Accreditation in Engineering Education

Accreditation in Engineering Education

D R . C H A R L I E T H A N ,

EMERITUS RECTOR, MYANMAR MARITIME UNIVERSITY.HONORARY AUDITOR, MES.CHAIRMAN, ACCREDITATION COMMITTEE ,MENG C.

Technical University,Dawei.Executive Training on Awareness of Accreditation in Engineering

Education.6th August 2014

The Development of an Engineering Professional International Professional Engineers Agreement

Step1. The attainment of an accredited educational qualification, the graduate stage .

◦ The fundamental purpose of engineering education is to build a knowledge base and attributes to enable the graduate to continue learning and to proceed to formative development that will develop the competencies required for independent practice .

Step2. The second stage, following after a period of formative development, is professional registration.

◦ The fundamental purpose of formative development is to build on the educational base to develop the competencies required for independent practice in which the graduate works with engineering practitioners and progresses from an assisting role to taking more individual and team responsibility until competence can be demonstrated at the level required for registration. Once registered, the practitioner must maintain and expand competence.

Step3. For engineers and engineering technologists, a third milestone is to qualify for the

international register held by the various jurisdictions .◦ In addition, engineers, technologists and technicians are expected to maintain and enhance competency throughout

their working lives. 10/17/2022 2DR.CHARLIE THAN

NEED FOR MOBILITY

Implementation of WTOASEAN Mutual Recognition Arrangement on Engineering Services, 2005 Opening of engineering marketsNeed for cooperation between engineering

societies of countries in the region Promote advancement of engineering science and practice especially with regard to regional economic and social development 3

10/17/2022 3DR.CHARLIE THAN

MUTUAL RECOGNITION

Bilateral and/or multilateral agreement - Recognition between Economies Competence - Educational and professional Mobility


INTERNATIONAL/REGIONAL ORGANIZATIONS

APEC – Asia Pacific Economic Cooperation ASEAN – Association of South East Asian Nations FEIAP – Federation of Engineering Institutions in Asia Pacific


Economy (Nation) APEC ASEAN FEIAPAustralia

Brunei

Cambodia

Canada

Chile

China

Chinese Taipei

Hong Kong

India

Indonesia

Japan

Korea

Laos

M alaysia

M auritius

M exico

M yanm ar

New Zealand

Papua New Guinea

Pakistan

Peru

Philippines

Russia

Singapore

Thailand

Timor

USA

Vietnam

21 (14) 10 16

MEMBER ECONOMIES (NATIONS) INAPEC, ASEAN and FEIAP


INTERNATIONAL ENGINEERING ALLIANCE (IEA)

Washington Accord (1989) Sydney Accord (2001) Dublin Accord (2002) APEC Engineer Agreement (1999) International Professional Engineers Agreement (2001) International Engineering Technologist Agreement (2003) 7


Criteria for International RecognitionIn term of Problem Analysis ….Washington Accord

(Engineers)(Accreditation of engineering academic programs is

a key foundation for the practice of engineering at the professional level in each of

the countries or territories covered by the Accord )

Sydney Accord(Technologists)

(The accreditation of academic programs is a key foundation for the practice of engineering

technology in each of the countries or territories covered by the Accord )

Dublin Accord(Technicians)

(The educational base is a key foundation for practice as an engineering technician in each

of the economies covered by the Accord )

Identify, formulate, research literature and solve complex engineering problems reaching substantiatedconclusions using first principles of mathematics and engineering sciences.

Identify, formulate, research literature and solve broadly-defined engineering problems reaching substantiated conclusions using analytical tools appropriate to their discipline or area of specialization.

Identify and solve well-defined engineering problems reaching substantiated conclusions using codified methods of analysis specific to their field of activity.

