshali EL Nxumalo 25/07/2023

TABLE OF CONTENTS

DEFINITIONS ......................................................................................................................... 3
BACKGROUND ...................................................................................................................... 5
1. PURPOSE OF THIS DOCUMENT ...................................................................................... 5
2. AUDIENCE.......................................................................................................................... 6
3. PERSONS NOT REGISTERED AS CANDIDATES OR NOT BEING TRAINED UNDER
COMMITMENT AND UNDERTAKING ............................................................................ 7
4. CIVIL ENGINEERING ......................................................................................................... 8
4.1 Civil Engineers (OFO 2142)............................................................................................... 8
5. NATURE AND ORGANISATION OF THE INDUSTRY ........................................................ 9
6. DEVELOPING COMPETENCY: DOCUMENT R-08-PE .................................................... 10
6.1 Engineering lifecycle considerations ................................................................................ 10
6.2 Functions performed ....................................................................................................... 11
6.3 Contextual knowledge ..................................................................................................... 14
6.4 Industry-related statutory requirements ........................................................................... 15
6.5 Recommended formal learning activities ......................................................................... 16
7. PROGRAMME STRUCTURE AND SEQUENCING .......................................................... 16
7.1 Best-practice programmes .............................................................................................. 16
7.2 Considerations for special cases ..................................................................................... 17
7.3 Moving into or between candidacy programmes .............................................................. 17
REVISION HISTORY ............................................................................................................ 19
Appendix A: Training Elements ............................................................................................. 20
Appendix B: Training Elements Scope .................................................................................. 34

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When downloaded for the ECSA Document Management System, this document is uncontrolled and the responsibility rests with the user to
ensure that it is in line with the authorised version on the database. If the ‘original’ stamp in red does not appear on each page, this document is
uncontrolled.
QM-TEM-001 Rev 0 – ECSA Policy/Procedure
Document No.: Effective Date:
Revision No.: 2
R-05-CIV-PE 25/07/2019

Discipline-specific Training Guideline for Candidate Engineers in

Civil Engineering

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Page 3 of 39
MB Mtshali EL Nxumalo 25/07/2023

DEFINITIONS

Engineering science means a body of knowledge, based on the natural sciences and using
mathematical formulation where necessary, that extends knowledge and develops models
and methods to support its application, solve problems and provide the knowledge base for
engineering specialisations.

Engineering problem means a problematic situation that is amenable to analysis and

solution using engineering sciences and methods.

Ill-posed problem means a problem whose requirements are not fully defined or may be
defined erroneously by the requesting party.

Integrated performance means that an overall satisfactory outcome of an activity requires

several outcomes to be satisfactorily attained, for example, a design requires analysis,
synthesis, analysis of impacts, checking of regulatory conformance and judgement in
decisions.

Level descriptor means a measure of performance demands at which outcomes must be

demonstrated.

Management of engineering works or activities means coordinated activities required to:

(i) to direct and control everything that is constructed or results from construction or
manufacturing operations;

(ii) to operate engineering works safely and in the manner intended;

(iii) to return the engineering works, the plant and the equipment to an acceptable condition
by the renewal, replacement or mending of worn, damaged or decayed parts;

(iv) to direct and control the engineering processes, systems, commissioning, operation and
decommissioning of equipment; and

(v) to maintain engineering works or equipment in a state in which it can perform its
required function.

Over-determined problem means a problem whose requirements are defined in excessive

detail, making the required solution impossible to attain in all of its aspects.

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Outcome at the professional level means a statement of the performance that a person
must demonstrate to be judged competent.

Practice area means a generally recognised or distinctive area of knowledge and expertise
developed by an engineering practitioner by virtue of the path of education, training and
experience followed.

Range statement means the required extent of or limitations on expected performance

stated in terms of situations and circumstances in which outcomes are to be demonstrated.

Specified category means a category of registration for persons who must be licensed
through the Engineering Profession Act or a combination of the Engineering Profession Act
and external legislation as having specific engineering competencies at NQF Level 5 related
to an identified need to protect the public safety, health and interest or the environment, in
relation to an engineering activity.

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BACKGROUND
The illustration below defines the documents that comprise the Engineering Council of South
Africa (ECSA) system for registration in professional categories. The illustration also locates
the current document.

Defines Council Policy giving Defines the standards of

effect to the Act’s power to competency for registration in Provides guidance on the
register in Professional each Professional Category competency standards for
Categories each category and
development of competencies
R-01-POL Prescribes
Registration Policy Standards R-02-PE Explains
Competency R-08-PE
Standard Guide to
Prescribes
Procedures
Competency
Standards

Recommends
R-03-PRO C&U Refers Refers to
Application and to
Assessment
Process R-04-P Training and This
Mentoring Guide (All Document
Defines key aspects of the Categories)
application and assessment Refers
process and the forms of to Provides guidance to candidates,
evidence that must be applicants, mentors, supervisors R-05-CIV-PE
R-05-CIV-PE
submitted by the applicant and referees on matters common Discipline-specific
to all professional categories
Training Guide
Discipline-specific
R-11-PRO Process for Training Guide
Training Candidates Refers
Provides guidance on training
(All Categories) to
and experience towards
registration for disciplines and
Covers the elements of the training categories
process and the requirements of the
Commitment and Undertaking
(C&U)

Figure 1: Documents defining the ECSA registration system

1. PURPOSE OF THIS DOCUMENT

All persons applying for registration as Professional Engineers are expected to demonstrate
the competencies specified in document R-02-PE at the prescribed level, irrespective of the
trainee’s discipline, through work performed by the applicant within complex engineering
activities at the prescribed level of responsibility.

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This document supplements the generic Training and Mentoring Guide R-04-P and the
Guide to the Competency Standards for Professional Engineers, document R-08-PE.

In document R-04-P, attention is drawn to the following sections:

 Duration of training and period working at a level required for registration
 Principles of planning training and experience
 Progression of training Programme
 Documenting training and experience
 Demonstrating responsibility.

The second document R-08-PE provides both a high-level and outcome-by-outcome

understanding of the competency standards as an essential basis for this discipline specific
training guide.

This Guide, as well as R-04-P and R-08-PE, is subordinate to the Policy on Registration,
document R-01-POL, the Competency Standard (R-02-PE) and the application process
definition (R-03-PRO).

2. AUDIENCE
This guide is directed to recent graduates, trainees, applicants, candidates and their
supervisors and mentors in the discipline of Civil Engineering. The guide is intended to
support a programme of training and experience incorporating good practice elements.

This guide applies to persons who have:

(a) completed the education requirements by obtaining an accredited BEng-type
qualification, or a Washington-Accord Recognised qualification or through
evaluation/assessment;
(b) Registered as Candidate Engineers;
(c) Embarked on a process of adequate training under a registered Commitment and
Undertaking (C&U) with a mentor guiding the professional development process at
each stage.

