Volume 9 issue 1 Nuclear Future
European Professional Body Competence Frameworks
Figure 1: Outline of the EASIT2 Project
Europass
ANALYSIS & SIMULATION COMPETENCE FRAMEWORK
Industry Needs Analysis Generic Educational Base Evaluation
Competency Statements 23 Modules
Competence-based
Professional Simulation Engineer System
EASIT2 Table 1: EASIT2 Educational Base modules (technical areas)
Non-industry-specifi c versions of CCOPPS modules
Finite element analysis for structures
Materials modelling, characterization and selection
Fatigue Flaw assessment and fracture mechanics
Non-linear geometric effects and contact Beams, membranes, plates and shells Dynamics and vibration Plasticity
Thermo-mechanical behaviour Buckling and instability
Composite materials and structures Creep and time-dependency
Figure 2: Competency types and levels
Competence levels
Generic Analysis/ Simulation
Sector Specifi c Software Specifi c
Company Specifi c
New modules Optimisation
Mechanics, elasticity and strength of materials Computational fl uid dynamics
Simulation management Multi-physics analysis
Fundamentals of fl ow, heat and mass transfer
Multi-scale analysis Probabilistic methods Noise and acoustics Electromagnetics
Multi-body dynamics The Competence Framework
The main objective of the Analysis & Simulation Competence Framework is to enable large, medium and small companies, as well as individual analysts and engineers, to record and monitor competence levels in the engineering analysis and simulation area. Basic search and reporting tools will allow organisations to undertake competency planning. At the heart of the Competence Framework will lie the Educational Base described above. This will be an open and versatile web-based relational
database system that will allow the skills that are developed by individuals to be tracked and logged. This can then be used by individuals to plan and monitor their personal development, or by companies to do the same for their staff and to keep a register of the combined simulation skills of their workforce. The structure of the Educational Base and the Competency Framework will allow modules to be added, deleted or modifi ed. Individual competency statements will also be able to be translated and it will also be possible to add preferred links to other resource material. As shown in Figure 1, the Competence Framework will allow
data to be transferred to/from wider company staff development systems and SQEP registers. The aim is to ensure that the EASIT2 developments support the SQEP process. The database record for the Competence Framework is
illustrated in Figure 4. Inclusion of a module in a person’s list of competent areas will require a particular subset of competencies from the Educational Base to be assessed and achieved. Competencies may be achieved by internal attestation, external attestation, internal examination or external examination. Up to six levels of practice may either be directly linked to appropriate competences from the Educational Base or be assigned by an organisation as a result of job function. The inclusion of an analysis system in the record will normally be related to the achievement of generic competencies in the Educational Base by association, rather than analysis-system-specifi c competencies. The inclusion of multiple industry sector entries is to allow
Fundamental Knowledge
the Competence Framework to refl ect employment history or to refl ect the variety of work carried out by consultants. Inclusion of a particular industry will require satisfaction of industry-specifi c competency statements in the Educational Base where available.
EASIT2 39
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