Outcome-Based Education


In term of Depth of Analysis required….Complex Problems

(Engineers)Broadly-defined

Problems (Technologists)

Well-defined Problems

(Technicians)Have no obvious solution and require abstract thinking, originality in analysis to formulate suitable models

Can be solved by well-proven analysis techniques

Can be solved in standardized ways

Criteria for International Recognition

Outcome-Based Education


The applicants shall have:(1) Completed an accredited or recognized

engineering education program; (2) Be assessed within their own economy as

eligible for independent practice; (3) Gained a minimum of seven years practical

experience after graduation; (4) Spent at least 2 years out of the aforesaid

7 years in responsible charge of significant engineering work; and

(5) Maintained their Continuing Professional Development (CPD) at a satisfactory level.

Assessment MechanismBasic Criteria of APEC Engineer


Recognition of Higher EngineeringEducation Systems

APEC Engineer Manual－ Five Options(a) Degree accredited by the FEIAP (b) Degree accredited according to Washington Accord

(c) First Step examination set by JCEA(d) Examination of US National Council of EES


(e) An engineering education program accredited by a body independent of the Education Provider, or an examination set by an authorized body within an economy – with standards, procedures, criteria endorsed by the APEC Engineer Coordinating Committee

12

Recognition of Higher Engineering

Education Systems


Global Development: Different Systems & Different Needs Around the World


Major Engineering Accreditation Agreements

Washington Accord (1989) European Network for Accreditation of Engineering Education (ENAEE)

Regional Accreditation Activities: Union Panamericana de Associaciones de Ingenieros (UPADI)

Federation of Engineering Institutions of Asia and the Pacific (FEIAP)

Caribbean Accreditation Council for Engineering Technology (CACET)


International Agreements

Other agreements covering mutual recognition in respect of tertiary-level qualifications in engineering:

The Sydney Accord commenced in 2001 and recognizes substantial equivalence in the accreditation of qualifications in engineering technology, normally of three years duration

The Dublin Accord commenced in 2002 is an agreement for substantial equivalence in the accreditation of tertiary qualifications in technician engineering, normally of two years duration. It commenced in 2002.


ACCREDITATION is for continuous IMPROVEMENT of DELIVERY of Education for producing HUMAN RESOURCEneeded for national development

FEIAP Defn:

Accreditation Accreditation is defined as ''granting an institution or programme a quality mark that indicates that certain standards have been met''. Accreditation means taking a formal, independent decision on whether or not certain requirements have been met. Schwarz and Westerheijden (2007) define a Quality Assurance scheme or Quality Assurance system as “accreditation and evaluation systems together” by defining accreditation.


ISO Definition on Accreditation

Certification – the provision by an independent body of written assurance (a certificate) that the product, service or system in question meets specific requirements. Registration – certification is very often referred to as registration in North America. Accreditation – the formal recognition by an independent body, generally known as an accreditation body, that a certification body is capable of carrying out certification. Accreditation is not obligatory but it adds another level of confidence, as ‘accredited’ means the certification body has been independently checked to make sure it operates according to international standards.

10/17/2022 DR.CHARLIE THAN 18

External Assessment and Accreditation A quality assurance system for higher education

relies strongly on the internal component. In reality, however, quality assurance systems mostly

started with the creation of external quality assessment and accreditation.

Although accreditation was often introduced before a university had a real quality assurance system, accreditation has to be seen as the final

step in the quality assurance process. It is an important step, but not the most important one.


National Accreditation Accreditation is sometimes conceived as something outside the HE institution and is often perceived as state control. The phenomenon of national

accreditation or accreditation by government-based agencies is a recent one.

Professional accreditation is much older and has a longer tradition.

It is the professional body, e.g. in engineering or medicine that accredits the

curriculum that delivers the right to work in the profession.


FEIAP is NOT CARRYING out ACCREDITATION on University Engineering Program of Universities.

It is the function of the Accreditation Body/Council/Board of each member economy to

accredit the university engineering programs of their economy.

That is M Eng C.

FEIAP ENGINEERING EDUCATION GUIDELINES


Accreditation is the element of Quality Assurance schemes that sets the standards for granting (Schwarz and Westerheijden)

The linking of Accreditation, Evaluation or Assessment, and Accountability in higher education Quality Assurance (QA) schemes causes considerable tensions because of their historical, philosophical, political, and social background. Understanding this background can help us, first, appreciate how the Quality Assurance movement got to where it is today and, second, how to guide its development in the future, given the tensions just noted.