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3. PERSONS NOT REGISTERED AS CANDIDATES OR NOT BEING TRAINED

UNDER COMMITMENT AND UNDERTAKING
All applicants for registration must present the same evidence of competence and be
assessed against the same standards, irrespective of the development path followed.
Application for registration as a Professional Engineer is permitted without being registered
as a Candidate Engineer or without training under a C&U. Mentorship and adequate
supervision are, however, key factors in effective development to the level required for
registration. A C&U indicates that the company is committed to mentorship and supervision
in accordance with the specific standards and policies for registration.

If the trainee’s employer has no C&U, the trainee should establish the level of mentorship
and supervision the employer is able to provide. In the absence of an internal mentor, an
external mentor’s services should be secured. The Voluntary Association (VA) for the
discipline should be consulted for assistance in locating an external mentor. A mentor should
be in place at all stages of the development process.

This guide is written for the recent graduate who is training and gaining experience toward
registration. Mature applicants for registration may apply the guide retrospectively to identify
possible gaps in their development.

Any applicants who have not enjoyed mentorship are advised to request an experienced
mentor (internal or external) to act as an application adviser while they prepare their
applications for registration.

The guide may be applied in the case of a person moving into a candidacy programme at a
later stage that is at a level below that required for registration (see section 7.3 of this
document).

Discipline-specific Training Guideline for Candidate Engineers in

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4. CIVIL ENGINEERING

4.1 Civil Engineers (OFO 2142)

A Civil Engineer plans, designs, organises and oversees the construction and operation of
civil engineering projects including the following:
 Structural: buildings, dams, bridges, roads, highways, runways, harbours, railways,
water retaining;
 Geotechnical: township services earthworks, excavations, soil conservation and
geotechnical processes;
 Transportation systems;
 Hydraulic engineering systems: water resources and supply, pipelines, canals,
water treatment, stormwater and drainage, sewerage systems; sanitation waste
disposal, coastal engineering.

Typical tasks a Civil Engineer may undertake include the following:

 Conducting research and developing new or improved theories and methods related to
civil engineering.
 Advising on and designing infrastructures such as bridges, dams, harbours, roads,
airports, stadiums, railways, canals, pipelines, treatment works, waste-disposal and
flood-control systems, and residential, commercial, industrial and other large buildings.
 Determining and specifying construction methods, materials and quality standards and
directing construction work.
 Establishing control systems to ensure efficient functioning of infrastructure as well as
safety and environmental protection.
 Organising and directing maintenance and repair of existing civil engineering
infrastructure.
 Analysing the behaviour of soil and rock when placed under pressure by proposed
structures and designing structural foundations.
 Analysing the stability of structures and testing the behaviour and durability of materials
used in their construction.

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Practising Civil Engineers generally concentrate on one or more of these sub-disciplines:

 Structural Engineering
 Geotechnical Engineering
 Hydraulics Engineering and Water Resources and Supply Construction Engineering
including Site Design
 Transport Engineering.

More specialised Civil Engineers may be in fields such as Transportation and Urban
Planning, Biosystems Engineering, GIS and Land-use Management.

5. NATURE AND ORGANISATION OF THE INDUSTRY

Civil engineers may be employed in both the private and the public sector. Typically, in the
private sector, they would be involved in consulting, contracting or in supplier or
manufacturing organisations. Consultants are responsible for planning, designing,
documenting and supervising the construction and/or operation of projects on behalf of their
clients. Contractors are responsible for project implementation, and activities include
planning, construction, labour and resource management. Those working in supply or
manufacturing companies could be involved in research and development and would be
involved in production, supply and quality control.

The public sector is responsible for service delivery and is usually the client, though in some
departments, design and construction are also carried out. Civil engineers are required at all
levels of the public sector, including at national, provincial and local government level, state-
owned enterprises (SOEs) and public utilities. The public sector largely handles planning,
specifying, overseeing implementation, operations and maintenance of infrastructure.
An extension of the public sector would include tertiary academic institutions and research
organisations.

Depending on where the candidate is employed, there may be situations where opportunities
in-house are not sufficiently diverse to develop all the competencies required in both
Groups A and B, noted in document R-02-PE. For example, the opportunity to develop
problem-solving competence (including design or developing solutions) and to manage
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Discipline-specific Training Guideline for Candidate Engineers in

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engineering activities (including implementing or constructing solutions) may not both be

available to the candidate. In such cases, employers are encouraged to put a secondment
system in place.

It has been fairly common practice that where an organisation is unable to provide training in
certain areas, secondments are arranged with other organisations so the candidate is able to
develop all the competencies required for registration.

These secondments are usually of a reciprocal nature, so both employers and their
respective employees get the mutual benefit from the other party. Secondments between
consultants and contractors, and between the public and private sector should be possible.

6. DEVELOPING COMPETENCY: DOCUMENT R-08-PE

6.1 Engineering lifecycle considerations

The Civil Engineer is involved in activities associated with the asset life cycle as shown in
Figure 2.

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Figure 2: Asset Lifecycle

6.2 Functions performed

A conventional path to registration usually involves the candidate carrying out the functions
described in Table 1.

These functions, as described in the Asset Lifecycle above, would be related to the
“producing an asset” portion, but could also relate to the “use of an asset” portion.

In the case of “producing an asset”, the functions are expanded from the conventional
sequence of an engineering project: conceive, design, implement and operate, and usually,
the candidate experiences them in this order.

In the case of “use of an asset”, where the work involves operations and maintenance, the
candidate may experience them differently, but the functions may be similar.

Table 1: Functions
1. ORIENTATION
Be exposed to, observe and understand a range of processes, materials and
products relevant to your employer and typical clients.
2 DEVELOPING AN ENGINEERING BRIEF
2.1 Accurate identification and definition:
Take an active part, probably in a supporting role, in researching, compiling and
assessing basic data, background information and the meaning and purpose of an
assignment.
Record your involvement in a report to your mentor and demonstrate the process by
which the assignment was finally and properly defined.
2.2 Systems approach
It is generally accepted that to ensure a holistic (all encompassing) solution to a
problem, all relevant aspects are to be considered.
In reports to your mentor, record how, through your own experience, you were
involved in adopting the wider approach in defining problems.
2.3 Standards and codes
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QM-TEM-001 Rev 0 – ECSA Policy/Procedure
Document No.: Effective Date:
Revision No.: 2
R-05-CIV-PE 25/07/2019

Discipline-specific Training Guideline for Candidate Engineers in

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Table 1: Functions
List the National and International standards, Codes of Practice, Environmental
Requirements documents you have used. Discuss their relevance to your work in your
reports to your mentor.
3 DESIGNING A SOLUTION
3.1 Resolution of an engineering brief
This involves compiling all relevant data acquired during the investigation period
and a statement of the analytical work completed.
Finding alternative solutions
This involves the technical and financial evaluation of alternatives by, for example,
assisting with a feasibility study covering aspects such as:

