World Federation of Engineering Organization WFEO Presented By: Yashin Brijmohan Chair: Engineering Capacity Building Chair: International Engineering Committee (Capacity Building: Engineering Education) Facilitated Workshop 15/05/2019

The Constraints / Issues No. of Graduates in Engineering Several Countries have a low number of Graduates Sub-Saharan Africa (1 Engineer to 6000 persons vs countries that have 1 Engineer to 200 – 800 persons) Some Countries have Surplus / and deficiencies in certain area of Specialisation Inconsistent Quality Standards of Graduates Around the World Lack of Regulatory Intuitional Capacity to Regulate the Engineering Profession Lack of Acceptance for Mobility

Investigate and Create Solutions State of Educational Institutions Industry University Integration Regulatory Institutions for Learning Critical Mass and Throughput Gap between Higher and Primary Education Gap between Higher Education and Industry Surplus / Shortage in Specialisation areas

Capacity Building Programmes Bodies to regulate Engineering Education Competency Agreements Institutions for Education Delivery e.g Higher Education

WFEO Plays a Role to Bring Partners Together to address Common Goals ICEE UNESCO IFEES GEDC WFEO STCs IEA

Intent for Countries: To be signatories of the International Accords, Competency Recognition and Mobility Agreements

WFEO IEA Agreements WFEO Operating Committee WFEO and IEA seek to collaborate and promote accreditation and competence assessment and to build the capacity of national bodies around the world to the point where they can join the Accords and the Agreements. WFEO and the IEA agree that the purpose of this agreement is to raise the competence of engineers around the world to ensure the ethical practice of engineering without corruption by: raising awareness of the importance of accreditation of engineering qualifications and competence assessment to global standards; building political and financial commitment for the development of national engineering accreditation and competence assessment bodies; building the capacity of national accreditation and competence assessment agencies and underlying facilities, so that those agencies can be mentored to achieve best global practice by the IEA/WFEO and their members; building the capacity of national accreditation and competence assessment bodies to the point where they can join the Accords and Agreements as provisional and eventually full members; and seeking partners and resources that will enable the achievement of these aims globally.

Presentation and Agreement with the International Engineering Alliance Formalised relationship between the IEA and WFEO Presentation of Dr. Marlene Kanga (President of WFEO) on June 2018 to the IEA

WFEO Engineering 2030 Plan Engineering for Sustainable Development WFEO Engineering 2030 - A Plan to develop engineering capacity for a sustainable world through partnerships with educators, government, industry and professional engineering institutions A strategic initiative to address the gap in engineering capacity and the quality of engineering professionals Recognises that engineers are essential for sustainable development good engineering is essential achieving the UN Sustainable Development Goals Consistent with the mission and objectives of WFEO Result of wide consultation between national and international members of WFEO and other international partners (Note "engineers" refers to professional engineers with four-year university engineering degrees as defined by the IEA Washington Accord as well as technologists and technicians with three and two year qualifications respectively. The equivalent definitions of ENAEE also apply.) Engineering for Sustainable Development

Engineering for Sustainable Development WFEO IEA Agreement Signed 2 Dec 2015, 4 year term Purpose: Raise awareness of the importance of accreditation of engineering qualifications and competence assessment to global standards Build political and financial commitment to the development of national engineering accreditation and competence assessment bodies Build the capacity of national accreditation and assessment agencies and underlying facilities Build the capacity of national accreditation and competence assessment bodies to facilitate their joining the Accords and Agreements Seek partners and resources to achieve these aims (Note "engineers" refers to professional engineers with four-year university engineering degrees as defined by the IEA Washington Accord as well as technologists and technicians with three and two year qualifications respectively. The equivalent definitions of ENAEE also apply.) Engineering for Sustainable Development

Engineering for Sustainable Development WFEO IEA Agreement Audience: Engineering accreditation and competence assessment bodies, especially WFEO members not art of IEA WFEO national members and national governments, particularly those states that do not have engineering accreditation and competency assessment bodies Donors and UN bodies including multilateral and bilateral donors, foundations and corporates General members of the public interested in examples of accreditation or competency assessment systems (Note "engineers" refers to professional engineers with four-year university engineering degrees as defined by the IEA Washington Accord as well as technologists and technicians with three and two year qualifications respectively. The equivalent definitions of ENAEE also apply.) Engineering for Sustainable Development

Engineering 2030 – Principles for Action Encourage young people – To consider engineering as a career Partnerships – with international engineering organisations for consistent framework (IEA)- committed to the IEA Accords and Agreements for a single consistent global standard Review Global standards - for engineering education – pedagogy and graduate outcomes Review Global standards - professional attributes – so graduates meet employer needs Liaise with governments – to establish consistent regulation policies for engineers Capacity Building – development of national engineering education systems to comply with agreed standards Capacity Building – for accreditation bodies and professional engineering institutions Support national and international systems and agreements – for recognition of qualifications and experienced of practising engineers and mobility Leverage – WFEO national and international members and their relationships with government and policy makers Sustainable Development Projects – Ethics, Diversity, Environment, Data – led by the WFEO Standing Technical Committees Report on progress - to UNESCO and other international organisations (Note "engineers" refers to professional engineers with four-year university engineering degrees as defined by the IEA Washington Accord as well as technologists and technicians with three and two year qualifications respectively. The equivalent definitions of ENAEE also apply.) Engineering for Sustainable Development

