1. ENGINEERING COUNCIL OF SOUTH AFRICA ROADSHOW PRESENTATION New Registration System
Date: March 2015

2. BROAD OVERVIEW Presenter: CEO/ Assigned Executive

3. ECSA: History and Background
A statutory body established by Acts of 1968, 1990, 2000
Regulates the practice of engineering in South Africa through
- Registration
- Accreditation of engineering education programmes
- Regulating Professional Conduct
- Setting standards for education and registration
Acts in the interests of the public
Advises Government
Partners with the engineering voluntary associations (VAs), e.g.
- SA Institute of Agricultural Engineers (SAIAE)
- SA Institution of Civil Engineering (SAICE)
- SA Institute of Electrical Engineers (SAIEE)

4. ECSA: Core Functions Registration of - Professionals - Candidates
- Specified categories
Renewal of registration and Continuous Professional Development (CPD)
Accreditation of engineering programmes
Recognition and evaluation of qualifications
Conduct oral examinations/ interviews
Define and enforce professional conduct
Identification of work (IDoEW)
Define guideline fees for professional services
Policy advice on engineering education

5. Objective of the Public Consultation Process (incl. Roadshows)….
To take ECSA “to the people”
To ensure that ECSA’s regulatory practices are inclusive and participatory
To obtain “first-hand” feedback on how ECSA is perceived by its stakeholders
To align ECSA’s regulatory practices with the practicalities and imperatives in the Engineering profession
To increase a pool of Registered professionals through an acceptable registration system
To debunk perceptions that ECSA practicing “gate-keeping” .

6. The Consultation Process: Section 36 of the Engineering Professions Act(EPA)
Section 36(1)of the EPA: “Council may, by Notice in the Gazette, make rules with regard to any matter that it is required or permitted to be prescribed in terms of this Act and any other matter for the better execution of this Act or in relation to any power granted or duty imposed by this Act.”
Section 36(2) (a) of the EPA: “Before Council makes any rule under section 36, it must publish a draft of the proposed rule in the Gazette together with a notice calling on interested parties to comment in writing within a period stated in the notice, but the period may not be less than 30 days from the date of the publication of the notice.”
Section 36(3) of the EPA: “Council may, if circumstances necessitate the immediate publication of a rule, publish that rule without consultation as contemplated in subsection 36(2) provided that the CBE, any of the councils for the professions or any person who is aggrieved by the said rule may comment after such publication or appeal to the CBE or the appropriate High Court against such a rule.

7. Section 36 of the EPA cont …
“Rule” defined as follows: “a rule made and in force under this Act”
define “Rule” as “one set of explicit or understood regulations or principles governing conduct or procedure within a particular area of activity”
Once a decision is made to regulate conduct or procedure in a certain way, that constitute a rule.
Therefore, a decision by Council to conduct registrations of engineers in a particular way (e.g. NRS) does constitute a rule. The New Registration System is a Rule.
The NRS Rule was published for public comment on 6/2/2015.
All Registration-related Policies approved by Council
Application Forms
To maximise public awareness and participation on the published Rule:
Adverts/ Notices were placed in national newspapers with the widest national circulation and reach
The published Rule was posted on ECSA’s website
The national roadshows are an extension of the public consultation process, also aimed at maximizing public participation.

8. Overarching Principle Underlying Registration: Protecting the Public Interest
Identify and recognise the competency levels of members of the profession
Ensure acceptable educational standards
Ensure standards of practice in the profession; and
Control the professional conduct of members of the profession
Key Idea: The competence of engineering practitioners is essential to protecting the public interest
Policy Document 1999

9. Game Plan: Road Show Session
Objective of Roadshow/Public Consultation:
To obtain comments/inputs/concerns/suggestions on ECSA’s NRS
Proposed structure of the Session:
Presentation by ECSA Team
Post- presentation clarity-seeking questions
Receiving Inputs/Comments/Suggestions/Concerns:
Presentation Content
Registration Process:
Content: Registration Policies
Content: Registration Forms
Other related Inputs/Comments/Suggestions/Concerns
There is an NRS questionnaire on your tables: please feel free to complete same if you can