 Concepts and precedents

 Sources of information
 Estimates and budget quotations
 Quick design methods
 Writing, production and interpretation of feasibility reports
 Briefs for detail design.
In a report to your mentor, produce your preferred solution with justification, showing
throughout (or by an accompanying statement) how this work contributed to the
solution of the problem and identify the major factors on which the solution depended
for accuracy or completeness.
3.2 Present the solution to a problem
This involves producing documentation on the solution including diagrams, charts
and/or detailed drawings using acceptable standards.
In a report to your mentor, present the example for discussion and approval.
3.3 Choice of construction material when deciding on a solution
Read the supplier’s instructions for using patent materials. Read SABS
specifications on civil engineering materials (naturally occurring processed and
manufactured). List all references. Discuss the choice and use of prescribed materials
for a specific solution with your mentor.
4 DOCUMENTATION
4.1 Purpose of documentation
This involves acquiring an appreciation that technical specifications are an essential part
of a solution to the problem. Select or write a specification and/or amend an existing
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uncontrolled.
QM-TEM-001 Rev 0 – ECSA Policy/Procedure
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Revision No.: 2
R-05-CIV-PE 25/07/2019

Discipline-specific Training Guideline for Candidate Engineers in

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Table 1: Functions
specification for a particular item of work.
Discuss a specification used in your work with your mentor.
4.2 Costing of solutions
Cost solutions to problems by taking off quantities and doing cost estimates. Present
examples to your mentor for discussion and comment.
4.3 Safety
State in a quarterly report which regulations apply and what safety criteria you have
followed in the course of implementing solutions.
5 IMPLEMENTATION
5.1 Know how all parties to a contract exercise their duties and responsibilities
In a report to your mentor, demonstrate your knowledge of the duties and
responsibilities of all parties to a contract and discuss the practical application of the
various documents forming a particular contract with your mentor.
5.2 Know the procedure for issuing and/or receipt, registration and filing work
instructions and/or drawings and amendments
Gain practical experience of these procedures and demonstrate this experience in a
report to your mentor.
5.3 Keep an accurate daily record of events and instructions
Keep an up-to-date, accurate daily diary for inspection by your mentor.
5.4 Read and co-ordinate drawings and/or implement work instructions by being
involved on a day-to-day basis in the process
Demonstrate your competence by the quality of your work and discuss this with your
mentor.
5.5 Participate in the dimensional control and accuracy of the work you are
implementing or controlling
Demonstrate your competence through the quality of your work and discuss this
process with your mentor.
5.6 Know the use, performance and cost of equipment plant and/or labour resource
Include in a report to your mentor a list of all major items of which you have
first-hand knowledge. Discuss your experience with your mentor.
5.7 Plan and programme section of work and be involved in progress monitoring
and reporting.
Discuss the programme with your mentor.

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Table 1: Functions
5.8 Measure and record or independently check work done for payment purposes
Take part in this work to prepare and check Interim Valuations and/or Final
Accounts.
Demonstrate your involvement to your mentor.
5.9 Have a critical approach to safety matters in the implementation process
and to the observance of safe working practices
Know your responsibilities relating to safety and be familiar with legislation relating to
your particular work. Appreciate good safety practices relevant to your work by
reference to your company safety manual.
Emphasise your involvement in safety matters in a report to your mentor

6.3 Contextual knowledge

Candidates are expected to have knowledge of the following topics:

General appreciation of engineering procedures applicable to civil engineering
Read the information brochures provided by:
 South African Institution of Civil Engineering (SAICE)
 Consulting Engineers South Africa (CESA)
 South African Federation of Civil Engineering Contractors (SAFCEC)

Discuss the procedures with your mentor at a quarterly interview.

Show a working knowledge of the SAICE constitution and by-laws
 Read all these documents
 Discuss the documents with your mentor at a quarterly interview.

Relationships between Organisations

Display a working knowledge of the roles of and interaction between organisations such as:
 Engineering Council of South Africa (ECSA)
 SA Institution of Civil Engineering (SAICE)
 Consulting Engineers South Africa (CESA)
 SA Federation of Civil Engineering Contractors (SAFCEC)

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 Building Industries Federation South Africa (BIFSA)

 Construction Industry Development Board (CIDB).

Knowledge of General Conditions of Contract

Display a working knowledge of Conditions of Contract used in civil engineering such as
SAICE GCC, JBCC, FIDIC, NEC.

Structure of organisation where candidate is employed

Study all available organisation charts. Write a report on the management structure of your
organisation/project team, defining your roles and responsibilities.

6.4 Industry-related statutory requirements

Candidates are expected to have a working knowledge of the following Acts:

 Engineering Profession Act, 46 of 2000, its Rules, specifically the Code of Conduct;
 Occupational Health and Safety Act, 85 of 1993 and its relevant regulations pertaining to
the industry, as amended by Act 181 of 1993.

Candidates may, depending on their area of practice, need to have a working knowledge of
the following Acts:

 National Building Regulations and Building Standards Act, 103 of 1977, as amended by
Act 49 of 1995;
 Environment Conservation Act, 73 of 1989, as amended by Act 52 of 1994 and Act 50 of
2003;
 Water Services Act, 108 of 1997, as amended by Act 30 of 2004;
 National Water Act, 36 of 1998, as amended by Act 45 of 1999.

Many Acts not listed in this document may be pertinent to the candidate’s work functions.
Candidates are expected to have some basic knowledge of these Acts where applicable.

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6.5 Recommended formal learning activities

Candidates may find many of the following lists of formal learning activities, which are by
no means comprehensive, useful in developing their competencies:

Discipline specific courses relating to areas of practice

 Report Writing
 Project Management
 Conditions of Contract
 Standard Specifications
 Preparation of Specifications
 Negotiation Skills
 Engineering Finance
 Risk Analysis
 Quality Systems
 Occupation Health and Safety
 Quality Systems
 Environment Impacts

7. PROGRAMME STRUCTURE AND SEQUENCING

7.1 Best-practice programmes

Generally, no matter the discipline, it is unlikely that the training period will only be three
years, the minimum time required by ECSA. Typically, it will be longer and will be
determined, among others, by the availability of functions in the actual work situation. There
is no ideal training programme structure or a unique sequencing that constitutes best
practice.

The training programme for each candidate depends on the work opportunities available for
the employer to assign to the candidate at the time. Best practice programmes are those that
address the development of the competencies needed for each candidate to be able to
successfully register as a professional engineer.

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The training programme should be such that the candidate progresses through levels of
work capability, which are described in document R-04-P, such that by the end of the
training period, the candidate performs individually and as a team member at the level of
problem-solving and engineering activity required for registration and exhibits degree of
responsibility E.

Depending on the nature of the work undertaken by an employer, it may be possible to

develop a training programme that provides opportunities for the candidate to undertake
the work functions described in section 6, Table 1. In some cases, an employer may only
cover some of the functions described in section 6, Table 1. In such cases, the employer
and candidate should make appropriate arrangements as described in section 5 of this
document.

It is suggested that candidates work with their mentors to determine appropriate projects to
gain exposure to elements of the asset cycle and ensure their designs are constructive,
operable and designed considering life cycle costing and long-term sustainability.

7.2 Considerations for special cases

Document R-08-PE adequately describes what is expected of persons whose formative

development has not followed a conventional path, for example academics, researchers and
specialists.

The overriding consideration is that, irrespective of the route followed, the applicant must
provide evidence of competence against the standard.

