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Towards Full Signatory Status of the Washington Accord: Outcomes-Based Education (Obe)

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Towards Full Signatory Status of the Washington Accord: Outcomes-Based Education (Obe) 12-Dec-17 TOWARDS FULL SIGNATORY STATUS OF THE WASHINGTON ACCORD: OUTCOMES-BASED EDUCATION (OBE) Workshop on Preparation for Outcome Based Accreditation 12 December 2017 presented by Prof. Dato’ Ir. Dr. Wan Hamidon Wan Badaruzzaman Director (2014 – 2016) Engineering Accreditation Department (EAD) Board of Engineers Malaysia (BEM) THE MOTIVATION Wan Hamidon, 2017 1 12-Dec-17 Washington Accord An International Partnership Recognises the “substantial equivalency” of an accreditation system within a country – that assesses/assures that the graduates of accredited programmes in their country are adequately prepared to practise engineering at the entry level of the profession in any of the signatory countries. Established in 1989 6 years peer review cycle Wan Hamidon, 2017 WASHINGTON ACCORD FULL SIGNATORIES . Australia - Engineers Australia (EA) (1989) . Canada - Engineers Canada (EC) (1989) . China - China Association for Science and Technology (CAST) (2016) . Chinese Taipei - Institute of Engineering Education Taiwan (IEET) (2007) . Hong Kong China - Hong Kong Institution of Engineers (HKIE) (1995) . India - National Board of Accreditation (NBA) (2014) . Ireland - Engineers Ireland (EI) (1989) . Japan - Japan Accreditation Board for Engineering Education (JABEE) (2005) . Korea - Accreditation Board for Engineering Education of Korea (ABEEK) (2007) . Malaysia - Board of Engineers Malaysia (BEM) (2009) . New Zealand – Engineering New Zealand (EngNZ) (1989) . Russia - Association for Engineering Education Russia (AEER) (2012) . Singapore - Institution of Engineers Singapore (IES) (2006) . South Africa - Engineering Council South Africa (ECSA) (1999) . Sri Lanka - Institution of Engineers Sri Lanka (IESL) (2014) . Turkey - Association for Evaluation and Accreditation of Engineering Programs (MUDEK) (2011) . United States - Accreditation Board for Engineering and Technology (ABET) (1989) . United Kingdom - Engineering Council UK (ECUK) (1989) . Pakistan- Pakistan Engineering Council (PEC) (2017) 2 12-Dec-17 WASHINGTON ACCORD PROVISIONAL SIGNATORIES . Bangladesh – Institution of Engineers, Bangladesh (IEB) (1989) . Cotsa Rica- Colegio Federado de Ingenieros y de Arquitectos de Costa Rica (CFIA) . Mexico - Consejo de Acreditación de la Enseñanza de la Ingeniería (CACEI) . Peru - Instituto de Calidad Y Acreditacion de Programas de Computacion, Ingeneria Y Technologia (ICACIT) . Philippines - Philippine Technological Council (PTC) Wan Hamidon, 2017 Washington Accord is one of the drivers for Quality Improvement of Engineering Education and International Process Benchmarking QUALITY ENGINEERING EDUCATION Reference: Prof. Megat Johari 3 12-Dec-17 What is Accreditation? “Accreditation is public recognition that an educational institution or educational programme has met certain standards or criteria” Today that “public recognition” needs to be international recognition Reference: Presentation by Prof. Michael Brisk, Engineers Australia, 2008. New Engineers are Global Engineers National borders no longer limit engineering opportunities Engineering graduates have world-wide mobility The content and level of engineering education programs is extremely important Registration/certification may be required by employers in some countries Reference: Presentation by Prof. Michael Brisk, Engineers Australia, 2008. 4 12-Dec-17 INTERNATIONAL ENGINEERING ALLIANCE (IEA) EDUCATIONAL PRACTICE ACCORDS AGREEMENTS IPEA - International Washington Accord Professional Engineers (4 – 5 years of Agreement study) (Engineers Mobility Forum) APEC ENGINEER Sydney Accord (3 – 4 years of study) IETA - International Engineering Technologist Agreement (Engineering Technologists Mobility Dublin Accord Forum) (2 – 3 years of study) Agreement for International Engineering Technicians (AIET) Wan Hamidon, 2017 http://www.ieagreements.org Context : Engineering Professional Lifecycle Observe Code of Practice Conduct and Maintain Competence Meet Standard for Professional Training Competency and Experience Meet Standard Graduate Attributes: for Indicate that programme Engineering Objectives are satisfied Accredited Programme Education Reference: Presentation by Prof. Hu Hanrahan, WA Chair, Taipei, 2011. 