15th OECD/Japan Seminar, 6-7 February 2013Global Strategies for Higher Education-Global Trends and Rethinking the Role of Government

International Certificationin Engineering Education

Kikuo KishimotoDean, Graduate School of Science and EngineeringTokyo Institute of Technology, Japan

Accreditation of Educational ProgramAccreditation in JAPANOECD-AHELO Project

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The profession of engineering is becomingincreasingly global. As a result, there is a needfor international agreements governing mutualrecognition of engineering qualifications andprofessional competence.Professional societies (council of engineers,institution of professional engineers, etc.)have been promoting their professional statusand looking after engineering educationthrough accreditation

1.Background

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2.Accreditation of Educational Program

Washington AccordEstablished in 1989 by 6 accreditation bodiesfor engineering education in Australia, Canada,GB, Ireland, New Zealand and USAAccreditation bodies (of WA signatories)accredit educational programs with “similar”criteriaRecognizes substantial equivalency of accreditedprograms under theAccord

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Washington Accord membershipAccreditation bodies Provisional status Signatory

6 Founding Members 1989 HKIE (HK) No system at that time 1995 ECSA (South Africa) 1994 1999 JABEE (Japan) 2001 2005 IES (Singapore) 2003 2006 BEM (Malaysia) 2003 2009 ASIIN (Germany) 2003 ABEEK (RP Korea) 2005 2007 IEET (Chinese Taipei) 2005 2007 AEER (Russia) 2007 2012 AICTE (India) 2007 IESL (Sri Lank) 2007 MUDEK (Turkey) 2010 2011 PEC (Pakistan) 2010 COE (Thailand) Submitted in 2010 but was differed BAETE (Bangladesh) 2011 CAST (PR China) Planning to submit in 2013 PTC (The Philippines) Planning Indonesia Interest

Signatories to the Washington Accord

Malaysia

Turkey

Bangladesh

Russia

Pakistan

2012 September Signatory Member Provisional Member5

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Steps to become a WA signatory

Provisional StatusRequest should be submitted with recommendation letters from 2 signatories, who well know the accreditation system of that jurisdiction2/3 of the signatories should agree

Signatory3 signatories appointed by the WA undertake a review and submit the report to WA.Unanimous agreement is needed

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International Engineering Alliance (IEA)

JABEE IPEJ

Educational Accord Competence Recognition/Mobility Agreements

WashingtonAccord

SydneyAccord

DublinAccord

Engineers Mobility Forum

APECEngineer

EngineeringTechnologist

MobilityForum

Professional Engineers

EngineeringTechnologist

EngineeringTechnicians

Professional Engineers

Professional Engineers(regionalAgreement)

EngineeringTechnologist

http://www.ieagreements.org/

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International Engineering Alliance (IEA)Graduate Attributes & Professional Competencies

http://www.ieagreements.org/IEA-Grad-Attr-Prof-Competencies-v2.pdf

Educational and professional accords for mutual recognitionof qualifications and registration have developed statements ofgraduate attributes and professional competency profiles.

Educational Accord WashingtonAccord

SydneyAccord

DublinAccord

Type of Engineer ProfessionalEngineer

EngineeringTechnologist

EngineeringTechnician

Range of Problem Solving ComplexProblems

Broadly-definedProblems

Well-definedProblems

Range of Engineering Activities

Knowledge Profiles

Graduate Attributes Profiles

Professional Competencies Profiles

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Graduate Attributes Profiles

1 Engineering knowledge2 Problem Analysis3 Design / Development of Solutions4 Investigation5 Modern Tool Usage6 The Engineer and Society7 Environment and Sustainability8 Ethics9 Individual and Team Work10 Communication11 Project Management and Finance12 Life Long Learning

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Other International Framework

EUR-ACE(European Accreditation of Engineering Programs)

http://www.enaee.eu/the-eur-ace-system/eur-ace-framework-standards/

Seoul Accord (Computing & IT-related Programs)JABEE joined in 2008 as a founding signatory

UNESCO-UIA (Architectural Design & Planning)JABEE was recognized in 2008 as an accreditation body

Canberra Accord (Architects)

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Name of Organization:JABEE(Japan Accreditation Board for Engineering Education)Chronicle :1997 Preparation committee1999 Establishment of JABEE2001 Started accreditation2005 Signatory of Washington Accord Accreditations:

Undergraduate Engineering ProgramsMaster Engineering ProgramsUndergraduate Computing and ＩＴ-related ProgramsUndergraduate + Master in ArchitectureProfessional Graduate Schools

3. Accreditation in JAPAN

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4:Educational Improvement

JABEE Common Criteria(Applicable in the years 2012)

1:Learning Outcomes

3：Achievementof Learning Outcomes

2:Educational Methods

ABEEJABEEJ13

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Learning/Educational Objectives

(a) An ability of multidimensional thinking with knowledge from globalperspective