7.3 Moving into or between candidacy programmes

This guide assumes that a candidate enters a programme after graduation and continues
with the programme until ready to submit a registration application. It also assumes the
candidate is supervised and mentored by persons who meet the requirements in
document R-04-P. In the case of a person changing from one candidacy programme to

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another or moving into a candidacy programme from a less structured environment, it is

essential that the following steps be completed:

 The candidate must complete the Training and Experience Summary (TES) and
Training and Experience Reports (TER) for the previous programme or unstructured
experience. In the latter case, it is important to reconstruct the experience as
accurately as possible. The TERs must be signed off.
 On entering the new programme, the Mentor and Supervisor should review the
candidate’s development in the light of the past experience and the opportunities and
requirements of the new programme, and plan at least the next phase of the
candidate’s programme.

Subject: Discipline-specific Training Guideline for Candidate

Engineers in Civil Engineering
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Appendix A: Training Elements

Synopsis: A candidate engineer should achieve specific competencies at the prescribed level during his/her development towards
professional registration, at the same time accepting more and more responsibility as experience is gained. The outcomes achieved and
established during the candidacy phase should form the template to all engineering work performed after professional registration
regardless of the level of responsibility at any particular stage of an engineering career:
1. Confirm understanding of instructions received and clarify if necessary;
2. Use theoretical training to develop possible solutions: select the best and present to the recipient;
3. Apply theoretical knowledge to justify decisions taken and processes used;
4. Understand role in the work team, and plan and schedule work accordingly;
5. Issue complete and clear instructions and report comprehensively on work progress;
6. Be sensitive about the impact of the engineering activity and take action to mitigate this impact;
7. Consider and adhere to legislation applicable to the task and the associated risk identification and management;
8. Adhere strictly to high ethical behavioural standards and ECSA’s Code of Conduct;
9. Display sound judgement by considering all factors, their interrelationship, consequences and evaluation when all evidence
is not available;
10. Accept responsibility for own work by using theory to support decisions, seeking advice when uncertain and
evaluating shortcomings; and
11. Become conversant with your employer’s training and development program and develop your own lifelong
development program within this framework.
Complex engineering work is usually characterised by the application of novel technology deviating from standard procedures,
codes and systems, the deviation verified by research, modelling and/or substantiated design calculations.
Responsibility Levels: A = Being Exposed; B = Assisting; C = Participating; D = Contributing; E = Performing.

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Competency Standards for Registration as a

Professional Engineer Explanation and Responsibility Level
1. Purpose Discipline Specific Training Guides (DSTG) gives context to the purpose of the Competency Standards. Professional
Engineering s operate within the nine disciplines recognised by ECSA. Each discipline can be further divided into
This standard defines the competence required for registration as a sub-disciplines and finally into specific workplaces as given in Clause 4 of the specific Discipline Specific Training
Professional Engineer. Definitions of terms having particular Guideline. DSTG’s are used to ffacilitate experimental development towards ECSA registration and assist in
meaning within this standard is given in text in Appendix D. compiling the required portfolio of evidence (Specifically the Engineering Report in the application form).
NOTE: The training period must be utilised to develop the competence of the trainee towards achieving the standards
below at a responsibility level E, i.e. Performing. (Refer to 7.1 in the specific DSTG)

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2. Demonstration of Competence Engineering activities can be divided into (approximately):

Competence must be demonstrated within complex engineering 5% Complex (Professional Engineers)
activities, defined below, by integrated performance of the outcomes 5% Broadly Defined (Professional Engineering Technologists)
defined in section 3 at the level defined for each outcome. 10% Well-defined (Professional Engineering Technicians)
Required contexts and functions may be specified in the applicable 15% Narrowly Well-defined (Registered Specified Categories)
Discipline Specific Guidelines. 20% Skilled Workman (Engineering Artisan)
55% Unskilled Workman (Artisan Assistants)
The activities can be in-house or contracted out; evidence of integrated performance can be submitted irrespective of the
situation.
Level Descriptor: Complex engineering activities Level Descriptor: BDEA in the various disciplines are characterised by several or all of:
have several of the following characteristics: a) Scope of practice area does not cover the entire field of the discipline (exposure limited to the sub-discipline and
a) Scope of practice area is linked to technologies used and changes specific workplace). Some technologies used are well established and adoption of new technologies needs
by adoption of new technology into current practice; investigation and evaluation;
b) Practice area is located within a wider, complex context, requires b) Practice area varies substantially with unlimited location possibilities and an additional responsibility to identify the
teamwork, has interfaces with other parties and disciplines; need for advice on complex activities and problems. Complex activities in the sub-discipline needs interfacing with
c) Involve the use of a variety resources, including people, money, professional engineers, professional technicians, artisans, architects, financial staff, etc. as part of the team;
equipment, materials, technologies; c) The bulk of the work involves familiar, defined range of resources, including people, money, equipment, materials,
d) Require resolution of occasional problems arising from interactions but new technologies are investigated and implemented;
between wide-ranging or conflicting technical, engineering or other d) Most of the impacts in the sub discipline are on wider issues, but some arise from conflicting technical and
issues; engineering issues that have to be addressed by the application of complex non-standard engineering
e) Are constrained by available technology, time, finance, principles;
infrastructure, resources, facilities, standards and codes, applicable e) The work packages and associated parameters are constrained by operational context with variations limited to
laws; different locations only. (Cannot be covered by standards and codes).
f) Have significant risks and consequences in the practice area and in
related areas. f) Even locally important minor risks can have far reaching consequences.

Activities include but are not limited to: design; planning; investigation Activities include but are not limited to: design; planning; investigation and problem resolution; improvement of
and problem resolution; improvement of materials, components, systems materials, components, systems or processes; engineering operations; maintenance; project management. For
or processes; manufacture or construction; engineering operations; Engineering s, research, development and commercialisation happen more frequently in some disciplines and are
maintenance; project management; research; development and seldom encountered in others.
commercialisation.

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3. Outcomes to be satisfied: Explanation and Responsibility Level

