AMS-POL-01 Accreditation Principles v2.0€¦ · AMS-POL-01 Version: v2.0 Unrestricted Distribution...

AccreditationManagementSystem

AccreditationPrinciples

AMS-POL-01

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AccreditationManagementSystemAccreditationPrinciples Date:26November2018AMS-POL-01 Version:v2.0

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TableofContents

1. PurposeofthisDocument 4

2. Definitions,AcronymsandReferences 4

3. ReferenceDocuments 7

4. AccreditationContext 84.1 ProfessionalandEducationalContext 84.2 TEQSA,ASQAandtheAustralianQualificationsFramework 94.3 Outcomes-basedAccreditation 104.4 PurposeandBenefitsofAccreditation 104.5 ObjectivesofAccreditationReviews 114.6 GraduateOutcomeStandards 124.7 AccreditationCriteria 12

4.7.1 HigherEducationPrograms 124.7.2 VETCompetencyPrograms 13

4.8 EnablingInnovation 134.9 PromotingBestPractice 13

5. Authorities,ResponsibilitiesandProvisions 155.1 AccreditationBoard 155.2 EvaluationPanels 155.3 AustralianEngineeringAccreditationCentre 155.4 EducationProvider 165.5 PublicationofAccreditationStatus 165.6 ConflictofInterest 175.7 ConfidentialityofInformation 185.8 Appeals 185.9 Complaints 185.10 InvestigationofConcerns 18

6. RiskManagementinAccreditation 196.1 Background 196.2 TheNatureofAccreditationRisk 196.3 PolicyonRiskManagement 20

7. Entry-to-PracticeMastersPrograms 227.1 Background 227.2 PolicyforAccreditationofEntry-to-PracticeMastersPrograms 22

8. AccreditationofProgramsOfferedOffshore 248.1 Background 248.2 PolicyonAccreditationofOffshorePrograms 24

8.2.1 ModesofStudyandPathways 248.2.2 OffshoreProgramDifferentiatedfromHomeCampusOfferings 24



8.2.3 OffshoreProgramUndifferentiatedfromCorrespondingHomeCampusProgram 258.2.4 AccreditationDocumentation 258.2.5 AccreditationFeesforOffshoreVisits 258.2.6 ConcurrenceofHostCountryAgencies 25

8.3 TwinningProgramswithOffshoreProviders 258.3.1 Introduction 258.3.2 PolicyonTwinningPrograms 26

9. AccreditationofProgramsDeliveredOff-Campus 289.1 Background 289.2 PolicyonAccreditationofProgramsDeliveredOff-Campus 28

ContextofthisDocumentintheAMS 29

RevisionHistoryofthisDocument 30



ACCREDITATIONPRINCIPLES

1. PurposeofthisDocumentThepurposeofthisdocumentistoarticulatetheprinciplesadoptedbyEngineersAustraliaforthe accreditation of engineering education programs that prepare graduates for entry toprofessional practice in the occupational categories of Engineering Associate, EngineeringTechnologist, and Professional Engineer. It encompasses vocational education and training(VET)programsandhighereducation(HE)programs.The document is prepared for all stakeholders in program accreditation, including, but notlimitedto,educationproviders,professionals,students,employersandmembersofthepublic.For the purpose of stakeholders external to Engineers Australia, the principles express theaccreditationpoliciesofEngineersAustralia.

2. Definitions,AcronymsandReferencesDefinitions

Accreditation–anevaluationandreviewprocesstodetermineifaneducationprogrammeetsdefinedstandardsofquality.Withinthisdocument‘accreditation’appliestotheprocessesusedbyEngineersAustralia,unlessotherwisespecified

AccreditationOutcome–thestatusofaccreditationofaspecificprogram

Accredited Program – an academic qualification that forms the complete academicbasisforadmissiontoregistration/licensure

Accreditation Principles – for the purpose of stakeholders external to EngineersAustralia,theprinciplesexpresstheaccreditationpoliciesofEngineersAustralia

Chartered–charteredstatusistheaccreditationofanindividualprofessionalbasedonanassessmentofthatperson’sprofessionalcompetencies

Competency – in the VET sector, this is defined as the consistent application ofknowledge and skill to the standard of performance required in the workplace; itembodiestheabilitytotransferandapplyskillsandknowledgetonewsituationsandenvironments

Education Provider – the organisation responsible for the design and delivery of aneducationprogram,whetherintheHEorVETsector

EntrytoPracticeEducationProgram–aprogramthatisdesignedtodelivertheinitial



(Stage 1) professional competencies expected of a graduate when first enteringprofessional practice; entry to practice education programs provide the formaleducationbasisfordetermininganindividual’sRegistrationandCharteredstatus

EvaluationPanel–asmallgroupofexperiencedprofessionalsappointedtoundertaketheevaluationofaprogramagainsttheaccreditationcriteria

FieldofEngineeringPractice–ascopeofprofessionalcompetencerelatingtoadefinedfieldofapplicationinthepracticeofengineering

General Review – accreditation evaluation of all of the accredited programs of anestablishedEducationProvider,normallyscheduledonafive-yearcycle

Graduate Capabilities – the learning outcomes demonstrated by graduates andincorporatingtheStage1Competenciesforthespecifiedprogram

Learner–astudentintheVETsector

Outcomes-based Accreditation – uses an outcomes-oriented graduate capabilitiesstandardagainstwhichtheprogramisconsideredforaccreditation;itdoesnotspecifythemeansbywhichthesestandardsaremet,givingtheeducationproviderfreedomtodesignandexecuteprograms

Program – a defined course of study leading to the award of a qualification (someprovidersmayusetheterm“Course”)

Provisional Accreditation – may be accorded to a program before it has beencompleted by any students or learners; the program will be further evaluated aftercompletionbyoneormorecohorts

QualityManagement–defineshowanorganisationmeetsitsobjectives

Recognised Program – a program accredited by a signatory of an InternationalEducationalAccord, and in consequence, is deemed tobe substantially equivalent toAustralianprogramsaccreditedforentrytothesameoccupationalcategory

Registration – the outcome of an independent evaluation of an individual’sachievementandmaintenanceofprofessionalstandardsprescribedformembershipofacommunityofprofessionals

RiskManagement–considerstheeffectofuncertaintyonthe likelyattainmentofanorganisation’sobjectives(comparewithQualityManagement)

Program Learning Outcomes – the educational outcomes specified for a program,incorporatingtheStage1Competencystandards

Stage1Competencies–theEngineersAustraliaoutcomes-orientedgraduateattributesstandardforentrytoprofessionalpracticeineachoccupationalcategory

Threshold Standards – a minimum set of standards that must be met to achievecertificationof some sort (accreditation in this case); theyarenotused todetermine



levelsofexcellence

UndifferentiatedProgram–aneducationprogramthatisdeliveredatseveraldifferentlocationsunderacommonawardtitle

ExpectedUnit/Course/SubjectLearningOutcomes–thelearningoutcomesspecifiedatthelevelofaunit/course/subject

UnitofCompetency (VETsector)– thespecificationof thestandardsofperformancerequiredintheworkplaceasdefinedinanationallyendorsedtrainingpackageoraVETaccreditedcourse.

