Gerasimov, S., & Pokholkov, Y. P. (2015, June), ACCREDITATION OF ENGINEERING PROGRAMS AND CERTIFICATION OF PROFESSIONAL ENGINEERS IN RUSSIA: A FOCUS ON LIFE-LONG LEARNING  Paper presented at 2015 ASEE International Forum, Seattle, Washington. 10.18260/1-2--17124

\bibitem{asee_peer_17124}
  Gerasimov, S., \& Pokholkov, Y. P. (2015, June), \emph{ACCREDITATION OF ENGINEERING PROGRAMS AND CERTIFICATION OF PROFESSIONAL ENGINEERS IN RUSSIA: A FOCUS ON LIFE-LONG LEARNING}
  Paper presented at 2015 ASEE International Forum, Seattle, Washington.
  10.18260/1-2--17124

Sergey Gerasimov and Yury P Pokholkov.  "ACCREDITATION OF ENGINEERING PROGRAMS AND CERTIFICATION OF PROFESSIONAL ENGINEERS IN RUSSIA: A FOCUS ON LIFE-LONG LEARNING".  2015 ASEE International Forum, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://strategy.asee.org/17124 Internet.  13 May, 2024

\bibitem{asee_peer_17124}
  Sergey Gerasimov and Yury P Pokholkov.
  "ACCREDITATION OF ENGINEERING PROGRAMS AND CERTIFICATION OF PROFESSIONAL ENGINEERS IN RUSSIA: A FOCUS ON LIFE-LONG LEARNING".
  \emph{2015 ASEE International Forum, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://strategy.asee.org/17124 Internet.  13 May, 2024

@INPROCEEDINGS{asee_peer_17124
author = "Sergey Gerasimov and Yury P Pokholkov"
title = "ACCREDITATION OF ENGINEERING PROGRAMS AND CERTIFICATION OF PROFESSIONAL ENGINEERS IN RUSSIA: A FOCUS ON LIFE-LONG LEARNING"
booktitle = "2015 ASEE International Forum"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/17124}
number = {10.18260/1-2--17124}
}

TY  - CPAPER
AB  -      ACCREDITATION OF ENGINEERING PROGRAMS AND   CERTIFICATION OF PROFESSIONAL ENGINEERS IN RUSSIA:             A FOCUS ON LIFE-LONG LEARNING      Chuchalin A., Gasheva Yu., Gerasimov S., Pokholkov Yu., Shamritskaya P.Socio-economic context, industry transformation, adoption of new technologies and changingtrends in the labor market stipulate importance of some competencies. In particular, engineersmust supplement technical mastery with communication and business skills, ability to workeffectively as an individual and as a member or leader of a team, understanding of ethical,health, and safety issues, as well as social impact of engineering solutions and theirprofessional activity. The importance of life-long learning in engineering profession is alsoincreasing because of a rapidly changing technologies and industry demands. To translatecurrent and perspective needs of industry and to eliminate a mismatch between academicrequirements and competencies needed in the workplace national engineering educationsocieties are created. They provide an opportunity for stakeholders to be engaged ineducational process and to take active part in the development of standards and frameworksfor engineering profession.One of the most authoritative and recognized non-governmental engineering educationsociety in Russia is the Association for Engineering Education of Russia (AEER) thatrepresents the Russian Federation in the European Network for Accreditation of EngineeringEducation (ENAEE), is a signatory of APEC Engineer Agreement, a full member of theWashington Accord and a provisional member of the International Professional EngineersAgreement. Among the objectives of the associations are:    - building a system of and conditions for training and maturing of a new generation of        highly-educated professionals in engineering capable of maintaining a stable dynamic        development of economy and achieving break-through progress in practical fields;    - work towards concentration of the engineering potential of Russia on the break-        through technologies and directions that lead Russia out of the social and economic        crisis and create conditions for prosperous life of the people of Russia;    - revival and development of engineering schools of Russia, effective use of their        potential for building the strategy of sustainable development for the country;    - activities toward joining the efforts of the government, educational institutions,        organizations, firms and general public in giving priority to development of        engineering education on the basis of progressive pedagogical thinking, use of        modern educational technologies, combining the best national traditions and        international experience in training engineers;    - improvement of the content of engineering education, attaining its humanization and        professionalization, forming a high-level informational culture of the engineering        education system, increasing the academic mobility of students to improve the quality        of engineering education;    - improvement of the system of retraining and professional development of the        engineering education institutions faculty and engineering corps of the country, etc.        [1].To achieve these objectives the AEER uses various mechanisms, namely, non-governmentalprofessional accreditation of educational programs in engineering and technology andprofessional engineers certification and registration. A review of the literature on engineeringeducation and profession issues, the research and study of the experience of various nationalorganizations and agencies carrying out the process of program accreditation and engineercertification in different countries, such as the Accreditation Board for Engineering andTechnology (ABET) in the USA, Engineers Ireland, Engineers Australia, Engineers Canada,the Engineering Council United Kingdom (ECUK), the German Accreditation Council(ASIIN) as well as the relevant AEER experience have justified that accreditation criteria foreducational programs and requirements for professional engineers certification are the maintools to impact the level of engineers’ competence. These tools are widely implemented bynational engineering societies and accreditation agencies to regulate the engineeringprofession, to set and maintain internationally recognized standards of professionalcompetence and ethics.The AEER has been successfully developing an internationally integrated national system forprofessional accreditation of engineering programs more than 10 years. Programaccreditation is defined as “recognition given to a program as meeting applicable criteria as aresult of an evaluation process” [2]. It is considered to be an important aspect of qualityassurance in engineering and technology education. In contrast to state accreditation run bythe federal government professional accreditation is run by professional bodies. It providesevidence of recognition of education quality by professional community and is aimed atimproving the quality of education in accordance with industry requirements whereas themain purpose of state accreditation is to conduct comprehensive analysis of academicinstitutions’ activities. Besides, professional program accreditation should allow professionalbodies to contribute to the development of engineering and technology programs accordingtheir needs. Accreditation provides assurance that college or university programs meet thequality standards established by the profession.First set of accreditation criteria was developed in 2002 by the AEER experts based on thebest traditions of national engineering education and international experience of engineeringeducation quality assurance. In 2013 the AEER criteria were updated and approved by theAEER Accreditation Board. The AEER criteria take into account modern trends inengineering pedagogy, are complied with the Federal State Educational Standards andcoherent with the international standards of the European Network for Accreditation ofEngineering Education (ENAEE) described in the EUR-ACE Framework Standards forAccreditation of Engineering Programmes [3] and IEA Graduate Attributes and ProfessionalCompetencies [4]. By the development of a new set of the accreditation criteria the interestsof all stakeholders especially of potential employers were taken into consideration.The AEER accreditation criteria are grouped into seven sections listed below [5]:        1. Program objectives and learning outcomes.        2. Program content.        3. Education process.        4. Faculty.        5. Professional qualification.        6. Program resources.        7. Graduates.The criteria provide a common approach to accreditation of engineering and technologyeducational programs at various levels which stimulates the coherence and continuity ofeducational programs in Russia. In particular, there are sets of accreditation criteria fortechnician training, applied bachelor degree, academic bachelor degree, specialist trainingand master degree programs. The AEER criteria focus on professional training of studentsand define graduate competencies relevant for employers and sufficient to make the graduatesprepared to enter the profession. Like the EC2000 criteria developed by ABET, the AEERcriteria has shifted the emphasis from inputs (what is taught) to student outcomes (what islearned) [6].The criteria are designed to evaluate the quality of engineering graduates andvalidate that they are prepared for engineering practice as well as for applied, complex andinnovative engineering activities at the level meeting the requirements of professionalstandards, the labor market and international requirements for graduate attributes. Thecompliance with the criteria shall guarantee the quality of training and promote ongoingimprovement of engineering programs.The AEER criteria are based on program objectives and learning outcomes that outline non-technical (general) and professional competencies to be acquired by students uponcompletion of an engineering or technology educational program. The outcomes-basedaccreditation approach used by AEER allows professional bodies to evaluate whether theprogram graduates have the required competencies to enter the profession or not. Theprogram can be accredited only if the achievement of learning outcomes by all the students isverified and the graduates are prepared for engineering practice in accordance with programobjectives. The program objectives are formulated by higher education institutions andshould correspond with the institution mission. Learning outcomes are specified in form ofthe competencies the graduates have to demonstrate, based on the program objectives andmust meet the requirements of employers and other stakeholders. The AEER set commongraduate attributes, which correspond to IEA Graduate Attributes and ProfessionalCompetencies and meet current needs of the labor market. These attributes are defined in the5 Criterion and formulated as the knowledge, skills, abilities and competences needed byengineers living and working in innovative-based economic environment. Besides theprofessional competencies such as application of fundamental knowledge, engineeringanalysis and design, investigation, engineering