10. THE NRS Presenter: Member Of ECSA’s NRS Implementation Committee(JIC)

11. Contents Registration Requirements & Categories
Professional Development Model & Roleplayers
Why a New Registration System (NRS)
Defining the NRS and Changes
Education Evaluation Policy E-17-P
Registration Policy R-01-P
Competency Standards R-02-PE, PT & PN
Assessment Processes R-03-PE, PT & PN
Guidance documents and application packs
Transition

12. Professional Registration Requirements
Worldwide - Based on two requirements : - Academic entry level qualification (Educational standard). - Minimum three years of practical / technical post qualification training at the appropriate Engineering level for the category of registration concerned (Experience standards for category of registration concerned).

13. Registration Categories
Section 18(1) of the Act defines categories of registration
in which ECSA may register persons:
Professionals
Professional Engineers
Professional Engineering Technologists
Professional Certificated Engineers
Professional Engineering Technicians
Candidates
Candidate Engineers
Candidate Engineering Technologists
Candidate Certificated Engineers
Candidate Engineering Technicians
Specified categories
Lift Inspector
Lifting Machinery Inspector
Medical Equipment Maintainer
Fire Protection Systems Inspectors

14. Registration Requirements from the Act
To achieve registration in a candidate category, an applicant must:
Satisfy the relevant educational outcomes determined by council for the Category
To achieve registration in a professional category, an applicant must:
Satisfy the educational outcome as defined for the related candidate category
Demonstrate competence against standards determined by council for the category

15. Professional Development Model
5 - Yearly Renewal
of Professional
Registration
Practice
Observe Code of
Conduct and
Maintain Competence through CPD
Professional Registration
Meet Standard
For Professional
Competency
Training
And
Experience
Candidate Registration
Graduation
Lets apply some of the tests to the EQ&PDF. Taking Integration of education and training: The first question that arises is “at what level?”
Over the whole process or within its components.
We will then go on to look at access articulation and progression.
Meet Standard
for Engineering
Education
Accredited
Programme 15

16. Role Players Related to Registration
Qualifications
Evaluator
Experience Appraiser
Applicant
Qualifications Validator
Professional Reviewer
Referee
Assessing Committee Member
Supervisor
Staff
Registration Manager/Asst
Assessing Committee & Chair
Employers
Registration Officer
Registration Committee & Chair
Mentor
Education Officer
Central Registration Committee & Chair
Application
Advisor
Call Centre Agent
Finance Staff
External: Industry
VA Staff
Volunteers
(VA and ECSA)
Accreditation Training Guide: Ver May 2012

17. Why a new registration system?
Conform with the competency-standards focus of Act
Need to harmonise and consolidate policies
Align with accepted International Standards
Provide better information and guidance to applicants
Use peer volunteer time more effectively
Need to ensure scalability and sustainability of the on-line electronic registration system
Manage information efficiently
Manage workflows
Improved process trail
Reduce time for registration
Reduce paper

18. Guiding Principles
ECSA as a statutory body is bound by the public administration principles of the Constitution sections 33 and195: ECSA must
Act lawfully, ethically, impartially, fairly, equitably and without bias
Be accountable
Be transparent via timely, accessible and accurate information
Be development-orientated
Give written reasons when withholding registration

19. Commitment
Hence ECSA’s commits to a consistent , fully documented and transparent:
policy for evaluation of education and competence,
standards for each category of registration
processes appropriate to category of registration
that
provide all applicants consistent information & treatment
encourage the production of evidence of competence and discourage gatekeeping
document each applicant’s case consistently
provide information to unsuccesful applicants to enable them to improve their competencies

20. Defining the Registration System: Normative
Council…
must accredit programs,
may recognise programmes
May assess applicants
Council…must register a person who demonstrates competency against standards
Engineering Profession
Act (EPA)
Prescribes
Education
Standards
Prescribes
Registration
Standards
E-02-PE/PT/PN/..
Accredited Program Standard
R-02-PE/PT/PN/..
Competency Standard
R-01-P Registration
Policy
Alternative to
Accredited/Recognised Program
Prescribes
Process
Amplifies
E-17-P
Qualifications
Evaluation/ Assessment
R-03-PE/PT/PN/..
Registration Process

