APEGA CBAT Report is required for an assessment of Engineers working overseas. The Competency-Based Assessment Tool (CBAT) is an electronic form specifically designed for capturing your knowledge, understanding, and achievement. It consist of 22 key competencies which are needed for registration as a Licensee or Professional Engineer.

Competency-Based Assessment is a technique of evaluating and collecting work for determination of an applicant’s suitability for registration. This further linked with reviewing the ability for performing fundamental engineering tasks in reliable and safe manner. Applicants for registration as a Professional Engineer are required to complete two forms for confirming their work experience. These are the Competency-Based Assessment tool (CBAT) and Work Record Validatory List (WVRL). The WVRL form mainly work for measurement of the duration of an applicant’s experience and the other assist in capturing the competency examples.


You are required to provide the following points when completing each form page:

  • at least one situation in which you proved competency
  • several actions you took within the situation that support your competency
  • the outcome of your actions. This should include a basic summary of the solution, product, process, or other outcome of the situation and your actions

Your competence will assess from the APEGA‘s Board of Examiners and based on the information your and your validators provide. There is no other factor considered in this regard. It is always recommended to focus on the personal contributions to the situation and providing details about the specific decisions you took. It is recommended to write in first person language to show ownership of your work.

Before application initialization with APEGA, an application is required to complete the following steps for ensuring that there are no delays within the application. To begin, an application should:

  1. Compile all the needed application documents. The documents must indicate the legal name of applicant.; When the applicant has had any changes in the name, additional legal name documentation will be needed for supporting the change.
  2. Employment dates confirmation with the previous and current employers.
  3. Potential validators and references contact to be provided for ensuring that these are prepared to be the application process part and these are aware of the tight deadlines and needs. Applicants are needed to ensure that all the contact information is correct. There are also validators and references who cannot be contacted could result in delaying the application.


APEGA 22 Key Competencies

APEGA has identified competencies which are skills or knowledge as crucial to the engineering professional practice. These are specifically dependent on the decisions, applications, or behaviors of knowledge or skill, in response to various associated employment situations.

Each competency is evaluated against a score from 0 to 5.

  • 0 demonstrates no awareness for the competency
  • 5 shows a mature level of practice

You will assess yourself in your own manner on each key competency. You are required to meet score of 1 on each key competency and meeting the overall average level for each defined category of competency.

Geoscientists and Engineers BC’s Competence Assessment system is intended to preserve the reputation which was valued with the responsibility, and professionalism of the P.Eng. designation. There was the competency framework, competency self-assessment form, and indicators were esigned for ensuring that Engineers and Geoscientists BC’s requirements uphold. This also protect the interest of public while maintaining a transparent, equitable, and effective process of registration. The Competency Framework comprises the needed proficiencies for entering the engineering profession and providing the path clear guidance for applicants registration, assessors, validators, and employers alike.

Competency Category 1 – Technical Competence

1.1 Regulation, Codes, and Standards

Demonstrate knowledge of regulations, codes, standards, and safety – this includes local engineering procedures and practices as applicable

  • Identifying and complying with legal and regulatory requirements for the project activities.
  • Incorporating codes knowledge and regulations in design materials.
  • Preparing the reports assessing the compliance with the standards, regulations, and codes.
  • Recognize the need to design for code compliance and ensure ability to construct, ability to operate and ability to maintain, once constructed

1.2 Project and Design Constraints

Requirement to demonstrate materials knowledge, or operations as required along with design and project constraints, design for optimum fit the requirement or associated service intended and addressing the inter-disciplinary impacts.

  • Demonstrate knowledge of materials, operations, project, and design constraints (i.e., cost, design, material, labour, time, budget, production)
  • Demonstrate understanding of, and coordination with, other engineering and professional disciplines

1.3 Risk Identification and Mitigation

Analyze technical risks and offer solutions to mitigate the risks

  • Demonstrate familiarity with system protection and/or damage/hazard mitigation objectives, philosophies, practices, procedures, and functions
  • Identify risk areas including causes of risks and their impacts
  • Develop risk management/mitigation plans
  • Demonstrate an understanding of the difference between technical risk and public safety issues

1.4 Application of Theory

Apply engineering knowledge to design solutions

  • Prepare technical specifications
  • Demonstrate use of theory and calculations to arrive at solutions
  • Demonstrate the development of a unique design solution that could not be accomplished with a standard design solution

1.5 Solution Techniques

Understand solution techniques and independently verify the results

  • Demonstrate an understanding of the engineering principles used in the application of computer design programs and show/describe how the results were verified as correct
  • Participate in an independent review and verification of solution techniques or analysis methods

1.6 Safety Awareness

Be aware of safety risks inherent in the design, and demonstrate safety awareness; on-site and has potential safety authorization/certificate as appropriate

