Digital learning and the future of NDT competence
The recent BINDT Burns Supper Seminar, held at the Golden Jubilee Hotel in Glasgow, provided an excellent opportunity to reflect on how our profession continues to evolve, particularly in the area of training and competence development. It was encouraging to see such a strong turnout of practitioners, employers and training organisations, all keen to engage in open discussion on how we maintain confidence in non-destructive testing (NDT) certification while adapting to changing working practices.
During my presentation at the seminar, I sought to highlight the opportunities that have emerged since the COVID-19 pandemic, especially in relation to remote learning and the potential role of digital tools in supporting theoretical knowledge development. Like many industries, NDT had to adapt rapidly during the pandemic to ensure continuity. While some of those adaptations were necessarily temporary, others have prompted more strategic thinking about how training could be delivered more flexibly without undermining standards.
A central theme of the day was balance. As we all recognise, ISO 9712 certification is fundamentally competence-based. It requires structured training, provision of supervised experience and controlled examinations, all underpinned by independent and impartial assessment. In this regard, BINDT’s position remains clear in that digital learning should be viewed as an enabler, particularly for NDT theory, but not as a replacement for practical training, the garnering of practical industrial experience or circumvention of examination integrity.
BS EN ISO 9712 does not mandate a single method of delivering theoretical instruction. Provided learning outcomes are met, which will, I hope, become more prevalent within future revisions of PCN’s Z1 training syllabuses (more on this in a future Boulton’s Bulletin), training hours are verifiable and records are auditable, theory may be delivered via classroom, e-learning or blended models. This creates legitimate scope for innovation, particularly in the delivery of foundational and method-specific theoretical knowledge. However, practical training, logged experience and examinations must continue to be conducted in person at approved facilities.
One area where digital learning offers particular value is in building prerequisite knowledge. Before embarking on ISO 9712 method training, candidates are required to have a sound understanding of materials and manufacturing processes, ‘product technology’ and a demonstrable ability for mathematics. Digitally delivered learning allows candidates to develop this foundation at their own pace, improving preparedness and making better use of time spent in the classroom or laboratory.
There are clear benefits to this approach. Improved accessibility for geographically dispersed candidates, reduced travel and accommodation costs, consistent content delivery and reduced time away from productive work are all attractive to employers and individuals alike. From an organisational perspective, digital platforms also offer improved visibility of learner progress and more structured workforce planning. That said, the risks must not be underestimated. Remote learning places greater responsibility on learner motivation, digital literacy and IT infrastructure. Without strong governance, there is a real risk of poor-quality or non-accredited content entering the training landscape. This is why BINDT’s involvement, oversight and approval mechanisms are essential if such models are to be adopted.
In considering how best to move forward, I looked beyond NDT to other safety-critical sectors. The UK Civil Aviation Authority’s CAP1933 guidance provides a useful comparator. While aviation-specific, it sets out robust principles for distance and blended learning for the provision of secure learning platforms, auditable records, instructor oversight and strong quality assurance. Importantly, it also makes clear that simulation and virtual tools can support learning but cannot replace hands-on practical training or controlled examinations. This aligns closely with the requirements of BINDT, ISO 9712 and TS 25108, where there may be limited, carefully controlled circumstances where NDT simulation tools can be used to reinforce understanding. However, real components, real defects and real environments remain essential to competence development.
The structured path discussed at the seminar would involve the possible development of a BINDT-approved e-learning framework aligned to the latest version of ISO 9712, approval of platforms and content, clear competence requirements for tutors and ongoing audit and feedback mechanisms. Crucially, all certification examinations would continue to be conducted under authorised BINDT or Authorised Qualifying Body (AQB) conditions, preserving the independence and credibility of the PCN Scheme.
In conclusion, the message from Glasgow was clear: digital learning is not an end in itself. Used thoughtfully and governed properly, it can strengthen NDT training and support the next generation of professionals, considered digital natives, unlike myself who would be, in my own words, considered a digital immigrant; I am of an age! However, used carelessly, it would risk undermining confidence. As ever, BINDT’s role is to ensure that innovation enhances, rather than erodes, the integrity of our profession.
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