Group A: Engineering Problem Solving.
Outcome 1: Responsibility level E
Define, investigate and analyse complex engineering problems Analysis of an engineering problem means the “separation into parts possibly with comment and judgement”. Broadly
means “not minute or detailed” and “not kept within narrow limits”.
Complex engineering problems have the following
characteristics:
(a) require coherent and detailed engineering knowledge, (a) coherent and detailed engineering knowledge for Engineering s means the problem encountered cannot be solved
underpinning the technology area; without the combination of all the relevant detail including engineering principles applicable to the situation;
and one or more of: (b) the nature of the problem is not immediately obvious, and further investigation to identify and interpret the real
(b) are ill-posed, under- or over specified, require identification and nature of the problem is necessary;
interpretation into the technology area; (c) the problem is not easily recognised as part of the larger engineering task, project or operation and may be
(c) encompass systems within complex engineering systems; obscured by the complexity of the larger system;
(d) belong to families of problems which are solved in well-accepted but (d) recognised that the problem can be classified as a falling within a typical solution requiring innovative adaptation to
innovative ways; meet the specific situation;
and one or more of: (e) solving the problem needs a step by step approach adhering to proven logic;
(e) can be solved by structured analysis techniques; (f) the standards, codes and documented procedures must be analysed to determine to what extent they are
(f) may be partially outside standards and codes; must provide applicable to solve the problem and justification must be given to operate outside these;
justification to operate outside; (g) the responsibility lies with the Engineering t o verify that some information received as part of the problem
(g) require information from practice area and sources interfacing with encountered may remain incomplete and solutions to problems may need justified assumptions;
practice area that is complex and incomplete; (h) the problem handled by an Engineering may be solved by alternatives that are unaffordable, detrimental to the
(h) involves a variety of issues which may impose conflicting environment, socially unacceptable, not maintainable, not sustainable, etc. The will have to justify his / her
constraints: technical, engineering and interested or affected recommendation;
parties;
and one or both of: (i) practical solutions to problems includes knowledge and judgement of the roles displayed by the multi-disciplinary
(i) requires judgement in decision making in practice area, considering team and impact of own work in the interactive environment;
interfaces to other areas; (j) Engineering s must realise that their actions might seem to be of local importance only, but may develop into
(j) have significant consequences which are important in practice significant consequences extending beyond their own ability and practice area.
area, but may extend more widely.

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Assessment Criteria: A structured analysis of complex problems To perform an engineering task an engineering will typically receive an instruction from a senior person (customer)
typified by the following performances is expected: to do a specific task, and must:
1.1 Performed or contributed in defining engineering problems leading 1.1 Make very sure that the instruction is complete, clear and within his/her capability and that the person who issued
to an agreed definition of the problems to be solved. the instruction agrees with his/her interpretation.
1.2 Performed or contributed in investigating engineering problems 1.2 The engineering problem and related information must be segregated from the bulk of the information,
including collecting, organising and evaluating information. investigated and evaluated.
1.3 Performed or contributed in analysis of engineering problems using 1.3 Ensure that the instruction and information to do the work is fully understood and complete, including engineering
conceptualisation, justified assumptions, limitations and evaluation theory needed to understand the task and acceptance criteria, and to carry out and/or check calculations. If
of results needed supplementary information must be gathered, studied and understood. Concepts and assumptions must
be justified by engineering theory and calculations, if applicable.
Range Statement: The problem may be a design requirement, an Please refer to clause 4 of the specific Discipline Specific Training Guideline.
applied Research and Development requirement or a problematic
situation in an existing component, system or process. The problem is
one amenable to solution by technologies known to the candidate. This
outcome is concerned with the understanding of a problem: Outcome 2
is concerned with the solution.

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Outcome 2: Responsibility level C and D

Design or develop solutions to complex engineering problems Design means “drawing or outline from which something can be made”.
Develop means “come or bring into a state in which it is active or visible”.
Assessment Criteria: This outcome is normally demonstrated after a After the task received is fully understood and interpreted a solution to the problem posed can be developed (designed).
problem analysis as defined in outcome 1. Working systematically to To synthesise a solution means “the combination of separate parts, elements, substances, etc. into a whole or into a
synthesise a solution to a complex problem, typified by the following system” by:
performances is expected:
2.1 Designed or developed solutions to complex engineering 2.1 The development (design) of more than one way to solve an engineering task or problem should always be done,
problems. including the costing and impact assessment for each alternative. All the alternatives must meet the requirements
set out by the instruction received, and the theoretical calculations to support each alternative must be done and
submitted as an attachment.
2.2 Systematically synthesised solutions and alternative solutions or 2.2 The Engineering will in some cases not be able to support proposals with the complete theoretical calculation to
approaches to the problem by analysing designs against substantiate every aspect, and must in these cases refer his / her alternatives to an Engineer for scrutiny and
requirements, including costs and impacts on outside parameters. support. The alternatives and alternative recommended must be convincingly detailed to win customer support for
(requirements). the alternative recommended. Selection of alternatives might be based on tenders submitted with
2.3 Drawing up of detailed specification requirements and design alternatives deviating from those specified.
documentation for implementation to the satisfaction of the client. 2.3 The best complete and final solution selected must be followed up with a detailed technical specification,
supporting drawings, bill of quantities, etc., for the execution of work to meet customer requirements.
Range Statement: Solutions are those enabled by the technologies in Applying theory to do complex engineering work is mostly done in a way that’s been used before, probably developed by
the candidate’s practice area. engineers in the past, and documented in written procedures, specifications, drawings, models, examples, etc. Engineering s
must seek approval of any deviation from these established methods, but also initiate and/or participate in the development and
revision of these norms.
Outcome 3: Responsibility level E
Comprehend and apply the knowledge embodied in widely accepted and Comprehend means “to understand fully”. The jurisdiction in which an Engineering practices is given in
applied engineering procedures, processes, systems or methodologies Clause 4 of the specific Discipline Specific Training Guideline.
and those specific to the jurisdiction in which he/she practices.

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Assessment criteria: This outcome is normally demonstrated in the Design work for Engineering s is based on BEng theory and is mostly the utilisation and configuration of manufactured
course of design, investigation or operations. components and selected materials and associated novel technology. Engineering s develop and apply codes and
procedures in their design work. Investigation would be on complex be incidents and condition monitoring, and
operations mostly on developing and improving engineering systems and operations.
3.1 Applied engineering principles, practices, technologies, including 3.1 Calculations at BEng theoretical level confirming the correct application and utilisation of equipment, materials
the application of BEng theory in the practice area. and systems listed in Clause 4 of the specific Discipline Specific Training Guideline.must be done on broadly-
3.2 Indicated working knowledge of areas of practice that interact with defined activities.
practice area to underpin team work. 3.2 The understanding of complex procedures and techniques must be based on fundamental mathematical,
3.3 Applied related knowledge of finance, statutory, safety and scientific and engineering knowledge, as part of personal contribution within the engineering team.
management. 3.3 The ability to manage the resources within legal and financial constraints must be evident.
Range Statement: Applicable knowledge includes:
(a) Technological knowledge that is well-established and applicable to the (a) The specific location of a task to be executed is the most important determining factor in the layout design and utilisation of
practice area irrespective of location, supplemented by locally relevant equipment. A combination of educational knowledge and practical experience must be used to substantiate decisions taken
knowledge, for example, established properties of local materials. including a comprehensive study of systems, materials, components and projected customer requirements and
Emerging technologies are adopted from formulations of others. expectations. New ideas, materials, components and systems must be investigated, evaluated and applied accompanied by
(b) A working knowledge of interacting disciplines (engineering and other) to complex theoretical motivation.
underpin teamwork. (b) In spite of having a working knowledge of interacting disciplines, Engineering s takes responsibility for the
(c) Jurisdictional knowledge includes legal and regulatory requirements as multidisciplinary team of specialists like Civil Engineers on structures and roads, Mechanical Engineers on fire protection
well as locally relevant codes of practice. As required for practice area, a equipment, Architects on buildings, Electrical Engineers on communication equipment, etc.
selection of: law of contract, health and safety, environmental, intellectual (c) Jurisdictional in this instance means “having the authority”, and Engineering s must be aware of and decide on the relevant
property, contract administration, quality management, risk requirements applicable to each specific project that he/she is responsible for. They are usually appointed as the
management, maintenance management, regulation, project and “responsible person” for specific projects in terms of the OHS Act.
construction management.