(b) An ability of understanding of effects and impact of professionalactivities on society and nature, and of professionals’ socialresponsibility

(c) Knowledge of and ability to apply mathematics and naturalsciences

(d) Knowledge of the related professional fields, and ability to apply(e) Design ability to respond to requirements of the society by utilizing

various sciences, technologies and information(f) Communication skills including logical writing, presentation and

debating(g) An ability of independent and life-long learning(h) An ability to manage and accomplish tasks systematically under

given constraints(i) An ability to work in a team

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4.OECD-AHELO Project

Organisation for Economic Co-operation and Development, OECDAssessment of Higher Education Learning Outcomes, AHELO

What is AHELO?– AHELO will test what students in higher education know and

can do upon graduation. AHELO is a direct evaluation of studentperformance. It will provide data on the relevance and quality ofteaching and learning in higher education. The test aims to beglobal and valid across diverse cultures, languages and differenttypes of institutions.

Background– The expansion of Higher Education, and the resulting demand

for quality assurance.– The globalization of Higher Education, and the resulting demand

for transferability and comparability of degrees and credits.

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Organisation for Economic Co-operation and Development, OECDAssessment of Higher Education Learning Outcomes, AHELO

• Generic skills: Colombia, Egypt, Finland, Korea, Kuwait, Mexico, Norway, the Slovak Republic and the US (Connecticut, Missouri, Pennsylvania).

• Economics: Belgium (Fl.), Egypt, Italy, Mexico, the Netherlands, the Russian Federation and the Slovak Republic.

• Engineering: Abu Dhabi, Australia, Canada (Ontario), Colombia, Egypt, Japan, Mexico, and the Slovak Republic.

Country Participation by Strand

A Tuning-AHELO Conceptual Framework of Expected/Desired Learning Outcomes in Engineering

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(http://www.oecd-ilibrary.org/education/a-tuning-ahelo-conceptual-framework-of-expected-desired-learning-outcomes-in-engineering_5kghtchn8mbn-en)

EUR-ACE ABET Tuning-AHELO

Knowledge and Understanding

a) an ability to apply knowledge of mathematics, science, and engineering

Basic and Engineering Sciences

Engineering Analysis b) an ability to design and conduct experiments, as well as to analyze and interpret datae) an ability to identify, formulate, and solve engineering problems

Engineering Analysis

Engineering Design c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability

Engineering Design

Investigations - （to Engineering Analysis）

Engineering Practice f) an understanding of professional and ethical responsibilityj)a knowledge of contemporary issuesk)an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Engineering Practice（Part of Generic Skills)

Transferable Skills d) an ability to function on multi-disciplinary teamsg) an ability to communicate effectivelyh) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal contexti)a recognition of the need for, and an ability to engage in life-long learning

Generic Skills(Part of Knowledge and

Understanding)

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ENGINEERING ASSESSMENT FRAMEWORKAHELO Feasibility Study

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ENGINEERING ASSESSMENT FRAMEWORK（http://search.oecd.org/officialdocuments/displaydocumentpdf/?cote=edu/imhe/ahelo/gne(2011)19/ANN5/FINAL&doclanguage=en）

Tertiary Engineering Capability Assessment (TECA): Concept Design Hamish Coates & Alexandra Radloff, Australian Council for Educational Research (ACER)（http://www.oecd.org/officialdocuments/displaydocumentpdf/?cote=EDU/IMHE/AHELO/GNE(2008)9&doclanguage=en） 18

Basic and Engineering Sciences

Branch SpecificGeneral（Mathematics, Science）

Generic Skills

　Engineering

Non-Engineering

Engineering ProcessesAnalysisDesign

Practice

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Organisation for Economic Co-operation and Development, OECDAssessment of Higher Education Learning Outcomes, AHELO

Original items proposed by the ConsortiumConstructed Response Tasks developed by ACERMultiple Choice Items proposed by NIER

Items based on examinations developed by:• The Institution of Professional Engineers, Japan • Japan Society of Civil Engineers

Engineering Expert GroupsChoosing items from a large pool prepared by the consortiumModification and verification of items

Instrument Development

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Organisation for Economic Co-operation and Development, OECDAssessment of Higher Education Learning Outcomes, AHELO

Main achievements from Japanese side: • A tangible and substantive understanding of a

conceptual framework of engineering competencies and learning outcomes that can be shared globally.

• Concrete and innovative ideas for conceptualizing and measuring competencies and learning outcomes.

• A delightful experience to work on an international team, to learn from global partners, and to be able to make unique contributions.

1. Educational and professional accords for mutual recognition of qualifications and registration in engineering are developing.

2. Several accrediting bodies for engineering qualifications have developed outcomes-based criteria for evaluating programs.

3. Transferability and comparability of degrees of bachelor, master as well as doctor/PhD, across national borders are desired.

5.Concluding Remarks

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Thank you for your attention