Learning & Assessment Model
From technical knowledge to defensible learning evidence.
LNG University separates public technical knowledge from role curricula, formal program requirements, assessment and the meaning of any resulting record. That separation is intentional: a topic page demonstrates scope; a program defines what must be completed and assessed.
Curriculum architecture
Six layers keep the learning promise understandable.
01
Knowledge Area
A coherent LNG discipline such as cryogenics, rotating equipment, regasification, automation or marine transfer.
02
Technical Topic
A bounded subject with defined scope, outcomes, operating context, safeguards and connected engineering documents.
03
Role Curriculum Map
A role-specific sequence that selects the relevant foundation, core and advanced technical subjects.
04
Published Program
The governing program defines prerequisites, required learning, assessment rules and the applicable record.
05
Assessment
Knowledge, scenarios, project work or workplace evidence are used only where the program explicitly requires them.
06
Record & Verification
Any completion or certification record is limited to what the program requirements and evidence actually support.
Assessment follows the published program—not the marketing page.
Different programs may require different evidence. The applicable specification should state what is assessed, how it is passed, and what record is issued.
Knowledge assessment
Checks technical understanding against stated learning outcomes.
Scenario or case work
Tests application of knowledge to operating or engineering situations where included.
Practical or workplace evidence
May be used in scoped corporate programs when the employer and program define suitable observation or task evidence.
Project or technical submission
May support engineering, commissioning or specialist programs where a defined deliverable is appropriate.
Technical content governance
Public technical pages define subject scope and can evolve as the body of knowledge expands. They are not, by themselves, proof of individual competence or employer authorization.
AI-assisted delivery
Technology may assist drafting, delivery, practice and feedback. The value of a governed program comes from its defined scope, requirements, assessment basis and evidence—not from presenting AI output as independent authority.
Records explain their limits
A learning record should identify the issuer, program, assessment basis and status. Referencing an external standard does not imply accreditation, approval or certification by that standard's publisher.
Corporate programs add workplace context.
A company program can map the public technical architecture to actual roles, equipment, procedures, commissioning phases or evidence requirements—without pretending a generic catalog is the plant's qualification system.
Define the target roles, responsibilities and system boundaries.
Select the relevant knowledge areas and technical topics.
Add approved company procedures, equipment information or project requirements where appropriate.
Define assessment and evidence requirements in writing.
Issue only the record supported by the completed requirements.
Inspect the system yourself