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Group B: Managing Engineering Activities. Explanation and Responsibility Level

Outcome 4: Responsibility level D
Manage part or all of one or more complex engineering activities. Manage means “control”.

Assessment Criteria: The candidate is expected to display personal In engineering operations Engineering s will typically be given the responsibility to carry out projects.
and work process management abilities:
4.1 Managed self, people, work priorities, processes and resources in 4.1 Resources are usually subdivided based on availability and controlled by a work breakdown structure and
complex engineering work. scheduling to meet deadlines. Quality, safety and environment management are important aspects.
4.2 Role in planning, organising, leading and controlling complex 4.2 The basic elements of managements must be applied to complex engineering work.
engineering activities evident.
4.3 Knowledge of conditions and operation of contractors and the ability 4.3 Depending on the project, Engineering s can be the team leader, a team member, or can supervise appointed
to establish and maintain professional and business relationships contractors. To achieve this, maintenance of relationships is important and must be demonstrated.
evident.
Outcome 5: Responsibility level C
Communicate clearly with others in the course of his or her broadly-
defined engineering activities
Assessment Criteria: Demonstrates effective communication by:
5.1 Ability to write clear, concise, effective technical, legal and 5.1 Refer to Range Statement for Outcome 4 and 5 below.
editorially correct reports shown.
5.2 Ability to issue clear instructions to stakeholders using appropriate 5.2 Refer to Range Statement for Outcome 4 and 5 below.
language and communication skills evident.
5.3 Oral presentations made using structure, style, language, visual 5.3 Presentation of point of view mostly occurs in meetings and discussions with immediate supervisor.
aids and supporting documents appropriate to the audience and
purpose.

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Range Statement for Outcomes 4 and 5: Management and

communication in well-defined engineering involves:
(a) Planning complex activities; (a) Planning means “the arrangement for doing or using something, considered in advance”.
(b) Organising complex activities; (b) Organising means “put into working order; arrange in a system; make preparations for”.
(c) Leading complex activities and (c) Leading means to “guide the actions and opinions of; influence; persuade”.
(d) Controlling complex activities. (d) Controlling means the “means of regulating, restraining, keeping in order; check”.
Engineering s write specifications for the purchase of materials and/or work to be done, recommendations on tenders
received, place orders and variation orders, write work instructions, report back on work done, draw, correct and revise
drawings, compile test reports, use operation and maintenance manuals to write work procedures, write inspection and
audit reports, write commissioning reports, prepare and present motivations for new projects, compile budget reports,
report on studies done and calculations carried out, report on customer requirements, report on safety incidents and
risk analysis, report on equipment failure, report on proposed system improvement and new techniques, report back on
cost control, etc.

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Group C: Impacts of Engineering Activity. Explanation and Responsibility Level

Outcome 6: Responsibility level B
Recognise the foreseeable social, cultural and environmental effects of Social means “people living in communities; of relations between persons and communities”. Cultural means” all the arts,
complex engineering activities generally beliefs, social institutions, etc. characteristic of a community”. Environmental means “surroundings, circumstances,
influences”.
Assessment Criteria: This outcome is normally displayed in the course
of analysis and solution of problems. The candidate typically:
6.1 Ability to identify interested and affected parties and their 6.1 Engineering impacts heavily on the environment e.g. servitudes, expropriation of land, excavation of trenches with
expectations in regard to interactions between technical, social, associated inconvenience, borrow pits, dust and obstruction, street and other crossings, power dips and interruptions,
cultural and environmental considerations shown. visual and noise pollution, malfunctions, oil and other leaks, electrocution of human beings, detrimental
effect on animals and wild life, dangerous rotating and other machines, demolishing of structures, etc.
6.2 Measures taken to mitigate the negative effects of engineering 6.2 Mitigating measures taken may include environmental impact studies, environmental impact management,
activities evident. community involvement and communication, barricading and warning signs, temporary crossings, alternative
supplies (ring feeders and bypass roads), press releases, compensation paid, etc.

Outcome 7: Responsibility level E

Meet all legal and regulatory requirements and protect the health and
safety of persons in the course of his or her complex engineering
activities.
Assessment Criteria:
7.1 Identified applicable legal and regulatory requirements including 7.1 The OHS Act is supplemented by a variety of parliamentary acts, regulations, local authority by-laws, standards
health and safety requirements for the engineering activity. and codes of practice. Places of work might have standard procedures, instructions, drawings and operation and
maintenance manuals available. These documents, depending on the situation (emergency, breakdown, etc.) are
consulted before work is commenced and during the activity;
7.2 Circumstances stated where applicant assisted in, or 7.2 It is essential to attend a Risk Management (Assessment) course, and to investigate and study the materials,
demonstrated awareness of the selection of save and sustainable components and systems used in the workplace. The Engineering seeks advice from knowledgeable and
materials, components and systems and have identified risk and experienced specialists if the slightest doubt exist that safety and sustainability cannot be guaranteed.
applied risk management strategies.

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Range Statement for Outcomes 6 and 7: Impacts and regulatory

requirements include:
(a) Requirements include both explicit regulated factors and those that (a) The impacts will vary substantially with the location of the task, e.g. the impact of laying a cable or pipe in the main street of
arise in the course of particular work; town will be entirely different to construction in a rural area. The methods, techniques or procedures will differ accordingly
and may be complex, and is identified and studied by the Engineering before starting the work.
(b) Impacts considered extend over the lifecycle of the project and include (b) The Safety Officer and/or the Responsible Person appointed in accordance with the OHS Act usually confirm or check that
the consequences of the technologies applied; the instructions are in line with regulations. The Engineering is responsible to see to it that this is done, and if not,
establishes which regulations apply, and ensure that they are adhered to. Usually the people working on site are strictly
controlled w.r.t. health and safety, but the Engineering checks that this is done, but may authorise unavoidable deviation
after setting condition for such deviations. Projects are mostly carried out where contact with the public cannot be avoided,
and safety measures like barricading and warning signs must be used and maintained.
(c) Effects to be considered include direct and indirect, immediate and (c) Effects associated with risk management are mostly well known if not obvious, and methods used to address, clearly
long-term related to the technology used; defined. Risks are mostly associated with elevated structures, subsidence of soil, electrocution of human beings and
moving parts on machinery. The Engineering needs to identify, analyse and manage any long term risks, and develop
strategies to solve these by using alternative technologies.
(d) Safe and sustainable materials, components and systems; (d) The safe and sustainable materials, components and systems must be selected and prescribed by the Engineering s or
other professional specialists must be consulted. It is the responsibility of the Engineering to use his/her knowledge and
experience to confirm that prescriptions by others are correct and safe.
(e) Regulatory requirements are explicit for the context in general. (e) Application of regulations associated with the particular aspects of the project must be carefully identified and controlled
by the Engineering .

