عنوان مقاله [English]
Engineering is an international activity, thus engineering education should be considered as an international affair as well. From the beginning of the present century, progression of engineers outside their own country, study of higher education or finding jobs, has stood out as an undeniable fact. With this taken into consideration, the education acquired by engineering students should have a minimum standard. During the last two decades, an international movement has been established for the review of engineering education, accreditation of its outcomes, and making the accreditation systems in different countries converge to a more or less unique standard. A common element in almost all these systems is shifting the education focus from education inputs (what the university presents) to education outputs or outcomes (what the students have acquired). Therefore, a list of minimum outcomes expected from an engineering graduate has been determined. In addition to having the necessary knowledge in mathematics, sciences and engineering fundamentals, ability to design and execute engineering operations, the list also emphasizes on the skills such as effective communication and teamwork, and positive attitude toward constant education and professional ethics. Agreement on the basic outcomes of engineering education has provided the essential basis for achieving a homogenous accreditation model in the international level. In the present paper, after a review of engineering education accreditation procedures in various countries and in the international level, suggestions to promote Iran’s place in this international movement are proposed.