A History of the International Engineering Alliance and Its Constituent Agreements
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REQUIREMENTS for ACCREDITATION of ENGINEERING EDUCATION PROGRAMMES ACC 02 October 2020 (Version 3.1)
REQUIREMENTS FOR ACCREDITATION OF ENGINEERING EDUCATION PROGRAMMES ACC 02 October 2020 (version 3.1) DOCUMENT AND VERSION CONTROL Version Action Approver Date 2.1 Formatted Standards and Accreditation February 2014 Board 2.2 Changes to terminology Standards and Accreditation May 2016 Renumbering of criteria Board 2.3 Clarification of the purpose of the Standards and Accreditation February 2017 Knowledge Profile Board Revision to criterion 3.3 – Assessment; 4.1 – Academic Staff Changes to incorporate accreditation of postgraduate programme (new Part C) Inclusion of Contents Page 3.1 Reformatted to align with Engineering New Standards and Accreditation October 2020 Zealand Brand. Board Revision to criterion 2.7 – Practical work experience in industry CONTENTS PART A: BACKGROUND AND DEFINITIONS 1 1. BACKGROUND 1 2. INTERPRETATION 2 3. KNOWLEDGE PROFILE 2 4. RANGE OF PROBLEM SOLVING 4 PART B: SPECIFIC ACCREDITATION REQUIREMENTS FOR THE ACCREDITATION OF PROGRAMMES TO AN INTERNATIONAL ACCORD STANDARD 6 1. PROGRAMME GRADUATE OUTCOMES 6 2. PROGRAMME DESIGN 18 3. ASSESSMENT TO ACHIEVE THE DESIRED OUTCOMES 19 4. CAPACITY AND CAPABILITY 20 5. QUALITY ASSURANCE AND MANAGEMENT SYSTEMS 23 PART C: SPECIFIC ACCREDITATION CRITERIA FOR THE ACCREDITATION OF POSTGRADUATE PROGRAMMES BASED ON SPECIFIC BODIES OF KNOWLEDGE 26 1. PROGRAMME GRADUATE OUTCOMES 26 2. PROGRAMME DESIGN 26 3. ADMISSION STANDARDS 26 4. ASSESSMENT TO ACHIEVE THE DESIRED OUTCOMES 27 5. ACADEMIC STAFF 27 6. TECHNICAL STAFF 28 7. PRACTICAL TEACHING FACILITIES AND LEARNING RESOURCES 28 8. EDUCATIONAL AND PROFESSIONAL CULTURE 28 9. QUALITY ASSURANCE AND MANAGEMENT SYSTEMS 28 PART A: BACKGROUND AND DEFINITIONS 1. BACKGROUND Engineering New Zealand accredits engineering programmes against outcomes-based standards that have been established by the Dublin, Sydney and Washington Accords to define the general academic standards for entry-to-practice in the engineering profession. -
Membership Committee Terms of Reference
Membership Committee Terms of Reference Constitution The Membership Committee is a sub-committee of the Board of Trustees (BoT). The Committee is established pursuant to a) Article 50 of the Articles of Association, and b) Section 10 of the Bye-laws. Overall purpose(s) The principal purposes of the Committee are to: Ensure that the Institute’s membership and professional standards are maintained and applied to the required levels; and Ensure that the Institute complies with the requirements for registration of all relevant Licensing bodies including. Reporting The Committee will report to BoT through: Providing BoT with access to minutes of all its meetings; minutes will include details of decisions taken. Provision of reports, advice and recommendations in relation to the Committee’s terms of reference. Provide such reporting and audit information to the relevant Licensing Bodies as may be required. Key responsibilities Membership Standards and Requirements Recommend to the Board of Trustees the Institute’s grades for individual nuclear professionals and other membership levels, qualifications/criteria required and post-nominal letters, making recommendations as required to the Board of Trustees. Set out, update and promulgate the requirements for registration with the Engineering Council (EngC), the Science Council (SC), European Federation of National Engineering Associations (FEANI), and/or any other licensed registration. Ensure that the Nuclear Institute complies with the registration standards and requirements of all Licensing bodies including the Engineering Council (EngC), the Science Council (SC), European Federation of National Engineering Associations (FEANI), and/or any other licensed registration. Assess and approve suitable candidates for membership and for registration with EngC, SC, and/or any other Licensing body and FEANI. -
POCKET GUIDE to PROFESSIONAL REGISTRATION for Engineers and Technicians 2017