Vocational Outcome (VET sector) – an occupational or job specific outcome thatlearnersareexpectedtodemonstrateuponcompletionofanaccreditedVETcourse

Acronyms

AAEE AustralasianAssociationforEngineeringEducation

ACED AustralianCouncilofEngineeringDeans

AQF AustralianQualificationsFramework

AISC AustraliaIndustrySkillsCommittee

ASQA AustralianSkillsQualityAuthority

EA EngineersAustralia

EA EngineeringAssociate

ENAEE EuropeanNetworkforAccreditationofEngineeringEducation

ET EngineeringTechnologist

HE HigherEducation

IEA InternationalEngineeringAlliance

PA ProfessionsAustralia

PE ProfessionalEngineer

RTO RegisteredTrainingOrganisation

TAFE TechnicalandFurtherEducation(institute)

TEQSA TertiaryEducationQualityStandardsAuthority

UA UniversitiesAustralia

VET VocationalEducationandTraining



3. ReferenceDocuments

UniversitiesAustraliaandProfessionsAustralia:JointStatementofPrinciplesforProfessionalAccreditation,March2016IEAandENAEE:BestPracticeinAccreditationofEngineeringProgrammes:AnExemplar,April2015AMS-STD-10 AccreditationStandard–HigherEducation

AMS-STD-20 AccreditationStandard–VETCompetencyPrograms

InternationalEngineeringAlliance:GraduateAttributesandProfessionalCompetencies,Version3,21June2013

EngineersAustraliaStage1CompetencyStandard–EngineeringAssociate

EngineersAustraliaStage1CompetencyStandard–EngineeringTechnologist

EngineersAustraliaStage1CompetencyStandard–ProfessionalEngineer



4. AccreditationContext

4.1 ProfessionalandEducationalContext

EngineersAustraliaaccreditsengineeringeducationprogramsaspartof itsrole,onbehalfofthe profession and the community, to earn the trust of all stakeholders in the capability ofgraduateswithrespecttotheeducationalfoundationsoftheprofessionofengineering.TogetherwithMembership,RegistrationandCharteredevaluations,accreditationprovidesafundamental means by which the profession is governed in Australia. It also promotescontinuousimprovement,innovationanddiversityinengineeringeducation.Program accreditation is an evidence-based evaluation and review process to determine ifeducationalprogramsmeetdefinedstandardsofoutcomesandquality.Accreditationprovidesassurancethataprogramissuitablydesignedanddeliveredtopreparegraduatesforentrytoprofessional practice in the occupational category of Engineering Associate, EngineeringTechnologist,orProfessionalEngineer,inaspecifiedfieldofengineeringpractice.Program accreditation by Engineers Australia is voluntary: education providers requestconsiderationoftheirprogramsforaccreditation.AnAccreditationOutcomeisconferredforaspecifiedperiod.FullAccreditationstatusappliesonlyafteroneormorecohortsof studentshavegraduatedfromtheprogram.Educationprovidersarestronglyencouragedtorenewtheaccreditationoftheirprogramstoverifythatthequalityoftheirprogramsismaintained.Registration of engineering professionals through attainment of a specified degree is notmandatedbyAustralianCommonwealthlegislation.Consequently,significantresponsibilityisplacedon the accreditation function to provide assurance to the community that graduateshave met the formal education requirements for graduate employment and subsequentindependentpractice.An important feature and outcome of program accreditation is the maintenance ofinternationally benchmarked standards in engineering education and the promotion of bestpractice. International recognitionofAustralia’s accreditedengineeringeducationprograms,andenhanced internationalmobility of graduates, is achieved through international accordsand agreements to which Engineers Australia is a full signatory under the InternationalEngineeringAlliance(IEA).EngineersAustraliaalsomaintainsworkingrelationshipswithotherinternational and regional bodies that are stakeholders in the accreditation of professionalengineeringprograms.EngineersAustralia is thesoleprofessionalbody inAustralia that takes responsibility for theaccreditationofhighereducationandVETprogramsthataredesignedtopreparestudentsforentry to practice in the profession of engineering. EA implements this function through itsorganisational unit, the Australian Engineering Accreditation Centre, and independent



accreditationEvaluationPanelsandanindependentAccreditationBoard.

4.2 TEQSA,ASQAandtheAustralianQualificationsFramework

TheEngineersAustraliaAccreditationManagementSystemoperateswithinthecontextoftheAustralianHEandVETsectors.In the HE sector, Australian universities and some other providers have the right to offerdiploma and degree programs without any further external reference (so-called ‘self-accrediting’ institutions). Other education providers offering HE programs are not self-accrediting and are required to have their programs accredited by Commonwealth or stateagenciespriortoofferingthemtostudents.AllHEprovidersarerequiredtocomplywiththeCommonwealthHigher Education Standards that are regulated and audited by the TertiaryEducationStandardsQualityAgency(TEQSA).IntheVETsector,providers(RTOs)arenotself-accreditingbutinsteadofferprogramsthataredrawn from (a) national training package qualifications endorsed (accredited) by ASIC inaccordancewiththeStandardsforTrainingPackagesoralternatively(b)coursesaccreditedbyeither the Australian Skills Quality Authority (ASQA), or the Victorian or the WesternAustralianVETregulators inaccordancewiththeStandardsforVETAccreditedCourses. Forproviders in the VET sector, including state-based Technical and Further Education (TAFE)institutesandprivatecolleges,educationalstandardsaresetandoverseenbyCommonwealthandstateregulators.

Indesigningprogramsandawardingqualificationsalleducationalprovidersmustcomplywiththe Australian Qualifications Framework (AQF), introduced in the 1990s, but significantlystrengthened in 2011. The AQF is the national framework for regulated qualifications inAustralian education and training. In a single document, it provides learning outcomesdescriptors of knowledge, skills and application of knowledge and skills for each of 10qualificationlevels,fromcertificatestodoctorates.

