International Research Journal of Engineering and Technology (IRJET) e-ISSN: 2395-0056

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A STUDY ON WASHINGTON ACCORD

K. Vinothkumar1
1Lecturer Selection Grade, 219 Valivalam Desikar Government Aided Polytechnic College, Nagapattinam,
Tamil Nadu, India 611001
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Abstract – This paper is intended to study the outlines of • Defining standards of education and professional
history and development of the Washington Accord, its competence
purpose, signatories, graduate attributes and its connection • Assessment of education accreditation and evaluation of
with quality of education, assurance of quality in technical competence
education in detail. • Participation in activities that are driven from the
engineering profession.
Key Words: IEA, Washington accord, graduate attributes,
signatories, quality, quality assurance, 3. WASHINGTON ACCORD- 28 September 1989

1. INTRODUCTION The Washington Accord sits under the IEA alongside the
Sydney and Dublin Accords. Quality engineers are developed
The aim of technical education is to develop an with an accord-recognized degree or equivalent, through
engineer who is professional, competent to become an experience after graduation to develop both professional and
individual engineering practitioner. This can be achieved in personal maturity, and by meeting an agreed competence
two levels. One during course of study through accredited typically measured by evaluation against 12 elements. The
program and another is through supervising him during Washington Accord is administered by the International
practice and assessing his technical competency. By these Engineering Alliance, IEA. The international agreements rule
both ways one can be recognized as a competent engineer the recognition of academic qualifications and professional
and practitioner. In other words, education and training are engineering competencies and it focusses mainly on careers
essential in the making of practicing engineer. that conclude in the professional practice of science-based
engineering.
2. WASHINGTON ACCORD- AN INTRODUCTION
In 1989 the six-foundation signatory organizations from
The International Engineering Alliance (IEA) is an Australia, Canada, Ireland, New Zealand, the United Kingdom
organization that encompass six multi-lateral agreements and United States observed that their individual processes,
which establish and enforce amongst their members inter- policies, criteria and requirements for granting accreditation
nationally-benchmarked standards for engineering to university level programs were substantially equivalent.
education and what is termed “entry level” competence to They agreed to grant (or recommend to registering bodies, if
practice engineering. The Alliance, which currently has lead different) the same rights and privileges to graduates of
engineering organizations from 23 nations as members is programs accredited by other signatories as they grant to
expanding. their own accredited programs.

The IEA is a global, non-profit organization, whose members The Washington Accord (IEA, 2014) is an international
belong to 36 jurisdictions in 27 countries, which administers agreement between relevant organizations of signatory
seven international agreements. These international countries, including Canada, such that they all recognize the
agreements rule the recognition of academic qualifications substantial equivalence of programs accredited in each of
and professional engineering competencies. these countries. That is, all signatory countries recognize
graduates of accredited programs in any of them as having
The IEA’s vision is to: met the academic requirements for licensure. While these
countries conform to common education standards in
 Improve the global quality, different ways, they all now include graduate attribute
 productivity and mobility of engineers by being an considerations amongst their criteria
accepted independent authority on best practice in
standards, assessment and monitoring of The Washington Accord is a multi-lateral accord between
engineering education bodies responsible for accreditation or recognition of
 professional competence. tertiary-level engineering qualifications within their
jurisdictions that have chosen to work collectively to assist
The IEA’s core activities: the mobility of professional engineers.

• Consistent improvement of standards and mobility The Washington Accord is a self-governing, autonomous
agreement between national organizations (signatories) that