ENGINEERING COUNCIL POCKET GUIDE TO PROFESSIONAL REGISTRATION for engineers and technicians 2017 www.engc.org.uk Foreword About this guide Operating under a Royal Charter, the Engineering This pocket guide has been developed for use by all those working within the professional engineering community. It Council is charged with regulating the UK aims to provide key information about registration with the engineering profession on behalf of society. Engineering Council and explains the relationship between We hold the national Register of those who the many organisations working within this community. have satisfied their peers of their competence More detailed information and other Engineering Council publications are available on the internet. and commitment as Engineering Technicians, Incorporated Engineers, Chartered Engineers and The guide has been produced in both hard copy and online as an ebook. Whilst data contained in the hard copy was ICT Technicians. We set the education standards correct (as supplied to the Engineering Council) at the time for engineering programmes that provide the of publication, subsequent changes are inevitable. The underpinning knowledge and understanding Engineering Council will endeavour to keep the ebook version required to practise engineering, as well as setting up to date as changes are notified to the organisation, but cannot be held responsible for incorrect data. Therefore, it is standards for professional development. We can advisable to check the primary source of information before only achieve this through the commitment of acting upon any of the information provided. the entire professional engineering community, Should you come across incorrect information contained within supported by academics and employers. -
Education Report
Fire Safety Engineering Education Report Current Status of Education, Training and Stated Competencies for Fire Safety Engineers ACKNOWLEDGEMENTS The Warren Centre extends our gratitude to those individuals, government agencies, professional organisations, and corporations who shared their views and insights for this report. AUTHORS OTHERS INVOLVED IN THE PROJECT • Professor Jose Torero, University College of London • Document Review Workshop: Samantha Adrichem, • Dr David Lange, the University of Queensland Brian Ashe, Jonathan Barnett, Ashley Brinson, Melissa Chandler, Ian Dart, Melanie De Gioia, Greg du Chateau, • Mr Mahmut Horasan, Scientific Fire Services Mike Essery, Phil Finnimore, Damien Flynn, Marianne • Dr Andres Osorio, the University of Queensland Foley, Gregory Hancock, John Hewitt, Kevin Holt, Peter • Dr Cristian Maluk, the University of Queensland Johnson, Dick Kell, Stephen Kip, Shahil Lal, David Lange, Brad Liu, Rob Marinelli, Lawrence Reddaway, • Dr Juan Hidalgo, the University of Queensland Mark Tatam, Jose Torero, Jamie Vistnes, Amanda • Peter Johnson, Arup Wesley, Matthew Wright, Michael Wynn-Jones, SPONSORS TO DATE • Peer Review: Samantha Adrichem, John Hewitt, Lawrence Reddaway, Greg du Chateau, Peter Johnson, • Alan Wilson Insurance Brokers Mark Tatam, IFE Built Environment Technical Group, • Aurecon Marianne Foley, Jeff Wood, Brian Ashe • Fire & Rescue NSW • Red Fire Engineers • Scientific Fire Services • Victorian Building Authority Warren Centre Fire Safety Engineering Project Kick-off, July 2018. ABOUT THE WARREN CENTRE FIRE SAFETY ENGINEERING PROJECT The Warren Centre brings industry, government and This is the second research project of The Warren academia together to create thought leadership in Centre at the University of Sydney relating to Fire Safety engineering, technology, and innovation. We constantly Engineering. -
WG1 Final Report
Industry Response Group Competences for Building a Safer Future Working Group 01 – Engineers Final Report version: 1.0 1.00 Engineers - membership and lead contributors 1.01 Chair: George Adams, SPIE UK, Engineering Council Secretary: Katy Turff, Engineering Council 1.02 Lead contributors See Annex A. 2.00 Executive Summary WG1 brought together four end-user organisations, 13 professional engineering institutions and two other industry bodies led and supported by the Engineering Council. WG1 had good integration with 2.01 MHCLG. The scope of WG1 was the competence required by engineering professionals engaged in design, build, test and maintenance of the fixed engineering assets that constitute life safety systems