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Engineering Education Accreditation Systems and Engineering Competencies

Undergraduate education plays a significant role in the development of engineering and employability skills of graduates. It shapes and refines these skills through students’ involvement in various projects, assignments, lectures, etc. Higher education institutions usually aim to satisfy the accreditation requirement of different national and international accreditation bodies to achieve and prove high-quality educations experiences for its students. Over the last 2 decades, and in the light of recognizing the importance of students’ learning outcome, a dramatic shift in the accreditation requirements has occurred from being input-oriented to output-oriented criteria. Thus, the focus is now on what the students are competent in rather than on what resources have been employed in teaching them. Satisfying these criteria and being accredited guarantee that the students of such programmes attain certain outcomes including a set of soft skills. In this study, the review of various engineering education accreditation systems has been conducted and a set of competencies required were extracted in the process of developing competency needs of twenty-first-century engineers. Engineering accreditation systems from USA, UK, Europe, Australia, Japan, Singapore, and Malaysia were reviewed. Appendix A provides details on the engineering attributes these systems require.

 
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