1 -- Introduction

Although the challenge is common for all engineers, the actions to maintain individual and collective competencies vary among practitioners. Engineers working in large companies usually have access to in-house training and professional development programs, and career success requires the maintenance of competence through continued active participation in these programs. Large consulting and management companies also may have in-house programs, but learning in large measure comes from participation in a wide variety of projects with diverse clients. Self-employed engineers or those working in small companies usually do not have ready access to professional development programs, and the learning process has generally been restricted to on-the-job experience on client projects.

The size of firm is not the only factor, which determines the use of, and need for continuing education courses; studies have shown that the percentage of engineers who participate in courses drops from 64% for large urban firms to 35% for small non-urban firms^*1. For all the above groups, a formal continuing education system, which may involve our advanced education institutions, is needed to supplement their on-the-job learning experience.

One of the major barriers to lifelong learning is the perceived time delay between the commitment of time and money and the rewards. The mind-set and culture for lifelong learning should be introduced in week one of the first undergraduate year, making it clear that the initial degree is only the first step in the pursuit of engineering competency.

The Canadian Academy of Engineering recognizes both the need and the complexity of the lifelong learning challenge, and has prepared guidelines and suggestions in this report.

2. Focus on the Future: A National Action Plan for Career-Long Education for Engineers, (U.S.A.) National Academy of Engineering, 1988, Page 28