within 2.02 a Higher-Risk Residential Building (HRRB) and proposals for the Safety Case process. Engineering life safety systems are critical to the safety of occupants and fire and rescue services, and buildings must be seen as an integrated solution if the integrity of the life safety strategy is to be maintained. The choice, specification and performance of each individual element of the system or 2.03 collection of systems is critical to the overall safety of occupants. WG1 set out to define how the competence and professionalism to undertake these tasks could be better recognised and this included the need for improving the integration of systems and approaches. For residents to be safe and feel safe, WG1 identified a need to integrate the currently disparate engineering practices in HRRBs and provide a new coherence to -
Mechanical Engineering
Careers and Employability Service What Can I Do With My Degree? Mechanical Engineering Introduction This resource is designed for you to discover what you can do with your degree. It contains information on: • Skills gained through your degree - useful in career decision-making and when applying for graduate jobs • Overview of the main career areas with your degree – to help you understand what other students with your degree have gone on to do • Links to selected relevant professional bodies and associations – to help you understand the sector and also provide advice and information • Finding opportunities – including finding jobs and internships, volunteering opportunities, specialist recruitment agencies. • Further study - professional qualifications and programmes aligned to your first degree Skills gained through your degree In a competitive graduate labour market, it is important that you are able to demonstrate the key skills that you have developed through your degree programme. Reflecting upon the skills you have gained and your skill strengths can also be helpful in career decision making. The following resources can help you to understand the skills gained from your degree. Prospects Understanding your skills Your course learning outcomes – Your course modules contain aims and learning outcomes. These are useful in assisting you to recognise and reflect upon the skills developed during your studies. Overview of the main career areas with your degree Prospects TargetJobs National Careers Service Links to selected professional -
Volume 6. Issue 1. Fall 2012
VOLUME 7 ISSUE 1 November 2012 In this issue: TechNova Chronological History Pilikan House - Innovative Program National & Local News LEADERSHIP IN TECHNOLOGY Fall 2012 1 Publications Mail Agreement # 42456014 2 LEADERSHIP IN TECHNOLOGY Fall 2012 CONTENTS Leadership in Technology is the official newsletter of TechNova, the Society of Certified Engineering Technicians and Technologists of Nova Scotia. Leadership in Technology is published biannually by: 202 Brownlow Avenue Cambridge 1, Suite 308 Dartmouth, NS B3B 1T5 Tel: (902) 463-3236 Fax: (902) 465-7567 Toll Free: 1 866 723-8867 [email protected] www.technova.ca From the Editor 4 Please direct all inquiries, submissions and subscription requests to TechNova TechNova Membership 5 at the above address. Leadership in Technology is published President’s Letter 6 in conjunction with: New Members 7 Design Works Publishing Group 331 Lacewood Dr. Unit 111 Halifax NS B3S 1K6 Pilikan House 8 Tel: (902) 982-3099 Fax: (902) 482-5118 [email protected] TechNova - Chronological History 10 EDITOR National & Association News 20 Nate Dimock, C.Tech EDITORIAL DIRECTION Vivian Ernst CREATIVE DIRECTOR Mario Zamfir STORY IDEAS WELCOME* Leadership in Technology strives to present news, stories and other content in the course of each year that is of particular interest or pertinence to TechNova members. We rely The opinions expressed in this in part on your input to guide and generate articles. This is your publication and you are publication are not necessarily those always encouraged to contribute. of the Association. TechNova assumes no responsibility or liability for damages NEWS: Your technology career is ever-changing. Let others know about the changes and arising from any error or omission or trends in your particular field, discipline or worksite. -
Chartered Status