21. Education Evaluation Policy Document E-17-P
In E-17-P, sections 2.3 and 2.4 provide four ways of meeting the education requirements: (i) Accredited Qualification or combination; or (ii) Recognised Qualification or combination; or (iii) Qualification(s) Evaluated Equivalent by virtue of programme obtaining credit against ten criteria (next slide) ; or (iv) Credits obtained by individual assessment (in addition to credits under (iii))

22. Criteria for evaluation or assessment
1.1. fundamentals of maths & natural science appropriate to discipline
1.2. the engineering fundamentals for the discipline;
1.3. engineering studies related to current practice in the field.
2. exit level of problem solving at the appropriate engineering problem level
3. engineering tools and IT support appropriate to the discipline
4. major structured design exercise at appropriate engineering problem level
5. experimental work and research methodology
6. oral and written communication at expected graduate level
7. understanding of the impact of engineering activity
8. understanding of ethics and engineering professionalism
Accreditation Training Guide: Ver May 2012

23. Candidate Registration
Educational Qualification Required:
Candidate Engineer
BSc(Eng)/BEng
Candidate Eng Techno
BTech in Engineering
Candidate Cert Eng
Certificate of Competency
Candidate Eng Techni
NDip in Engineering
All applicants with non-accredited and non-South African qualifications have to apply for “Qualification Evaluation” which is done by ECSA’s Qualification Evaluation Committees (QEC).

24. Registration Processes
Policy R-01-P defines two methods of assessment of applicants that can be applied in a category:
Default Method: Two stage process involving:
Experience Appraisal (EA)
Professional Review (PR)
In a category where resources are not available to conduct professional reviews Council may permit:
Extended Experience Appraisal (EEA)
Interview if needed to complete the assessment
Within a category, no disciplinary variants are permitted: a single method of assessment must be used
Accreditation Training Guide: Ver May 2012

25. Continuity of Standards
The intention is not to change the standard but to better define it and better assess applicants as required by the Act: Council must register persons who have demonstrated competency against standards it determines for the category.
1: R2/1A, B & C Essential Elements of Acceptable Practical Training
Section 5: The work must be aimed at ….
2: Outcomes Embedded in Training Elements in 1
or stated in some DSGs
3: Corresponding Competency Standard Outcome
11 generic outcomes
supported by +
4: Level descriptors for outcomes in 3
Level of problem solving
Level of engineering activity
Level of Competency
Comparable,
Better Defined
Standard
Numbered blocks refer to columns
in R-03-PE, PT & PN Appendix A
Accreditation Training Guide: Ver May 2012

26. What Policy Changes? (See R-03-PE,PT & PN - Table 1)
Aspect
Prior to the NRS
Under the NRS
Registration
Policy
Embedded in Documents R2/1A,B,C & D: Acceptable Work for Candidate Engineers, Technologists & Technicians, and Certificated Engineers;
Does not consider other classes of applicants explicitly.
Single, integrated policy R-01-P, defining
registration and education policy,
links with standards (R-02-PE, PT & PN)
links with processes (R-03-PE,PT & PN)
applies to all applicants.
Education
Requirements
Policy
Accredited or recognized qualification or
prior evaluation of qualification(s) as meeting educational requirements.
No change to accredited or recognized qualifications.
Accelerated evaluation of listed qualifications.
Evaluation criteria defined in document E-17-P for qualifications and assessed learning.
Accreditation Training Guide: Ver May 2012

27. What Changes in Standards? Engineers
Aspect
Prior to the NRS
Under the NRS
Standards of
Competency
for Registration
Training requirements for Candidate Engineers, in R2/1A Section 5
Competency Standard for Registration as a Professional Engineer in document R-02-PE.
Eleven generic outcomes, with
definitions for the level of problem solving and engineering activities.
(No DSG’s in Standard)
Professional Attributes included in standard
Level descriptors differentiate categories
Further requirements in the Discipline Specific Guidelines (Professional Attributes in section 5 for seven disciplines)
Seeking
Registration
Without
Accredited or
Recognised
Qualification
Only the Engineer “alternate route” available
ND or equivalent plus 10 years working at level of Pr Eng: (Experience Appraisal, then pass prescribed exams).
Criterion-based method of meeting education requirements by evaluation and assessment defined in E-17-P.
When educational requirements are complete, apply for registration in normal way.
No additional time limits.
Identified methods of further learning and assessment.
Accreditation Training Guide: Ver May 2012