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Group D: Exercise judgment, take responsibility, Explanation and Responsibility Level

and act ethically.
Outcome 8: Responsibility level E
Conduct engineering activities ethically. Ethically means “science of morals; moral soundness”.
Moral means “moral habits; standards of behaviour; principles of right and wrong”.
Assessment Criteria: Sensitivity to ethical issues and the adoption of a Systematic means “methodical; based on a system”.
systematic approach to resolving these issues is expected, typified by:
8.1 Conversance and operation in compliance with ECSA’s Rules of 8.1 ECSA’s Code of Conduct, as per ECSA’s website, is known and adhered to.
Conduct for registered persons confirmed
8.2 How ethical problems and affected parties were identified, and the 8.2 Ethical problems that can occur include tender fraud, payment bribery, alcohol abuse, sexual harassment,
best solution to resolve the problem selected. absenteeism, favouritism, defamation, fraudulent overtime claims, fraudulent expenses claimed, fraudulent
qualifications, misrepresentation of facts, etc.

Outcome 9: Responsibility level E

Exercise sound judgement in the course of complex engineering Judgement means “good sense: ability to judge”.
activities
Assessment Criteria: Judgement is displayed by the following
performance
9.1 Judgement exercised in arriving at a conclusion within the 9.1 The extent of a project given to a junior Engineering is characterised by the several complex and a few well-
application of technologies and their interrelationship to other defined factors and their resulting interdependence. He/she will seek advice if educational and/or experiential
disciplines and technologies. limitations are exceeded.
9.2 Factors taken into consideration given, bearing in mind, risk, 9.2 Taking risky decisions will lead to equipment failure, excessive installation and maintenance cost, damage to
consequences in technology application and affected parties. persons and property, etc. Evaluation includes engineering calculations to substantiate decisions taken, and
assumptions made.
Range Statement for Outcomes 8 and 9: Judgement in decision In Engineering about 5% of engineering activities can be classified as complex where the Engineering uses standard
making involves: procedures, codes of practice, specifications, etc., but develops variations and completely unique standards when
needed. Judgement must be displayed to identify any activity falling inside the complex range, as defined above by:
(a) Getting the work done in spite of numerous risk factors needs good judgement and substantiated decision making.
(a) taking several risk factors into account; or (b) Consequences are part of the project e.g. extra cost due to unforeseen conditions, incompetent contractors, long
(b) significant consequences in technology application and related term environmental damage, etc.
contexts; or (c) Interested and affected parties with defined needs that may be in conflict e.g. need for a service irrespective of
(c) ranges of interested and affected parties with widely varying needs. environmental damage, local traditions and preferences, etc. needs sound management and judgement.

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Outcome 10: Responsibility level E

Be responsible for making decisions on part or all of all of one or more Responsible means “legally or morally liable for carrying out a duty; for the care of something or somebody in a position
complex engineering activities where one may be blamed for loss, failure, etc.”.
Assessment criteria: Responsibility is displayed by the following
performance:
10.1 Engineering, social, environment and sustainable development 10.1 All interrelated factors taken into consideration are indicative of professional responsibility accepted working on
taken into consideration in discharging responsibilities for complex activities.
significant parts of one or more activities.
10.2 Advice sought from a responsible authority on matters outside 10.2 The Engineering does not operate on tasks at a higher level than complex and consult professionals at engineer
your area of competence. level if elements of the project to be done are beyond his/her education and experience,
e.g. power system stability.
10.3 Academic knowledge of at least BEng level combined with past 10.3 This is in the first instance continuous self-evaluation to ascertain that the task given is done correctly, on time and
experience used in formulating decisions1. within budget. Continuous feedback to the originator of the task instruction, and corrective action if necessary, forms
an important element. The calculations, for example fault levels, load calculations, losses, etc. are done to ensure
that the correct material and components are utilized.
Range Statement: Responsibility must be discharged for significant The responsibility is mostly allocated within a team environment with an increasing designation as experience is
parts of one or more complex engineering activity. gathered.
Note 1: Demonstrating responsibility would be under supervision of a
competent engineering practitioner but is expected to perform as if
he/she is in a responsible position.

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When downloaded for the ECSA Document Management System, this document is uncontrolled and the responsibility rests with the user to ensure that it is in line with the authorised version on the database. If the ‘original’ stamp in
red does not appear on each page, this document is uncontrolled.
QM-TEM-001 Rev 0 – ECSA Policy/Procedure
Document No.: Effective Date:
Revision No.: 2
R-05-CIV-PE 25/07/2019

Subject: Discipline-specific Training Guideline for Candidate

Engineers in Civil Engineering
Compiler: Approving Officer: Next Review Date:
Page 33 of 39
MB Mtshali EL Nxumalo 25/07/2023

Group E: Initial Professional Development (IPD) Explanation and Responsibility Level

Outcome 11: Responsibility level D
Undertake independent learning activities sufficient to maintain and
extend his or her competence
Assessment Criteria: Self-development managed typically:
11.1 Strategy independently adopted to enhance professional 11.1 If possible, a specific field of the sub-discipline is chosen, available developmental alternatives established, a
development evident. program drawn up (in consultation with employer if costs are involved), and options open to expand knowledge
into additional fields investigated.
11.2 Awareness of philosophy of employer in regard to professional 11.2 Record keeping must not be left to the employer or anybody else. The trainee must manage his/her own training
development evident. independently, taking initiative and be in charge of experiential development towards Professional Engineering
level.
Range Statement: Professional development involves:
(a) Planning own professional development strategy; (a) In most places of work training is seldom organised by some training department. It is up to the Engineering to
manage his/her own experiential development. Engineering s frequently end up in a ‘dead-end street’ being left
behind doing repetitive work. If self-development is not driven by him/herself, success is unlikely.
(b) Preference must be given to engineering development rather than developing soft skills.
(b) Selecting appropriate professional development activities; and (c) Developing a learning culture in the workplace environment of the Engineering is vital to his / her success.
(c) Recording professional development strategy and activities; while Information is readily available, and most senior personnel in the workplace are willing to mentor, if
displaying independent learning ability. approached.