Chartered Status The chartered title can be held by those eligible people in the Member and Fellowship categories of Institute membership. The title Chartered Physicist is exclusive to the Institute of Physics. Chartered Engineer is maintained by the Engineering Council UK and Chartered Scientist by the Science Council. Chartered status stands for the highest standards of professionalism, up-to-date expertise, quality and safety, and for capacity to undertake independent practice and exercise leadership. As well as competence, the title denotes commitment to keep pace with advancing knowledge and with the increasing expectations and requirements for which any profession must take responsibility. Chartered status is the aspiration of members engaged at the leading edge of all fields of physics and its applications. Why Become Chartered? Physics is an integral part of our culture, providing the foundations for many scientific disciplines including chemistry, biology, the geo-sciences and engineering. The increase in wealth, economic globalisation, living standards and the quality of life in the 20th century was largely based on technological progress which in turn relied heavily on innovative research in physics. These trends are anticipated to continue and, indeed, strengthen in the 21st Century. As part of this the Institute has strengthened the standard for Chartered Physicist and made it a valuable tool for all employers (whether major multinationals on a recruitment cycle, SMEs or start- ups.). Chartered Physicists agree to be bound by a Code of Conduct that reflects best practice. The Code requires our members not only to show a high level of professionalism, but also to continually advance their competence through continuing professional development. -
Washington Accord Accredited Degrees
Part (1) Washington Accord accredited degrees. Undergraduate engineering degree programmes which are conducted within the Country/Region and accredited by the corresponding Accrediting Organisation Country Accrediting Organisation and Reference AUSTRALIA https://www.engineersaustralia.org.au/About-Us/Accreditation Engineers Australia (1989) CANADA https://engineerscanada.ca/become-an-engineer/for-internationally-trained-engineers The Engineers Canada (1989) CHINA China Association for Science and http://english.ceeaa.org.cn/main!programs4EN.action Technology (2016) CHINESE TAIPEI Institute of Engineering Education http://www.ieet.org.tw/search/searchListE1.aspx Taiwan (2007) HONG KONG CHINA The Hong Kong Institution of Engineers https://www.hkie.org.hk/en/quali/program/ (1995) INDIA http://www.nbaind.org/wa_program.aspx National Board of Accreditation (2014) (Applies only to programmes accredited by NBA offered by education providers accepted by NBA as Tier 1 institutions.) IRELAND http://www.engineersireland.ie/membership/members-abroad.aspx Engineers Ireland (1989) JAPAN Japan Accreditation Board for https://jabee.org/en/accreditation/program Engineering Education (2005) REPUBLIC OF KOREA Accreditation Board for Engineering http://www.abeek.or.kr/program Education of Korea (2007) MALAYSIA http://www.eac.org.my/web/list_accredited.html Board of Engineers Malaysia (2009) NEW ZEALAND https://www.engineeringnz.org/resources/accredited-engineering-qualifications/accredited-four- Institution of Professional Engineers year-engineering-degrees/ -
ABET Accreditation Criteria Revision Process
ABET Accreditation Criteria Revision Process EAC of ABET Proposed Revisions to General Criteria 3 and 5 NAE Forum February 16, 2016 Dr. P Brackin Dr. JL Sussman Topics • Who is ABET? • ABET’s Global Activities • Basics of ABET Accreditation including: • Process • Criteria • Continuous Quality Improvement • Criteria Change Proposal 2 Goal for NAE Forum Opening Session 3 Who Is ABET? ABET Statement of Purpose With ABET accreditation, students, employers, and the society we serve can be confident that a program meets the quality standards that produce graduates prepared to enter a global workforce 5 What Does ABET Accredit? • An academic program leading to a specific degree in a specific discipline • Misconceptions clarified: • Not institutions • Not schools, colleges, or departments • Not facilities, courses, or faculty • Not graduates • Not degrees 6 Accreditation in the