practice, specialization and labor marketcommitment the AEER criteria prescribe requirements for non-technical competencies whichprogram graduates have to demonstrate. Non-technical competencies include management,communication, individual and team work, professional ethics, social responsibility and life-long learning. Recognition of the need for and ability to engage in on-going professionaldevelopment seem to be extremely important. Continuing professional development isconsidered a key to improving engineer competence in all the aspects of engineering practice.To get AEER accreditation, engineering educational programs must go through a complexevaluation process that combines self-study review by the academic institution and programand on-site visit by the AEER evaluators team which includes both engineering academiciansand engineers (industry representatives, employers). The key role in the accreditationprocedure plays the AEER Accreditation Centre which manages the activity of more than 200certified evaluators including deans, professors, industry and relevant organizationsrepresentatives. Accreditation Centre fulfills the initial analysis of educational programsseeking accreditation, analyzes self-study reports, organizes evaluators’ visits to academicinstitutions, and makes reports on educational program evaluation for the AEERAccreditation Board. During the on-site visit programs are required to show evidence that allthe AEER accreditation criteria are met. The aims of the evaluation team at this stage are:    - to give qualitative and quantitative evaluation of the factors that cannot be         demonstrated in the self-study report;    - to study documents and reports prepared by the academic institution for program         accreditation;    - to make a report for academic institution on its strengths and weaknesses.The industry representative should pay special attention to the graduates’ ability to solvecomplex engineering problems, to perform their professional functions, to demonstrate skillsand competencies necessary to meet the requirements of potential consumers [7]. Theeducational program audit involves meetings of the evaluation team with academic institutionand faculty leaders, the faculty involved in the accredited program implementation,supporting staff, students, graduates, and potential employers. Interviews with students,graduates and potential employers seem to be of highest importance by evaluating theachieved program goals and learning outcomes including the ability to engage in continuousprofessional development. Evaluation team member can ask students and graduates thefollowing typical interview questions:    - What do you mean in life-long learning?    - What are your plans concerning the professional development?    - Have you finished or are you engaged now in supplementary educational activities       (workshops, language courses, trainings, etc.)?    - Are you going to continue your study after finishing the program? Where? When?    - What kinds of CPD are the most effective for engineers?    - What do you think about the mentor’s role in the career of young engineer?The AEER Accreditation Centre is working closely with academic institutions to help themprepare for the engineering educational program accreditation, namely, write self-study reportand conduct the on-site visit. Besides it develops training programs for evaluators andorganizes workshops gathered experts (representatives from industry, academe andengineering societies) to prepare them for implementation of the AEER accreditation criteriaand procedure.The set and level of competencies of a graduate with a degree in engineering and aprofessional engineer differ according to the requirements of the Washington Accord and theInternational Professional Engineers Agreement / APEC Engineer. Litzinger, Lattuca,Hadgraft, and Newstetter (2011) emphasise that development of expertise in engineeringdemands 10 years of active engagement in a domain and the practice has to be performedwith the intention of improving a skill [8].In countries where the certification of professional engineers is one of the main instrumentsof engineering profession regulation, a lot of attention is paid to the professional developmentof young engineers. Nowadays there is no federal law concerning professional qualificationsin engineering in Russia. It is an issue for a company to develop and maintain an internalqualification framework. Usually all technicians, technologists and engineers are examined inaccordance with corporate criteria periodically. Ranks held and financial rewards arestipulated by the results of the examination. There is no consistency among these regulationsthroughout the country. The AEER initiated development of a national certification andregistration system based on the best international practices in certification of professionalengineers and the requirements of the IEA Graduate Attributes and ProfessionalCompetencies. The Association involves major stakeholders in discussion of the issue: theState Duma (the national legislative body), the Government of the Russian Federation, theChamber of Commerce and Industry of the Russian Federation, the Russian Union ofScientific and Public Organizations, engineering universities and companies. In 2008 theAEER received an official proposal to join the APEC Engineer agreement and joined theAgreement in 2009.In the