1. 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

2. 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

3. 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

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

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

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

7. 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.

8. 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

9. WFEO Engineering 2030 Plan Engineering for Sustainable Development
WFEO Engineering 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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