28. What are Complex Engineering Problems?
Complex Engineering Problems have the following characteristics: (a) require in-depth fundamental and specialized engineering knowledge; and one or more of: (b) are ill-posed, under- or overspecified, requiring identification and refinement; (c) are high-level problems including component parts or sub-problems; (d) are unfamiliar or involve infrequently encountered issues; (e) solutions are not obvious, require originality or analysis based on fundamentals; (f) are outside the scope of standards and codes; (g) require information from variety of sources that is complex, abstract or incomplete; (h) involves wide-ranging or conflicting issues: technical, engineering and interested or affected parties; and one or both of: (i) requires judgement in decision making in uncertain contexts; (j) have significant consequences in a range of contexts.

29. What are Complex Engineering Activities?
… have several of the following characteristics: Scope may encompass entire complex engineering systems or complex subsystems; Context is complex and varying, multidisciplinary, requires teamwork, unpredictable, may need to be identified; Resources are diverse and significant : including people, money, equipment, materials, technologies; Interactions are significant between wide- ranging or conflicting technical, engineering or other issues; Constraints are time, finance, infrastructure, resources, facilities, standards & codes, applicable laws; Risks and consequences are significant in a range of contexts.

30. What Changes in Standards? Technologists
Aspect
Prior to the NRS
Under the NRS
Standards of
Competency
for Registration
Training requirements for Candidate Engineering Technologists, in R2/1B Section 5
Competency Standard for registration as a Professional Engineering Technologists in document R-02-PT.
Eleven generic outcomes, with
definitions for the level of problem solving and engineering activities.
Professional Attributes in standard
Level descriptors differentiate categories
Seeking
Registration
Without
Accredited or
Recognised
Qualification
Only the Professional Engineering Technologist “alternate route” available
Trade-off of differentiated additional experience at the required level depending on base qualification in lieu of the benchmark qualification (See “Qualification Table, page 5, Assessment Form).
Criterion-based method of meeting education requirements by evaluation and assessment defined in E-17-P.
Interim measures to complete Educational Development Report until ECSA examinations are in place. 30
Accreditation Training Guide: Ver May 2012

31. What are Broadly-defined Engineering Problems?
Broadly-defined engineering problems have the following characteristics: (a) require coherent and detailed engineering knowledge underpinning the applicable technology area; and one or more of: (b) are ill-posed, under- or over specified, requiring identification and interpretation into the technology area; (c) encompass systems within complex engineering systems; (d) belong to families of problems which are solved in well-accepted but innovative ways; (e) can be solved by structured analysis techniques; (f) may be partially outside standards and codes; must provide justification to operate outside; (g) require information from practice area and sources interfacing with practice area that is complex and incomplete; (h) involves a variety of issues which may impose conflicting constraints: technical, engineering and interested or affected parties; and one or both of: (i) requires judgement in decision making in practice area, considering interfaces to other areas; (j) have significant consequences which are important in practice area, but may extend more widely

32. What are Broadly-defined Engineering Activities?
…have several of the following characteristics:
Scope of practice area is linked to technologies used and changes by adoption of new technology into current practice;
Practice area is located within a wider, complex context, requires teamwork, has interfaces with other parties and disciplines;
Involve the use of a variety resources, including people, money, equipment, materials, technologies;
Require resolution of occasional problems arising from interactions between wide-ranging or conflicting technical, engineering or other issues;
Are constrained by available technology, time, finance, infrastructure, resources, facilities, standards and codes, applicable laws;
Have significant risks and consequences in the practice area and in related areas.