U.S. • Non-governmental • Voluntary • Peer review 7 Who Recognizes ABET? In the U.S. • 35 Member and Associate Member Societies of ABET • Council for Higher Education Accreditation (CHEA) • State Boards for Engineering & Surveying Licensure & Registration (over 55 jurisdictions) • U.S. Patent Office • U.S. Reserve Officers Training Corps • Council of Engineering Specialty Boards (CESB) • Board of Certified Safety Professionals (BCSP) • Accreditors in other disciplines • U.S. Trade Office • U.S. State Department • Employers (position announcements) 8 Brief ABET History 1932 Engineers’ Council for Professional Development (ECPD) established 1936 ECPD first evaluated engineering -
Registration Code of Practice (Registration Code)
When printed this becomes an uncontrolled document. Please check the Engineering Council website for the most up to date version. Engineering Council Registration Code of Practice (Registration Code) 1 This Registration Code of Practice is published by the Board of the Engineering Council under Bye-Law 2 and governs the implementation by Licensed Members of the United Kingdom Standard for Professional Engineering Competence (UK- SPEC) and the Standard for Information and Communications Technology Technician (Standard for ICTTech), hereafter referred to as the Standards, and the registration of individuals under those Standards. 2 Nothing in this Registration Code shall be taken as overriding obligations placed on Engineering Council and Licensed Members by national and EU legislation, for example any requirement to process applicants holding EU professional qualifications under the provisions of relevant Directive(s). 3 The application of this Registration Code by Licensed Members shall be subject to audit by the Engineering Council Quality Assurance Committee under Bye-Law 16. Licensed Members shall maintain sufficient records for external audit purposes. 4 The Board of the Engineering Council may add to, amend or revoke paragraphs in this Registration Code, on the recommendation of Registration Standards Committee, or may delegate responsibility for amendment to that committee. Any such changes shall be communicated to all Licensed Members. 5 Licensed Members shall not register individuals with the Engineering Council, or accredit or approve programmes and qualifications for such registration, outside the terms of this Registration Code, without the authorisation of the Registration Standards Committee. 6 Technical or procedural issues arising in the application of this Registration Code shall be referred to the Engineering Council for consideration, following which the Engineering Council may issue guidance. -
Impact of the Washington Accord on Mobility of Engineers Through Standards
Impact of the Washington Accord on Mobility of Engineers through Standards Accreditation Session: Global Engineering Deans Conference: Chicago 2013 Hu Hanrahan Chairman, Washington Accord 1 The Washington Accord • The Washington Accord (WA) is an agreement among signatory accrediting agencies that: – having verified that criteria, policies and procedures for accrediting engineering academic programs are comparable, – accreditation decisions made by one signatory are acceptable to the others for academic programs providing the educational foundation for the practice of engineering at the professional level • The Washington Accord is one of six agreements constituting the International Engineering Alliance (IEA) See: www.ieagreements.org 2 Development of the Washington Accord Canada Russia Ireland UK Japan USA Turkey China Korea Pakistan Bangladesh Chinese Taipei India Hong Kong Sri Lanka Philippines Malaysia Singapore 1989: Original 6 1990s: +2 South Africa Australia 2000s: +5 New Zealand 2010s: +2 3 Provisional Status Mobility of Graduates • Mobility of graduates flows from: – the definition and achievement of substantially equivalent standards by the signatories, – Verification of the signatory’s accreditation in the WA review processes • The Washington Accord exemplar standard is part of the IEA Graduate Attributes • The WA Graduate Attributes are related to the IEA Professional Competencies defined for Professional Engineers or equivalent. 4 Structure of the Graduate Attributes Knowledge profile elements Attributesan assessable 1-12: