THE IBEROAMERICAN ENGINEER FOREWORD Around1999theprocessofconsolidationoftheinitiativeoftheIberoamericanAssociationof Institutions for Engineering Education ASIBEI, to identify the conceptual characteristics and the desirable features of the Iberoamerican Engineer, began. This process was specially illustrated in apresentationtotheExecutiveCommitteebyengineerLuisOrtizBerrocal,atthatmoment LecturerattheEscuelaTcnicaSuperiordeIngenierosIndustrialesoftheUniversidad Politcnica de Madrid. The main objectives included the search of mutual recognition of programs and degrees among thecountriesmembersoftheAssociationbasedonminimumcurricularcontent,equivalent accreditationsystems,strategiesandchannelstoenhancestudentandlecturermobility,and aspects dealing with professional performance, in particular in relation to professional councils. OnDecember2003ASIBEIPublishedthework 1Culture,ProfessionandAccreditationof IberoamericanEngineerswrittenbyengineerMarcelAntonioSobrevila,memberofthe NationalAcademyofEducationoftheRepublicofArgentinaandalsomemberoftheFederal Council of Argentinean Engineering Deans, CONFEDI. This document has been a useful reference foranalysesandstudiesperformedonsuchaspectsas:evolutionoftheengineerinhistory; modalitiesoftheprofessionalexerciseofengineeringinIberoamerican;academicmodels; transnational education and degree accreditation in Iberoamerican. Onmay2005representativesofArgentina,Brazil,Chile,Colombia,Spain,Mxico,Portugal, UruguayandVenezuelagatheredinthecityofSantaFe,Argentina,onbehalfofSpanishand Portuguese speaking Latin America, for the 16th Meeting of the Executive Committee of ASIBEI. As a product of their thoughtful thinking about topics of the greatest importance and meaning for the commitment in the formation ofIberoamerican engineers, the Association made public its thought about topics related to a proposal of an Iberoamerican engineer, university entrance politics,andimplementationofacademiccreditsandnominaldurationofengineering programs. Through this statement, known as The Santa Fe Declaration, ASIBEI pointed out that the main objective of the proposal of an Iberoamerican Engineer is the creation of a common ground for engineeringeducationinourcountries,tosupporttheendeavorswhichcouldleadto agreementsforsubstantiallyequivalentengineeringcurriculumdesigns,sensitiveenoughto differencesandspecialcharacteristicsofeachof thecountries,butat thesametimedesigned 1 This document can be found atwww.asibei.org and in the ASIBEI Documentation Center (Carrera 68 D N 68 C- 61 Office 205; Torre Central Building, Bogot, D.C., Colombia. Telephone: 57-1-4273065; Fax: 57-1-427 3065 ext. 102; e-mail: secretaria@acofi.edu.co asmechanismsfortheequivalenceandrecognitionofdegrees.Thoseagreementsshould improve the academic mobility among our countries. FromtheAssociationspointofviewtheobjectiveisthesearchforintegratinglinestodeal withthecommonproblemsoftheIberoamericanrealityandtheidentificationandpossible adoptionofcurricularstructuresascentralcommonelementstohelptoperformcomparable evaluationamongdifferentcountries.ThemainaimwouldbethecreationofaCommon IberoamericanSpaceofEngineeringEducation.Inthedocumentitisemphasizedthatthe implications of the engineer formation on the professional exercise and everything related to it- should not be disregarded. In the same way the importance that the Iberoamerican engineer has in our countries and the agreements about professional services- that have been supported by several free trade agreements - have to be put in context. TheVIberoamerican Meetingof EngineeringEducationInstitutionsheldinthecityof Morelia, MxicoonDecember2005andtheIVenezuelanCongressinEngineeringEducation,heldin Maracaibo, Venezuela, on June 2006, were the stage for new struggles to refine the conceptual frameworkoftheIberoamericanengineerand,inthatway,todesignthethematicstructure and to define the objective vision of the association. Onaugust2006engineerJulioCsarCanRodrguez 2wasappointedbythepresidencyof ASIBEItocollectandsynthesizethedocumentalprecedentsoftheIberoamericanEngineer Project.Theworkpresentedhereisaresultofthatexercise,whichresultedinathorough perspectiveaboutthesubject.Italsopointsouttothemainconsensusreachedatthe discussions held in the Association and aims to be a document to orientatethe analysis of this topicintheVIIberoamericanMeetingofEngineeringEducationInstitutionsscheduledfor October 2006 in Cartagena de Indias, Colombia. This document highlights the commitment to transform that the Iberoamerican engineer has to assume and it takes a regional perspective to emphasize, among many aspects, the participation ofindigenousrootsinbuilding-togetherwiththeEuropeaninfluence-local,nationaland regional sceneries for the development of the Iberoamerican engineering. Features as rigor and commitment,implicitinengineeringformation,areunderlinedinthedocument.Theimpact and social responsibility of the profession, in particular in aspects related to the strategic value of the sustained action; formation for leadership and politic participation, gaps reduction, ethic commitmentandeducationforvaluepreservation.Thisworkcontributeselementsforan ActionPlananditshowssomeactionsandinstitutionalpoliticallinesthatASIBEIand 2 Engineer Julio Csar Can Rodrguez, Associated Professor of the Faculty of Engineering of the Universidad NacionaldeColombia, isauthor ofseveralpublicationsrelatedto thetopicofhigheducationquality:EstndaresdeCalidad:sus efectos en las aulas. Un ejercicio de Microzonificacin Normativa (Quality standards: their effect in the classrooms. An exercise of normativemicrozoning),2003,andRetratoHabladodelaEvaluacinExterna(SpokenPortraitofExternalEvaluation),2004; ACOFI-ASIBEI he is also coauthor, together with professors Albniz, V; Salazar; J; andSilva,E.,ofthebookTresMomentosdelCompromisoDocenteenIngeniera(ThreeMomentsoftheEducational Engagement in Engineering), 2007. engineering education associations- and all those public and private organizations related to the Iberoamerican Engineer Project- should assume. ASIBEIisconvincedthatthispublication-productofseveralyearsofwork,participationand analysisofallassociationmemberswillbeanimportantbenchmarkfortheadvanceofthis initiative of academic regionalization, precisely in this age characterized by such complex topics asglobalization,internationalizationandopeningofmarkets,thedynamicdevelopmentof informationandCommunicationTechnologies,thesustainablepreservationofthe environment,tensionsbetweenacademyandtheeconomicsectorandtheoutbreakofnew providers of Higher Education. ASIBEIacknowledgesProfessorJulioCsarCanRodrguezforhiscontributionstothe publicationstructureduetohisknowledgeofthetopicandhiscriticalvisionoftheessential elementsofengineeringeducation.Wehopethatthisdocumentwillcontributetothe discussion of a topic with such a vital importance for the Iberoamerican academic community. Bogot, may 2007 ABSTRACT Toidentifyandcharacterizethedifferentiatingfeaturesofanengineereducatedinthe Iberoamericanregionitisnecessarytoconsidertheeffectoftheparticularitiesand commitmentswithlocalandregionalcommunitiesontheeducationalprocessandthe professional practice. ThetransformingcapacityofIberoamericanengineersdependsontheirintellectualfreedom (supportofautonomyandindependence)which,inturn,allowsthemtoidentifyneedsand significantopportunitiesforsociety.Italsohelpsthemtocreateandproposesolutionswith technicallysolid,environmental,economicandsocialarguments.Theseareproductof reflection and analysis of lessons learnt in engineering practice. TheevaluationoftherelevanceandsustainabilityofASIBEIsinitiativeabouteducationofthe Iberoamericanengineercanfindorientationandreferencesinthestudyoftheactionsand accomplishmentsofsomeregionalexperiencesofacademicandculturalcooperation,inorder todevelopaprojectwhichcanreallyimpingeonthespiritandfeaturesofIberoamerican engineering. Theprojecthastotakeintoaccounttwoessentialfactorsforatranscendentanalysis:Onone hand,theseriousnessandthehighlevelofacademicrequirementsasindispensable requirementsofengineeringformationinIberomerica;and,ontheotherhand,thereachand deepness of the engineering commitment to the sustainable development of the region and the improvement of the life quality level of its inhabitants. StrategiesandprojectsincludedinanactionplandirectedtomaterializeASIBEIsproposal requiretheparticipationandcommitmentofeveryoneoftheactorswithinterestsinthe development and growth of engineering in Iberoamerica. 