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Engineering organizations are increasingly under pressure to perform more efficiently with fewer people. To manage this, organizations need to understand what skills, knowledge and behaviours they need from engineers who have to practise in a global information society. Engineering educators, in collaboration with employers, therefore now need to think of how to place competencies for engineers in this new context. A model for preparing the educators and employers to face this challenge is proposed. This takes into account the change in mindset required to address the development of competencies for engineers when often the approach has to be context-driven to address global working. The model is based on developing a methodology by which a set of learning outcomes supported by aims and objectives may best be achieved. These learning outcomes are informed by the consideration of international frameworks and agreements which specify engineering professional competencies together with the corresponding graduate attributes. The core concept of the model is discussed and related to specific outcomes for educator and employer to facilitate and students to achieve. While consideration is given to what competencies are needed for tomorrow's engineering education, it is concluded that more relevant is the need to reconsider existing competencies in the context of engineers in global practice. This will require educators to be more responsive and prepared to support the development and evolution of competencies that are sustainable and robust in global sociological, political and economic systems. Central to the success of the model is the need to establish a learning equilibrium between on-campus and work-based experiential studies using globally-based industries. [ABSTRACT FROM AUTHOR]