beginning of the year 2015 168 of engineers are certified with the title APEC Engineer.Among criteria for certification and recertification of professional engineers in Russia is therequirement to develop professional competence during no less than 50 hours per a year. Itshould be noted that significant part of applications for the professional engineer status wererejected because of lack of evidence of professional development of necessary scope.Furthermore some certified engineers became not eligible for recertification with the samereason.The following guidelines were elaborated by the AEER upon profound review ofinternational practice of formal, non-formal and informal professional developmentrecognition and consideration of national traditions. The guidelines were approved at theAEER Administrative Board Meeting on the 19th of November, 2013 and are a subject for afurther periodic review.     Table 1. AEER guidelines on recognition of professional development of engineers  CPD Activity        Document of         Level           Type of              Amount of Hours                      Confirmation                      Involvement Ph.D. or D.Sc.        Diploma of      Russian and     Candidate for a     Equivalent to the required     studies          Ph.D. or Sc.D.   International       degree         CPD activities for three years   Educational         Certificate,       Russian         Learner           Equivalent to indicated programmes on          diploma /                                               academic hours   professional          contract                         Teacher         2 hours for 1 academic hour  development                                       International       Learner          Equivalent to indicated                                                                                academic hours                                                          Teacher         3 hours for 1 academic hour  Seminars and         Certificate,      Russian           Learner          Equivalent to indicated    training            diploma                                                 academic hours                                                           Trainer        2 hours for 1 academic hour                                       International       Learner          Equivalent to indicated                                                                                academic hours                                                           Trainer        3 hours for 1 academic hour   Conferences         Certificate,      Russian         Participant                   10                        diploma                           Reporter                     20                                                       Member of the                   40                                                       board of editors                                       International     Participant                   15                                                          Reporter                     30                                                       Member of the                   60                                                       board of editors Training in other     Certificate,      Russian           Trainee              Up to 100 hours     company           report of a                       traineeship     International       Trainee           Up to 6 hours per day                       supervisor    Invention             Patent       Russian and         Author                      50                                       International                         Patent        Russian and         Author                      25                       application     International  Involvement in        Contract       Russian and       Researcher              Up to 50 hours   grant research                      International  Membership in        Certificate,    Russian and        Member                 Up to 10 hours    professional      membership       International      societies           cardOn-the-job training   Report of the    Russian and         Trainee               Up to 50 hours (e.g., technology     supervisor      International     insertion)Writing articles for       Papers           Russian         Author                   20 publication in  professional                            International     Author                   40     journals    Writing            Papers with the      Russian         Author          40 hours for 40,000monographs, study        publisher’s                                        typographical units     books                imprint         International     Author          60 hours for 40,000                                                                            typographical unitsReview of articles,        Review           Russian       Reviewer           3 hours for 40,000 research studies                                                           typographical units                                          International   Reviewer          4,5 hours for 40,000                                                                            typographical units Review of degree          Review         Russian and     Reviewer      4 hours for 1 reviewed thesis      thesis                              International Review of study           Review         Russian and     Reviewer           4 hours for 