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provide external accreditation to tertiary educational The signatories committed to:

programs that qualify their graduates for entry into
1. continue to share relevant information; allow their
professional engineering practice.
representatives to participate in each other’s
accreditation processes and attend relevant
The Sydney and Dublin Accords for engineering
meetings of their organization
technologists and engineering technicians were initiated in
2. to refer to this agreement in publications listing
2001 and 2002, respectively. Together with the three
accredited programs.
agreements for engineering practitioners, the IEA was
formed in 2007, and the IEA Secretariat was created to assist
There are currently 15 signatories to the Washington Accord
with the administration of the accords and agreements and
that together deliver over 7,000 programs producing
their development
graduates that are significantly similar in competencies.
4. ROLES OF SIGNATORIES IN THE ACCORD.
 1989- Australia Engineers, Australia-
The signatories undertake a clearly-defined process of
Canada Engineers. Canada
periodic peer review to ensure each other’s accredited
programs are substantially equivalent and their outcomes
Ireland Engineers, Ireland
are consistent with the published professional engineer
graduate attribute exemplar.
New Zealand Institution of Professional Engineers,
New Zealand
In order to contribute to the increase of mobility for
professional engineers around the world, the signatories or
United Kingdom Engineering Council United
full members of the Accord are committed to the
Kingdom
development and recognition of good practices to carry out
the process of accreditation of engineering programs. The
United States Accreditation Board for Engineering
activities of the signatories of the Accord (for example, in the
and Technology
development of graduate profiles) are aimed at helping the
growing mutual recognition of engineering qualifications
internationally.  1995- Hong Kong, China -The Hong Kong Institution
of Engineers
For the Accord it is very important that engineering
programs are accredited in their respective countries. The  1999-South Africa Engineering Council of South
Accord recognizes that the accreditation of engineering Africa
programs is a fundamental basis for the practice of
engineering at the professional level in each country or  2005- Japan- Japan Accreditation Board for
territory covered by the Accord. Engineering Education

The Accord establishes the mutual recognition of the  2006- Singapore Institution of Engineers Singapore
graduate attributes of accredited programs in the member
countries is substantially equivalent.  2007- Korea Accreditation Board for Engineering
Education of Korea Chinese Taipei Institute of
Signatories agree to grant (or recommend to the relevant Engineering Education Taiwan
national registration body, if different) graduates of each
other’s accredited program the same recognition, rights and  2009- Malaysia Board of Engineers Malaysia
privileges as they grant to graduates of their own accredited
programs. By these provisions, the Accord facilitates  2011- Turkey MUDEK (Association for Evaluation
mobility of graduates between signatory jurisdictions and and Accreditation of Engineering Programs)
deeper understanding and recognition of their engineering
education and accreditation systems. Amongst the  2012- Russia Association for Engineering Education
signatories’ educational providers, adherence to local of Russia
accreditation requirements that are consistent with the
professional engineer graduate attribute exemplar The following organizations hold provisional status:
contributes to international benchmarking of program
outcomes.  Bangladesh - Board of Accreditation for Engineering
and Technical Education
 China -Association for Science and Technology
 India -National Board of Accreditation

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 Pakistan - Pakistan Engineering Council 6. a) Limitation of Graduate Attributes

 Philippines -Philippine Technological Council
 Sri Lanka- Institution of Engineers Sri Lanka  Each signatory defines the standards for the
relevant track (engineer, engineering technologist
5. TIME-SCALE OF WASHINGTON ACCORD. or engineering technician) against which
engineering educational programs are accredited.
The time scale of Washington accord is illustrated in  Each educational level accord is based on the
Table-1 principle of substantial equivalence, that is,
programs are not expected to have identical
Table-1: Time scale of Washington Accord outcomes and content but rather produce graduates
who could enter employment and be fit to
PERIOD EVENTS undertake a program of training and experiential
1989, 28 September Washington Accord signed by learning leading to professional competence and
six organizations, called as registration.
signatories  The graduate attributes provide a point of reference
1990s onwards Development of formal peer for bodies to describe the outcomes of substantially
review processes equivalent qualification. The graduate attributes do
1997–2002 New accords and agreements not, in themselves, constitute an “international
2001 onwards Development of graduate standard” for accredited qualifications but provide a
attribute exemplars widely accepted common reference for bodies to
2007 IEA Secretariat established describe the outcomes of substantially equivalent
2008 onwards Development of rules for trans- qualifications.
national accreditation and
Accord recognition  The term graduate does not imply a qualification
2012 Washington Accord signatories but rather the exit level of the qualification, be it a
reach 15 degree or diploma.
2013 onwards Relationship with ENAEE
7. GRADUATE ATTRIBUTES AND QUALITY OF PROGRAM
6. GRADUATE ATTRIBUTES
The Washington, Sydney and Dublin Accords -recognize the
Graduate attributes are defined for educational substantial equivalence of programs satisfying the academic
qualifications in the engineer, engineering technologist and requirements for practice for engineers, engineering
engineering technician tracks. The graduate attributes serve technologists and engineering technicians respectively.
to identify the distinctive characteristics as well as areas of The Graduate Attributes are assessable outcomes,
commonality between the expected outcomes of the supported by level statements, developed by the signatories
different types of programs. that give confidence that the educational objectives of
programs are being achieved.
Purpose of Graduate Attributes Graduate attributes form a
set of individually assessable outcomes that are the The quality of a program depends not only on the stated
components indicative of the graduate's potential to acquire objectives and attributes to be assessed but also on the
competence to practice at the appropriate level. The program design, resources committed to the program, the
graduate attributes are exemplars of the attributes expected teaching and learning process and assessment of students,
of graduate from an accredited program. Graduate attributes including confirmation that the graduate attributes are
are clear, succinct statements of the expected capability, satisfied.
qualified if necessary, by a range indication appropriate to
the type of program. The Accords therefore base the judgement of the substantial
equivalence of programs accredited by signatories on both
The graduate attributes are intended to assist Signatories the Graduate Attributes and the best practice indicators for
and Provisional Members to develop outcomes-based evaluating program quality listed in the Accords’ Rules and
accreditation criteria for use by their respective Procedures.
jurisdictions. Also, the graduate attributes guide bodies
developing their accreditation systems with a view to 8. THE 12 GRADUATE ATTRIBUTES:
seeking signatory status.
1. (KB) A knowledge base for engineering: Demonstrated
competence in university level mathematics, natural
sciences, engineering fundamentals, and specialized
engineering knowledge appropriate to the program.

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2. (PA) Problem analysis: An ability to use appropriate into the practice of engineering and to understand their
knowledge and skills to identify, formulate, analyze, and limitations.
solve complex engineering problems in order to reach
substantiated conclusions 12. (LL) Life-long learning: An ability to identify and to
address their own educational needs in a changing world in
3. (Inv.) Investigation: An ability to conduct investigations ways enough to maintain their competence and to allow
of complex problems by methods that include appropriate them to contribute to the advancement of knowledge.
experiments, analysis and interpretation of data and
synthesis of information in order to reach valid conclusions. Content Instructional Level

