عنوان مقاله [English]
Concurrent with the dawn of the 20th century and emergence of a new millennium, numerous countries revaluate their higher education and consequently engineering education. Similarly, international organizations, and in their forefront, UNESCO, along with national and international professional societies, put a vast effort on revaluation of higher education and proposing solutions for future. A great reform took place in engineering education to cope with the progress of modern world. These revaluations follow almost a similar pattern and intend to produce graduates that at least have the minimum required competencies recommended for an engineering graduate. Presently, revaluation of engineering programs has two centralized and decentralized forms. Centralized revaluation is done occasionally and usually focuses on major issues of engineering education, while the decentralized one is a continuous process done by educational institutions to upgrade the program through internal assessment. In the past few decades, all the aspects of planning and revaluation of engineering education programs of Iran were centralized. After almost one decade from the last revision of Iran’s engineering programs, their revaluation is underway. In this paper, after reviewing the strategies for revaluation of engineering programs in the world, some suggestions for revaluation of Iran’s engineering educational programs are presented.