33. What Changes in Standards? Technicians
Aspect
Prior to the NRS
Under the NRS
Standards of
Competency
for Registration
Training requirements for Candidate Engineering Technicians, in R2/1C Section 3
Competency Standard for registration as a Professional Engineering Technician in document R-02-PN.
Eleven generic outcomes, with
definitions for the level of problem solving and engineering activities.
Professional Attributes in standard
Level descriptors differentiate categories
Seeking
Registration
Without
Accredited or
Recognised
Qualification
Only the Professional Engineering Technician “alternate route” available
Trade-off of differentiated additional experience at the required level depending on base qualification in lieu of the benchmark qualification (See “Qualification Table, page 4, Assessment Form).
Criterion-based method of meeting education requirements by evaluation and assessment defined in E-17-P.
Interim measures to complete Educational Development Report until ECSA examinations are in place. 33
Accreditation Training Guide: Ver May 2012

34. What are Well-defined Engineering Problems?
Well-defined engineering problems have the following characteristics: (a) can be solved mainly by practical engineering knowledge, underpinned by related theory; and one or both of: (b) are largely defined but may require clarification; (c) are discrete, focussed tasks within engineering systems; (d) are routine, frequently encountered, may be unfamiliar but in familiar context; and one or more of: (e) can be solved in standardized or prescribed ways; (f) are encompassed by standards, codes and documented procedures (requires authorization to work outside limits); (g) information is concrete and largely complete, but requires checking and possible supplementation; (h) involve several issues but with few of these imposing conflicting constraints and a limited range of interested and affected parties; (i) requires practical judgement in practice area in evaluating solutions, considering interfaces to other role-players; (j) have consequences which are locally important but not far reaching (wider impacts are dealt with by others).

35. What are Well-defined Engineering Activities?
… have several of the following characteristics:
Scope of practice area is defined by techniques applied; change by adopting new techniques into current practice;
Practice area is located within a wider, complex context, with well defined working relationships with other parties and disciplines;
Work involves familiar, defined range of resources (including people, money, equipment, materials, technologies);
Require resolution of interactions manifested between specific technical factors with limited impact on wider issues;
Are constrained by operational context, defined work package, time, finance, infrastructure, resources, facilities, standards and codes, applicable laws;
Have risks and consequences that are locally important but are not generally far reaching;

36. What Changes in Application? Engineers
Aspect
Prior to the NRS
Under the NRS
Evidence of
Training/
Competency
For all disciplines:
Training and Experience Summary
Training and Experience Reports
Varying requirements across disciplines:
Project Report
Essay Test
Claim to Competency
Presentation
Prof Development report
Uniform requirements across disciplines:
Training and Experience Summary (TES)
Training and Experience Reports (TER)
Training and Experience Outlines (TEO)
Engineering Report
Presentation
Pre-registration CPD-type activity (IPD)

37. What Changes in Application: Technologists & Technicians
Aspect
Prior to the NRS
Under the NRS
Evidence of
Training/
Competency
For all disciplines:
Training and Experience Summary
Training and Experience Reports
Project Reports
Uniform requirements across disciplines:
Training and Experience Summary (TES)
Training and Experience Reports (TER)
Training and Experience Outlines (TEO)
Engineering Report
Pre-registration CPD-type activity (IPD) and Educational Report for Alternative applicants

38. What Changes in Assessment? Engineers
Aspect
Prior to the NRS
Under the NRS
Process
Definition
Embedded in part in other documents (or not documented)
High level process definition (R-03-P)
Application
Processing
Manual
Paper–based or on-line
Assessment of
Competency
Different assessment instruments used in professional reviews
Civil (incl essay) and Electrical
Other disciplines
Policy (R-01-P) defines main stages and permitted decisions in the assessment process.
Common assessment instruments addressing the outcomes and an integrative judgment,
provide consistent trails through all stages
Decision
Making
Delegation to the PAC of:
decision to register or
defer,
Reserve refusal for Central Registration Committee
No change to delegation or refusal
Two-deferment practice regularised
Credit given for outcomes fulfilled 38

39. Engineer Assessment based on multiple sources
Outcome to be Evidenced
TER
Eng
Rep
Ref
Rep
IPD
Record
Pres
Prof
Review
A:1: Define, investigate and analyse complex engineering problems X X X X
A:2: Design or develop solutions to complex engineering problems X X X X
A:3: Comprehend and apply advanced knowledge: …. X X X X X
B:4: Manage part or all of one or more complex eng. activities X X X X
B:5: Communicate clearly with others …. In complex eng. activities X X X X
C:6: Recognise and address the reasonably foreseeable impacts …. X X X X
C:7: Meet all legal and regulatory requirements … X X X X
D:8: Conduct engineering activities ethically. X X
D:9: Exercise sound judgement in the course of complex eng. activities X X X
D:10: Be responsible for making decisions in complex eng.activities X X X X
E:11: Undertake professional development ….. X X X 39

