Powering Africa: Providing

Quality Engineers Through

Program Accreditation

Douglas Gorham, Ed.D.

Former Managing Director, Educational Activities
Senior Member of IEEE
July 2016
 Outline
What is IEEE?

Why is IEEE interested in program

accreditation?

Who is responsible for carrying out this work?

IEEE Policy on Accreditation of Academic

Programs in Engineering, Computing and
Technology

IEEEs work in Africa

 What is IEEE? (1)
IEEE is the largest multinational professional
engineering association in the world
Approximately 400,000 members in 160+ countries
A 501(c)3 organization in incorporated in New York

Originally concentrating on power engineering and

communications, IEEE at present spans technical
interests across the spectrum of technology
From nanotechnology to oceanic engineering

A professional organization supporting the good of

the profession and the public worldwide
Governed by its members
The Profession has evolved in an inter-disciplinary way
to include all fields of engineering, computing and
technology
 What is IEEE (2)
A major platform for vetting, disseminating,
and guarding technical intellectual property

A mechanism to bring people of common

technical interests together
both geographically and disciplinarily

A guardian of the future of Engineering,

Computing and Technology

An implementer of technology-related public

imperatives

In many respects IEEE has become the

steward of Engineering
 Outline
What is IEEE?

Why is IEEE interested in program

accreditation?

Who is responsible for carrying out this work?

IEEE Policy on Accreditation of Academic

Programs in Engineering, Computing and
Technology

IEEEs work in Africa

Why is IEEE interested in
Program Accreditation? (1)
Because it is in IEEEs stated mission

Because accreditation has significant impact

on the content of the curriculum in IEEEs
fields of interest
And hence on the future of the profession

Because IEEEs involvement introduces the

voice of the profession and its practitioners
into the decision-making process of
educational institutions
Why is IEEE interested in
Program Accreditation? (2)
IEEE considers accreditation a key vehicle to
ensure active involvement of the Institute in
maintaining the quality and relevance of
engineering education

IEEE considers accreditation a strategic objective

and supports accrediting bodies worldwide
The IEEE BoD allocates funds and human
resources to accreditation on an annual basis
About 500 volunteers
$1-1.5M/year in direct expenditures
 Outline
What is IEEE?

Why is IEEE interested in program

accreditation?

Who is responsible for carrying out this work?

IEEE Policy on Accreditation of Academic

Programs in Engineering, Computing and
Technology

IEEEs work in Africa

IEEE Educational
Activities Board:
Committee on Global
Accreditation Activities
(CGAA)
 CGAA Mission & Scope
Mission
To identify and meet the accreditation needs of the
profession, by assisting in the establishment,
operation, development and implementation of
accrediting bodies and accreditation procedures in
engineering, computing and technology (ECT)
worldwide.

Scope
ECT
To coordinate transnational accreditation activities on
behalf of the IEEE, including assistance to existing
accrediting bodies, development of new accrediting
bodies, and education about ECT accreditation.
IEEE Activities in Accreditation

Supports and funds accreditation bodies

Including ongoing support and representation
on ABET (U.S.), CSAB (U.S.), ICACIT (Peru),
CACET (Caribbean)

Helps members and others start new

accrediting bodies
Maintains www.accreditation.org
IEEE Position Paper on Accreditation
An agreement between accrediting bodies on
mutual recognition of program accreditation
Does not cover licensure or registration

Recognizing the substantial equivalency of

accreditation systems of organizations
holding signatory status, and the engineering
education programs accredited by them

Establishing that graduates of programs

accredited by the accreditation organizations
of each member nation are prepared to
practice engineering at the entry level
 Outline
What is IEEE?

Why is IEEE interested in program

accreditation?

Who is responsible for carrying out this work?

IEEE Policy on Accreditation of Academic

Programs in Engineering, Computing and
Technology

IEEEs work in Africa

 IEEE Position Paper on
Academic Accreditation in
Engineering, Computing and
Technology

Adopted by the IEEE Board of Directors,

November 2007
 Purpose

The purpose of IEEEs policy paper is to

express IEEEs view and intent on
Accreditation
And guide our volunteers and colleagues
 Uses and Misuses of
Accreditation

At its worst, accreditation can serve as

a vehicle to entrench old traditions,
perpetuate rigid prescriptions that
inhibit innovation and progress, and act
as a sinkhole for program resources
that are devoted to over-elaborative
preparations for accreditation visits
rather than to improvement of
education.
 Alternatives to Accreditation
and Effects of Globalization
Discuss all means for quality assessment
Consider the effects of engineering labor
migration on Accreditation
Remember - our profession is evolvingfast
Educational institutions as well as
professional associations and accrediting
agencies may be too slow to catch up
When we are slow to change, the
marketplace often finds solutions
without us
 Scope of the Position

IEEE believes that all engineering and

computer science programs leading to
degree can and should be accredited
E.g., most programs leading to degrees such as
Bachelor of Science, Bachelor of Engineering

Accreditation should not hinge on, but

rather be an input, to the determination of
whether or not program graduates are
ready to practice, and at what level they
can practice
Professional Associations and IEEE
ought to play a major role in
accreditation, and bring to the process
the viewpoint of the profession and the
volunteers

IEEE seeks a leadership position in all

accrediting bodies worldwide which
accredit programs within IEEEs technical
fields of interest