1. Presentation TheIberoamericanengineercanbedefinedasaprofessionalwithsolidculturalbaseand unbreakablevaluesandprinciples;awareoftheimportanceandmeaningofhislinkswith regionalhistoryandloyaltohissocialandenvironmentalcommitment;eagertoidentify problems and opportunities of the local and national medium; scientifically and technically able to act in a responsible and competent way in any international scenery. The transforming capacity of theIberoamerican engineer has to be founded on the privilege of hisvisionasaprofessionalpractitionerofself-formationandpermanentimprovementofhis knowledge; it also has to be founded on his preparation to guide society in the negotiation of its developmentandinthestrengtheningofthemoralandmaterialinfrastructure.Educationin theuniversitycampushastogivetheIberoamericanengineerthenecessaryfoundationsto easilytransittheroadofpermanentbringingtodate;andatthesametimeexertingupon societyadecisiveinfluencetogivescienceandtechnologyaplaceofprivilegewithinthenew and dynamic relations between knowledge and society. The transforming commitment would be easier to accomplish by theIberoamerican engineer if personalandsocialdevelopmentiscontemplatedwithinhiseducationasahighervaluethan the sole formation within the domain ofknowledge necessary for the exercise of his functions, butnotenoughtosupporttheleadershipanddirectiverolethatsocietydemandsandneeds from its engineers. It is important to establish the image of the graduate as a part of the new perspectives of higher education,becausetheimageofthegraduatethatreachestheuniversitydegreeandthen walksawayfromtheclassroomitisnotgoodanymoretosatisfytheneedtobringtodatehis knowledge;thisneedmakestheengineerwithselfformationconsciousnesstoremain connected to the university without any pause. The Iberoamerican engineer has a duty with the local and national needs and opportunities. He is aware of the needs of globalization that the new trends of professional mobility impose. For thisreasonhehasto betunedwiththeneedstoupdatehisknowledge thatmakeofhimand actor with interest in the highest educational levels. Undergraduate programs (known as pregrado within the lexicon of higher education in some countries)arenotanymoreterminallevelsofeducation;theyarestepbysteptransformedin platformsforstrategicpreparationforsceneryofmultiplealternativesinaverycomplex, dynamicandflexibleexercise,stronglyadaptabletothesocioeconomicconditionsandthe extraordinary scientific and technical innovation. Theseextraordinarydimensionsoftheperspectiveofengineerformationneedaradical transformationintheconceptionofnewcurriculadesigns.Fromthestructureofthe educationalsyllabustothepedagogical,educational,physical,informaticsandbibliographical resources; it has to be proportional to the specific aims of formation that want to be included in theIberoamericanprofessionalengineer.Thenewcircumstancesofthe relationshipsbetween higher education, knowledge and society lead us, as Iberoamerican citizens, to build a renewed and sustainable project for engineering education on the common bases of our history and with a respectful treatment of the specific situations of each country3. 2. The Regional Perspective4

3 I Venezuelan Congress on Engineering Education. Conclusions and recommendations. A transforming engineer for Iberoamerica. Maracaibo, July 2006. 4 In some parts of this document the term Latino America will be used to refer to the American component of the region. In this way, it will be clear that the reach of some comments about development and life quality do not include the Spanish and Portuguese societies. TheconceptofanIberoamericanregiongoesbeyondgeographicalconventionsandtakesinto account the historic continuity of the European encounter with America. Countries formed from SpanishandPortuguesecoloniesintheAmericancontinentaggregateinagroupof considerableculturalrichness,wellrecognizedbiodiversity,enormousnaturalresources potential and very special social expectations. TheAmerican component of the region is rich in artisticexpressions,essentialmineralreserves,exuberantdisplaysofnaturalbeautyand permanent social effervescence. A mosaic of cities, some of them enormous, and small towns, is thelivingplaceoffivehundredmillion people distributed in a continental body occupying two hemispheres. Spain and Portugal are a natural reference for their old colonies and they represent the contact oftheNewWorldwithEuropeanhistoryandcivilization.Thenatureoftherelationships betweenthetwocomponentsoftheregion,theEuropeanandtheAmerican,hasevolvedto reachclosertypesofcooperationandcommercial,cultural,scientificandtechnological relationships.Thesecontactsarenot free,ofcourse, fromconflictsand difficulties.Within this context the efforts directed to build channels of joint academic action deserve special mention. Withinthisgroup,thoseliketheoneproposedbyASIBEI-thatcanhelptheformationof engineersabletodecodethesignscomingfromtheextendedsceneryoftheIberoamerican regionandeagertoactwiththeirresources,opportunities,needsandexpectations-mustbe included. ThegeneralconditionsofdevelopmentofAmericancountrieswithIberianrootshavenot reachedyettherequiredleveltoguaranteetheaccessofthewholepopulationtothebasic servicesforthecollectivewellbeing.Withinthesocialimaginaryoftheregiontheroleof scienceandtechnologyinthedevelopmentprocessesofthenations,isnotdeterminant.For thisreasonitisimperativetoformulatesustainableproposalsofactiontopromote developmentinitiativeswhichcouldchannelthroughengineeringtheeconomicopportunities of globalization in order to close the development gaps of the different countries. This has to be accomplishedwithoutdiminishingtherecognitionandpreservationofthelocalandregional culturalvalues;withoutdecreasingthesocialcommitmentandthedutiesofengineeringwith the most vulnerable sectors of the population. Deficiencies in infrastructure productive capacity and competitivity- as well as significant levels ofinequityin thedistributionofresources,goodsand income-make difficult thefullaccessof Latin-Americancountriestotheadvantagesandachievementsofscienceandtechnologyand impedetheharmonicpromotionofthecitizenstobetterlifeconditions.Resultingsocial tensionsareincreasedwiththeeconomicpressurederivedofcommercialagreementsand subsequentdemandsofopennessandcompetitivitymakingechooftherequisitionsof economic globalization. Theregionevolvesstepbystepinthemiddleofsceneryoftransformationsandreorderingin almosteveryaspectofsociallife.Thisalsohappensintheevaluationoftheeffectthatnew

relationships and tensions between higher education, knowledge and society have on local and regionaleducationalandproductivesystems.Thestructuralandfunctionalconnections between these variables are subject to radical changes all around the world. Thethreeforceshaveexperienced,bothjointlyandinseparate,aseriesofadjustmentsand transformations that, as a result, make possible: -Theentanglement of interests and commitments between society and higher education up to thepointinwhichthelattercanbe,everydaymore,aninstitutionintegratedtosociety;and every day less, a distant reference from it. -Production and diffusion of knowledge (especially that with a larger and faster social effect and economicimpact)inresearchcenters,laboratoriesandcorporationsindependentofhigher education institutions. -Higher education acceptance of definitions and external demands for knowledge to serve social requirements. Higher education has to respond to the epistemological needs of society, because societydoesnotputupwithwhatacademicsdecidetoresearchandproduceinmatterof knowledge.Knowledgeproduction,diffusionandtransmissionweretopicsthatsocietyin general recommended, without much reserve, to a group of institutions enabled with autonomy andfinancedthroughcommonresources.Thoseinstitutionshadasituationintheoutskirtsof society,outsideitsboundaries,installedintheirowngrounds.Theirresearchandeducational functions were important only for a small elite sector of society. The outbreak and consolidation of research centers independent of universities or at least distant of their educational functions, and industry and government pressures to improve the speed of response to research initiatives instrategicfields,leadtotheproductionanddiffusionofknowledgeincentersdifferentfrom higher education institutions. Having lost predominance in research, higher education faces now another challenge: organized competitionforknowledgetransmission.Highereducationprivilegesarequestionedinthe domainofteaching.Theideathatclassroomsarenottheexclusivescenerytodevelop university formation was stimulated in Latin America and the Caribbean around 60s and 70s of the past century when governments decided to cope the increasing demand of university places withastrategybasedontechnologicalsupport:toenterdistancelearningmodalities,taking advantageofnewinformationandcommunicationtechnologieswhichallowtoincrease coverage without overloading school capacity and without exaggerated economic stress. Withinthissceneofoutstandingfacts,newrolesandcommitmentsaredefinedforhigher education. Institutions and programs have to give explanations to society about results, quality andefficiencyintheuseofassignedresources.Nowtheyareforcedtoexplainopenlytheir curricularproposalsandtoallowexternalevaluationoftheirprocessesandresultsinorderto receiveinexchange,permits,certificationsandaccreditationsthatgraduallydefineanew reference system for social perception of quality in higher education. Commercialcompetitionimposedbymarketopeningandglobalization,encouragedthe evolution of the concept of quality and of the strategies, processes and instruments to assure it. Qualityisoneoftheresultsoftheorganizationalcapacityofsociety,inthesenseofascene wherethereiscompetitionwithfeaturesandhighspecificationsofgoodsandservices provided,aswellaswithefficiency,flexibility,creativityandinnovationcapabilitiesof producers. Because education is assumed as qualified when it responds to requirements and characteristics that allow to verify and register its proximity to systems, norms, and parameters internationally recognized,thepossibilitiestosuccessfullyfacedemandsofqualifiedprocessesareseriously threatened by budgetary limitations and by