Engineering 2030 – Principles for Action Encourage young people – To consider engineering as a career Partnerships – with international engineering organisations for consistent framework (IEA) – commitment to a single international framework Review Global standards - for engineering education – pedagogy and graduate outcomes Review Global standards - attributes – so graduates meet employer needs Liaise with governments – to establish consistent regulation policies for engineers Capacity Building – development of national engineering education systems to comply with agreed standards Capacity Building – for accreditation bodies and professional engineering institutions Support national and international systems and agreements – for recognition of qualifications and experienced of practising engineers and mobility Leverage – WFEO national and international members and their relationships with government and policy makers Sustainable Development Projects – Ethics, Diversity, Environment, Data – led by the WFEO Standing Technical Committees Report on progress - to UNESCO and other international organisations Engineering for Sustainable Development

WFEO and IEA: Proposals for Action – Standards – Engineering Education & Professional development Review Global standards - for engineering education – pedagogy and graduate outcomes WFEO is forming working groups through its International Education Committee with representatives from IFEES, GEDC, FIDIC, WFEO members to address: Pedagogy: Current trends and issues in teaching methods for engineering including distance learning, on-line methods etc. and how these might impact accreditation of engineering education institutions Graduate Outcomes: Reviewing current standards for graduate outcomes in view of emerging technologies and disciplines in engineering to maintain currency in a rapidly changing technology environment and emerging learning systems Review Global standards - professional attributes – so graduates meet employer needs Need to recognise new categories of specialist engineers and technicians which China is driving Currently IEA dies not have a framework for specialist engineers – the frame work is for broad qualifications Need to look at emerging learning systems including distance learning and on-line systems Engineering for Sustainable Development

WFEO and IEA: Proposals for Action – Capacity Building Capacity Building – development of national engineering education systems to comply with agreed standards Training for engineering educators Training for mentoring and support of engineering education institutions and accreditation of programmes (e.g. IEA Train the Trainer) Capacity Building – Build institutional capacity or accreditation bodies and professional engineering institutions Governance for accreditation bodies and PEIs Develop regulatory framework appropriate to the country’s national systems and priorities Training and development for PEI leadership and systems Training in and Assessments in country Supported and facilitated by WFEO national and international members Accreditation bodies – Usually Councils of higher education or government boards – work with PEIs in a collaborative framework Registration bodies – may be government led of PEIs – registration covers requirements for engineering education and professional development IEA Train the Trainer program would be valuable to build capacity for mentoring and support and accreditation of engineering education institutions Councils of higher Education need to work with government and PEIs IEA signatories can work with Councils, WFEO member can extend reach Engineering for Sustainable Development

Engineering for Sustainable Development WFEO – additional facilitation activities that support IEA Global Reach Initiative Leverage – WFEO national and international members and their relationships with government and policy makers Develop the needs for various skills in a country Country led process mapping for education institutions and PEIs to achieve the global standards Facilitate support from members that are IEA signatories Liaise with governments – to establish consistent regulation policies for engineers Facilitate support structures – Access funding arrangements to support projects Support national and international systems and agreements – for recognition of qualifications and experienced of practising engineers and mobility Development of regional and national registers (e.g. APEC register) Facilitate mutual recognition between regional registers Regional MoUs: MoUs with WFEO international members will result in a fragmented approach. WFEO will bring together all members for a consistent approach and to avoid potential conflicts Governments – provide the political will to support the systems Important that systems are developed in country and meet country needs and objectives WFEO can facilitate support and mentoring form members that are IEA signatories IEA can support WFEO with: Skills base of experienced accreditors to develop capacity Training in standards and regulations so that countries can do their own assessments Countries need to map out the process of development but IEA experts can assist WFEO can facilitate support from funding sources such as Africa catalyst Engineering for Sustainable Development

WFEO – Working Groups Engineering for Sustainable Development WFEO International Engineering Committee – Chaired Eng. Yashin Brijmohan Membership: Continental representation from various partners Includes WFEO Partners who are experts in engineering education – IFEES GEDC – overlaps with many members at IEA Includes the UNESCO Category II Centres – ICEE Tsinghua University China, ISTIC Malaysia Includes FIDIC – Global Consulting engineers – largest engineering employer group – to inform standards from employer/industry perspective Includes UNESCO standards on intercultural competencies IEA : invited to nominate a representative as a key member of each group Meetings: First face to face meeting on Sunday 21 October, London. 4pm. Agreement: Renew in Nov 2019, Melbourne Governments – provide the political will to support the systems Important that systems are developed in country and meet country needs and objectives WFEO can facilitate support and mentoring form members that are IEA signatories IEA can support WFEO with: Skills base of experienced accreditors to develop capacity Training in standards and regulations so that countries can do their own assessments Countries need to map out the process of development but IEA experts can assist WFEO can facilitate support from funding sources such as Africa catalyst UNESCO Standard on inter-cultural competencies – World Competence Standard needed on 4 key competencies Current competencies of engineering professional is the bigger outcome Competencies for graduate outcomes is a subset Additional competencies required in the work place to create a professional engineer Professional development is key IEA Professional Attributes can be developed into a graduate qualification Engineering for Sustainable Development