4. (Des.) Design: An ability to design solutions for complex, I = Introductory

open-ended engineering problems and to design systems,
components or processes that meet specified needs with At the introductory level, the students learn the working
appropriate attention to health and safety risks, applicable vocabulary of the area of content, along with some of the
standards, and economic, environmental, cultural and major underlying concepts. Many of the terms need defining,
societal considerations. and the ideas are often presented in a somewhat simplified
way.
5. (Tools) Use of engineering tools: An ability to create,
select, apply, adapt, and extend appropriate techniques, D = Intermediate Development
resources, and modern engineering tools to a range of
engineering activities, from simple to complex, with an At the intermediate development level, the students use
understanding of the associated limitations. their working vocabulary and major fundamental concepts
to begin to probe more deeply, to read the literature, and to
6. (Team) Individual and teamwork: An ability to work deepen their exploration into concepts. At this level,
effectively as a member and leader in teams, preferably in a students can begin to appreciate that any field of study is a
multi-disciplinary setting. complex mixture of sub-disciplines with many different
levels of organization and analysis.
7. (Comm.) Communication skills: An ability to
communicate complex engineering concepts within the A = Advanced Application
profession and with society at large. Such ability includes
reading, writing, speaking and listening, and the ability to At the advanced application-level the students approach
comprehend and write effective reports and design mastery in the area of content. They explore deeply into the
documentation, and to give and effectively respond to clear discipline and experience the controversies, debate, and
instructions. uncertainties that characterize the leading edges of any field.
An advanced student can be expected to be able to relate
8. (Prof.) Professionalism: An understanding of the roles course material to different courses, to begin to synthesize
and responsibilities of the professional engineer in society, and integrate and achieve fresh insights. Students at this
especially the primary role of protection of the public and level are working with the knowledge very differently,
the public interest. perhaps even creating new knowledge through independent
investigation.
9. (Impacts) Impact of engineering on society and the
environment: An ability to analyze social and The key features of the graduate attributes are summarized
environmental aspects of engineering activities. Such ability in the following tables. A defining characteristic of
includes an understanding of the interactions that professional engineering is the ability to work with
engineering has with the economic, social, health, safety, complexity and uncertainty, since no real engineering
legal, and cultural aspects of society, the uncertainties in the project or assignment is the same as any other (otherwise
prediction of such interactions; and the concepts of the solution could simply be purchased or copied).
sustainable design and development and environmental Accordingly, the attributes place as central the notions of
stewardship. complex engineering problems and complex problem
solving.
10. (Ethics) Ethics and equity: An ability to apply
professional ethics, accountability, and equity.

11. (Econ.) Economics and project management: An

ability to appropriately incorporate economics and business
practices including project, risk, and change management

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The Washington Accord Knowledge Profile has eight engineering knowledge at

elements: the level of one or more of
WK3, WK4, WK5, WK6 or
WK1 A systematic, theory-based WK8 which allows a
understanding of the fundamentals-based, first
natural sciences applicable principles analytical
to the discipline. approach.
WK2 Conceptually-based Range of conflicting WP2: Involve wide-ranging
mathematics, numerical requirements or conflicting technical,
analysis, statistics and engineering and other
formal aspects of computer issues.
and information science to Depth of analysis required WP3: Have no obvious
support analysis and solution and require
modelling applicable to the abstract thinking and
discipline. originality in analysis to
WK3 A systematic, theory-based formulate suitable models.
formulation of engineering Familiarity of issues WP4:
fundamentals required in Involve infrequently
the engineering discipline. encountered issues.
WK4 Engineering specialist Extent of applicable codes WP5: Outside problems
knowledge that provides encompassed by standards
theoretical frameworks and and codes of practice for
bodies of knowledge for the professional engineering.
accepted practice areas in Extent of stakeholder WP6: Involve diverse
the engineering discipline; involvement and needs groups of stakeholders with
much is at the forefront of widely varying needs.
the discipline. WK5 Interdependence WP 7: High level problems
Knowledge that supports including many component
engineering design in a parts or sub-problems.
practice area.
WK6 Knowledge of engineering The attributes of complex engineering activities, some of
practice (technology) in the which might reasonably be encountered by a
practice areas in the professional engineering undergraduate (e.g. during
engineering discipline. capstone design or a period of industry experience):
WK7 Comprehension of the role
of engineering in society Range of resources EA1: Involve the use of
and identified issues in diverse resources (and for
engineering practice in the this purpose resources
discipline: ethics and the include people, money,
professional responsibility equipment, materials,
of an engineer to public information and
safety; and the impacts of technologies).
engineering activity – Level of interactions EA2: Require resolution of
economic, social, cultural, significant problems arising
environmental and from interactions between
sustainability. wide-ranging or conflicting
WK8 Engagement with selected technical, engineering or
knowledge in the research other issues.
literature of the discipline.
Innovation EA3: Involve creative use of
Complex engineering problems have a range of engineering principles and
attributes. At least some of the following may be research-based knowledge
encountered within a professional engineering in novel ways.
education program: Consequences to society EA4: Have significant
and the environment consequences in a range of
Depth of knowledge WP1: Cannot be resolved contexts, characterized by
required without in-depth difficulty of prediction and
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mitigation. engineering problems, with