the explosive growth of institutions, programs and professionaltitles,someofthemwithouttheelementaryconditionstosatisfytheminimum qualityrequirements,withtheforeseeableconsequencesin termsofcompetivity,productivity and social confidence in higher education. Facedtothissituation,educationalinstitutionsandspeciallyhighereducationinstitutionsof the region- have new and important responsibilities that add to pending tasks concerning to the developmentofnationalsocietiesthatconstitutetheirenvironment.Whiletheyarepreparing themselvestofacenewdemands,theyhavetorespondfortheiroldobligationsand,atthe sametime,theyhavetodealwithunseensocialcontrolpracticesinmanycountriesofthe region. In the middle of this complex scenery, engineering cannot stay indifferent either as an academic project,orasaprofessionalexercise,stronglycommittedtotheattainmentofthegoodsand means necessary for and equitable, harmonic and sustainable social development respectful of culture,environmentandhumandignity.Societyhopesthatengineeringcanactasachannel through which new and better development strategies and options can circulate, based on the exploitation of opportunities and directed to the improvement of the negotiation capabilities of the region as a response to the world market requirements. Engineeringasasocialenterprisehasleftimportantfootprintspossibletotraceasalegacyof indigenousculturesinthecountriesoftheregion.Stonetracksbuiltininaccessibleplaces, pyramids,andceremonialcenters,engineeringmarvelslikeMacchuPicchu5,anexampleof urban planning, hydraulic management and building practices; Complex floods control systems andstreamflowexploitationwithagriculturalpurposes6,aresomeactivitiesthatcanbe considered,withoutanydoubt,asdistantpredecessorsoftheexerciseofthatwhichis modernly recognized as engineering. The identification, documentation and study of these early contributionsshouldguidearespectfullooktothewisdomoftheancestorsandatthesame time should teach reasons of pride by the regional past and its contribution to technique. 5 Wright, K. y Valencia, A. (2000).Macchu Picchu A Civil Engineering Marvel. ASCE Press. Reston, Va, USA. 6 Plazas, C.; Falchetti, A.; Senz, J.; Archiva, S. (1993). La sociedad hidrulica Zen. Estudio arqueolgico de 2000 aos de historia en las llanuras del Caribe colombiano. (The hydraulic society of the Zenu. Arqueological study of 2000 years of history in the plains of colombian caribbean). Coleccin bibliogrfica Banco de la Repblica, Bogot. InthebeginningsofwhatcouldbecalledIberoamericanengineeringthoseexpressionsof technological development appearing after the encounter of Europe and America- although the Europeancontributionwasdeterminantitisalsoveryimportanttotakeintoaccountthe indigenouscontributionwhenthecomplexresultantculturalfabricisconsidered.Assimilation and improvement of techniques and instruments and, above all, the adaptation of those to the very special geographic, climatic and cultural conditions of the new countries, could be taken as themostremotepredecessorsoftheIberoamericanengineeringandtheyarewithnodoubt formidablehistoricargumentsinfavorofaproposalofformationofengineersdistinguished withthatregionalsignature.Withcertainty,intimesofhistorycharacterizedbycompetence andfreedomofchoice,isonlynaturalthateducationaloptionsandsceneriesofprofessional exercise spring inspired on different interests and paradigms. Withintheresultantrangeofoptions,afertilizedfieldfortheimprovementofengineering perspectivesintheregion,canarise;butinthemiddleoftherangeofalternativesiswiseto remember the convenience to revive a common past and take advantage of, in the best of the meanings, the historic, linguistic, cultural and social vicinity and the coincidence of a good part of the needs and expectations. Regional action referents For the task of promoting a proposal as the one suggested by ASIBEI, it is convenient to examine theprecedentsoftheregionalcooperationwhereIberoamericancountriesconcur.Some policies, strategies, organization forms, programs and actions can be useful for the preparation and formulation of a project of formation of engineers with a regional vocation. Someoftheexperiencesofjointactionthatduetotheirclosenesswithacademic commitments-couldillustratethedesignofaprojectofformationofengineers,arethose advancedbyentitiesliketheOrganizacindeEstadosIberoamericanosparalaEducacin,la CienciaylaCulturaOEI(IberoamericanCountriesOrganizationforEducation,Scienceand Culture),theConvenioAndrsBello-CAB(AndrsBelloAgreement),theAsociacin UniversitariaIberoamericanadePostgrado-AUIP(Iberoamericanpostgraduateuniversity association)andtheRedIberoamericanaparalaAcreditacindelaCalidaddelaEducacin Superior- RIACES (Iberoamerican Network for Higher Education Quality Accreditation). OrganizacindeEstadosIberoamericanosparalaEducacin,laCienciaylaCultura(OEI) (Iberoamerican Countries Organization for Education, Science and Culture). It is an international organismofgovernmentsforthecooperationamongIberoamericancountriesinthefieldsof education, science, technology and culture in a context of integral development, democracy and regionalintegration.TheheadquartersofitsGeneralSecretaryareinMadrid,Spain.Ithas RegionalOfficesinArgentina,Brazil,Colombia,ElSalvador,Spain,MxicoandPerandalso TechnicalOfficesinChile,Honduras,NicaraguaandParaguay.OEIwasbornin1949withthe nameOficinadeEducacinIberoamericana(IberoamericanEducationOffice)asan internationalagency,asaconsequenceoftheFirstIberoamericanCongressonEducationheld inMadrid.In1954,intheSecondIberoamericanCongressonEducationheldinQuito,itwas decided to transform the OEI in an organism of governments, formed by sovereign states; with thatcharacter,itwasfoundedinMarch15th,1957.IntheThirdIberoamericanCongresson Education, held in Santo Domingo, the first statutes of OEI, held until 1985, were signed. FromtheFirstIberoamericanConferenceofHeadsofStateandGovernment(Guadalajara, 1991), OEI has promoted and convoked the Ministries of Education Conferences as entities for thepreparationofthosehighlevelmeetingsandithastakenchargeofthoseeducational, scientific andculturalprogramsthatare delegated to theorganizationfortheir execution.The generalobjectivesoftheOrganizationincludesomewheretheobjectivesoftheASIBEIs proposal for engineers formation could have a wide resonance: -Topromotethedevelopmentofeducationandcultureasavalidandfeasiblealternativefor peaceconstruction,bymeansofthehumanbeingpreparationforaresponsibleexerciseof freedom,solidarityandhumanrightsdefenseandtosupportchangesthatmakepossiblea more just society for Iberoamerica. -To ensure that educational systems have a threefold goal: humanistic: to develop ethic, integral andharmonicformationofnewgenerations;democratic:toassureequalityofeducational opportunities and social equity; and productive: to support job insertion. -Tocollaborateinthediffusionofaculturethat,takingintoaccounttheidiosyncrasyandthe peculiarfeaturesofeverycountry,embodiesmodernitycodestoallowtheincorporationof globaladvancesinscienceandtechnology,torevaluateownculturalidentityandtotake advantage of the answers that brings their accumulation. -Topromotetheapproximationofeducational,scientific,technologicalandculturalplansto socio- economic plans and processes that look for development for human service, as well as for a equitable distribution of cultural, technological and scientific products. In another example of regional work in areas of cultural and educational interest, theConvenio AndrsBelloCAB-(AndrsBelloAgreement)providescooperationandtechnicalassistance services to public and private entities in all its member countries: Bolivia, Chile, Colombia, Cuba, Ecuador,Spain,Mxico,Panam,Paraguay,PerandVenezuela.Thankstotheseagreements, thoseentitiesreceive:cooperationcontributionsandtechnicalassistance,swiftnessinproject execution,taxbenefits,directbenefitsforpersonnelwithservicecontracts,technicalsupport, financialyields,helptoallocateinterinstitutionalfundsandtoreceiveresourcesfrom internationaldonors,supporttogeneratespecialreportsforcontrolorganisms,specialized management of files and timely execution of budgets. Executive Secretary of CAB (SECAB) is the higher administrative and executive organ of CAB; its headquartersarelocatedinBogot,Colombiaandaspartofundertakenacademicactions, specificallyintheengineeringfield,ithasproposalsofcurricularunificationthathavebeen transformedintoexemplarymodelsforsomehighereducationinstitutionsofcountries, members of the Agreement. AsociacinUniversitariaIberoamericanadePostgrado.AUIP.