The AQF accommodates the diversity of purposes of Australian post-school education andtraining. Its outcomes-based qualification descriptors support access to qualifications andpathways between them, to assist individuals to move between different education andtraining sectors and between those sectors and the labourmarket. The AQF is intended tosupport individuals’ lifelong learning goals, and enhance their national and internationalmobility.TheAQFisbenchmarkedwithotherinternationalqualificationframeworks.

The AQF is a reference for professional accreditation agencies such as Engineers Australia.Accordingly,EngineersAustraliahastakenintoaccounttheeducationallevelsoftheAQFandhasdeterminedthattheprofessionalcategoriesthatitconsidersforaccreditationofentry-to-practiceprogramsarealignedasfollows:

a) EngineeringAssociate–AQFLevel6(AdvancedDiplomaandAssociateDegree)



b) EngineeringTechnologist–AQFLevel7(BachelorDegree)

c) ProfessionalEngineer–AQFLevels8and9(BachelorHonoursandMasterDegrees)

Not allMaster degreeprograms are eligible for accreditation; onlyMaster degreeprogramsthatareentry-to-practiceprogramscanbeaccredited.

4.3 Outcomes-basedAccreditation

ProgramaccreditationisanevaluationandreviewprocesstodetermineifahighereducationorVETprogrammeetsdefinedstandardsofquality,namely,theaccreditationcriteria.

The terms quality management and risk management are often used in association withaccreditation.Qualitymanagementdefineshowanorganisation(oreducationprograminthiscontext)meets its objectives,while riskmanagement considers the effect of uncertainty onthelikelyattainmentofthoseobjectives.Accreditationencompassesboth.

Inoutcomes-basedaccreditationtheaccreditationcriteriaaredefinedinawaythatgivestheeducationprovider freedomtodesignandexecuteprograms tomeetanoutcomes-orientedgraduate attributes standard. In the accreditation process, the Education Provider mustaccount forallaspectsof thecurriculumand itsexecution, toenablegraduates toattain thespecifiedprogramoutcomes,andforcontinuousimprovementoftheprogram.

Outcomes-basedaccreditation,developedforthemoderneducationenvironment,inherentlyassumes a reasonable level of maturity throughout the entire community of educationproviders.InAustralia,thiscommunityisdominatedbypubliclyfundedprovidersthatoperatelargelyinaccordancewithacceptednormsandpractices.Significantvariationsfromacceptednorms and practices, typical of innovation, can also be indicators of risk. Outcomes-basedaccreditation is inherently a risk-based approach, and therefore does not ignore variationsfromacceptednormsandpracticesthatmaybeindicatorsofrisk. Wheresuchvariationsareidentified, rather than simply denying to the provider the opportunity for innovation, theunderlying rationale for risk takingshouldbeexplored todeterminewhether the riskcanbeacceptablymitigated.

4.4 PurposeandBenefitsofAccreditation

ThepurposeofaccreditationisderivedfromtheobjectsandpurposesofEngineersAustralia,“ToincreasetheconfidenceofthecommunityintheemploymentofengineersbyadmittingtoTheInstitutiononlythosepersonsasshallhavesatisfiedtheBoardofTheInstitutionthattheyhaveanadequateknowledgeofboththetheoryandthepracticeofengineering”.

In accordance with this purpose, Engineers Australia’s accreditation process evaluatescomplete courses or programs of study (hereafter referred to as programs) leading to theaward of engineering qualifications offered by Australian educational institutions. The keyobjectiveofthisevaluationtaskistoaccreditthoseprogramswhichareadjudgedaspreparingtheir graduates adequately for entry to the practice of the profession and admission tomembershipofEngineersAustralia in thegradeofGraduate– in theoccupationalor career



category of Professional Engineer, Engineering Technologist or Engineering Associate, asappropriate.

The accreditation system is concerned with the criteria and processes for evaluatingengineeringeducationprogramsleadingtotheawardofprofessionalqualifications.

AccreditationbyEAprovidesthefollowingbenefits:

• the identification of engineering HE and VET programs that produce graduateswho are deemed to have attained the competencies defined for Stage 1 of theStandards,intheappropriateoccupationalcategory

• the educational prerequisite for chartered status and/or registration, andconsequently isa critical componentof individuals’ certificationbygovernmentsandlicensingbodies,ofcompetenceandsafety

• public identification of engineering programs that have been evaluated by therelevantprofessionalbodyagainststatedcriteria,independentlyoftheeducationprovider

• a guarantee that Australian engineering education providers can offer toprospectivestudentsandgraduates,employersandgovernments,thatprogramshaveAustralianandinternationalstanding

• a basis for international comparability of education standards, reciprocalrecognition,andgraduatemobility

Supplementalbenefitsofaccreditationare:

• astatementtogovernmentsandeducationprovidersofthebasicrequirementsofa professional education in engineering, and the level of resources reasonablyrequiredtomeettheserequirements

• informed feedback on the design or professional elements of new programs,modes of delivery, and engineering schools, and assistance in the promotion ofinnovationandgoodeducationalpractice

4.5 ObjectivesofAccreditationReviews

Tomeettheabovepurpose,accreditationreviewshavethefollowingobjectives:

a) Todetermine,withreasonableconfidence,theextenttowhichtheHEprogramorVET competency program is capable of producing graduates with capabilitiesspecifiedbytheEngineersAustraliaStage1Competencies

b) To determine,with reasonable confidence, the extent towhich graduate cohortsindeedpossessthecapabilitiesspecifiedintheStage1competencies

c) Todetermine,withreasonableconfidence,thataHEorVETprogramsatisfyinga)and b) will continue to produce the graduate capabilities throughout theaccreditationperiod



The outcomes-based accreditation process does not prescribe detailed program content oreducational method, but invites innovation and diversity. It requires engineering educationproviderstohaveinplacetheirownmechanismsforresearchingandsystematicallyreviewingprogram specified learning outcomes, educational design, student assessment and overallprogramperformance,andforcontinuousqualityimprovement.

4.6 GraduateOutcomeStandards

EducationprogramsareassessedagainstcriteriaandstandardssetbyEngineersAustralia.Thegraduate outcome standards are expressed in the form of the professional competenciesrequiredofgraduates toenter theprofession fromanengineeringeducationprogram.Theyare known as the Engineers Australia Stage 1 Competencies and are defined for threeoccupationalcategories:

a) EngineersAustraliaStage1CompetenciesforEngineeringAssociate

b) EngineersAustraliaStage1CompetenciesforEngineeringTechnologist

c) EngineersAustraliaStage1CompetenciesforProfessionalEngineer

Each standard is compliant with that of the corresponding educational accord under theInternational Engineering Alliance. As a generic statement of graduate outcomes forengineering, each standard also satisfies the academic requirements of the AustralianQualificationsFrameworkatthecorrespondinglevel.

