International Engineering Alliance Experience: Accreditation & Competence

Slide Note

This article explores the International Engineering Alliance's educational accords and mobility agreements, emphasizing the importance of global recognition and adoption of engineering education standards. It discusses the definition of engineering, the characteristics of a profession, and the criteria for engineering competency within the Alliance. The primary purpose is to enhance the benefits of authoritative engineering education globally by promoting wider recognition and adoption.

efremja Follow

Uploaded on Sep 06, 2024 | 1 Views

Download Presentation

Please find below an Image/Link to download the presentation.

The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.

E N D

Presentation Transcript

Accreditation and Competence in the Context of World Wide Engineering Mobility- the International Engineering Alliance Experience Basil Wakelin

International Engineering Alliance Educational Accords Competence Recognition/Mobility Agreements Washington Accord Sydney Accord Dublin Accord Engineers Mobility Forum Agreement /IPEA APEC Engineer Engineering Technologists Mobility Forum Agreement /IETA Technicians Professional Engineers Engineering Technologists Engineering Technicians Professional Engineers Professional Engineers (regional agreement) Engineering Technologists Future possibility http://www.ieagreements.com

The Purpose of the IEA To increase the benefits of authoritative engineering education and competence standards through promoting globally their wider recognition and adoption.

What is engineering? Engineering is an art supported by science and thus professional competence is not determined solely by education but requires a period of post graduate experiential learning to develop competence and judgment to a professional level through a process of professional mentoring.

What is a profession? A profession is an occupational group which specialises in the performance of such highly developed skills for the meeting of complex human needs that the right use of them is achieved only under the discipline of an ethic developed and enforced by peers and by mastery of a broader contextual knowledge of the human being, society, the natural world, and historical trends" (Reeck 1982)

Engineering Competency An agreed educational base - Accord recognised degree, or equivalent, plus Experience after graduation to develop both professional and personal maturity. For the IEA a minimum of seven years including two years responsible experience and Meeting an agreed competence typically measured by evaluation against 13 elements http://www.ieagreements.com

International Engineering Alliance Educational Accords Competence Recognition/Mobility Agreements Washington Accord Sydney Accord Dublin Accord Engineers Mobility Forum Agreement /IPEA APEC Engineer Engineering Technologists Mobility Forum Agreement /IETA Technicians Professional Engineers Engineering Technologists Engineering Technicians Professional Engineers Professional Engineers (regional agreement) Engineering Technologists Future possibility http://www.ieagreements.com

Graduate Attributes WA Graduate (Professional) SA Graduate (Technologist) DA Graduate (Technician) 1.Engineering Knowledge 2.Problem Analysis 3.Design/ development of solutions Complex 4.Investigation 5.Modern Tool Usage 6.The Engineer and Society 7.Environment and Sustainability 8.Ethics 9. Individual and Team work Complex Broadly defined Well defined Broadly defined Well defined Complex Broadly defined Well defined Complex Broadly defined Well defined Complex Broadly defined Well defined 10. Communication 11. Project Management and Finance 12. Life long learning http://www.ieagreements.com/GradProfiles.cfm

Attributes for Washington Accord Graduate Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the solution of complex engineering problems Element Differentiating Characteristic Breadth and depth of education and type of knowledge, both theoretical and practical for Sydney Accord Graduate Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to defined and applied engineering procedures, processes, systems or methodologies. Identify, formulate, research literature and analyse broadly-definedengineering problems reaching substantiated conclusions using analytical tools appropriate to their discipline or area of specialisation. 1. Engineering Knowledge 2. Complexity of analysis Identify, formulate, research literature and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences and engineering sciences. Problem Analysis

Range or Complexity of Problems 1. Range of conflicting requirements- WA -wide ranging or conflicting . SA- more defined Depth of analysis required- WA - abstract thinking, requires originality. SA -uses well proven analysis Depth of knowledge required- WA -in depth, fundamentals based, first principles approach. SA application of developed technology. Familiarity of issues- WA -infrequently encountered issues. SA - more familiar problems Extent of applicable codes- WA beyond scope of codes of practice. SA - May be partly outside codes Extent of stakeholder involvement and level of conflicting requirements - WA -diverse groups. SA several groups Consequences - WA -significant in a range of contexts, SA -local significance Interdependence WA -high level problems , many sub parts . SA -less interdependence 2. 3. 4. 5. 6. 7. 8.

Competency Profiles Engineering Technologist widely accepted applied widely accepted applied broadly-defined broadly- defined broadly defined broadly-defined = = Professional Engineer Engineering Technician Element Comprehend and apply universal knowledge Comprehend and apply local knowledge Problem analysis Design and development of solutions Evaluation Protection of society Legal and regulatory Ethics Manage engineering activities 10.Communication 11.Lifelong learning 12.Judgment 13.Responsibility for decisions advanced standardised 1. advanced complex complex complex complex = = complex activitiesbroadly- defined = = complex complex standardised well-defined well- defined well-defined well-defined = = well- defined = = well-defined well- defined 2. 3. 4. 5. 6. 7. 8. 9. = = broadly defined broadly defined http://www.ieagreements.com/GradProfiles.cfm

Range of Engineering Activities 1. 2. Range of resources diverse resources Level of interactions- resolution of significant problems arising from interactions between wide-ranging or conflicting technical, engineering or other issues, Innovation - creative use of engineering principles and research-based knowledge in novel ways. Consequences to society and the environment - significant consequences in a range of contexts, characterized by difficulty of prediction and mitigation Familiarity - Can extend beyond previous experiences by applying principles-based approaches 3. 4. 5.

Features of the IEA Approach Outcome focussed Not all elements are of equal weighting Much engineering by technologists and technicians Self discipline and self regulation by peers Some aspects of accreditation are outside the elements eg robustness or security of outcomes, staffing, facilities, finance etc

Evaluation in practice Accords evaluate national accreditation systems of members every six years Observation by international teams Concurrent evaluation of adjacent accord programmes in an institution is possible

Experience to date Easier differentiation between classes of engineer Evaluation of national systems rather than individuals Somewhat uneven understanding of the differences between classes of engineer Evaluation of professional competence more challenging Mobility benefits universal but variable The elemental outcomes based approach can assist programme development

Conclusions Contribution to improved understanding of required outcomes of engineering education Has assisted development of national educational and accreditation systems Further development work is needed to achieve a more universal understanding of categories of engineer and bench marking against common standards