(Iberoamericanpostgraduate universityassociation).Thisisaninternational,non-Governmentalorganism7recognizedby UNESCO, dedicated to promotion of postgraduate and doctoral studies in Iberoamerica. AUIP is formed by more than a hundred higher educationinstitutions of Spain, Portugal, Latin America andtheCaribbean,offeringthousandsofpostgraduateprogramsinalmosteveryfieldof knowledge.AUIPprovidesinformationandpublicityservicesaboutpostgraduateprogramsin offer; it collaborates in external and internal evaluation processes, it helps the interchange and mobility of lecturers and students, it promotes academic work and research throughexcellence centersnetworksindifferentknowledgefields;itsupportsacademicandscientificevents clearlyrelated toadvancedformationanditorganizesitinerantcoursesintopicsofinterest to faculty members and heads of postgraduate and doctoral programs. AUIP is governed by a Superior Council formed by the Heads of every associated institution and an Executive Commission, as collective bodies. The staff is composed of a President, elected by the Superior Council, a General Director in the Central Headquarters in Salamanca and Regional DirectorsinSaoPaulo,Cali,LaHabana,Mrida(Venezuela),Mxico(D.F.),Lima,Madrid, Barcelona, Granada, Pamplona and Santiago de Compostela. RedIberoamericanaparalaAcreditacindelaCalidaddelaEducacinSuperior.RIACES. (Iberoamerican Network for Higher Education Quality Accreditation)8. It was formally founded in BuenosAiresinMay2003.Itisanassociationofagenciesandorganismsforevaluationand quality accreditation of higher education. The network does not look for profit, it is independent ofanyStateanditsmembershavetohaverecognizedcompetencesbytheirgovernmentsor states,inthisfield.Theobjectivesofthenetworkaretopromotecooperationandexchange amongIberoamericancountries,inmattersconcerningevaluationandaccreditationhigher educationquality,contributinginthiswaytoguaranteehighereducationqualityinthose countries. NetworkorganismsaretheGeneralAssembly,theDirectiveCommittee(withsevenmembers, which today are: ANECA from Spain, CCA from Central America, CNA from Colombia, CNAP from Chile,CONEAUfromArgentina,COPAESfromMxicoandJANfromCuba).CONEAUhasthe PresidencyofthenetworkandANECAtheSecretary.Fortheordinaryperformance,the organization also has a Technical Coordination Office that is held today by ANECA. CONEA from EcuadorbelongstotheDirectiveCommitteeasinvitedmemberuntilthecelebrationoftheIII Assembly of RIACES, in Quito (Ecuador) on March 17h, 2006. 3. Engineering: Universal rigor and demands 7 AUIPisaprivateinstitution,withoutprofitpurposes, financedby contributionsofassociatedinstitutions,extraordinaryresources obtainedthroughtheinternationalnegotiationcapabilitiesthatthenetworkhasandgrantsfromJuntadeCastillayLen www.auip.org 8 www.riaces.net Engineeringproductsareincreasinglycomplexand-duetotheirsocial,environmentaland economiceffectstheydemandengineerseducatedtoconceive,formulate,design, manufacture, operate, maintain and renew them, using scientific and technological advances in thesolutionofproblemswithcontinuousexpansioninmagnitudeandreach.Twentyfirst centuryengineershavetofaceincreasingsocialneedsofinfrastructure,communications, supplyofgoodsandserviceprovision,usingmorecomplexanduniversalprocessesand systems, every day. Thesedemandsaskforaneducationenablingthemtoworkinenvironmentsbasedona permanentlyexpandingscientificandtechnologicaldynamics.Onlythroughasolidscientific, technological and professional formation built on student exposure to Basic Sciences and to the mostadvancedtechnologicalexpressionstheywillbeallowedtogetthenewknowledge developed by science and to critically select applications with the largest positive impact for life quality of society. Basic knowledge on Mathematics and sciences (Physics, Chemistry, Biology and Geology) is the bestsupportforanefficientsubsequentapplicationof technologicalandinstrumentaltoolsof engineering. To attend to these responsibilities, society as a whole- but specially the productive sectorandthoseresponsibleofengineeringeducation-areaskingfortheinclusionand developmentwithinacademicprogramsofconceptssuchas:projectapproach,integral thought,communicationabilities,formationforteamwork,selfformationcapabilityand personal improvement decisions taking permanent evaluation as a basis. Engineering formation and the subsequent professional behavior have to recognize the dynamic and complex nature of the demands of the environment and they have to value the importance ofcooperation,mobilityandtheflowofproductsandservices.Engineeringformationhasto promote a type of knowledge that results essential for local, regional or national development. Itisthecommitmenttocharacterizationandrecognitionofourownterritory,toidentifyand make visible the innovation and productivity networks, that can be built from existing resources and the scientific and technological capacity available. It is a real fact that social debt due to this factorissensiblyreducedasfarasengineersformationandtheirprofessionalexercise, approximate to the identification and solution of needs and creative and innovative exploitation of local, regional and national opportunities. Iberoamerican engineering has to be supplied with the necessary instruments to approximate to worldtransformationsavoidingtheincreaseinthelagofthemostvulnerablesocietiesofthe region.Thedifferences-normallyincreasedforthedisadvantageofthesociallyand economicallyweakestareas-havetobetakencareofwithflexibleandcreativecriteriaof levelingfordevelopment,consideringthatconstructionofnetworksofcommercial,financial, scientific and technological interactivity demand new strategies, they ask for creativity and urge for results applicable to the social needs with efficiency and flexibility criteria. The need for real time knowledge to incorporate innovations to development strategies;access to databases updated with the most qualified universal contributions and continued education ofgraduates,demand,amongthemostimportantfeatures,acontinuousandswiftactivity, necessarytosynchronizeengineersformationtoscientificandtechnologicalchangeswiththe goal of promoting local knowledge production. Speedofformationprocesseshasmultipliedwiththeenormouspressureofscienceand technologyontheweakenedacademicandprofessionalfrontiers.Complexity,andthealways increasingdynamismoftheknowledgemobilityforms,multipliesnetworkandresearchgroup importancetogenerateknowledgeandtohelpdevelopmentintermsofincreasinglyurgent timing. Engineeringformationprograms-duetothenatureoftheirmaterialprovisionandpractical developments-areconfrontedtospecialthreatsincreasedbylabormarketinstabilityand swingingofprojectfinancialsupport.Uncertaintyoftheprofessionalhorizonreinforcethe convenienceofpreparingstudentsinthediscoveryandappropriationofbasicconceptsthat enablethemtosuccessfullyfacethechangesintroducedinproceduresandinstruments, necessaryfortheprofessionalperformance,andallowthemtoactasqualifiedconsumersof educational system products, through continuous education and postgraduate studies offers. Self-educationcapability-supportoflifelonglearning-andflexibilitytoacceptpermanent natureofchangesarepartoftheneedsofformationofthenewgenerationsofengineers,to respond to the acceleration of knowledge increase, the obsolescence of professional tasks; geo- economicorientation,environmentprotectionanddemandsfordemocraticparticipationand sustained development. In the permanent formation process, engineers will find that mass consumption of educational productsandtheeffortstogivespecializedinformationtoeachpersonasafunctionof professional age, development level and previous knowledge, are faced with increasing solvency throughnetworksincludingtelevisionchannelsdedicatedtoscientificandtechnological knowledgespreading,specialwebportalsdedicatedtoeducation,electronicmagazines, simulators and virtual laboratories access. Societyprioritiesdetermineengineeringprioritiesand,ofcourse,theyareconsiderable magnitude influences on engineering formation. Engineering conception as a societal service, in opposition to engineering as a business, has to be strongly implanted on students. In this sense, thecombinationofthespeechandtheexample-thatcanresultfromthecontactbetween students and lecturers, staff, managers and graduates of clean curriculumvitae and clear social conduct- is fundamental. Engineeringformationhastoenhancetheirabilityandcompetencetoidentify,prepare, develop and evaluate successful projects and competitive and sustainable engineering services. Engineershavetopreparethemselvesrigorouslytoconceive,todesign,toproject,andto analyze systems, products and processes; and also to plan, to supervise, to direct, to elaborate and to coordinate systems, components and processes to satisfy in arealistic way social needs andexpectationsandalsototakeadvantageof developmentopportunities.Engineers haveto beespeciallykeentodesign,whichistoidentifyefficientsolutionalternativesforweakly determined problems, in an environment of scarce information, urge of solutions and resource limitations. Engineershavetodevelop,alongtheirformativeprocess,theabilitytodesign,toproject,to conductandtoevaluateexperimentsaspartofinnovationandscientificandtechnological developmentactivities.Engineersabilitytointerpretresults,tolearnfromexperience,theirs and others; to locate, to select, to validate and to use information - counting on informatics and telecommunicationstechnologiestoreinforcetheirownjudgment-willbeofparamount importance. Engineeringhasanextremelyhugeresponsibilitybecause,virtually,everyoneofitsactionsis deeply involved with environment and, consequently, it has to respond to society for the effects ofitsprocesses,productsandresidues.Engineersfacethechallengetotransformtheworld withoutdestroyingit,theyhavetoincludethelastingeffectsoftheirobjectsintheirdesigns andcalculations;theyhavetomaterializesocialwantsofasustainableandconvivial relationship with environment. Theregionissceneryofimportanturbandevelopments;ithousessomemegacitiesthatpose newdesign,construction,operation,infrastructuremaintenance,andequipment,furnishing andserviceexigencies.Thephysicalexuberanceoftheregionisbalancedbyextraordinary natural threats that add to risks of anthropic origin. The region is vulnerable, due to infrastructure deficiencies as well as by the economic weakness of the communities. This vulnerability is even more notorious when it is taken into account that naturalandanthropicthreatseasilyoverflowthebestequippedfromthetechnologicaland economicpointofview-forecastsandtheysubject,eventheinhabitantsofdeveloped countries, to critical episodes9. 