Accreditation of engineering qualifications is necessary to earn the trust of the public and industry. However, the accreditation of micro-credential courses is equally important, as well as input from industry.

This was one of the themes that ran through discussions at the World Engineering Education Forum and Global Engineering Deans Council Conference held at the Cape Town International Convention Centre recently. The conference, which was being held in Africa for the first time, focused on what engineering students globally should be taught, and how they should be taught, in the face of digital disruption. It also examined how to equip graduates for the future world of work.

The University of Pretoria (UP) was a co-host along with the International Federation of Engineering Education Societies and the Central University of Technology. UP’s Professor Sunil Maharaj, Vice-Principal: Research, was the Global Conference Chair. The conference was attended by delegates from universities in Australia, India, Japan, Mexico, Australia, the United States, and Europe.

"There is no perfect accreditation system,” said Dr Chuah Hean Teik of Universiti Tunku Abdul Rahman in Malaysia. He added that accreditation does not aim to fail anyone but "aims to point out areas for improvement", and it is a delicate balance to include industry. Dr Hean Teik stressed that engineering graduates need to be exposed to different cultures and religious beliefs, as their jobs entail working with a diversity of population groups. He said that in the past university administrations did not spend much on training engineering educators. "They assumed they were good teachers. At teacher training colleges, students are trained how to teach." Engineering academics need administrative support in this area, as well as assistance with outcomes-based assessment.

Dr Michael Milligan, Chief Executive Officer of ABET, a global accreditor of academic science, technology, engineering and mathematics (STEM) programmes in 40 countries, said the organisation is exploring opportunities to ensure the quality of certificate programmes, micro-credentials, and digital badges in the STEM disciplines. “This form of professional education has grown substantially over the past few years, and ABET sees a need for quality assurance to provide students and employers with important information on programme quality so they can make informed decisions when choosing credential programmes.” ABET, in partnership with its 35 technical and professional society members, accredits over 4 500 STEM academic programmes. It works closely with the academy, industry, and the public to ensure graduates have the knowledge, skills, and experience to enter today’s workforce.

"There needs to be collaboration in regions in terms of accreditation,” said Martin Manuhwa, an energy expert who is the Immediate Past President of the Federation of African Engineering Organisations. He added that there is no need to be “so rigid” in the accreditation of qualifications, and said there is a need to share knowledge and global competencies that are required of engineering graduates. He explained that there is a need for minimum competencies for engineering graduates, who will then have room to be creative, innovative, and have cultural awareness attributes. "Engineers don't recreate the world as we know it. They find solutions to problems."

Manuhwa also said accreditation should take into account the soft skills and intellectual competencies of graduates, as well as the history and geography of the regions they come from, and the context. "(It) should allow for flexible interactions, and we need to form alliances and ideas on what type of engineers we want." However, Manuhwa was adamant that accreditation should not be a "one-size fits-all" matter. He stressed that technology is changing at a rapid pace, knowledge could quickly become obsolete, and flexibility is needed for engineers to continue to learn. He added that sometimes accreditation is used as a weapon against some societies, and this could kill innovation.

Professor Kasongo Didier Nyembwe, Vice-Dean of Teaching and Learning in the Faculty of Engineering and the Built Environment at the University of Johannesburg, said industry is an important stakeholder in the accreditation of engineering programmes, and that the “voice of industry” needs to be heard by the university sector. He said the Engineering Council of South Africa is actively involved in the accreditation of engineering programmes at universities. "We recommend that at least two members from industry be present in the accreditation process at universities." He said accreditation can also help with decolonisation of the engineering curriculum, as context and challenges specific to a region need to be considered. "Accreditation is key to ensure that engineering graduates are ready for the world of work."

Prof Nyembwe suggested that project-based learning for student engineers be incorporated into the first-year curriculum. "Student engineers need to have problem-solving skills and communications skills."