IEEE seeks to cooperate in creating,

maintaining, supporting and expanding
accrediting bodies for programs in
engineering and computer science
 Economical Operation
Requirements imposed on programs should
be made with the conviction that these are
necessary to the accreditation process.
should be manageable and avoid placing an
undue burden on an institution or program.
Requirements should be revisited from time
to time to ensure that they provide
meaningful input to the accrediting body
and the programs.
The accreditation process should examine
the primary issues and is not meant to be a
complete, detailed, 360-view inspection.
 Transition to continuous
processes

Declares a desire to
Move from discrete-time to continuous-
time accreditation process
Shorter visits at random time points
Have more constituencies participate
Have transparency
International Accreditation
Favors the formation of national and regional
accrediting bodies

Foresees the future formation of multi-

national accrediting bodies

Strongly disfavors permanent arrangements

that have the accreditation of programs in
one country performed and approved by an
accrediting body from another country or
region

IEEE supportsmutual recognition

agreements between accrediting agencies
Desired Final Outcome

A fully functional stable accrediting

body, operating with clear rules and
regulations, and with a transparent and
simple structure

Reputation for independence in

accreditation decisions

Membership of the accrediting body in

the appropriate mutual recognition
accords
 Outline
What is IEEE?

Why is IEEE interested in program

accreditation?

Who is responsible for carrying out this work?

IEEE Policy on Accreditation of Academic

Programs in Engineering, Computing and
Technology

IEEEs work in Africa

 What are the Delivery
Approaches Utilized?

A strong online presence, e.g.,

TryEngineering.org

Leveraging volunteers on the ground to

implement education related programs
and activities

27
 Is There a Strategic
Plan/Approach to this Work?
We strive to have an appropriate presence in all
IEEE Regions
A key to our success is IEEE volunteers on the
ground navigating the local landscape, e.g., political,
education
We will not attempt to implement a program or
service in an area where we are not invited or
where there is not a real or perceived need
In Africa our current focus is on the priority
countries of the AHCAA: Ghana, Kenya, Rwanda,
Uganda and Zambia
28
 2016 IEEE Ad Hoc Committee on
Activities in Africa (1)
Three strategic goals to be pursued by IEEE
in Africa:
Building a sustainable community of IEEE
members and volunteers
Supporting Engineering Education and
Workforce Development
Government Policy Support and IEEE Reputation
Enhancement

Priority countries include:

- Ghana - Kenya - Rwanda - Uganda - Zambia
 2016 IEEE Ad Hoc Committee on
Activities in Africa (2)
Volunteer members:
Vincent Kaabunga, Chair (Uganda)
Isaac Kweku Boakye (Ghana)
Izael da Silva (Kenya)
Gordon Day (USA)
Nelson Ijumba (Rwanda)
Joseph Mutale (Zambia)
Towela Nyirenda Jere (South Africa)
Dorothy Okello (Uganda)
Costas Stasopoulos, R8 Director (Cyprus)

5/8/17 05:57:50 PM
Program Accreditation: Where
has EAB Worked in Africa?
 EAB in Africa: Program
Accreditation Touch Points

Kenya
Malawi
Namibia
Rwanda
South Africa
Swaziland
Tanzania
Uganda Touch points include locations
Zambia where accreditation activities
Zimbabwe
have occurred or where there
are accreditation stakeholders
or volunteers

32
 EAB in Africa:
Program Accreditation Activities
2015 - Accreditation Workshop: Lusaka, Zambia

2014 - Charting the Future of Engineering

Education in Kenya: Nairobi, Kenya

2013 - Accreditation Workshop: University of Mauritius

2012 - Accreditation Workshop: Lusaka, Zambia

2011 - Accreditation Workshop: Manzini, Swaziland

2010 - Accreditation Workshop: Lusaka, Zambia

33
 Proposed Next Steps
2 June 2015

IEEE-EIZ
Engineering Education Accreditation Workshop

Douglas Gorham
Managing Director, Educational Activities
Radisson Blu
Lusaka, Zambia k
 Accreditation Roadmap Timeline - Draft
Note: Dates are approximate Nov. 2015
Financial Model
August 2015 Accrd. Model

EIZ-HEA MOU

July 2015 October 2015

Founding Governance
Jun 2015 Council Structure
Accreditation Formed Identified
Champion Identified

Dec. 2016
June 2017
PEV Recruitment &
Accred. Story, June 2016 Dec. 2015
Training
Socialization & Programme
Industry Buy-In PEV Requirements
& Accred Model Self-Eval &
Sept 2017 Dec 2017 Documentation Industry
Benchmarking
Accrediting Body
2-4 Pilot
35 Founding Event and
Programmes Celebration
Identified
 2016 Work in Uganda
Short term and long term activities were identified after
meeting with stakeholders from government, academia and
the National professional society in April 2016:
1. Determine the overall philosophy, goals and objectives for engineering
and engineering programs
2. Socialize and obtain buy in for program accreditation among industry,
government, professional bodies and academia
3. Develop clear and transparent entry pathways to UIPE membership
4. Establish an MoU between UIPE and IEEE
5. Developing promotional materials
6. Review the list of IEEE Uganda members and UIPE members to
determine possible involvement of others in accreditation work
7. Engage with the Ministry of Education
8. When appropriate, hold a larger workshop, similar to the 2015 workshop
in Zambia to obtain formal commitment from all stakeholders

36
Desired Final Outcome

A fully functional stable accrediting

body, operating with clear rules and
regulations, and with a transparent and
simple structure

Reputation for independence in

accreditation decisions

Membership of the accrediting body in

the appropriate mutual recognition
accords
Questions or
Comments?