4. Reach of the academic commitment Engineeringisthemainchannelofdiffusionofadvancesandachievementsofscienceand technologyinacontextconstitutedbypoliticaldecisions,economicconstraints,cultural demandsandsocialpressures,defined-amongotherfactors-bythegenerallevelofthe educationalsystem,governmentalinterests,andgenerallivingconditionsofsociety.Because engineeringisresponsibleofthephysicalsupportofdevelopment,itconstitutesagroupof processes of multiple dimensions that has an effect, of dynamic and complex nature, on society. Engineering builds local, national and regional development support by means of decisions that identify, prepare and mobilize huge society resources. 9HurricaneKatrina(2005)consequencesonurbaninfrastructureandprotectivestructuresgeneratedaprocessofreflectionof northAmericansocietyonengineeringresponsibilities,notonlyconcerningtechnologicalcompetencesbutfromacivicandethic point of view. Costlyefforts,necessaryforeducationofqualifiedengineersandtheresponsibleexerciseof engineering,havetobereflectedonfavorableresultsforsocietyexpectationsandneeds, speciallyforthoserelatedtolifequalityofaconsiderablepartofpopulationinsosensitive areaslikepotablewatersupply, housingconstructionand basicsanitationdeployment, energy andcommunicationsinfrastructure,physicalandlogisticssupportforproductionand distribution of goods and services. Engineeringprojectsarerecognizedasadequateinstrumentsforpurposesofidentificationof resourcesinvestmentoptions,publicorprivate.Projectsarealsoidentifiedaselementsofa dynamic and complex system, exposed to changing political, cultural, technical, economic, social and environmental demands. The increasing interdisciplinary exercise characterizing professional engineering activities makes it compulsory to deepen into the recognition and valuation of relationships of engineering with otherdisciplinesandprofessions,encouragingtheinteresttowardstheeconomicapproachof resourcesuseandunderliningtheimportanceandconvenienceofprojectsasinvestment mechanisms, adequate to look for high quality of the results by means of a solid ethic founding andaverydemandingmanagerialhandlingwithinplannedtimelimitsandwithwelldefined criteria of viability, profitability and sustainability. Dynamicsofknowledgeandtheoutofproportionvolumeofinformationthatisgeneratedin the world, in always shorter times, makes it compulsory for engineers to be formed to work in interdisciplinaryteams,whichareinternational,andwithoutanydoubtmultilingual.Cultural richnessofthisperspectiveisproportionaltothevalueaddedtosocietydevelopmentby opening to new learning and knowledge forms. Engineering formation level inIberoamerica has to includea technical component adequate to allow mobility without restrictions, in conditionsof competitiveness for professionals, favoring, atthesametime,aprioritycommitmentwithregionalneeds.Differencesbetweencountries willcertainlyinduceaflowfromlessdevelopedareastoregionalpoles,favoredbyeconomic crossroads,butthebalancefortheregionhastobefavorableduetotalentmobilityand compromise. Demands of globalization include levels of preparation, adaptation and performance that allow takingadvantageofnewopportunities.Thiscomplexsceneryofcommitmentsrequires considering social responsibilities of engineering from the optic of the professional practice, as well as from the academic interests point of view. It is very probable that, if there is insistence in the separate evaluation of these two components, there will difficultlybe a consolidation an integral commitment with engineering quality in the region. Asaproductoftheinternationalacademiccooperationitispossiblethattherewillbe opportunitiestodiscussstandardsforcurricularfoundationsortheirimplicationsfor professionalexercise.Inanycase,ithastobeconsideredthatengineeringinthecountriesof the region has double commitment to attend demands born from participation in world market andsimultaneouslytosolveswiftly,andinacreativeway,basicmaterialproblemsofnational societies. Engineeringhastopromotetechnologicallinksthatallowtobridgethegaps,andtobe instrumentsforimprovementandgrowth.Ithastoshowitselfassourceofsustainableand largesocialimpactprojectsasthesource,byexcellence,ofaddedvalue,innovationand development.Engineershavetoactalwaysguidedbyobediencetolawandsociallife regulations, including those that have to deal with prevention, hygiene and job safety. The huge strategic value of sustained action Whensocietyisconfrontedwithmajorsizeproblems,itnormallytransitsathreestages sequence: indifference, symbolism and action. In particular, when a extreme situation happens, afterthepredominantinertialindifferenceisovercomeareflectionandcommitmentsmany ofthemrhetoric-periodhappensthatinclude,inthecaseofhighereducationinstitutions, reactionssuchas:coursificationofproblems,i.e.theinclusionofnewsubjectsorcoursesin the study plans; expedition of norms and regulations; formation of commissions and office and specialized departments creation. Inthesymbolismperiod,declarationsandimprovementcommitmentsflourish,inspiteof which, things can return to a new indifference period without the trace of any permanent action to avoid reappearance of crisis or anomalies. In the case of problems associated to engineering, asingularefforthastobeexertedbothwithspeechandwithexample,toattainrigor, seriousness, clearness and neatness in every expression of professional exercise, and, of course, in the formation process of new engineers. Iberoamerican engineers- not only because of their high technical condition, but also because of their prominence within society have to promote the design, development and conclusion of successfulprojects,andalsotopromotethecreationoffirmswithhightechnological component, designed and operated with efficiency and sustainability criteria that - besides their helpinthegenerationofjobs-cangiveimpulsetothebeginningoftechnicalformation,they canidentifynewresearchanddevelopmentareas;andtheycanworksignificantlyinthe improvement of life conditions of the whole society. Fromaconceptualproposalofsocialpedagogy,engineeringfromtheveryclassroomhasto beapermanentexampleofresponsibilityindeadlineandbudgetcomplianceandingood judgmentforassessmentanddefinitionofcapabilitiesandperformanceofpeople,systems, processes,machinesandequipment.Thedemonstrationeffectintherigorousformationof engineersanditsresponsibleexerciseintheregionareessentialfactorstoimpulsenew perspectives in society about the role of science and technology. A community endorsing their engineers is one of the best added values of the correct exercise oftheprofession.Confidenceandsocialsupportarekeyfactorstoimprovetheparticipation possibilities of engineers in local, national and regional projects. In the same way, it is important toreachpoliticalbackingbasedonqualityoftheworktoovercomefearsofresource assignationandtoimprovethenegotiationcapabilityoflocalfirmsthatarewishingto participate in projects of considerable interest and magnitude. Demands, discipline and rigor Twenty first century engineers face new infrastructure, goods and services social needs, within ever increasingly complex and global processes and systems that demand basic restructuring in theformationtheyget.Forthispurposenewbasisarerequiredtoworkincomplex environmentswithadynamiccollectionofeverexpandingneedsinpolitical,social,cultural, economicandenvironmentalconditionsthatwillrequiresensiblydifferentlevelsofflexibility, understandingandteamwork,fromthosethathistoricallyhaveorientedengineers performance.Responsibleformationofnewengineershastoemphasizeintherigorousand neat management of social resources and in the seriousness of acquired obligations in projects and works. Toaddresstheseresponsibilitieshighereducationhastoprepareindividuals,independentof theirdisciplineorprofession,fortheworldoflifeandnotonlyforoneofitsdimensions,no matterhowimportantitis.Thetransformingactionforwhichengineershavetobeprepared cannotbeconvertedonlyinlaboraction.Equilibriumbetweenacademicvaluesandmedium demandscanbethedifferencebetweenaformationthatisinharmonywithsocietyand knowledge,andanotherthatputitsmissionunderdemandsofcompetentlaborforceto improve company efficiency and raise its performance indexes. Engineershavetoreachsocietywithachievementsofscienceandtechnologyandwiththe assessmentoftheeffectsofthoseattainments.Tothisend,engineershavetobecapableof workingjointlywithdifferentdisciplinesandprofessionsandtheyhavetohavetheformation that allow them to establish the connections needed toidentify, to propose, to design creative solutionsfortheeverchangingproblemsthatsocietyfaces.Engineering,apartfrom thesocial commitmentofitsprofessionals,includestheresponsibilityforpermanentupdating, rationalizationofdecisionsandenvironmentalsustainabilityofproducts, goods,processesand services. Without scientific foundations, dialogue with their peers around the