4.7 AccreditationCriteria

4.7.1 HigherEducationPrograms

Accreditationcriteriahavebeendevelopedtoapplytheapplicableaccreditationstandardstomeettheobjectivesofaccreditationreviewsofhighereducationprograms.Theyareorganisedinthreesetsofcriteriaasfollows:

a) AcademicProgram(AP)

b) OperatingEnvironment(OE)

c) QualitySystems(QS)

Thegraduateoutcomesspecifiedby theEngineersAustraliaStage1CompetencyStandardsareincorporatedwithintheAccreditationStandard–HigherEducation(AMS-STD-10).

TheAcademicProgramcriteriaareprimarilyemployedtodeterminewhethertheprogramiscapable of delivering the specified learning outcomes, supported by the OperatingEnvironment.

Verification that the education program is producing cohorts of graduateswho possess thegraduate capabilities is exploredbyevaluationof samplesof assessedworkand fromgroupinterviewsofrecentgraduates,supportedbydiscussionwithstudentscurrentlyengagedintheprogram.



Satisfaction of the Quality Systems criteria and Operating Environment criteria togetherprovideassurancethatdeliveryofthespecifiedlearningoutcomeswillbemaintainedthroughtheaccreditationperiod.

Forsuccessfulaccreditationofaprogram,allcriteriamustbesatisfied,andallelementsoftheStage1Competencystandardmustbedeliveredtoatleastathresholdlevel.

4.7.2 VETCompetencyPrograms

Accreditationcriteriahavealsobeendevelopedtoapplytheapplicableaccreditationstandardsto meet the objectives of accreditation reviews for competency programs (AdvancedDiplomas).AswiththeHEprograms,theyarealsoorganisedintothreesetsofcriteria:

a) Competencyprogram(CP)

b) OperatingEnvironment(COE)

c) QualitySystems(CQS)

Thegraduateoutcomesspecifiedby theEngineersAustraliaStage1CompetencyStandardsareincorporatedwithintheAccreditationStandard–VETCompetencyPrograms(AMS-STD-20).

Eachsetofcriteriahassimilarpurposeandfunctionasthecriteriaforacademicprograms(see4.7.1).

4.8 EnablingInnovation

TheEngineersAustraliaaccreditationsystemencouragesinnovationbyminimisingthedegreeofprescriptionofhowthespecifiedprogramoutcomesaretobeattained.Programevaluationwill always focusonhow theEducationProvidermeets the intentof the criteria andon thedemonstratedcapabilitiesofgraduatesastheyarepreparedtoenterengineeringpractice intherelevantoccupationalcategory.

Aprogramthatdeparts radically fromtheeducationalmethodsor resourcesnormally foundnecessary – for example, by employingonly a fractionof thenormal complementof staff –mayexpecta searchingexaminationof its approach, aswell as theprogramoutcomes.TheAccreditation Board and its evaluation panels are required to be both receptive to newapproaches,andtousethebestjudgementavailabletoevaluatetheirsubstanceandmerit.

Continuing innovation and development can be expected to lead to revision of theAccreditationCriteria,CompetencyStandardsandAccreditationPolicyfromtimetotime.

4.9 PromotingBestPractice

Accreditation acts in a general way to promote best practice, through the exposure andexperiences of Board and Panelmembers with developments nationally and internationallybothinindustryandacademia.

Engineers Australia strongly encourages engineering schools to share innovations anddevelopments ingoodpracticebyallavailablemeans, includingdisseminationviaAustralian



CouncilofEngineeringDeans (ACED),andbypublicationthroughtheAustralianAssociationforEngineeringEducation(AAEE)publications,conferencesandotheropportunities.

AccreditationreportsareconfidentialbetweenEngineersAustraliaandtheeducationprovider,soitisnotappropriateforEngineersAustraliatopublishthese,noreventopublishanexcerptwiththepermissionoftheprovider,asthismightimplyaformofranking(seealso5.7).



5. Authorities,ResponsibilitiesandProvisions

5.1 AccreditationBoard

TheAccreditationBoard is established by theManagementBoard of EngineersAustralia toadminister the accreditation principles, standards and procedures of Engineers Australiagoverningaccreditation,onbehalfoftheprofessionofengineering.

TheauthoritiesandspecificresponsibilitiesoftheAccreditationBoardaredefinedinaTermsofReferencedocument.ThisisdeterminedbytheManagementBoardofEngineersAustralia,andmaybeamendedfromtimetotime.TheAccreditationBoardisempoweredtoestablishadvisory committees and processes on relevant matters, including risk assessment of anEducationProvider.

The Accreditation Board comprises senior independent experts from industry and from theeducationsector.TheAccreditationBoardisindependentinitsdecision-makinginrelationtotheaccreditationofprograms,butoperates inaccordancewith thepolicies,proceduresandcriteriaestablishedbyEngineersAustralia.

5.2 EvaluationPanels

Evaluation Panels (sometimes also called Accreditation Panels) are established by theAccreditation Centre, and approved by the Accreditation Board, to evaluate the highereducationorVETprogramsofferedforaccreditationbyanEducationProvider.TheycompriseindependentDisciplineExperts selected from industryand theHEand/orVETsectors; thesepanelmembersaretrainedandbriefedbytheAccreditationCentre.

EvaluationPanelsareindependentinrespecttotheformulationoftheirrecommendationsforeach program. These include recommendations on accreditation, including any applicableconditions,andrecommendationsforprogramimprovement.ThePanelpreparesareportonits findings for consideration and decision by the Accreditation Board. This report is thenreleasedtotheEducationProvider.

TheEvaluationPanel identifiesanycriteria forwhichtheEducationProvider isathigher riskthanistypical.

Evaluation Panels operate in strict accordance with the policies, procedures and criteriaestablishedbyEngineersAustralia.

5.3 AustralianEngineeringAccreditationCentre

The Australian Engineering Accreditation Centre is the organisational unit within EngineersAustralia that provides operational support to thewhole function of program accreditation.



This includes formation andbriefing of EvaluationPanels, accreditation visit scheduling andplanning,accreditationvisitlogistics,reportingandSecretariattotheAccreditationBoard,andcommunicationofaccreditationdecisionstoEducationProviders.

TheAccreditation Centremaintains a five-year schedule forGeneral Reviews of establishedproviders.