40,000      books                               International                     typographical units   Consulting of          Letter of          Russian      Consultant    20 hours for Bachelor thesisBachelor or Master      confirmation,                                   25 hours for Specialist thesis   student on a           contract                                       30 hours for Master thesis graduation thesis                        International   Consultant    30 hours for Bachelor thesis                                                                        35 hours for Specialist thesis                                                                         40 hours for Master thesis  Involvement in          Letter of       Russian and     Consultant           Up to 10 hours development of a       confirmation,     Internationaldegree programme          contract  Supervision of       Contract, decree   Russian and     Supervisor,     1 hour for 1 week per 1student traineeship                       International     trainer         student of 1st-3d year                                                                        (Bachelor students, Specialist                                                                                  students)                                                                           3 hours for 1 week per 1                                                                             student of 4th-5th year                                                                        (Bachelor students, Specialist                                                                         students), Master student or                                                                                     intern   Elaboration of         Contract        Russian and       Author         1 hour for 4 questions of   questions for                          International                          written exam    professional     engineers    certification examination (forcertified engineers        only)  Involvement in          Contract        Russian and     Examiner      Oral examination: 1 hour for  examination of                          International                        1 interviewee    professional                                                        Written examination: 1 hour     engineers                                                                    for 1 testThere is no obvious replication of international experience in CPD hours allocation, howevermain types of formal, non-formal and informal professional development activities are listed.The main emphasis is put on the outcomes of these activities, so candidates for theprofessional engineer title or professional engineers wishing to renew their certificates aremotivated to be involved in continuous professional development. It is supposed thatessential function of a system for certification of professional engineers is the process ofprofessional engineer formation.Taking into account that professional accreditation of educational programs and certificationof professional engineers do not influence the majority of national engineering community,there is a need in a wide-scale tool for disseminating life-long learning principles amongstudents and practicing engineers in Russia. Otherwise it is a challenge for the AEER topromote professional accreditation of educational programs and certification of professionalengineers in Russia integrating them into a normative framework provided by thegovernment.Bibliography   1.   Association for Engineering Education of Russia (AEER), official website. Available at:        http://aeer.ru/en/goals.htm (accessed 11 March 2015).   2.   International Engineering Alliance (IEA), Glossary of Terms. Available at:        http://www.washingtonaccord.org/ (accessed 11 March 2015).   3.   EUR-ACE Framework Standards. Available at: http://www.enaee.eu/eur-ace-system/eur-ace-        framework-standards (accessed 11 March 2015).   4.   IEA Graduate Attributes and Professional Competencies. Available at:        http://www.washingtonaccord.org/GradProfiles.cfm (accessed 11 March 2015).   5.   Chuchalin, A.I. (ed.) (2014) Kriterii i procedura professional'no-obshhestvennoj akkreditacii        obrazovatel'nyh programm po tehnicheskim napravlenijam i special'nostjam [Criteria and Procedure for        Professional Accreditation of Educational Programs in Engineering and Technology]. Tomsk: TPU        Publ., 56 p. (in Russ.).   6.   Phillips, W., Peterson, G., Aberle, K. (2000). Quality Assurance for Engineering Education in a        Changing World. International Journal of Engineering Education, Vol. 16, No. 2, pp. 97-103.   7.   Gerasimov, S.I., Shaposhnikov, S.O., Yatkina, E.Y. (2013). Standard Interview Questions for        Educational Program Accreditation in the Association for Engineering Education of Russia.        Engineering Education, Vol. 12, pp. 60-65.   8.   Litzinger, T. A., Lattuca, L. R., Hadgraft, R. G., & Newstetter, W. C. (2011). Engineering education        and the development of expertise. Journal of Engineering Education, 100(1), 123-150.
AU  - Sergey Gerasimov
AU  - Yury P Pokholkov
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - ACCREDITATION OF ENGINEERING PROGRAMS AND CERTIFICATION OF PROFESSIONAL ENGINEERS IN RUSSIA: A FOCUS ON LIFE-LONG LEARNING
UR  - https://strategy.asee.org/17124
DO  - 10.18260/1-2--17124
ER  -