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

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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

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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)

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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)

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Washington Accord is one of the drivers for Quality Improvement of Engineering Education and International Process Benchmarking

QUALITY ENGINEERING EDUCATION

Reference: Prof. Megat Johari

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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.

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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.

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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).

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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).

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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).

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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.

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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).

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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.

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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. The Outcomes-Based Education (OBE) to deliver graduates with appropriate outcomes/attributes. The level and content of the individual courses – Differentiate between engineering education and training in terms of Programme Outcomes/Graduate Attributes, complexity of engineering problems and activities, knowledge profiles, and taxonomy of assessments. How quality performance feedback data is used to review and monitor attainment of graduate outcomes to achieve continual improvement of the individual courses. The nature and extent of benchmarking. Adequate student exposure to professional engineering practice as an integrated element of learning: in particular the interaction with industrial representatives. Reference: Presentation by Prof. Michael Brisk, Engineers Australia, 2008.

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Some areas for potential improvement

Ensuring students are exposed to ethics, safety and sustainable development concepts and practices. Ensuring staff consultancy and research is used to strengthen lectures and broaden the students’ understanding of current industry practice and leading edge developments. Recognising the educational value of engaging students in the quality system. Engagement with external stakeholders - Input from industry employers, graduates and alumni.

Reference: Presentation by Prof. Michael Brisk, Engineers Australia, 2008.

ACTION PLAN FOR UNIVERSITIES

Please give your suggestion.

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ACKNOWLEDGEMENT

• Prof. Michael Brisk • Prof. Hu Hanrahan • Prof. Megat Johari • International Engineering Alliance (IEA) • All those whom some of their slides may have been taken and adopted in this presentation.

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Engineering Knowledge

Differentiation Characteristic

WA SA DA

WA1: Apply knowledge of SA1: Apply knowledge of DA1: Apply knowledge of mathematics, natural mathematics, natural mathematics, natural science, engineering science, engineering science, engineering fundamentals and an fundamentals and an fundamentals and an engineering specialization engineering specialization engineering specialization as specified in WK1 as specified in SK1 to as specified in DK1 to WK4 respectively to SK4 respectively to to DK4 respectively to the solution of complex defined and applied wide practical engineering problems. engineering procedures, procedures and practices. processes, systems or methodologies.

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Problem Analysis

Differentiation Characteristic: Complexity of analysis

WA SA DA

WA2: Identify, formulate, SA2: Identify, formulate, DA2: Identify and analyse research literature and research literature solve well-defined analyse complex and solve broadly-defined engineering problems engineering problems engineering reaching reaching substantiated problems reaching substantiated conclusions conclusions using substantiated using first principles of conclusions using codified methods of mathematics, natural analytical tools analysis specific to their sciences and engineering appropriate to their field of activity (DK2 to sciences (WK1 to WK4). discipline or area of DK2). specialisation (SK1 to SK4).

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Design/ development of solutions Differentiation Characteristic: Breadth and uniqueness of engineering problems i.e. the extent to which problems are original and to which solutions have previously been identified or codified.

WA SA DA

WA3: Design solutions for SA3: Design solutions for DA3: Design solutions for complex engineering broadly- defined well-defined problems and design engineering technology technical problems and systems, components problems and contribute to assist with the design of or processes that meet the design of systems, systems, components or specified needs with components or processes processes to meet appropriate consideration to meet specified needs specified needs with for public health and safety, with appropriate appropriate consideration cultural, societal, and consideration for public for public health and safety, environmental health and safety, cultural, cultural, societal, and considerations (WK5). societal, and environmental environmental considerations (SK5). considerations (DKS).

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Investigation

Differentiation Characteristic: Breadth and depth of investigation and experimentation

WA SA DA

WA4: Conduct SA4: Conduct DA4: Conduct investigations of complex investigations of investigations of problems using research- broadly-defined problems; well-defined problems; based knowledge (WK8) locate, search and select locate and search and research methods relevant data from codes, relevant codes and including design of data bases and literature catalogues, conduct experiments, analysis and (SK8), design and standard tests and interpretation of data, and conduct experiments to measurements. synthesis of information provide valid conclusions. to provide valid conclusions.

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Modern Tool Usage

Differentiation Characteristic: Level of understanding of the appropriateness of the tool

WA SA DA

WA5: Create, select, and SA5: Select and apply DA5: Apply appropriate apply appropriate appropriate techniques, techniques, resources, techniques, resources, resources, and modern and modern engineering and modern engineering engineering and IT tools, and IT tools to well- and IT tools, including including prediction and defined engineering prediction and modelling, modelling, to broadly activities, with an to complex engineering defined engineering awareness of the activities, with an activities, with an limitations (DK6). understanding of the understanding of the limitations (WK6). limitations (SK6).