TheAccreditationCentrealsomanagesEngineersAustralia’sinterfaceswiththeinternationaleducationaccordspertainingtoprogramaccreditation.

5.4 EducationProvider

EducationProvidersmayrequestaccreditationof theirengineeringeducationprogramsthatpreparestudentsforentrytotheengineeringprofession.Theseprogramsmusthavemettherelevant HE or VET requirements for offering to prospective students. The AccreditationCentreworkswithestablishedEducationProviders to schedule theGeneralReviewsof theircurrentlyaccreditedprograms.

Education Providers should inform the Accreditation Centre when programs in ProvisionalAccreditationstatushaveproducedgraduates.

In requestingandacceptingthebenefitsofaccreditation, theEducationProviderundertakestocomplywiththeaccreditationpoliciesandproceduresofEngineersAustralia.TheEducationProvidermustsupplyverifiableinformationagainstwhichtheapplicableaccreditationcriteriacanbeevaluated,andprovideaccesstostaff,students,graduatesandotherstakeholders.TheEducation Provider also commits to maintaining the accreditation baseline throughout theaccreditation period (usually five years). Accordingly, they must inform the AccreditationCentre of any changes to an accredited program or its environment that may risk itscomplianceduringthepublishedperiodofaccreditation.

AnEducationProvidermustnotattemptto influencethedecisionsofanEvaluationPanelortheAccreditationBoard,otherthanthroughthepropermeansofprovisionof information insupportofarequestforaccreditation.

EachEducationProviderwillpayafeeforaccreditationservices,andforothercostsasmaybeincurredbytheAccreditationCentre.

5.5 PublicationofAccreditationStatus

EngineersAustraliamaintainsalistofaccreditedprograms,regularlyupdatedonitswebsite.This list includesandidentifiesprogramsforwhichFullorProvisionalAccreditationhasbeengranted,pendingevaluationaftertheprogramhasgraduatedoneormorecohortsofstudentsorlearners.Eachlistedprogramisassignedanaccreditationstartdate,beingtheearliestyearofcommencementforwhichstudentswillbedeemedtohavegraduatedfromanaccredited



program. This will often, but not always correspond to the first year of intake to a newprogram.

Thetermofaccreditationofcurrentprogramsisnotpublished,butnormallyrunstothefirstintakeofstudentsfortheyearfollowingthescheduledyearofthenextGeneralReview.Thisextension is provided as a safeguard against possible processing delays in concluding theGeneralReviewcycle.

For discontinued programs, Engineers Australia will publish a terminating year foraccreditationoftheprogram.

EducationProvidersareencouragedtopublicisestatementstotheeffectthattheirprogramsare accredited by Engineers Australia. The Education Provider must represent theaccreditation status of each accredited program accurately and without ambiguity. TheEducationProvidermaynotimplythataprogramhasbeenaccreditedbyEngineersAustraliaunderanycriteriaexceptthoseagainstwhichithasbeenspecificallyevaluated.TheEducationProvider must avoid statements that allow a reader to infer that certain programs areaccreditedbyEngineersAustraliawhereitisnotthecase.

AuthorisationtousetheEngineersAustraliaaccreditationlogoislimitedtocertainconditions,is not granted simply on achievement of an accredited program andmust be requested inwriting.UnauthoriseduseoftheEngineersAustralialogoisprohibited.

5.6 ConflictofInterest

Membership of the Accreditation Board, Accreditation Panels, advisory and appealcommittees inherently creates situations that may result in conflicts of interest or raisequestions about the objectivity of the accreditation policy and processes. All members areexpectedtobeconstantlyalerttothispossibility,todiscloseanyrealorperceivedconflictofinterest, towithdraw from any situation or activity thatmay constitute such a conflict, andgenerallytoconductthemselvesinaccordancewiththeEngineersAustraliaCodeofEthics.

Potentialconflictsofinterestcanarisefromthefollowing:

a) Aclosefamilymemberbeingcurrentlyemployedorenrolledattheeducationprovider

b) Currentenrolmentorrecentgraduationfromtheeducationprovider

c) Current or recent employment, or negotiations for employment, at the educationprovider

d) Awardofanhonorarydegreebytheeducationprovider

e) Anunpaidofficialrelationshipwiththeeducationprovider,forexample,membershipofanindustryadvisoryboard,oranhonoraryoradjunctappointment

f) Anyotherreasonthatmayresultinperceptionsofpartialityindecision-making



5.7 ConfidentialityofInformation

Panel members, members of the Accreditation Board and Engineers Australia Officers arerequired to steadfastly honour the confidentiality of information gleaned from submitteddocumentationandthroughdiscussionswithstafffromeducationalproviders.

Accreditation visit reports are confidential between Engineers Australia and the EducationProvider concerned, and should not be published without prior permission of both parties.Publicationofexcerptsare specificallynotauthorised.WhereanAccreditationvisit report isrequired tobedisclosed to a thirdparty for any reason, it shouldbe reproduced in full, andbothEngineersAustraliaandtheEducationProviderconcernedshouldbenotified.

5.8 Appeals

AnEducationProvidermayappealagainstadecisionnottoaccordaccreditation.Theappealmust bemade inwriting to theChief Executiveof EngineersAustralia,within twoweeksofreceivingthedecision,andmuststatethegroundsonwhichitisbased.GroundsforappealarenormallylimitedtoerrorsoffactorbreachofthePolicy,Criteriaand/orProceduresasdefinedin the applicable documents of the Accreditation Management System. The ManagementBoard of Engineers Australia will appoint a sub-committee to consider the matter and, ifappropriate,conductafurtherevaluationvisit.Followingthereportofthesub-committee,thedecisionoftheManagementBoardisfinal.

5.9 Complaints

Complaints fromany sourcepertaining to thegrantingor continuationof accreditationof aprogram, including from students, can be lodgedwith theAccreditationBoard.Anonymouscomplaintswillnotbeaccepted,althoughtheidentityofthecomplainantwillbemaintainedasconfidentialtotheBoard.

5.10 InvestigationofConcerns

IftheAccreditationBoardhasgoodreasontobelievethataprogrampreviouslyaccreditednolongermeetsthecriteria, itmaynotifytheEducationProviderofthereason/sfor itsconcernandrequestaformalresponse. Iftheresponse isnotconsideredadequate,theAccreditationBoardmay appoint an evaluation panel to visit the Education Provider and investigate thesituation.Ifthepanelisnotsatisfied,itwillprepareareportrecommendingthataccreditationbe discontinued, with reasons. The Accreditation Board will forward the report to theEducationProviderandinvitefurtherresponse,normallywithin6weeks.Iftheresponseisnotsatisfactory,accreditationwillbediscontinued.