◦ Accountability is another term that has been associated with such a definition and denotes a responsibility or answerability to external audiences.10/17/2022 DR.CHARLIE THAN 22

Evolution of Accreditation Four very broad traditions in higher education comprise the key strands of the historical, philosophical, political, and social foundations of Quality Assurance. 1. academic peer-review-based Accreditation 2. governmental oversight 3. the Scientific Education and Management Movements.4. the Accountability movement. 1.The Foundation of Accreditation: Professional Authority 2.Governmental Oversight 3.Scientific Education and Management Movements

Scientific Education Movement: Early Twentieth Century Scientific Education Movement: 1960s and 1970s Scientific Education Movement: 1980s and 1990s Scientific Education Movement: 1990s to 2000s Scientific Management Movement in Higher Education(MBO,TQM)

4.The Rise of the Accountability Movement10/17/2022 DR.CHARLIE THAN 23





Washington Accord-An accord singed among six countries (Australia, Canada, Ireland, New Zealand , United Kingdom and United States) in the year 1989 . -The purpose was to mutually recognize and accept the qualifications accredited by signatories . - The accord at present has 17 full signatories and 5 provisional signatories . -Members of Washington Accord have outcome based accreditation . 10/17/2022 28DR.CHARLIE THAN

Washington Accord(Cont:) -All members accept the defined Graduate Attributes . -Washington Accord is applicable only for UG Engineering Programmes . - If MYANMAR wants to reap the benefits of its large human resource and to become knowledge society and global supplier of trained HR – it is must to be a full signatory of Washington Accord - Countries like Australia have a demand for Engineers .


17 Signatories of Washington Accord

Australia - Represented by Engineers Australia (1989)

Canada - Represented by Engineers Canada (1989)

Chinese Taipei - Represented by Institute of Engineering Education Taiwan (2007)

Hong Kong China - Represented by The Hong Kong Institution of Engineers (1995)

India - Represented by National Board of Accreditation (2014)(Applies only to programmes accredited by NBA offered by education providers accepted by NBA as Tier 1 institutions.)

Ireland - Represented by Engineers Ireland (1989)

Japan - Represented by Japan Accreditation Board for Engineering Education (2005)

Korea - Represented by Accreditation Board for Engineering Education of Korea (2007)

Malaysia - Represented by Board of Engineers Malaysia (2009)

New Zealand - Represented by Institution of Professional Engineers NZ (1989) Russia - Represented by Association for Engineering Education of Russia (2012) Singapore - Represented by Institution of Engineers Singapore (2006) South Africa - Represented by Engineering Council of South Africa (1999) Sri Lanka - Represented by Institution of Engineers Sri Lanka (2014)

Turkey - Represented by MUDEK (2011) United Kingdom - Represented by Engineering Council UK (1989) United States - Represented by Accreditation Board for Engineering and Technology (1989)


http://www.engineersaustralia.org.au/



http://www.ccpe.ca/

http://www.ccpe.ca/

http://www.ccpe.ca/

http://www.ieet.org.tw/



http://www.hkie.org.hk/



http://www.nbaind.org/



http://www.iei.ie/

http://www.iei.ie/

http://www.iei.ie/

http://www.jabee.org/



http://www.abeek.or.kr/



http://www.bem.org.my/



http://www.ipenz.org.nz/



http://www.ac-raee.ru/




http://www.ies.org.sg/



http://www.ecsa.co.za/



http://www.iesl.lk/

http://www.iesl.lk/

http://www.iesl.lk/

http://www.mudek.org.tr/en/ana/ilk.shtm



http://www.engc.org.uk/



http://www.abet.org/




5 Provisional Status of WA 1.Bangladesh - Represented by Board of Accreditation for Engineering and Technical Education 2.China - Represented by China Association for Science and Technology 3.Pakistan - Represented by Pakistan Engineering Council 4.Peru - Represented by ICACIT 5.Philippines - Represented by Philippine Technological Council Signatories have full rights of participation in the Accord; qualifications accredited or recognized by other signatories are recognized by each signatory as being substantially equivalent to accredited or recognized qualifications within its own jurisdiction.