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The Engineer and Society

Differentiation Characteristic: Level of knowledge and responsibility

WA SA DA

WA6: Apply reasoning SA6: Demonstrate DA6: Demonstrate informed by contextual understanding of the knowledge of the knowledge to assess societal, health, safety, societal, health, safety, societal, health, safety, legal and cultural issues legal and cultural issues legal and cultural issues and the consequent and the consequent and the consequent responsibilities relevant to responsibilities relevant to responsibilities relevant to engineering technology engineering technician professional engineering practice and solutions to practice and solutions to practice and solutions to broadly defined well defined engineering complex engineering engineering problems problems (DK7). problems (WK7). (SK7).

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Environment and Sustainability

Differentiation Characteristic: Type of solutions

WA SA DA

WA7: Understand and SA7: Understand and DA7: Understand and evaluate the sustainability evaluate the sustainability evaluate the sustainability and impact of and impact of engineering and impact of engineering professional engineering technology work in technician work in work in the solution of broadly the solution of well the solution of complex defined engineering defined engineering engineering problems in problems in societal and problems in societal and societal and environmental environmental environmental contexts contexts (SK7). contexts (DK7). (WK7).

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Ethics

Differentiation Characteristic: Understanding and level of practice

WA SA DA

WA8: Apply ethical SA8: Understand and DA8: Understand and principles and commit to commit to professional commit to professional professional ethics and ethics and responsibilities ethics and responsibilities responsibilities and norms and norms of engineering and norms of technician of engineering practice technology practice practice (DK7). (WK7). (SK7).

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Individual and Teamwork

Differentiation Characteristic: Role in and diversity of team

WA SA DA

WA9: Function effectively SA9: Function effectively DA9: Function effectively as an individual, and as a as an individual, and as a as an individual, and as a member or leader in member or leader in member in diverse diverse teams and in diverse teams. technical teams. multi-disciplinary settings.

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Communication

Differentiation Characteristic

WA SA DA

WA10: Communicate SA10: Communicate DA10: Communicate effectively on complex effectively on effectively on engineering activities broadly-defined well-defined engineering with the engineering engineering activities with activities with the community and with the engineering engineering community society at large, such as community and with and with society at large, being able to comprehend society at large, by being by being able to and write effective reports able to comprehend and comprehend the work of and design write effective reports and others, document their documentation, design documentation, own work, and give and make effective make effective receive clear instructions. presentations, and give presentations, and give and receive clear and receive clear instructions. instructions.

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Project Management and Finance Differentiation Characteristic: Level of management required for differing types of activity

WA SA DA

WA11: Demonstrate SA11: Demonstrate DA11: Demonstrate knowledge and knowledge and knowledge and understanding of understanding of understanding of engineering and engineering management engineering management management principles principles and apply these principles and apply these and economic decision- to one’s own work, as a to one’s own work, as a making and apply these member and leader in a member and leader in a to one’s own work, as a team and to manage technical team and to member and leader in a projects in manage projects in team, to manage projects multidisciplinary multidisciplinary and in multidisciplinary environments. environments. environments.

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Life long learning

Differentiation Characteristic: Preparation for and depth of continuing learning

WA SA DA

WA12: Recognise the SA12: Recognise the DA12: Recognise the need for, and have the need for, and have the need for, and have the preparation and ability ability to engage in ability to engage in to engage in independent and life- independent updating independent and life- long learning in in the context of long learning in the specialist technologies specialised technical broadest context of knowledge technological change.

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IEA v3 2013 RANGE OF PROBLEM SOLVING FOR THREE DIFFERENT ACCORDS

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RANGE OF PROBLEM SOLVING

Complex Engineering Broadly-defined Well-defined Attribute Problems (WA) Problems (SA) Problems (DA)

In the context of both Graduate Attributes and Professional Competencies: Depth of WP1: Cannot be SP1: Cannot be DP1: Cannot be Knowledge resolved without in- resolved without resolved without Required depth engineering engineering knowledge extensive practical knowledge at the level at the level of one or knowledge as reflected of one or more of WK3, more of SK 4, SK5, and in DK5 and DK6 WK4, WK5, WK6 or SK6 supported by SK3 supported by WK8 which allows a with a strong emphasis theoretical knowledge fundamentals-based, on the application of defined in DK3 and first principles developed technology. DK4. analytical approach.