In such case the Education Provider may appeal to the Management Board of EngineersAustraliaasoutlinedintheAppealssectionofthisdocument.InconsideringsuchanappealtheManagement Board would not normally schedule a further visit, and would confine itsconsiderationtoissuesoffactandprocess.



6. RiskManagementinAccreditation

6.1 Background

Outcomes-based accreditation has developed in synergywithmodern risk based regulatoryframeworks for education and training. Risk based frameworks are intended to enableinnovation in education and learning, while minimising the non-productive aspects ofregulation.

Theaccreditationenvironmentisevolvingdueto,amongstotherfactors,programinnovationsencouragedbyoutcomes-basedaccreditation,newentrantstoboththehighereducationandVETsectors,aswellastheinternationalizationofeducation.Thenationalandglobaleducationenvironment is increasingly open, and the rate of change is anticipated to increase in theforeseeable future as increasingly competitive education markets intersect with a greaterappetite to employ technology in the delivery of educational products. Change is occurringacross theengineeringeducationandtrainingsectors inAustralia, inbothpublicandprivateprovidergroups;itisalsooccurringglobally,atasomewhatunevenpace.Inevitably,changeisaccompaniedbyanexpansionoftheriskprofilesassociatedwiththesedevelopments. Itwillbeimportantforaccreditationagenciestobepreparedforthesechanges.

Aproportionateriskmanagementpolicyisrequiredtoaddressthechangingriskenvironment,encouraging innovation in education and learning while continuing to meet its continuingobligationstoallstakeholders.

6.2 TheNatureofAccreditationRisk

Accreditationriskassociatedwitheducationalinnovationisthelikelihoodoftheaccreditationprocess:

• failing toaccredit an innovativebutotherwise soundeducational programwithgoodoutcomes,or

• accreditinganinnovativeprogramthatdoesnotactuallymeettherequiredstandards

The latter case represents a serious professional risk for the accrediting organisation andsociety at large. The former case questions the validity and currency of the accreditationprocesses.

Theevolutionofaccreditationcriteriawilloftenlaginnovationinprogramdesignanddelivery,andifso,willlagchangeintheriskenvironment.Also,inanopenenvironmentitisnotpossibletoforeseeallpossibleriskscenarios.

The possibly disruptive nature of educational change (including educational technology andinformation resourcing), and the inevitable lag in the development of the tools ofaccreditation,requiresasophisticatedapproachtoriskidentificationandmanagementintheaccreditationprocess.

The expanded risk profiles inherent in innovation and change may not continue to be



adequately managed by a simple application of the outcomes-based approach. Riskmanagement in accreditation policy and practice should allow educational innovationwhilelimitingtheextremitiesofriskypractices.

The level and impact of the second type of risk referred to above is likely to be higher forprogramsleadingtotheoccupationofProfessionalEngineer,ascomparedwiththoseforentrytopractice asEngineeringAssociateandEngineeringTechnologist. For futurepractice as aProfessional Engineer, the wide scope of accountability requires greater scrutiny ofeducational risk intheaccreditationprocess.Complexsocio-technicalsystems,characteristicofthemodernengineeringtask,assumeaneducationthatprovidestheoreticalandconceptualunderpinnings in conjunctionwith a soundappreciationof the social context. Accreditationexperiencesuggeststhatthisbreadthmaybeomittedbyeducationprogramswiththehigherriskprofiles.Engineers Australia has been a leading participant in the adoption of outcomes-basedaccreditation, encouraging innovations that improve education and vocational outcomes.Engineers Australia is also conscious that the consequences of failure of a program can becatastrophicforsomestakeholders,includingstudentsandthecommunityiftheprogramfailsto meet the necessary occupational capability outcomes. The policy on risk managementremainsreliantonoutcomes-basedassessments,butwithatightenedfocusonriskitemsthatareassessedasbeingcriticallyimportanttothesuccessofeducationprograms.

6.3 PolicyonRiskManagement

Withthesefactorsinmind,EngineersAustraliawill:

a) Applyoutcomes-basedaccreditationintheacceptedandexpectedmanner

b) Apply enhanced evidentiary requirements to criteria identified as higher risk duringreviewbytheEvaluationPanel

c) Determine,inconsultationwiththeEvaluationPanel,whethertherisksrequirefurtheranalysisbyaRiskPanel

d) ConveneaRiskPaneltoconductariskassessmentofmajorriskitemsidentifiedbytheEvaluationPanel

e) Applyaprescriptive riskmanagementapproach to risk items that aredeterminedbytheRiskPaneltowarrantsuchmeasures

f) Determineanappropriateriskmitigationstrategysuchas:

i. Placelimitingmandatoryreportingrequirementswhenaccordingaccreditation,ifwarrantedbytheriskassessment



ii. Accordaccreditationforlimiteddurations(lessthanfiveyears) ifwarrantedbytheriskassessment

The Accreditation Board reserves the right to determine an appropriate response to anysignificant risks or weaknesses identified by the Risk Panel following the outcomes-basedaccreditationreviewprocess.



7. Entry-to-PracticeMastersPrograms

7.1 Background

TheMasterDegreebyCoursework,asdistinctfromtheresearch-basedMastersprogram,hasmanifested in a broad variety of formats and under a range of degree titles. The range ofofferingshasencompassedawiderangeofspecialistfieldsofengineeringpracticeaswellasbroadprofessionaldomains.

Thespecifiedlearningoutcomesfortheseofferingsvaryconsiderably.Historically,courseworkMasters programs have focused on professional development for qualified, practisingengineering professionals and so have not beenwithin the scopeof the EngineersAustraliaaccreditation system. Under the AQF programs of this type are normally designated asMastersDegrees(Extended).

Inrecentyears,severalprovidershaveintroducedMastersDegreeprogramsmostlyforentry-to-practice into the Professional Engineer category. Accordingly, Engineers Australia hasdevelopedpolicytoguidetheaccreditationoftheseprograms.

7.2 PolicyforAccreditationofEntry-to-PracticeMastersPrograms

Theobjective forEngineersAustralia is toassesstheMastersprogramagainst thepublishedaccreditation criteria and to determine with confidence that graduate capabilitiesincorporating the Stage 1 competencies will be demonstrated by all graduates. Mastersprograms can be considered for accreditation for the professional category of EngineeringTechnologistorProfessionalEngineer.