Familiarity EA5: Can extend beyond an understanding of the
previous experiences by limitations (WK6).
applying principles-based The engineer and society WA6: Apply reasoning
approaches. informed by contextual
knowledge to assess
The Washington Accord Graduate Attribute Profile has societal, health, safety, legal
12 elements, supported by a Knowledge Profile, WK1- and cultural issues and the
WK8, and a definition of the Level of Problem Solving, consequent responsibilities
WP1-WP7, both given below: relevant to professional
engineering practice and
Engineering knowledge WA1: Apply knowledge of solutions to complex
mathematics, natural engineering problems
science, engineering (WK7).
fundamentals and an Environment and WA7: Understand and
engineering specialization sustainability evaluate the sustainability
as specified in WK1 to WK4 and impact of professional
respectively to the solution engineering work in the
of complex engineering solution of complex
problems. engineering problems in
Problem analysis WA2: Identify, formulate, societal and environmental
research literature and contexts (WK7).
analyze complex Ethics WA8: Apply ethical
engineering problems principles and commit to
reaching substantiated professional ethics and
conclusions using first responsibilities and norms
principles of mathematics, of engineering practice
natural sciences and (WK7).
engineering sciences (WK1 Individual and teamwork WA9: Function effectively
to WK4). as an individual, and as a
Design/ development of WA3: Design solutions for member or leader in
solutions complex engineering diverse teams and in multi-
problems and design disciplinary settings.
systems, components or Communication WA10: Communicate
processes that meet effectively on complex
specified needs with engineering activities with
appropriate consideration the engineering community
for public health, and and society at large, such as
safety, cultural, societal and being able to comprehend
environmental and write effective reports
considerations (WK5). and design documentation,
Investigation WA4: Conduct make effective
investigations of complex presentations and give and
problems using research- receive clear instructions.
based knowledge (WK8) Project management and WA11: Demonstrate
and research methods finance knowledge and
including design of understanding of
experiments, analysis and engineering management
interpretation of data, and principles and economic
synthesis of information to decision-making and apply
provide valid conclusions. these to one’s own work as
Modern tool usage WA5: Create, select and a member and leader in a
apply appropriate team, to manage projects
techniques, resources and and in multi-disciplinary
modern engineering and IT environments.
tools, including prediction Life-long learning WA12: Recognize the need
and modelling, to complex for, and have the

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preparation and ability to lions’ clubs association and has

engage in, independent and chaired many official
life-long learning in the responsibilities and recipient of
broadest context of international lions clubs -president
technological change. awards for services.

8. CONCLUSION

From this study, the history and developments,

signatories of this accord, graduate attributes and skill sets
are learnt. This study will be an eye opener towards the
necessary knowledge and skill requirements as per
Washington Accord for an engineer to become a practitioner.

ACKNOWLEDGEMENT

I thank and dedicate this work to my parents, wife and

children for their cooperation and support for completing
this task successfully.

REFERENCES

[1] Engineers Canada (2015). Accreditation Criteria

Procedures 2015 [PDF]. Pg.13. Retrieved from
https://www.engineerscanada.ca/sites/default/files/ac
creditation_criteria_procedures_2015.pdf

[2] Engineers Canada (2015). Questionnaire for Evaluation

of an Engineering Program. Pg. 2. Retrieved from
http://www.engineerscanada.ca/accreditation-
resources.

[3] 25 years of Washington Accord- 1989–2014-Celebrating

international engineering education standards and
recognition- A booklet by International Engineering
Alliance.

BIOGRAPHY

The author is a POST GRADUATE

in Manufacturing Engineering with
M.B.A. Doing research in the field
of corrosion. Acting as resource
person for TNOU, IGNOU in the
branches of Engineering and
Management. Has guided many PG
and UG students of TNOU, IGNOU,
respectively. Conducted seminars
in various colleges. He is teaching
Mechanical Engineering to
Diploma students for past 18 years
and has published three papers in
an international journal. He is a
lifetime member of ISTE. He is a
chartered member in international

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