Range of WP2: Involve wide- SP2: Involve a variety DP2: Involve several conflicting ranging or conflicting of factors which may issues, but with few of requirements technical, engineering impose conflicting these exerting and other issues. constraints. conflicting constraints.

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RANGE OF PROBLEM SOLVING

Complex Engineering Broadly-defined Well-defined Attribute Problems (WA) Problems (SA) Problems (DA)

Depth of WP3: Have no obvious SP3: Can be solved by DP3: Can be solved in analysis solution and require application of well- standardised ways. required abstract thinking, proven analysis originality in analysis to techniques. formulate suitable models. Familiarity of WP4: Involve SP4: Belong to families DP4: Are frequently issues infrequently of familiar problems encountered and thus encountered issues. which are solved in familiar to most well-accepted ways. practitioners in the practice area.

Extent of WP5: Are outside SP5: May be partially DP5: Are encompassed applicable problems outside those by standards and/or codes encompassed by encompassed documented codes of standards and codes of by standards or codes practice. practice for of practice. professional engineering. Wan Hamidon, 2017

RANGE OF PROBLEM SOLVING

Complex Broadly-defined Well-defined Attribute Engineering Problems (SA) Problems (DA) Problems (WA) Extent of WP6: Involve diverse SP6: Involve several DP6: Involve a limited stakeholder groups of groups of range of stakeholders involvement and stakeholders with stakeholders with with differing needs. conflicting widely varying needs. differing and requirements occasionally conflicting needs. Interdependence WP7: Are high level SP7: Are parts of, or DP7: Are discrete problems including systems within components of many component complex engineering engineering systems. parts or sub-problems. problems.

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RANGE OF PROBLEM SOLVING

Complex Broadly-defined Well-defined Attribute Engineering Problems (SA) Problems (DA) Problems (WA) In addition, in the context of the Professional Competencies: Consequences EP1: Have significant TP1: Have TP2 : Require consequences in a consequences which judgement in decision range of contexts. are important locally, making. but may extend more widely. Judgement EP2: Require TP2: Require judgement in decision judgement in decision making. making.

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IEA v3 2013 RANGE OF ENGINEERING ACTIVITIES FOR THREE DIFFERENT ACCORDS

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RANGE OF ENGINEERING ACTIVITIES

Complex Engineering Broadly-defined Well-defined Problems Attribute Problems (WA) Problems (SA) (DA)

Preamble Complex activities Broadly defined Well-defined activities means (engineering) activities means means (engineering) activities or projects that (engineering) activities activities or projects that have some or all of or projects that have have some or all of the the following some or all of the following characteristics: characteristics: following characteristics:

Range of EA1: Involve the use of TA1: Involve a variety of NA1: Involve a limited resources diverse resources (and resources (and for this range of resources (and for this purpose purposes resources for this purpose resources includes includes people, money, resources includes people, money, equipment, materials, people, money, equipment, materials, information and equipment, materials, information and technologies). information and technologies). technologies).

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RANGE OF ENGINEERING ACTIVITIES Complex Broadly-defined Well-defined Problems Attribute Engineering Problems (SA) (DA) Problems (WA) Level of EA2: Require TA2: Require resolution NA2: Require resolution interactions resolution of of occasional of interactions between significant problems interactions between limited technical and arising from technical, engineering engineering issues with interactions between and other issues, little or no impact of wide-ranging or of which few are wider issues. conflicting technical, conflicting. engineering or other issues. Innovation EA3: Involve TA3: Involve the use of NA3: Involve the use of creative use of new materials, existing materials engineering techniques or processes techniques, or principles and in non-standard ways. processes in modified or research-based new ways. knowledge in novel ways.

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RANGE OF ENGINEERING ACTIVITIES Complex Broadly-defined Well-defined Problems Attribute Engineering Problems (SA) (DA) Problems (WA) Consequences EA4: Have TA4: Have reasonably NA4: Have to society significant predictable consequences that are and the consequences in a consequences that are locally important environment range of contexts, most important locally, and not far-reaching. characterized by but may extend more difficulty of prediction widely. and mitigation. Familiarity EA5: Can extend TA5: Require a NA5: Require a beyond previous knowledge of normal knowledge of practical experiences operating procedures by applying procedures and and practices for widely- principles-based processes. applied operations and approaches. Processes.

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IEA v3 2013 KNOWLEDGE PROFILE THREE DIFFERENT ACCORDS

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KNOWLEDGE PROFILE