The post-school educational pathway taken by candidates admitted to Masters programscannot, inmost cases,beevaluated indetail. In consequence, theEducationProvidermustdemonstrate that the Masters program design together with the admission requirementsapplied,willdeliverthefullsetofspecifiedlearningoutcomesatMasterslevelthatincorporatetheStage1Competencies.

EngineersAustraliahasthereforedeterminedthatthe minimum duration, post-secondaryschool,foranaccreditedentrytopracticeMastersdegreeshallbetheequivalentoffiveyearsoffulltimestudy.Inaddition,theMastersprogramsmustbedesignedwithfollowingfeatures:

a) Foracandidateadmittedwithanon-engineeringbachelordegree,butsatisfyingentryrequirements formathematicsandgeneral sciences, theminimumstudyduration foran entry-to-practice Masters program aimed at the Professional Engineer outcomeshouldbenominallythreeyearsoffulltimestudy.

b) Any required preparatory studies to build foundation skills and knowledge inengineeringforcandidatesadmittedwithanon-engineeringbachelordegreemustbestructuredandformalisedasan integratedcomponentoftheoverall (nominallythree



years full time) study program. A two-year full time structured Masters programprecededbyad-hocpreparationstudiesprescribedonacase-by-casebasiswouldnotbeacceptableforaccreditation.

c) For candidates admitted with an engineering qualification, it may be acceptable foradvanced standing credits to begranted for part, if not all of this 1-year preparationperiod. For example, candidates with a recognised Engineering Technologistqualification, or with a recognised or non-recognised Bachelor of Engineering in thesamefieldofengineeringastheMastersprogram,orthosewithafirstcyclethree-yearengineering qualification under the “3+2” model may be exempted from thepreparation year and undertake a 2-year (full time) sequence of study to obtain theMastersdegreeoutcome.

d) ForprogramsthatrestrictintakestoparticularcategoriesofBachelorDegreestudentsor graduates (such as those from specific programs within their own institution andperhapswith prior professional practice experience requirements), theMasters studyperiodmay be reduced to less than two years (full time), but thiswould need to beconsideredonacasebycasebasis.



8. AccreditationofProgramsOfferedOffshore

8.1 Background

Australianeducationprovidersarenowofferingengineeringdegreeprogramsthataretaughtwhollyorpartlyatoffshorelocations.Therearemanypossiblearrangementsunderwhichtheoffshoreprogramsmaybeoffered.

In some instances, the Australian education provider operates a wholly-owned campus inanothercountry(the“hostcountry”)andteachestheentiredegreeprogramthere.Australianteachingstaffmaybesecondedtotheoffshorecampus,ortraveltotheoffshorecampusforlimited periods to teach. For the latter arrangement, the program may be structured inmodular form.Australian staff operating in thisway are usually assistedby locally-recruitedteaching staff. Inother cases, teaching is conductedentirelyby local staff; theremaybeanAustralianprogramleaderorcampushead.

In other instances, the offshore campus may be a partnership between the Australianeducationproviderandalocalprovider;therearemanypossiblebusinessconfigurationsforapartnershipofthistype.Thedegreemaybeawardedjointlybythetwoinstitutions,orbytheAustralianprovideralone.

Inmostcases,thedegreeisawardedbytheAustralianeducationprovideralone.Thedegreeaward title and contentmay be differentiated fromdegree programs awarded at the home(Australian) campus. If the program award and content are specifically marketed as beingindistinguishable (undifferentiated) from the home-campus offering, the graduate testamurwillnormallyusethesamedegreetitleandwilloftencarrynoindicationofwherethestudiesleadingtothedegreewereundertaken.

8.2 PolicyonAccreditationofOffshorePrograms

8.2.1 ModesofStudyandPathways

EngineersAustraliarequiresthattheaccreditationcriteriamustbemetforallmodesofstudyandpathwaysbywhichaspecificprogramcanbecompleted.Thisrequirementisspecificallyintendedtoincludeoffshorearrangements.

It is therefore a requirement that documentation submitted for accreditation of a programshould include information about all locations atwhich theprogram is offered, to the samedepthandlevelofdetail.Similarly,itisexpectedthattheaccreditationpanelwillvisitallsuchlocationsandwillinterviewstaffandstudentsateach.

8.2.2 OffshoreProgramDifferentiatedfromHomeCampusOfferingsWhere the award title and content of the offshore program are different from any homeprogram, the offshore program will necessarily be treated separately for accreditationevaluation. The offshore program must be identified as different from any related home



programinthetestamurissuedtograduates;forexample,bytheuseofadifferentawardtitleoridentificationofthedeliverylocation.

8.2.3 OffshoreProgramUndifferentiatedfromCorrespondingHomeCampusProgram

Where graduates of the offshore and the homeprograms hold identical testamurs, and thetwoare representedby the educationprovider as one (undifferentiated) programoffered inmultiplelocations,thenEngineersAustraliawillevaluateandaccredittheprogramasasingleentity. The accreditation criteria must be met at all locations or combinations of locationsthrough which the program can be completed. The program cannot be accredited at anylocation unless it is accredited at all locations: by the education provider’s own statement,thereisnodistinction.

8.2.4 AccreditationDocumentation

The same accreditation procedures outlined in the accreditationProceduresManuals (AMS-MAN-11 or AMS-MAN-21) will apply to offshore programs. Engineers Australia will receivedocumentation from the education provider and will arrange an accreditation visit to theoffshorelocation.

It is particularly important that the documentation be submitted in accordance with thespecifiedscheduleforthevisitsothatanyapparentdifficultiescanbeidentifiedinadvanceandthevisitrescheduledifnecessary.

8.2.5 AccreditationFeesforOffshoreVisitsAnaccreditationfeewillapplyforoffshoreaccreditationvisits,andtheeducationproviderwillbe required to reimburse Engineers Australia for all additional costs associated with anoffshorevisit.Thismayincludeachargeforthetimeofpanelmembers.

8.2.6 ConcurrenceofHostCountryAgencies

Engineers Australia will undertake offshore accreditation activities only where these areacceptable to relevant authorities in the host country. On receipt of a request from anAustralian education provider for offshore accreditation, Engineers Australiawill inform thehost country professional authority. Engineers Australia will respect the intention of anyapplicableAccordagreementsifthehostcountryisasignatoryoftheIEA.

8.3 TwinningProgramswithOffshoreProviders

8.3.1 Introduction

Twinning refers to formal arrangements with other providers - in this context, overseasinstitutions - whereby students undertake the initial stage/s of a program at the otherinstitution and then transfer to an Australian university, with predetermined credit, tocompletetheprogramandqualifyfortheaward.