  • Identify, incorporate, and/or participate in review of safety considerations, procedures, and equipment as they apply to system operations and/or maintenance programs
  • Demonstrate specific knowledge of safety regulations
  • Incorporate explicit human and public safety considerations in design and all other professional activities
  • Understand and account for safety risks associated with processes. Identify relevant protection equipment and process modifications to mitigate safety risks

1.7 Systems and Their Components

Demonstrate understanding of systems and components of systems

  • Demonstrate an understanding of each element in a process
  • Demonstrate an understanding of the interactions and constraints in the behaviour of the overall system
  • Manage processes within the overall system (monitor and, where needed, modify processes to achieve optimum outcomes)

1.8 Project and Life Cycle

Exposure to all stages of the process/project life cycle from concept and feasibility analysis through implementation

Demonstrate awareness of project concerns and roles of other stakeholders in the project stages:

  • Identification: generation of the initial project idea and preliminary design
  • Preparation: detailed design of the project addressing technical and operational aspects
  • Appraisal: analysis of the project from technical, financial, economic, social, institutional, and environmental perspectives
  • Preparation of specifications and tender documents: preparation of tender document, inviting and opening of tenders, pre-qualification, evaluation of bids, and award of work
  • Implementation and monitoring: implementation of project activities, with on-going checks on progress and feedback
  • Evaluation: periodic review of project with feedback for next project cycle

1.9 Quality Control

Understand the concept of quality control during design and construction, including independent design check and independent reviews of design, field checks, and reviews

  • Conduct checks, including field checks, to verify the validity of design
  • Complete quality management plan checklist, and follow quality management plan
  • Prepare quality control plans, including frequency and test parameters, for specific processes or products
  • Evaluate test results, determine adequacy, and develop recommended action
  • Demonstrate peer review
  • Demonstrate completed project, systems, or subsystems meet project objectives in terms of functionality and operational performance

1.10 Engineering Documentation

Transfer design intentions to drawings and sketches; understand transmittal of design

  • Ability to review designs of others and communicate findings and issues, including suggested alternatives
  • Demonstrate communication of ideas and concepts to project team members
  • Demonstrate understanding of the value of project completion reports and lessons learned. Reports to application in future projects by self or others.
  • Produce sketches, notes, documentation, and design documents to prepare proposals, preliminary, and final design drawings for acceptance by the client and approval by regulatory authorities

Competency Category 2 – Communication

2.1 Oral Communication

  • Communicate in a simple and concise manner
  • Communicate official project data with team members, clients, and contractors
  • Ability to express both technical and non-technical issues and ideas clearly to both technical and non-technical personnel
  • Presentations to technical and non-technical groups; presentations to superiors and subordinates; internal (colleagues) and external (clients) presentations
  • Presentation of project parameters to the public
  • Demonstrate active participation in and contribution to meetings

2.2 Written Communication

  • Tailor communications to the intended audience
  • Ability to write and review technical documents
  • Ability to write clear memos and reports to both technical and non-technical personnel
  • Use drawings and sketches to demonstrate key points and concepts
  • Demonstrate a written report on a technical subject
  • Demonstrate a written report on field observations
  • Take training in technical report writing
  • Work with common office software programs and browsers

2.3 Reading and Comprehension

  • Ability to review technical documents, to understand the implications, and to summarize key points

Competency Category 3 – Project and Financial Management

3.1 Project Management Principles

  • Awareness of resource planning, budgeting, change management, scope management, scheduling, and unforeseen issues in managing a project from start to end
  • Understand the impacts that benefits and risks of various design solutions have on a project
  • Understand the needs and expectations of internal and external clients

3.2 Finances & Budget

Understand financial aspects of work

  • Demonstrate cognizance of project budget during design and construction
  • Provide technical and financial reporting and compare the options
  • Demonstrate the understanding of the place of finance in business decisions
  • Understand principles of budgeting and financing
  • Understand the relevant business processes
  • Demonstrate an understanding of working with and developing contracts

Competency Category 4 – Team Effectiveness

4.1 Resolve Differences

Work to resolve differences

  • Demonstrate leadership in achieving team goals and resolving conflict
  • Work to facilitate beneficial conflict resolution
  • Exposure to training in conflict resolution

Competency Category 5 – Professionalism

5.1 Professional Accountability

Demonstrate awareness of professional accountability

  • Apply professional ethics in meeting corporate directives
  • Awareness of limitations by asking for help as appropriate
  • Awareness of situations that could be a conflict of interest and to manage such situations appropriately
  • Awareness of the potential professional liability involved in all aspects of the design, construction, and inspection process
  • Understanding and awareness of appropriate use of stamp and seal
  • Understanding one’s own strengths and weaknesses and know how they apply to one’s position

Competency Category 6 – Social, Economic, Environmental and Sustainability

6.1 Public Impacts and Safeguards

Demonstrate an understanding of the safeguards required to protect the public and the methods of mitigating adverse impacts