40. Assessment Process Engineers
Application Complete
Education Complete
Assessment Process Engineers
Set up: Experience Appraisal
Conduct Experience
Appraisal
≥3(CI/CIC)
<3CI/CIC or
Interview to
Elicit Information
>1(CNI/CNIC
Chair
PAC
Conduct Professional
Review
R Refuse
Defer
R Reg
Refer Back
R Refuse
Additional
Test
PAC
R Refuse
Reg Com
Refer
Back
Refer Back
R Refuse
Register
Defer
CRC
Refuse
Process Finalisation
Process Complete

41. What Changes in Assessment ? Technologists & Technicians
Aspect
Prior to the NRS
Under the NRS
Process
Definition
Embedded in part in other documents (or not documented)
High level process definition (R-03-PT & PN)
Detailed IT system specification.
Application
Processing
Manual
Paper-based or On-line
Workflow-enabled
Assessment of
Competency
Peer evaluation against generic criteria with optional interviews
Policy (R-01-P) defines main stages and permitted decisions in the assessment process.
Common assessment instruments addressing the outcomes and criteria, and an integrative judgement.
Peer evaluation retained
Decision
Making
Delegation to the Reg Com of:
decision to register or
defer,
Reserve refusal to Central Registration Committee
No change to delegation or refusal
Two-deferment practice regularised
Credit given for outcomes fulfilled 41

42. Technologist & Technician Assessment based on multiple sources
Outcome to be Evidenced
TER
Eng
Rep
Ref
Rep
IPD
Record
Pres
Inter-
view
A:1: Define, investigate and analyse engineering problems X X X X
A:2: Design or develop solutions to engineering problems X X X X
A:3: Comprehend and apply knowledge: …. X X X X X
B:4: Manage part or all of one or more engineerig activities X X X X
B:5: Communicate clearly with others in engineering activities X X X
C:6: Recognise and address the reasonably foreseeable impacts …. X X X X
C:7: Meet all legal and regulatory requirements … X X X X
D:8: Conduct engineering activities ethically. X X
D:9: Exercise sound judgement in the course of engineering activities X X X
D:10: Be responsible for making decisions in engineering activities X X X X
E:11: Undertake professional development ….. X X X X 42

43. Assessment Process Technologists & Technicians
Application Complete
Education Complete
Assessment Process Technologists & Technicians
Set up: Experience Appraisal
Reg Sub Com:
Conduct Extended Experience
Appraisal and Report
Obtain more
Evidence
>3 CI
>2
CNI
CNI
Defer
Refer Back ME
Interview to
Elicit Competence
and Report
Registration Committee
Interview Required
Set up Interview
Refer
Back
R Refuse
Defer
Register
CRC
Refuse
Process Finalisation
Process Complete

44. Defining the Registration System: Informative
Prescribes
Registration
Standards
R-02-PE/PT/PN/..
Competency Standard
R-01-P Registration
Policy
Explains
R-08-PE/..
Guide to Competency Standard
Prescribes
Process
Refers To
Refers To
R-03-PE/PT/PN/..
Registration Process
Provides
Disciplinary
context
R-04-P
Training and Mentoring Guide
R-05-DIS-PE/..
Discipline-specific Training Guide

45. What Changes in Guidance ? Engineers
Aspect
Prior to the NRS
Under the NRS
Training
And
Mentoring
Guidelines
Discipline Specific guidelines having force of standards/policy.
Variants:
Chemical
Civil
Mechanical
Remaining six
Differing definitions of Professional Attributes to be demonstrated
Layered set of guidelines:
Training and mentoring (all categories) (R-04-P) with defined responsibility levels.
Guide to competency standards for Professional Engineers (R-08-PE)
Discipline-Specific Training Guidelines (R-05-Disc-PE)