Individual students can of course be admitted to a degree program with credit for studies



completedelsewhere.Twinningreferstoaformallyagreedarrangementwithanotherproviderthat envisages significant cohorts of students and specifies credit, usually for an integralnumberofyearsofaprogram.

A twinning arrangement may involve recognition by the Australian university that the first(say) twoyearsofanoverseas institution’scurriculumisequivalentto itsown,or thatasub-degreequalificationcompletedelsewherewillattractadefinedlevelofcreditandrecognisedentry point to the Australian program. Alternatively, itmay involve the overseas institutionspecificallyteachingthefirst(say)twoyearsoftheAustralianuniversity’scurriculum,withorwithoutsomeassistancefromAustralianstaff.

Early twinningprogramscommonly involveda first yearof studyoverseas,givingentry toadegree program in Australia at second-year level (known as a 1+3 program). Building onmarket experience, 2+2 programs have been progressively introduced and there are nowexamples of 3+1 programs. A final step, not yet in evidence, might be “4+0” in which anAustralianuniversitywouldfranchise itsentireprogramtoanoffshoreproviderandcontinuetoawardtheAustraliandegree.

8.3.2 PolicyonTwinningPrograms

Wherenomorethantwoyearsoftheprogramarecompletedoverseas,substantialrelianceisplacedontheAustralian-basedthirdand fourthyearsassufficient testsof thequalityof theinitialpartoftheprogram.AccreditationpolicyshouldstillrequiretheAustralianuniversitytoexplainwhatmechanismsitusestoassurequalityintheoverseascomponent.

WherethefirstthreeyearsarecompletedoverseasandonlythefinalyearistakeninAustralia,theapproachtoaccreditationwilldependonwhethertheoverseasprogramfollowsidenticallythe Australian curriculum, or whether it is an overseas-owned curriculum recognised asequivalent.

If the Australian university can certify that the third year of the overseas program followsessentiallytheAustraliancurriculum,iftherearesubstantialformalexaminationswhicharesetand marked in common between the Australian and overseas programs, if other forms ofassessment canbe shown tobe essentially identical, and if all these aspects are part of theformal twinningagreement, then itwillnormallynotbenecessary forEngineersAustralia tovisit theoverseas establishment. Itwouldbedesirable to interviewa sampleof students onarrivalinAustralia.

In all other cases, Engineers Australia will require documentation through the Australianuniversityandwillconductavisittotheoverseasestablishment,andanaccreditationfeewillapply.As inthecaseofwhollyoffshoreprograms,EngineersAustraliawillwishto liaisewiththelocalauthorities.

In all instances, the onus is on the university awarding the degree to demonstrate that the



accreditationcriteriaaremet.

As with evaluations conducted within Australia, Engineers Australia reserves the right toinvestigateindepthhowstatedoutcomesareactuallyachievedinpractice.

Inarranginganyvisittoanoffshorecampusorinstitution,EngineersAustraliawillconsultwiththe accreditation authorities in the country concerned and will endeavour to secure theiragreementand/orparticipationintheprocess.



9. AccreditationofProgramsDeliveredOff-Campus

9.1 Background

EngineersAustralia recognises thateducational techniquesarecontinuallyadvancing.At thesametime,studentsaredemanding increasing flexibility inhowandwhentheyengagewithtertiary education. Some students enrol in combinations of on-campus, off-campus and on-linecourses,wheresuchoptionsareavailable.

EngineersAustraliaalsorecognisesthatcampus-basedtertiaryeducationinengineeringusesan ever-expanding range of on-line technologies for all aspects of the educational process.On-campus students frequently ‘attend’ classes by watching recordings of lectures, andengageinon-linesupportedgroupwork.Mostassessmentsarenowsubmittedon-line.

Engineers Australia wishes to encourage and promote new approaches to learning andteaching, limitedonlyby the requirement that theknowledgeandattributesappropriate forentrytoprofessionalengineeringpracticecanreliablybeshowntohavebeenattainedbyallgraduatesoftheprogram.

Accordingly,EngineersAustraliaisnotunnecessarilyprescriptiveaboutparticularcriteriathatmightapplytooff-campusoron-lineeducation,oranycombinationofstudymodes. Itdoes,however,reservetherighttoinvestigateindepthhowstatedprogramoutcomesareactuallyachievedinpractice.

EngineersAustraliawill consider for accreditation entry to practice programs offered in anymodeofstudy,orcombinationofmodes.Wherethereareparallelon-campusandoff-campusmodes,andacommonprogramaward titleandcontent, thesewillbe treatedasalternativepathwaysinacommonaccreditationprocess.

9.2 PolicyonAccreditationofProgramsDeliveredOff-Campus

Off-campus studymodesmay be denoted by such terms as external, distance, on-line, andflexible.TheircommonaspectisthatstudentsarerequiredtospendzeroorminimalphysicaltimeonacampusoftheEducationProvider.Nevertheless,off-campusstudentsshouldhaveequivalent learningexperiences to thoseofon-campusstudents, includingengagementwithfellow students and teaching staff, a full range of experimental and project work, andopportunitiestoprovidefeedbackontheireducationalexperiences.

Programsoffered inoff-campusmodesare subject to the sameaccreditationprocessesandrequirementsascampus-basedprograms. Eachprogramandpathwaywillbeconsideredonitsmeritsagainsttheaccreditationcriteria.



ContextofthisDocumentintheAMS

This document, AMS-POL-01Accreditation Principles, is locatedwithin the hierarchy of theAccreditationManagementSystemasdepictedinthetablebelow.

PRINCIPLES Statementofaccreditationprinciples(policy)

Thisdocument AMS-POL-01 AccreditationPrinciples

STANDARDS Standardsagainstwhichcomplianceisevaluated

EAStage1 CompetencyStandards(atEngineersAustraliawebsite) AMS-STD-10 AccreditationStandard–HigherEducation AMS-STD-20 AccreditationStandard–VETCompetencyPrograms

MANUALS Instructionsforaccreditation

AMS-MAN-10 AccreditationCriteriaUserGuide–HigherEducation AMS-MAN-11 ProceduresManual–HigherEducation AMS-MAN-20 AccreditationCriteriaUserGuide–VET AMS-MAN-21 ProceduresManual–VET

HANDBOOK Contextualinformationonprofessionalpractice

AMS-HBK-01 EngineeringHandbook



RevisionHistoryofthisDocument

Date Version Description Approved

15December2017 1.0 Initialrelease Chair,AccreditationBoard

26November2018 2.0 Inclusionofpolicyontwinning(8.3);minoreditorialcorrections

Chair,AccreditationBoard

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