Defining competencies for geo-engineering: Implications for education and training

摘要

The competency-oriented approach for evaluating education and training issues defines professionalism and establishes international standards. Over the past decade, the American Society of Civil Engineers (ASCE) have assessed professional competency for civil engineering by utilizing recognized terminology used by education professionals to quantify 24 "outcomes" and 6 "levels of achievement" (or "competencies") required for professional recognition. The ASCE process can be readily adapted to represent the geo-engineering field. A geo-engineering competency matrix can be developed to reflect prin-ciples and professional standards of the geo-engineering community. Competency profiles can define the relative roles of different specializations and show how competency can be achieved through education or by training/experience. Individuals can use them to evaluate their competencies, develop life-long-learning plans, or evaluate specialist training courses at the post-Masters level. They may also help promote appropriate international professional recognition of geo-engineering.