world, solvency in designandcarefulexercise,regionaldevelopmentexpectationswillhardlybesatisfiedand investmentsofpersonal,familiarandsocialresourcesinengineersformationwillnotbe corresponded with desirable recognition and support. Engineering programs and engineers in exercise have to accept the need tohelp in the building of a society with better life conditions and consequently with better opportunities to meet the developmentdemandsandinternationalcompetence.Veryimportantvariableslikeresearch investments,publicconfidenceinpostgraduateprogramsofthehighestlevel,seriousnessand pertinenceofcontinuingeducationoffers,dependontheimprovementofacademicand professional conditions in which engineering works. Thereareprofessionalresponsibilitiesofengineers,not only,with their personaldevelopment andpromotion,butalsowiththeplanning,conduction,managementandcontroloffirmsand organizations,privateandpublic.Managementdutiessupposeforengineersahighlevelform of professional exercise; they are scenery to display initiative and leadership features that have tocharacterizetheiractions.Duetotheirscientificfoundations,knowledgeineconomicfields andtheirsocialcommitment,engineersareparadigmsforthecommunityandtheirsuccessful examples form an important professional and technological patrimony for the social group. Inthesametoken,engineershavetopreparethemselveswithspecialcareforeducational activitiesinengineering.Responsibilitytoformnewcolleagueshastobefacedwithspecial devotion,becauseofthestrongrepercussionsthatthisactivityhasinthequalityofthe professionandinitscredibilityinfrontofsociety.Engineersformationhastoprovidethe necessaryelementstopromotestudyandpermanentpreparationasirreplaceablemeansof personal promotion and academic and professional improvement. Formation for leadership and political participation Thepurposeofanintegralformationis-inthelastinstance-therecognitionofthemultiple dimensionsand domainsofhumanbeings,prepared foranyactivitywithno obstaclesto their potentialposedbyanyspecialization,withoutgivingspecialprivilegetosomeknowledge instead of another, without biasing their formation in any sense. As a way to avoid limitations of thetechnician,theprofessionalorthespecialist,thispoliticalfunctionhastobedirectedto strengthenanattitudeofpermanentcommitmenttosocietybythosewhichareauthors, intellectual and material, of the physical growth that supports development. Thepoliticalattitudethathastobeencouragedinengineersinformationwillfavortheir qualifiedpresenceinscenerieswheretopics-ofinteresttosociety,totheprofessionorto engineersasprofessionalsandascitizens-aredebated;andalsointhoseforumsand negotiationsthatproducenewcommercialagreementsthatcaninfluenceproductionmodels anddistributionchannelsofgoodsandservicesthatengineeringandengineershelptodesign and manufacture. Bridging of the gaps Engineering contributions to society cannot be reduced to only those associated to construction of materials goods, infrastructure works or to provide services. In addition to that, reduction of themanydimensionsofthescientificandtechnologicalgapsisacentralresponsibilityof engineers.Toreachdevelopmentlevelstoservejointsocietyinterestsitisurgenttolookfor instrumentstointervenescienceandtechnologyinthesocialsystemtoovercomethe limitationsofthemodelsuseduptothismoment.Engineeringparticipationinthedesignof those models has not been specially vigorous or persistent in the region. The main commitment of regional engineering shows science and technology as allies of society initsexpectationstoovercomethedistancethatputitapartfromothercommunitieswhich qualityandconditionsoflifeareonlydistantreferences.Engineeringhastopromotethe technologicallinks that willallowtobridge thosegapsandinthiswaytobeaninstrumentfor the improvement and growth, to be generator of sustainable and high social impact projects, to be the main source of added value of innovation and development. Developmentstrategies,culturalvalueappropriationandidentification,evaluationanduseof localresourcesneedthepresenceofengineeringstrongenoughtofacewithsolvencythe diverseworldtransformationswhichhavebeenacceleratedduringthelastdecades.From thosetransformationstherearetwoespeciallyimportantduetothechallengestheyposeto engineering. The first one is the so called scientific- technological revolution, resulting from the convergenceofscienceandtechnologyinadiffusezonewhereinteractionisimmediateand very dynamic; these revolution demands -on the countries that wish to participate with strength in the innovation and development chain- local production of scientific knowledge. Thesecondisthevanishingofnationalfrontiersforhighereducationand,ofcourse,for engineeringandotherspecificsknowledgeservices.Thecomplexity,dynamismandopen asymmetryoftheformsofknowledgemobility,makeobligatorytocarefullyexaminethe pertinenceandthesocialeffectsoftheofferofpostgraduate,continuingeducation,distance learning and virtual education programs. Ethic commitment and formation in values Engineering is a wide impact exercise affecting economic resources of society and, just for that reason;engineersareexposedtoevergrowingtemptationsofcorruptionandimmorality associated to projects that handle very hugefinancial resources. Onlya solid ethic foundation- aspartofintegralformation-canavoidthatengineeringexercisecanbe sadlyassociatedwith fraudulentepisodesthat,besides,stayinthecollectivememoryoutshiningtechnological achievements. Linking engineering formation programs to projects and initiatives of the external sector makes necessary to establish cooperation mechanisms interesting for both parts and source of added value for society. Determination of clear rules for this cooperation is imperative, because in the process of getting closer, tensions arise-between academics and agents of the external sector- aboutindicators,accreditationprocessesandimprovementmodelsapplicabletoformation tasks. 5. Elements for an action plan DeterminationofessentialfeaturesoftheengineerwithIberoamericansignatureis fundamental for two basic purposes of integration: -The creation of a common Iberoamerican space of engineering education that makes easier the adoptionofagreementsaboutengineeringcurriculumdesignssubstantiallyequivalent, sensitivetodifferencesandcharacteristicsbelongingtoeachoneofthecountries,but conceived as mechanisms for the recognition and equivalence of titles. -Toestablishagreementsthatfavoracademicmobility,thesearchforintegrationlinestoface theproblemsshared,duetotheIberoamericanreality,andtheidentificationandeventual adoptionofcurricularstructureswithcommoncentralelementstofacilitatecompatible evaluations among different countries. InadocumentpreparedforASIBEIbyProfessorMarceloAntonioSobrevila10adefinitionof Iberoamerican engineer is proposed as a beginning point. This definition can be adopted in the generalcharacterofitsterms,maybewithastrongeremphasisoncommitmentwithregional developmentandwithapermanentformationthroughaneducationalcontinuumformedby the intelligent articulation of undergraduate programs with postgraduate offers. EngineeringformationinIberoamericahastoberuledbyprinciplesofrigoranddemands identicaltothoseusedinanycountryorregionoftheworldwithtraditionandrecognitionof the quality of their engineers. It is not in the technical component where differential factors can befound;onthecontrary,inthiscomponentIberoamericanengineerhastobedecisively universal,andfromthisperspective,engineerwillhavetobepreparedtoexercisethe profession with capacity and competence in any place of the world. Theemphasisincharacterizationhastobelocated,then,inthecontextthatcanbegivento engineering formation. For this purpose a formidable effort by institutions and higher education programswillbenecessary.Knowledgeofculture,resources,expectanciesandneedsofthe regionhastobeincludedincurriculardesign,jointlywithstrategiesandresourcesthatallow giving shape to the discourse of identification of engineers, in formation and exercise, with the Iberoamerican reality. Of course, the world is the general reference, but commitment withthe regionanditsdevelopmenthastobeacompulsorystagewithinprofessionaldevelopment plans and in the institutional mission of universities and programs. AsithasbeensuggestedindifferentmeetingsandacademicforumspromotedbyASIBEI,itis necessarytoreachtobasicagreementsinthedesignofprogramsandtomakepossible commonelementsthatcouldhelpstudents,lecturersandresearchersmobility.Someofthe identified agreements deal with: -Admittancepoliciesfornewstudents.Itisconvenienttohavetestsdesignedandapplied accordingtorespectivenationaleducationalcontext,butmadeadequatetodetermine minimumbasicknowledgelevelsofstudents,adaptedtotheregion.Thisdiagnostictoolswill serveforthedesignofcurricularpoliciesoftheuniversitiesconcernedandtheywillbeuseful instruments to improve the forecasting capacity of the performance of students, in such a way thattheyallowtoguidethemfromtheadmissionitselfandatthesametimesupporting institutional actions to reduce desertion and repetition indices. 10 Sobrevila,M.