5 12-Dec-17 BASIS FOR RECOGNITION SUBSTANTIAL EQUIVALENCE Definition in Graduate Attributes: Practice Substantial equivalence : applied to educational programmes means that two programmes, while not meeting a single set of criteria are both Training And acceptable as preparing their experience respective graduates to enter formative development toward registration. Substantial Signatory A Equivalence Signatory B Accredited Accredited Programme Programme Reference: Presentation by Prof. Hu Hanrahan, WA Chair, Taipei, 2011. Washington Accord: Becoming a Full Signatory • Normally granted for a period of four years and may be extended for one or more further periods of two years. • A provisional that is ready to apply for signatory status requests a verification visit. • Application must be supported by two signatories •Visit takes place. • Visit must demonstrate substantial equivalence of: – Accreditation standard to the Graduate Attributes. – Policies and processes to be substantially equivalent. • Visit report is considered at a general meeting. • Admission of a new signatory requires unanimous approval. Reference: IEA Accord Rules and Procedures (2016). 6 12-Dec-17 Criteria for Admission to Signatory Status in WA with regards to Programme Outcomes/Graduate Attributes The graduate outcomes standard applied for accreditation is substantially equivalent to the Accord as exemplified by the Graduate Attribute exemplars. Reference: IEA Accord Rules and Procedures (2016). Defining standards of education and professional competence. IEA Graduate Attributes and Professional Competencies: Version 1: June 2005 Version 2: June 2009 Version 3: June 2013 (http://ieagreements.org) Reference: IEA Accord Rules and Procedures (2016). 7 12-Dec-17 Distinguishing Factors Washington Sydney Dublin Accord Accord Accord Professional Technologist Technician engineering graduate graduate to graduates with broadly- work with are expected defined well-defined to work with engineering engineering complex problems. problems. engineering problems. Reference: IEA Graduate Attributes and Professional Competencies (2013). Washington Accord (WA) Graduate Attribute Profiles WA1 Engineering Knowledge Breadth & depth of knowledge WA2 Problem Analysis Complexity of analysis WA3 Design/Development of Breadth & uniqueness of engineering problems i.e. the Solutions extent to which problems are original and to which solutions have previously been identified and coded WA4 Investigation Breadth & depth of investigation and experimentation WA5 Modern Tool Usage Level of understanding of the appropriateness of the tool WA6 The Engineer and Society Level of knowledge and responsibility WA7 Environment and Type of solutions Sustainability WA8 Ethics Understanding and level of practice WA9 Individual and Team Role in and diversity of team Work WA10 Communication Level of communication according to type of activities performed WA11 Project Management and Level of management required for differing types of activity Finance WA12 Life-long Learning Preparation for and depth of continuing learning Reference: IEA Graduate Attributes and Professional Competencies (2013). 8 12-Dec-17 BAETE’S Accreditation Manual Related to OBE Section 4.7 Programme Educational Objectives (PEOs) Section 4.8 Programme Outcomes and Assessment FOCUS OF THIS PRESENTATION Reference: BAETE’s Accreditation Manual for Undergraduate Engineering Programmes, 2017. Outcomes Based Quality Framework Professional body & Industry input Programme specific - educational outcomes Benchmark data specification Expert academic input Educational design and review process Mapping and tracking Student input Closing the aggregation Academic Unit & feedback loop on of learning Learning outcomes learning outcomes outcomes, and Learning activities assessment Student learning activities and performance trends Assessment systems assessment measures Reference: Presentation by Prof. Michael Brisk, Engineers Australia, 2008. 9 12-Dec-17 MENTORING Provides support and guidance to an accreditation / recognition body that wishes to become a signatory to one or more of the Accords. Provides advice and guidance on the accreditation / recognition policies and procedures and education standards of the mentee so that the mentee is given every opportunity, on application, to become a signatory of the Washington Accord (WA). Wan Hamidon, 2017 REVIEW The process by which an existing signatory’s accreditation / recognition system is evaluated by other signatories to ensure that the standards and systems are still substantially equivalent to those of other signatories. Wan Hamidon, 2017 10 12-Dec-17 Some expectations for IHLs to consider to achieve “Substantial Equivalence” Programme specific objectives and graduate capabilities specification, fitting generic standards for graduate outcomes. Systematic, ‘top-down’ approach to education design and review. Tracking individual course learning outcomes and assessment measures. Engagement of the whole teaching team with the ‘big picture’. Input from external and student stakeholders. Diversity of learning experiences and assessment processes - including exposure to professional engineering practice. Reference: Presentation by Prof. Michael Brisk, Engineers Australia, 2008. Some areas for potential improvement The quality of the self-assessment submissions.
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