Geology Reference
In-Depth Information
design of a strutted excavation. Civil engineers who have proceeded to
take an MSc in engineering geology are similarly unlikely to have
gained enough knowledge of geological processes and relationships
to identify realistic geological models, other than for simple situations.
It is important that even an MSc-quali
ed individual follows a period
of training, and this is often arranged in a formal and structured
manner by large consulting or contracting companies or by govern-
ment departments. In the UK and several other countries such as Hong
Kong, the aim of the individual is to become either a chartered geolo-
gist (CGeol) through accreditation with the Geological Society of
London or to become a member of one of the institutions of engineer-
ing and a chartered engineer (CEng). A chartered status indicates that
the individual has gained adequate experience in various facets of the
profession. As stated earlier, many engineering geologists have careers
in civil engineering and become skilled in geotechnical engineering
(including design of structures) and should then aspire to becoming
members of engineering institutions and to become chartered engi-
neers. That can only be achieved through further study, possibly
formal exams in engineering subjects and/or extensive proven experi-
ence. Further and continuing study (self taught, reading technical and
scienti
c journals and attending lectures and seminars) is a formal
requirement of membership of most institutions. Some of the career
routes are set out in
Chapter 1,
Table 1.3,
and details of institutions
and learned societies, what they do and offer, and routes for member-
ship are presented later.
A UK Register of Ground Engineers (the term has been speci
cally
chosen in preference to geotechnical engineers) has recently been
established and includes engineering geologists. The scheme was
drawn up by the ICE, the Geological Society (Engineering Geology
Group) and IOM
3
and administered by the ICE. The scheme is open to
chartered members from the three professional bodies. Applicants are
required to demonstrate their competence on six speci
c topics (inno-
vation, technical solutions, integration, risk management, sustainabil-
ity and management) and there are three levels of Registrant:
Professional, Specialist, and Adviser. As at 2011, the scheme does
not have any particular legal status. The emphasis is for applicants to
demonstrate competence in the various areas.
A.1.2 Mainland Europe
In continental Europe, higher education is moving towards the
UK model. Through the Bologna Declaration, most European
countries (including the UK) agreed that university systems and
degrees should have the same standards within the so-called
European Higher Education Area. The background of
the declaration is that it facilitates the employment and study of
