1. Comparing and Contrasting Studies of Metrology Education & Training in Europe and North America NCSLi 2007 St Paul (MN, USA) G Harris, Weights & Measures Division, NIST, NCSLI V.P. Education & Training gharris@nist.gov L R Pendrill SP Measurement Technology Box 857, SE-50115 Borås, Sweden leslie.pendrill@sp.se

2. Measurement KT Activities New measurement knowledge Critical success factors for innovation & trade: Testing & Calibration Society and measurement science Measurement knowledge transfer “R&D has no impact unless new knowledge is successfully transferred”

4. Aims: intensify current EUROMET research cooperation lay foundations of an integrated European Research Area (ERA) in metrology meet (extensive) needs for traceable measurement in ‘old’ and ‘new’ technologies (e.g. nanotechnology, bio-technology etc) ERA-NET Implementing Metrology in European Research Area

5. Future of European Metrology Knowledge Transfer? [NCSLi 2006] Metrology KT: key element in European Metrology Research Programme since new measurement knowledge, created in research, needs to be transferred to be useful. two-way information exchange between NMIs and metrology stakeholders (universities, practitioners, industry, regulators). covers a wide range of measurement needs/subjects as well a broad spectrum of KT mechanisms. This calls of a coordinated action of metrology KT in Europe. Conclusions iMERA T1.4 KT Workshop 1st Dec 2005

6. Future of European Metrology Knowledge Transfer?

7. Measurement knowledge Measurement needs Metrology KT EducationTraining Universities Research Metrology R&D Industry Schools Society NMI personnel Industry Metrology Knowledge Transfer

8. Strategic Roadmap for Metrology Training & Education

9. Metrology KT EducationTraining Measurement knowledge Measurement needs Universities Research Metrology R&D Industry Schools Society NMI personnel Industry Metrology Knowledge Transfer 1 9 4 5 6 8 10 11 7 2 3 1 9

10. Outreach [1] [1] NCSLi Strategic Roadmap for Metrology Education and Training 2005 “Serving the World of Measurement: Meeting Education and Training Needs of the Future”, G Harris, http://www.ncsli.org/current_events/ncsli-strategic-roadmap-metrology-training-education.pdfhttp://www.ncsli.org/current_events/ncsli-strategic-roadmap-metrology-training-education.pdf [2] [2] Report from iMERA project task T1.4 – Study of Metrology Knowledge Transfer in the European Research Area: workshop held in Berlin December 2005. ”Study of Metrology Knowledge Transfer in the European Research Area”, Pendrill L R and Tellett G 2006 report to iMERA, SP Report 2006:24, ISBN 91-85533-09-02, http://www.sp.se/metrology/Mera/iMERA/iMERA_documents/SP_2006_24_iMERA_T1_4_KT.pdfhttp://www.sp.se/metrology/Mera/iMERA/iMERA_documents/SP_2006_24_iMERA_T1_4_KT.pdf NCSLi [1] [1] iMERA T1.4 KT [2] [2] Outreach Typical policy and decision makers, managers, and consumers have no understanding of metrology, quality, or standards infrastructure or of its value and indispensability No central “voice” for measurement community. Metrology knowledge transfer (KT): - key factor in metrology’s impact on modern society since better measurement is an essential component in promoting innovation, growth and welfare - two-way information exchange between NMIs and metrology stakeholders (universities, practitioners, industry, regulators).

11. Human Resources NCSLiiMERA T1.4 KT Human Resources Critical ongoing loss of metrology expertise (in U.S). Changing demographics in science, technology, and engineering, (aging staff, retirements, loss of military personnel, lack of interest in these careers, smaller next generation, higher pay and glamour in other fields) along with lack of clear career path in metrology, causing shortage of qualified staff that will worsen. Lack of educational depth and capacity in less experienced personnel at all levels. Current certification system (CCT) evaluates knowledge-based proficiency but not demonstrated competency. Metrology KT across national boundaries is important for raising competitiveness across the EU.

12. Modes of Metrology KT: Education NCSLiiMERA T1.4 KT Education Limited number of degree programs in “metrology” that support educational needs of measurement industry. More integration of metrology courses in other curricula needed. Inadequate collaboration and flexibility among providing institutions. No recent curriculum assessments to ensure that programs are meeting current needs; or plans for improvements and enhancements to meet future needs. No documented history of attempts at developing metrology programs. Few universities have coherent metrology courses on their curriculum, reflecting the cross- disciplinary aspect of metrology in cutting across traditional academic faculties.

13. Mode of Metrology KT: Training NCSLiiMERA T1.4 KT Training No systematic assessment of what training is available and what training is needed, although perception is that there are gaps and inadequacies (for both instruction and instructors). No needs analysis; no gap analysis. No system in place for assessing the quality or levels of technology, client needs, and instruction that are available. No central resource for information on metrology training. High development costs of training and development of guides etc not being optimised at European level

14. Uncertainty – most popular! EU US Needs of different measurement subjects

15. Notable Differences Between Studies Role of National Metrology Institutes European efforts primarily driven by National Metrology Institutes. Many of perspectives and drivers are ‘NMI-centric’. On the contrary, NCSLI efforts to create a strategic roadmap are not driven by the NMIs. Subjects and modes of delivery NCSLI efforts, particularly surveying of accreditation assessors, noted that in some cases best solution for improving specific workforce issues in accredited calibration laboratories might be “how-to” guides. Human resources and workforce issues Reflecting NCSLI’s industrial membership organizations, many issues such as recruiting, retention, and job descriptions, are specifically addressed. Hiring qualified staff is critical issue in United States and a primary driver for initiating the NCSLI efforts. This impact was notably absent in the iMERA projects. Comparing and Contrasting Studies of Metrology Education & Training in Europe and N. Am

16. Infrastructure for Metrology KT NCSLiiMERA T1.4 KT Infrastructure No system to capture measurement knowledge and information and ensure its availability as needed. No system that links upcoming technology trends with methods for ensuring that people are trained to support it. Has not been a coordinated forum for ensuring that right people and resources are brought together to ensure that metrology staffing needs are met at all levels. Has not been a focused effort to ensure that funding for metrology education and training are available to meet needs. Specific, proactive coordinated action of metrology KT in Europe is called for, over and above the usual knowledge transfer attached to any project. Initial piece of work looking at objectives, strategy, operational framework and ensuring the work is inclusive, as well as setting success measures. Need for some creativity since, to date: - relatively few NMIs have dedicated KT staff and projects; - different levels of engagement in innovation agenda

17. Number of critical drivers (outreach, human resources, KT subjects and modes, and infrastructure) in future development of Metrology KT identified in the NCSLi study may be compared with key aims of coordinated programme in the corresponding European arena. Concerning infrastructure for education & training, NCSLi and iMERA studies have in common: need for coordinated forum for ensuring that right people and resources are brought together to ensure that metrology staffing needs are met at all levels. Comparing and Contrasting Studies of Metrology Education & Training in Europe and the US