  • Awareness of the potential professional liability involved in all aspects of the design, construction, and inspection process

6.2 Engineering and the Public

Demonstrate an understanding of the relationship between the engineering activity and the public

  • Recognize the value and benefits of the engineering work to the public
  • Prepare reports regarding the impact of a project to public

6.3 Role of Regulatory Bodies

Understand the role of regulatory bodies on the practice of engineering

  • Recognize the importance of respecting the regional traditions and native regulations towards a project
  • Understand the role and regulations of other professions whose practices overlap or interface with the practice of professional engineering

6.4 Sustainability and Practice Guidelines

Be aware of any specific sustainability clauses that have been added to practice guidelines that apply to their area

  • Awareness and understanding

6.5 Promotions of Sustainability

To the extent possible, recognizing the applicant’s position of influence, consider how sustainability principles could be applied and promoted in his or her specific work

  • Include sustainability analysis in project descriptions
  • Provide a list of revisions made during the design and implementation period of the project


The generalized examples of skills or behaviors are indicators which specifically illustrate how to achieve a required competency. APEGA indicators mainly serve as framework for you to obtain which work experience aspects apply for each defined key competency. There are also deficiencies which can be highlighted and specific details can be included related to your work experience. You are warned to not copy and paste the provided generic indicators.

Selecting Validators

It is the requirement for the applicants to provide the names and email addresses for the one validator (minimum) for each organization or company during the provided timeline. A validator is senior practitioner or Professional Member who could be mentor, manager, supervisor, client, or colleague. It is also expected that if the competencies have been earned in Canada and the validator to be from Professional Engineer (P.Eng.).
It was noted that the same validator could be used for various competencies as long as at least there are three validators being provided overall. For example, there are 22 competencies in total, and applicants required to utilize each validator at least once and one validator could be used for up to 20 competencies (maximum). This result to leave only one competency with each to be validated from the other two validators. Only one validator will be required for each competency.
With the Competency-Based Assessment Tool, there was an applicant assign with each example for the validator with the work described providing the first-hand knowledge. The validator will be asked for reviewing the self-assessment applicant’s and comment and score on each of the defined competency. Validators were able to accordingly provide the suitability and readiness of applicants for registration. Additionally, there is the information about references and validators and for that, you can visit on the Work Record Validator page on the APEGA website.


Once you have approved and submitted your CBAT, your validators will be contacted to complete a Validator Response Form (VRF) for each key competency validation you have assigned to them. They will provide their own ratings of your competencies on the same five-point scale you have used. They will also add comments they feel are necessary.

APEGA Strategic Plan

There was the strategic plan which included reinforcing the vision and mission of APEGA. Requires to follow the long-term goals in being a leader in self-regulation during the public protection. It include stressing the importance of being relevant to the members, affecting changes being mindful affecting the professions, and accountable for the delivering on priorities of APEGA.

The identified goals and strategies are a road map to guide the organization for years to come. The guidance a strategic plan provides is crucial, particularly for regulatory bodies, as it supports governing at the highest level of excellence.

APEGA Experience Examiners

There was the competency submission associated to APEGA and was reviewed from experience examiners who are Professional Members. The examiners will review the employment history from the applicant and key competencies demonstration with further providing the applicant’s readiness recommendation for registration to the Board of Examiners. BOE APEGS’s is the decision-making body at APEGA for all applications.

APEGA regulates the engineering and geoscience practices in Alberta from licensing individuals and companies for practicing engineering and geoscience in Alberta. APEGA has the authority for investigating the unprofessional conduct and unskilled engineering and geoscience practice in Alberta.

Validators Selection

Applicants should provide the email addresses and names for at least one validator for each organization or company during the provided time frame. There are the professional member or senior practitioner who may be a mentor, supervisor, manager, client, or colleague. It is expected that when the competencies are earned in Canada, they are being validated from the Professional Engineer (P.Eng). The validator are required to fulfill the technical responsibility for the work of applicant and witnessing the performing duties of the applicant along with the tasks defined in the competencies and work. The validator is required to confirm the skill and the ability for the competency that the applicant lists for the specific role. The validator may also be able to validate various competencies.

Validators are responsible for:

  • Reviewing and confirming they have witnessed and supervised the work associated with the applicant’s example. (i.e., the applicant did what was described, particularly the technical components that required engineering analysis, knowledge, and judgement)
  • Providing competence scores for key competencies in the Validator Response Form (VRF) assigned by the applicant, as applicable. A Validator may be required to assess more than one competency and thus complete more than one Validator Response Form for the Applicant. A validator may be asked to validate up to 20 individual competencies.
  • Filling in and returning all VRFs presented to them.
  • Providing an overall feedback summary on the applicant’s readiness for registration using the Validator Overall Reference Form (VORF).
  • Filling in and returning the VORF back to APEGA
  • If required, identifying their professional designation and jurisdiction of registration.

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