(2003).Cultura,profesinyacreditacindelIngenieroIberoamericano(Culture,professionandaccreditation of Iberoamerican Engineer). Published by ASIBEI, Bogot LatinAmericaisconfrontedtoasignificantgapbetweeneducationalbasicandmedium formationlevelsandtheminimumdemandstodealsuccessfullywithengineeringstudies.In consequence,universitieshavetochoosebetweenrestrictionstoaccessusingselectiveand excludingtestsandimplementationofpropaedeuticmeasurestotryreducingtheprevious formativedeficit,whichisanexpressionofdisadvantageinculturalcapital.Frominstitutional convenience point of view, especially from the optics of performance and efficiency indices, the firstoptionismoreattractive,butifsocialresponsibilityofhighereducationinstitutionsis considered, second option is more beneficial. This disjunctive has to be weighted with academic equity criteria in the design of admission processes to engineering programs for new students. -Relationships with previous levels of the educational system. It is necessary that governments andhighereducationinstitutionsguideeffortsandresourcestoquality assuranceinbasicand mediumlevels,aspartofthestrategiesofarticulationwithhighereducationtoestablishan evaluationmodelconsideringnationaleducationalsystemsasawholeandtomakeeasier results homologation in the Latin-American context. -Development of indices. It is important to define and develop common indices which can serve not only to make regional diagnoses but mainly to detect causes of curricular problems of each institution and to adopt strategies to overcome them. This approach should be systemic and the groupofindicesshouldincludethecontext,toelaboratevaliddiagnosestomakestrategic decisions.Itisalsodesirablethatevaluationsincludeadequatequalitativeaspectstocapture the complexity of the problems under study, as well as adequate strategies and instruments to validate conclusions and to diffuse results. Designofinstitutionalimprovementpolicieshastobebasedonplansformulatedfromself evaluationprocessesthathavetobegraduallyincorporatedasanintegralpartofuniversity culture.Decisionshavetobesupportedbydiagnosesbasedoninformation,identifiedand processedbyacademiccommunities.Indiceshavetoreflect,withoutdistortion,effectsand causesofproblemsandexistentdeficiencies.Toimprovetheregionalvalidityofdiagnoses, indiceshavetobedevelopedtoshowtherealcausesandtorevealsignsofadvanceand improvement. Thesetofindicesusedhas toconsider thecontextinwhichtheyarevalued, to avoid that generalizations lead to stereotyped proposals that would not be well received in the specific environment of institutions. Complexityoftheanalyzedproblemsrequirestheincorporationofqualitativedimensionsin evaluations,andspecificformstovalidateconclusions.Theinstrumentalandmethodological simplificationcanpossiblymakeeasieroperativeaspectsoftheprocessesbutitcangenerate important distortion effects in analysis and results. - Use of academic credits. The use of academic credits in the design of curricular programs and permanentrevisionandupdatingofcontentsandlearningstrategiesinengineeringprograms offeredintheregionaredesirablepractices.Tofacilitatecomparisonofcurricularprograms and, therefore, the possibility of mobility, transfer and homologation, basic agreements have to besought,aboutproportionsthatthepresentialcomponentandthosecomponentsdirected and autonomous within credit definition. -Nominaldurationofengineeringprograms.Intheevaluationandanalysisofformationtimes, particularities and conveniences of each country have to be considered, avoiding that pressures fromeconomictendenciesandoccasionalmarketrequirements,willbedeterminantinthe definitionofdurationandcharacterizationoftheprograms.Academicdebatehastoinclude, amongotherimportantvariables,considerationofexistentconditionsinbasicandmedium educationlevels;unequalqualitylevelsanddevelopmentdegreesofFacultiesandSchoolsof Engineering;internationalacademiccontextinwhichtheengineeringformationprocessis immersed; accreditation and quality assurance efforts in which the State, academic associations and Higher Education Institutions coincide. Anydecisionhas tobetheresultofcarefuland completecomparisonofacademicpertinence, socialconvenienceandtherealdispositionofthestateandofcitizenstoguaranteeresources thatproposedchangesdemand.Analysiscannotforgetthelegaldimensionofengineering exercise,thelabormarketbehavior,theengineeringvolumerequiredbyinfrastructureand productive installations development plans, technological tendencies and national strategies in areaslikefoodsecurity,environmentalmanagement,compensationofsanitarydebtand natural or technological origin- disasters prevention. Possible formation times reduction of engineers has to be the result of a series of adjustments andprocessesthatinclude,amongothers:seriousinstitutionaleffortstopayattentionto permanentformationandinstructionforlecturers,bothindisciplinaryspecialtiesandin pedagogy,evaluation,counseling,andcurriculardesign;administrativereorganization, regulationactualization,physicaladequationandmodernizationofresourcestosupport formation.Theapproximationoftherealdurationofstudiestothenominaldurationof programshastobeanarrivalpoint,consequenceandresultofagreedactionwhichhastobe planned,sustainedandpermanentlyevaluatedwithparticipationofacademiccommunityof the country and of the Iberoamerican region. -Formation Alternatives:The useofmodalitiesthat facilitateaccessofyoung people toquality programsusingoptionslikedistancelearningandvirtualeducationhastobeencouraged,but only if they satisfy quality and pertinence requisites adopted with this aim, in the region. In any case,anappropriatepedagogicclimatehastobepromotedformodalitiesdifferentfrom presentialeducation;itisimportant tofavorformationandinstruction programsforlecturers, technicians and assistants for the use of these formidable tools. -Formationcycles.Permanentlearningcommitmentmakesitcompulsorytodefinenew frontiersandobligationsfordifferentformationcyclesandtoacceptthatthecomplementary roleofthecompanyinengineeringformationdemandstoidentifynewconditions,strategies and relation mechanisms between curricular programs and the external sector. Engineering,apartofsocialcommitment,includesresponsibilityforpermanentupdating, rationalizationofdecisionsandenvironmentalsustainabilityofproducts,processesand services.Withoutscientificfoundations,interchangewiththeirpeersintheworld,solvencyin thedesignandmeticulousexercise,developmentexpectative,willhardlybesatisfiedandthe investmentofpersonal,familiarandsocialresourceswillnotberespondedbyreckoningand backing of society. Withinaformationschemeinwhichtherewillnotbeundergraduatesinthetraditionalsense that this category has had in education, characteristics that have to be sought include: general characterandbaseamplitudeofknowledge;skilltolearnandcommitmentwithcontinuous learning;competencetosolvedesignproblemswithopensolutionsandmultidisciplinary approach;leadershipandcommunicationskillseveninasecondlanguage;competenceinthe areasofadministration,financesandeconomy;abilitytointegrateeasilytodesignteams; understandingoftherelationshipbetweenengineering,developmentandsociety;ethic foundationsandesteemforvalues,cultureandart;andthecapacitytousetheincreasing power of telecommunications and informatics tools. -Evaluation and accreditation: It is fundamental to recognize and support the work being done byaccreditationorganismsofIberoamericancountriesanditisdesirablethatASIBEI participatesinadecisivewaypromotingorhelpinginitiativesforthedefinitionofcriteria, strategies,mechanismsandcommoninstrumentsofqualityassuranceofeducationin engineering in the region. -Permanentimprovement:InstitutionsandprogramsforengineersformationinIberoamerica have to decide to assure a place, within institutional culture, to practices of self evaluation and permanentimprovement,independentoftheusethattheresultsofthosepracticescanhave within certification and accreditation processes. Within this scheme, improvement plans are an irreplaceableelementforacademicandadministrativemanagementofprograms,forthis reasonitisimperativetoagreeandtocommunicateintheregionprinciplestoguide preparationanddevelopingofimprovementplansusefulforthepurposesofqualificationof programs for engineers formation. -Lecturersformationandinterchangeofpedagogicexperiences:Theneedforlecturerswith betterculturalbackgroundforhighereducationisurgent,duetotheimmensecomplexityof socialexpectationsandthespeedwithwhichnewknowledgeisproduced.Ifinothertimes spreadingofknowledgewasmoredifficultandithappenedslowly,oneofthedefining characteristicsofourtimeistheenormousamountofinformationgenerated,andpressures and interests to accelerate diffusion and commercialization. Readiness to learn of those arriving to the university classrooms reinforce the perception that if there is enough time expent in the organiclinkofstudentswithlecturers,solventintheirspecificknowledgeandwellformedto guide their learning, there will be more probabilities of success for gestation inside the cultural matrix provided by higher education. Lecturerswithasolidpedagogicpreparation,aspartofavastcultureandknowledgeofthe socioeconomicmedium,cancertainlycontributetotheobjectivetoformindividualsableto learnbythemselvesandtoactintheworldscenerywithoutforgettinglocal,nationaland regionalneedsandvoids.Thenewmarketdemandsputpressureonprogramstoform competitive human beings which are flexible, able to conform to change, able to work within a teamandwithusefulskillstobesoldinthelaborworld.Withthisconjunctionofinterests, matureness and broad criterion of those in charge of guiding young people are more important every day. FortheconsolidationofanIberoamericanproposalforengineersformation,itisnecessaryto