http://www.baete.org.bd/

http://www.baete.org.bd/

http://english.cast.org.cn/

http://www.pec.org.pk/

http://icacit.org.pe/

http://www.ptc.org.ph/

Who does accreditation in Myanmar?Institutional accreditation

by……………Technical Programs -A totally independent body Myanmar Engineering Society (MES)- -- Becoming independent body

[Myanmar Engineering Council (MEngC)]10/17/2022 32DR.CHARLIE THAN

Challenges•BUY-IN BY UNIVERSITY AND ALL STAKEHOLDERS•INTERNATIONAL COLLABORATION(FEIAP,UNESCO,ISTIC)•FAIR PLAY AND NOT DOMINATED BY A FEW ECONOMIES•RECOGNITION BY LICENSING BOARD AND INDUSTRY•ASSISTING UP-AND-COMING ECONOMIES

Challenges• THE PROCESS MAY APPEAR TO BE TEDIOUS, BUT CERTAINLY REWARDING• CONTINUOUS IMPROVEMENT• GIVING CONFIDENCE TO THE EDUCATION SYSTEM• UP-LIFTING OF ENGINEERING PROFESSION• INCREASE STUDENT NO. IN SETI CAREER PATH

GAP ANALYSISDESKTOP STUDY

Dr. Chuah Hean TeikPresident

Federation of Engineering Institutions of Asia and the Pacific

(FEIAP)

MES MENTOR


FEIAPENGINEERING EDUCATION GUIDELINES

30 December 2010FEIAP Engineering Education Working Group


Federation of Engineering Institutions of Asia and the Pacific (FEIAP)(FEIAP) and UNESCO, Jakarta are working together to raise the standard of engineering qualifications in universities and institutions of tertiary education in association with the engineering bodies.

The current members of FEIAP include:1. KPEA (Korea Professional Engineers Association)2. IEM (The Institution of Engineers, Malaysia)3. IPEJ (Institution of Professional Engineers, Japan)4. EA (Engineers Australia)5. EIT (The Engineering Institute of Thailand)6. PII (The Institution of Engineers Indonesia)7. PTC (Philippines Technological Council)8. IES (The Institution of Engineers, Singapore)9. CAST (China Association of Science of Technology)10.HKIE (Hong Kong Institution of Engineers)11.FIE (Institution of Engineers, Fiji)12.VUSTA (Vietnam Union of Science and Technology Association)13.IEPNG (The Institution of Engineers, Papua New Guinea)14.IEM (The Institution of Engineers, Mauritius)15.ASME (The American Society of Mechanical, Engineers)16.CIE (Chinese Institute of Engineers, Chinese Taipei)17.MES (Myanmar Engineering Society)18.IEI (The Institution of Engineers, India)19.IEB (The Institution of Engineers, Bangladesh)20.LUSEA (Lao Union of Science and Engineering Associations)21.BEC (The Board of Engineers, Cambodia)22.PEC (Pakistan Engineering Council)23.CIP (College of Engineers of Peru)24.ANETL (Association of National Engineers of Timur Leste )

UNESCO is working with FEIAP to support and improve the FEIAP engineering education guidelines in the region.


ACCREDITATION CRITERIA CRITERION 1.ACADEMIC CURRICULUM CRITERION 2.STUDENTS CRITERION 3.ACADEMIC AND SUPPORTING STAFF CRITERION 4.FACILITIES CRITERION 5.QUALITY MANAGEMENT SYSTEMS


GAPS from Gap Analysis1. Industrial training.2. External examiner's report.3. Minimum of 8 full-time academic staff4. Staff: Student ratio of 1:20.5. Programme Objectives.6. Programme Outcomes. 7. Outcome Base Education approach.8. Quality Management Systems.


Mission & Vision

Vision is the long-term aims.