46. What Changes in Guidance ? Technologists & Technicians
Aspect
Prior to the NRS
Under the NRS
Training
And
Mentoring
Guidelines
Discipline Specific guidelines
developed and implemented for Technologists
were under development but never implemented for Technicians
Layered set of guidelines:
Training and mentoring (all categories) (R-04-P) with defined responsibility levels.
Guide to competency standards for Professional Engineering Technologists (R-08-PT) & Professional Engineering Technicians (R-08-PN)
Discipline-specific Training Guidelines (R-05-Disc-PT & PN)
Accreditation Training Guide: Ver May 2012

47. Defining the level of responsibility
Initially, the candidate assists experienced engineering personnel in their problem-analysis and solution activities, receiving detailed guidance and being monitored.
The candidate then progresses to contributing individually and as a team member to the solution of engineering problems.
Finally, the candidate must develop to the level of performing individually and a team member to solve problems at the required level. In this last phase, the candidate must perform over the entire problem life cycle.
The candidate’s responsibility level and relationship to the mentor and supervisors is outlined in Table 3.
Table 3 : Progression of responsibility
Level
Nature of work:
The Applicant/Candidate
Responsibility of Candidate/Applicant
Level of Supervisor/ Mentor Support
A. Being Exposed
… undergoes induction, observes processes, work of competent practitioners
No responsibility
Mentor explains challenges and forms of solution
B. Assisting
… performs specific processes under close supervision
Limited responsibility for work output
Supervisor/Mentor coaches, offers feed back
C. Participating
… performs specific processes as directed with limited supervision
Full responsibility for supervised work
Supervisor progressively reduces support, but monitors outputs
D. Contributing
… performs specific work with detailed approval of work outputs
Full responsibility to supervisor for quality of work
Candidate articulates own reasoning and compare it with those of supervisor
E. Performing
… works in team without supervision, recommends work outputs, responsible but not accountable
Level of responsibility to supervisor is appropriate to a registered person,
Candidate takes on problem solving without support, at most limited guidance

48. Application Packs Apart from the information contained in the
Policy, Standards and Guide documents,
the application packs contain useful information
sheets to guide and assist candidates in the
process of completing the forms for the application.
               

49. The NRS and its Phases Category Policy Standards Process On-line
System
Candidate and Professional Engineer
R-01-P
R-02-PE
R-03-PE
(EA & PR)
Application & Assessment
Process 1
Candidate and Professional Engineering Technologist
R-01-P
R-02-PT
R-03-PT
(EEA)
Assessment
Process 2
(variant of Process 1)
Candidate and Professional Engineering Technician
R-01-P
R-02-PN
R-03-PN
(EEA)
Candidate and Professional Certificated Engineer
R-01-P
To Follow
To Follow
Assessment
Process 2
Specified Categories
To Follow
To Follow
To Follow
Registration under International Agreements
To Follow
To Follow
To Follow
Assessment
Process 3
(P1simplified)
Status:
Fully Developed
Work in Progress

50. Transition to New Registration System
For Engineers:
The new system (paper based) has been available since April 2013 with the legacy system remaining in place for at least another year, possibly two years. 
Candidate engineers who trained  under the legacy system will be allowed to apply in terms of the current  requirements/ documentation. In this instance, the current requirements, for example, civil candidates of  writing two essays at the professional review and mechanical candidates to hand in a design report and for electrical/electronic engineers to hand in forms AD7, AD8 and AD9, would then still apply.
               

51. Transition to New Registration System
For Technologists and Technicians:
As a result of the extended experience appraisal process, the legacy system has been progressively changed towards the new registration system.
The new registration system was formally approved by Council in July 2014.
               

52. Transition to New Registration System
For Certificated Engineers and
Specified Categories:
As noted before, the development of the suite of Policies, Standards, Processes and Guidelines for these categories are in the process and will follow in due course.                

53. Applications for Registration in terms of the NRS
An applicant for registration may apply in either
one of two ways, namely:
Through a paper-based application process to ECSA; or
Through a secure electronic online process, which is
still to go live
The paper-based application process may be phased out with time 53

54. For more information, e-mail comments@ecsa.co.za
Questions?
Thank you!
For more information,