identifyandrecognize,withinaclimateofopenanddecidedcooperationandsolidarity,the internationaltendencies;itisalsonecessarytostrengthenthecomponentsofbasicsciences, engineering sciences, humanistic and economic administrative components; to investigate the competences required by the future professional, taking into account the development needs of ourcountries,thetechnologicaltendenciesand,inparticular,thedistinctivecharacteristicsof the different types of engineer that it is necessary to form. AnactionplantorealizeASIBEIsinitiativehastobetheresultofagreementsandanalysis. Operative conditions, deadlines, assignation of responsibilities, monitoring actions, to make the projectreal,havetobetheresultofmaturingofaprocessthatcalltogetherimportant representativesofIberoamericanengineering.Forthedevelopmentoftheprojectthemain actions to take are a group of strategies and programs for which the main features are shown in the following lines, together with an invitation to realize them with all the celerity possible: Strategies -Conceptualizationandcontext.ItisessentialforASIBEI,asorganizerandpromoterofthis initiativeofacademicintegration,toofficiallyadopt,andsharewiththeengineering community, the principles on which this proposal, of an Iberoamerican engineer, is based. Thisdocumentintendstoplaytheroleofabalancedmixtureofprincipledeclarationand intentionletter,withthepossibilitytoaddnewelementsandconsiderationstoreinforcethe character of consensus of the proposal. -Visibility of the Association. Politic presence is a requirement to enhance success perspectives ofthisinitiative,orothers.ASIBEIhastoguideefforts,intheshortterm,toberecognizedas academic counterpart of educational authorities and professional associations in each country, supportedbynationalassociationsandinstitutionswhicharepartoftheassociation.These actionscanbegoodprecedentstoobtainthecapacitytorecognizeandvalidatestudiesand titles. -Approachtotheexternalsectortoestablishapermanentflowofinformationandresources between academy and industry. This link has to serve to formulate advanced formation regional projectsandspeciallytoguidecontinuingeducationprogramsofferedtoengineersinthe region.NationalandregionalUniversity-EnterpriseMeetingsareadequatesceneriesforthis cooperation. From them concrete actions of cooperation and interchange can be generated. -Collaborationwithsecondaryeducationalleveltointroduceimprovementsintheinput conditions of students to engineering programs. Joint academic projects between Basic Sciences teachersofengineeringprogramsandteachersofthelastyearsofsecondaryschoolcan introduce significant improvements in the academic level of engineering students in the region. -Guidanceforcurriculardesignandmanagement.Withoutgoingagainstinstitutionsand programs,theAssociationhastomotivatepermanentdiscussionaboutcriteriaofflexibility, methodological alternatives, educators formation, strategies and instruments of evaluation and indexes;thisguidancewillbesupportedbytheexperienceandhelpofassociationsand institutions inside the Association. -Cooperationwithnational,regionalandinternationalorganizationswithinterestsinthe improvement and qualification of engineering education with Iberoamerican vision. Programs Strategies can be realized through programs, projects and activities which could lead countries intheregiontocooperatewiththeinitiativeIberoamericanEngineer.Draftsofsomespecific programs are shown in the following paragraphs. -Mobility of students and educators. Educational goods and services flow. Design of actions is shown by factors affecting the program: Factors that favor mobility .Academic complementarities, derived from differences in programs .Diversity in learning models .Alternatives for education .Interest in cultural approach .Advantages of technological diversity .Existence of support networks (international relations offices in higher education institutions). .Existenceoflogisticfacilities(hostels,speciallodgingprograms,transportation,scholarships, national programs of mobility) Factors against mobility projects .Financial problems .Consular restrictions and Visas .Labor of students .Affective and familiar links (especially at the postgraduate level, where the number of married students that dont want to travel without their families is large) Consolidation of the Iberoamerican Engineer Project needs the combination of actions with the purposeofenhancingthefactorsthathelpmobilityandofthosenecessarytoreducethe factors that weaken mobility. -Selection,instructionandpermanentevaluationofacademicpeers(externalevaluators)asa support to a regional program of quality assurance in the engineers formation programs. -Supporttothenationalaccreditationsystemsandimpulsetotheformationofresearch networks in the area of engineering education. In educators formation is important to take into accounttheimpactofregulatorydecisionsthataffecttheeducationalexercise;itisalso importanttoimprovetheacceptanceamongdirectivesofengineeringprogramsof postgraduatestudiesineducationaspartoftheintegralformationofthelecturer.Engineers needtoquestiontheirknowledge,theirhistory,andthesocial,economicandenvironmental impactoftheirwork.Doctoralprogramsineducationexistentinthecountrydonotinclude engineeringasaresearcharea;therefore,itisconvenienttoproposeatthoselevelsresearch programsinpedagogyanddidacticsofengineeringandpostgraduateprogramsforthe formation of engineering educators. -Systematic organization and interchange of pedagogic experiences in engineering as support to improvementandqualificationinthearea.Educationalauthorities have torecognizetheneed andconvenienceofpromotingseriousandsustainedprogramsofformationoflecturersfor engineering programs as an intelligent investment in development of the country. The strategic role of engineering in plans for improvement of life level of society or in the attention given to international pacts is not under discussion and, for that reason; it seems convenient to promote thestrengtheningofthepedagogiccomponentinaprocessthatuptonowhasconcentrated forces in the spread of coverage. Highereducationinstitutionsandengineeringprogramsrelatedtothemhavetoconcentrate effortsintheirdevelopmentplanstoexamineinacriticalwaytheirproceduresforselection, contracting,evaluationandpromotionofeducators.Resultsofselfevaluationprocesses-that mostoftheinstitutionsandprogramshavedevelopedinthelastdecade-willsurelyserveto assessthemagnitudeandurgencytoadoptformationandsupportregulationsforthe improvements of the pedagogic component which is crucial for quality assurance in engineering education. Lecturers,theirassociationsandacademicgroupshavetorecognizeintheiragendasthe importanceofthoughtanddiscussionofpedagogicquestions.Perceptionofthatimportance hasimprovedandeffortshaveincreasedmanyofthemofindividuals,withsacrificeof personal resources to have a better quality of pedagogic tasks. However, it is worth reckoning thatengineeringformationisanexercisewhichgoesbeyondisolatedvisionsofthepedagogic problem and it requires an approach inwhich external pressures and extra academic interests-unavoidable in a social task of that magnitude- are included. Integralevaluationofstudents,lecturers,courses,programsandinstitutionsisanunavoidable conditiontosupportoffersofintegralformation.Theuseofevaluationresultswithpositive criterion and constructive aim is a pending task in engineering educators preparation. Interchange of pedagogic experiences in engineering is a healthy mechanism to promote quality educationand,therefore,itstresstheconvenienceofcreatingandstrengtheningintersection pointstofavorlifeexperiencesencountersininterdisciplinarysceneriesofworkwhere academicdiscussionvalueisgivenrenewedimportanceandpriorityofinstitutionsand programs is rescued. Thistypeofpedagogicexercisedoesnothaveintheagendaofthegovernmentorofthe university directors- effective backing in sustainable politics foreducators formation for higher education in the region. It is very important to create an Iberoamerican Program for Engineering Educators Formation supported structurally and functionally on existing national initiatives, as a firmbaseforqualificationofengineeringeducationinthecountriesoftheregion.Onevery importantaspectinthepreparationofengineeringeducatorswillbetheacceptanceoftheir socialresponsibilityintheformationofprofessionalswiththecharacteristicsandattributes expected for the Iberoamerican engineer. -Design and commencement of specific curricular proposals One important academic incentive to give impulse to the initiative is to adopt, in a short term, somespecificcurricularactivitiesthatcanbereproducedinthecountriesoftheregionand fromwhichcooperationprojectsofamajorextentcanbestructured.Designofan IberoamericanChaironEngineeringHistoryoronengineeringpedagogycouldbeobjectofan approximationbynationalassociationsofFacultiesandSchoolsofEngineering.Activitieslike Regional Workshops about common interest topics that can be validated as curricular activities indifferentcountriesandthecreationofawebportaltosupport,amongotherproductsand services,virtualLaboratoriestohelpinengineeringeducation,couldbeequallyattractive;the creationofaregionalprizetoresearchorworksrelatedtoengineeringeducationwith Iberoamericanapproachandthesupportofdegreeworksandresearchthesis,inspiredinthe spirit of ASIBEIs initiative.