Mission is targets to be met in the short-term

FuturePresent

GAP

Objectives

PolicyP

D

CA





Description of how the Programme Objectives relate to the Stakeholders’ requirements

The following is the list of stakeholders contributing to the programme development: 1. Engineering Accreditation Council (EAC) 2. Ministry of Education and other relevant government institutions such as Qualifications Agency (QA) 3. Employers and industry supervisors 4. Industry Advisory Panel 5. Academic staff 6. External examiner 7. Students


External Examiners (EE)

Exam papers of all core courses are sent to the external examiner for moderation (every trimester); - Review exercise involves revision of syllabus of the core courses by the external examiner; - External Examiner’s visit (upon appointment and agreement); - Talk and meeting of EE with the programme’s students (during visitation); - Feedback on the PO/PEO survey by the external examiner (during visitation and/or upon agreement); - Suggestions for the Programme’s continual quality improvement


Bloom's Taxonomy Overview

Cognitive Affective PsychomotorLEVEL Knowledge Attitude Skills

1 1. Recall data 1. Receive (awareness)

1. Imitation (copy)

2 2. Understand 2. Respond (react)2. Manipulation (follow instructions)

3 3. Apply (use) 3. Value (understand and act)

3. Develop Precision

4 4. Analyse (structure/elements)

4. Organise personal value system

4. Articulation (combine, integrate related skills)

5 5. Synthesize (create/build)5. Internalize value system (adopt behaviour)

5. Naturalization (automate, become expert)

6 6. Evaluate (assess, judge in relational terms)


Bloom’s TaxonomyBloom's taxonomy is a classification of learning objectives within education. It divides educational objectives into three"domains": cognitive, affective,and psychomotor

Knowledge,Attitude,Skills.(KAS)

"knowing/head", "feeling/heart" and "doing/hands"


http://en.wikipedia.org/wiki/Educational_aims_and_objectives

http://en.wikipedia.org/wiki/Cognitive

http://en.wikipedia.org/wiki/Affective

http://en.wikipedia.org/wiki/Psychomotor_learning













61

Outcome-based Education

Curriculum,Staff &

Facilities

Graduates with

OutcomesTeaching &Learning

Constituents requirements (Develop objectives)

Constituents satisfaction (Achieving objectives)

Continual Quality Improvement10/17/2022 DR.CHARLIE THAN


QUALITY MANAGEMENT SYSTEMS(QMS)

ACCREDITATION CRITERIA (5)


Quality Assurance (Engineering Accreditation Council | BEM)

A quality management system must be in place to assure the achievement of Programme Outcomes. The IHL shall maintain its quality management system, based on an established quality assurance standard, for example, ISO 9001 Quality Management System, or other quality assurance systems and benchmarking. The quality assurance processes should include, among others: (a) Student admission (b) Teaching and learning (c) Assessment and evaluation which include:◦ ● examination regulations and criteria for pass/fail◦ ● preparation and moderation processes◦ ● level of assessment◦ ● assessment processes including final year project/industrial training.


Quality Concept diagrams(ISO)



ACTION PLANROAD MAP TO ACCREDITATION


WHAT IS OUR ACTION PLAN? GAP

1. lndustrial training2. External examiner's report.3. Minimum of 8 full-time academic

staff4. Staff: Student ratio of 1:205. Programme Objectives.6. Programme Outcomes. 7. Out Come Base Education approach.8. Quality Management Systems.

ACTION PLAN 1…………………………………….. 2……………………………………… 3……………………………………….. 4……………………………………….. 5……………………………………….. 6………………………………………….. 7……………………………………………… 8…………………………………………………..


Roadmap to Accreditation 1.Awareness training on QSS,QMS or QM according to the International Standards. Train Internal Auditor from respective departments. 2.Preparing Quality Policy Manual, Procedures, Work Instructions & Forms 3.Implementation of QSS,QMS or QM in accordance with International Standards. CERTIFICATION IS NOT MANDATORY4.Awareness Training on Outcome Base Education. Implementation of Outcome Based Education in Engineering Education.5.Pilot implementation of Outcome based Education in selected program. If successful continue to other programs one by one.6.Prepare for submission of Accreditation to Accreditation Body.



Q & [email protected].

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Accreditation in Engineering Education