CONTROLLED DISCLOSURE
When downloaded for the ECSA Document Management System, this document is uncontrolled and the responsibility rests with the user to ensure that it is in line with the authorised version on the database. If the ‘original’ stamp in
red does not appear on each page, this document is uncontrolled.
QM-TEM-001 Rev 0 – ECSA Policy/Procedure
Document No.: Effective Date:
Revision No.: 2
R-05-CIV-PE 25/07/2019

Subject: Discipline-specific Training Guideline for Candidate

Engineers in Civil Engineering
Compiler: Approving Officer: Next Review Date:
Page 34 of 39
MB Mtshali EL Nxumalo 25/07/2023

Appendix B: Training Elements Scope

Occupational
Work Experience and Scope
Tasks Contexts
1 Introduction
1.1 Training Induction Programme (Typically 1 to 5 days)
1.1.1 Company structure
1.1.2 Company policies
Company Code of Conduct
1.1.3
Company safety regulations
1.1.4
1.1.5 Company staff code
1.1.6 Company regulations
Exposure to engineering (Typically 6 to 12 months) and cover how things are:
1.2 principles and processes (Experience in one or more of these but not all)
1.2.1 (Responsibility level A, B, C) Manufacturing / Production
1.2.2 Laboratory and Testing
1.2.3 Project Management
1.2.4 Process Optimisation and Design
1.2.5 Plant Operations and Maintenance, Construction, Commissioning and
Decommissioning

CONTROLLED DISCLOSURE
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stamp in red does not appear on each page, this document is uncontrolled.
QM-TEM-001 Rev 0 – ECSA Policy/Procedure
Document No.: Effective Date:
Revision No.: 2
R-05-CIV-PE 25/07/2019

Subject: Discipline-specific Training Guideline for Candidate

Engineers in Civil Engineering
Compiler: Approving Officer: Next Review Date:
Page 35 of 39
MB Mtshali EL Nxumalo 25/07/2023

1.2.6 Heat treatment (Use of equipment e.g. furnace, spectrometer)

1.2.7 Mechanical testing of materials
1.2.8 Non-destructive testing of materials
1.2.9 Chemical analysis
1.2.10 Problem Investigation & Failure investigations

1.3 Experience in design and (Typically 12 to 18 months) and would focus on planning, design and
application of design knowledge application
1.3.1 (Responsibility level C&D) Analysis of data and systems
1.3.2 Research and investigation
1.3.3 Preparation of specifications and associated documentation
1.3.4 System modeling and integration
1.3.5 System & Software Designs
1.3.6 Component / Product designs
1.3.7 Preparation of contract documents and associated documentation
1.3.8 Preparation of project management documents
1.3.9 Application of quality systems
1.3.10 Configuration and Documentation management (Quality Management Systems)
1.3.11 Development of standards and procedures

CONTROLLED DISCLOSURE
When downloaded for the ECSA Document Management System, this document is uncontrolled and the responsibility rests with the user to ensure that it is in line with the authorised version on the database. If the ‘original’
stamp in red does not appear on each page, this document is uncontrolled.
QM-TEM-001 Rev 0 – ECSA Policy/Procedure
Document No.: Effective Date:
Revision No.: 2
R-05-CIV-PE 25/07/2019

Subject: Discipline-specific Training Guideline for Candidate

Engineers in Civil Engineering
Compiler: Approving Officer: Next Review Date:
Page 36 of 39
MB Mtshali EL Nxumalo 25/07/2023

Experience in the execution of Rest of training period, focus should be on projects and project management.
1.4 engineering tasks (Working in one or more of these but not in all)

1.3.1 (Responsibility level E) Plant & Process Design

1.3.2 Process Optimisation

1.3.3 Manufacture / Production

1.3.4 Construction and Installation
1.3.5 Project Management
1.3.6 Commissioning
1.3.7 Plant Operations and Maintenance
1.3.8 Modifications
1.3.9 Decommissioning
1.3.10 Safety Standards and Processes
1.3.11 Research and Development
(Responsibility Level E)
2 Solving problems based on engineering and contextual knowledge
2.1 Conceptualisation of complex engineering problems
Receive brief
2.1.1
Investigate / evaluate requirements
2.1.2

CONTROLLED DISCLOSURE
When downloaded for the ECSA Document Management System, this document is uncontrolled and the responsibility rests with the user to ensure that it is in line with the authorised version on the database. If the ‘original’
stamp in red does not appear on each page, this document is uncontrolled.
QM-TEM-001 Rev 0 – ECSA Policy/Procedure
Document No.: Effective Date:
Revision No.: 2
R-05-CIV-PE 25/07/2019

Subject: Discipline-specific Training Guideline for Candidate

Engineers in Civil Engineering
Compiler: Approving Officer: Next Review Date:
Page 37 of 39
MB Mtshali EL Nxumalo 25/07/2023

Develop preliminary solutions

2.1.3
Justify the preliminary design
2.1.4
2.2 Design or development processes for complex engineering problems
Detailed design or development processes
2.2.1
Documentation development for Implementing complex engineering Solutions
2.2.2
3 Implementing projects or operating engineering systems or processes

3.1 Planning processes for Implementation or Operations

3.1.1 Develop business and stakeholder relationships

3.1.2 Scope and plan

3.2 Organising processes for Implementation or Operations
3.2.1 Manage resources
Optimisation of resources and processes
3.2.1
3.3 Controlling processes for Implementation or Operations
3.3.1 Monitor progress and delivery
Monitor quality
3.3.2
3.4 Close out Processes for Implementation or Operations
3.4.1 Commissioning processes

CONTROLLED DISCLOSURE
When downloaded for the ECSA Document Management System, this document is uncontrolled and the responsibility rests with the user to ensure that it is in line with the authorised version on the database. If the ‘original’
stamp in red does not appear on each page, this document is uncontrolled.
QM-TEM-001 Rev 0 – ECSA Policy/Procedure
Document No.: Effective Date:
Revision No.: 2
R-05-CIV-PE 25/07/2019

Subject: Discipline-specific Training Guideline for Candidate

Engineers in Civil Engineering
Compiler: Approving Officer: Next Review Date:
Page 38 of 39
MB Mtshali EL Nxumalo 25/07/2023

3.4.2 Development of operational documentation

3.4.3 Handover processes
3.5 Maintenance and repair processes
3.5.1 Maintenance planning and scheduling
3.5.2 Monitor quality
3.5.3 Oversee repairs and/or implement remedial processes
4 Risk and Impact Mitigation
4.1 Impact and risk assessments
4.1.1 Impact assessments
4.1.2 Risk assessments
4.1.3 Mitigation Plans
4.2 Regulatory compliance processes
4.2.1 Health and Safety
4.2.2 Legal and regulatory
5 Managing Engineering Activities
5.1 Self-Management Processes

CONTROLLED DISCLOSURE
When downloaded for the ECSA Document Management System, this document is uncontrolled and the responsibility rests with the user to ensure that it is in line with the authorised version on the database. If the ‘original’
stamp in red does not appear on each page, this document is uncontrolled.
QM-TEM-001 Rev 0 – ECSA Policy/Procedure
Document No.: Effective Date:
Revision No.: 2
R-05-CIV-PE 25/07/2019

Subject: Discipline-specific Training Guideline for Candidate

Engineers in Civil Engineering
Compiler: Approving Officer: Next Review Date:
Page 39 of 39
MB Mtshali EL Nxumalo 25/07/2023

5.1.1 Manage own activities

5.1.2 Communicate effectively
5.2 Team Environment
5.2.1 Participate in and contribute to team planning activities
5.2.2 Manage people
5.3 Professional communication and relationships
5.3.1 Establish and maintain professional and business relationships
5.3.2 Communicates effectively
5.4 Exercising Judgement and Taking Responsibility
5.4.1 Ethical practices
5.4.2 Exercise sound judgement in the course of complex engineering activities
5.4.3 Be responsible for decision making on part or all of complex engineering activities
5.5 Competency development
5.5.1 Plan own development strategy
5.5.2 Construct initial professional development record

CONTROLLED DISCLOSURE
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