When launching new programmes or reviewing or making changes to existing ones, you’ll need to go through your own institution’s internal validation process (your Registry or similar function will be able to advise on this), as well as considering the Quality Assurance Agency’s subject benchmarks. You’ll also need to consider whether you wish to have the programme accredited by the appropriate professional institution.

Accreditation is the process of reviewing an engineering degree programme to judge whether or not it meets the defined standards set by the Engineering Council.  Accredited engineering degrees offer a mark of assurance that the degree programme meets the standards defined and set by the engineering profession.

Accredited course search

Accreditation of Higher Education Programmes (AHEP): Accreditation is a mark of assurance that a degree programme meets the standards set by the profession.  The Engineering Council licenses over 20 professional engineering institutions (PEIs) to undertake accreditation of HE programmes in line with its standards and requirements for accreditation which are set out in the AHEP document.

Accrediting institutions interpret the Engineering Council’s standard as appropriate for their own sector of the profession.  They use the accreditation process to assess whether specific educational programmes provide graduates with some or all of the underpinning knowledge, understanding and skills for eventual professional engineer registration as an Incorporated Engineer (IEng) or Chartered Engineer (CEng).  Programmes may be accredited as fully or partially meeting the educational requirement for registration as either IEng or CEng.  If you are thinking of developing a new programme and wish to apply for accreditation, the Engineering Council and the appropriate PEI are always pleased to provide informal advice and guidance.

More information:

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

When launching new programmes or reviewing or making changes to existing ones, you’ll need to go through your own institution’s internal validation process (your Registry or similar function will be able to advise on this), as well as considering the Quality Assurance Agency’s subject benchmarks. You’ll also need to consider whether you wish to have the programme accredited by the appropriate professional institution.

QAA works closely with a range of organisations in Wales to ensure that academic quality and standards are maintained in Welsh institutions.

More information:

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

When launching new programmes or reviewing or making changes to existing ones, you’ll need to go through your own institution’s internal validation process (your Registry or similar function will be able to advise on this), as well as considering the Quality Assurance Agency’s subject benchmarks. You’ll also need to consider whether you wish to have the programme accredited by the appropriate professional institution.

Integrated quality and enhancement review, Northern Ireland (IQER NI) is a method to review higher education in further education colleges that began in the 2010/11 academic year.  It was developed by QAA for the Department for Employment and Learning to ensure that the review method is tailored to the needs of Northern Ireland’s education system and to ensure that further education colleges in Northern Ireland maintain the academic quality and standards of the higher education awards they deliver on behalf of their awarding bodies and organisations.

More information:

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

When launching new programmes or reviewing or making changes to existing ones, you’ll need to go through your own institution’s internal validation process (your Registry or similar function will be able to advise on this), as well as considering the Quality Assurance Agency’s subject benchmarks. You’ll also need to consider whether you wish to have the programme accredited by the appropriate professional institution.

A distinctive approach to quality is taken in Scotland- the Quality Enhancement Framework (QEF) – which has been developed since 2003 under the guidance of the Universities’ Quality Working Group (UQWG). The Enhancement Themes are selected by the Scottish higher education sector and they provide a means for institutions, academic staff, support staff and students to work together in enhancing the learning experience. Support for the Enhancement Themes is provided by the Quality Assurance Agency (QAA) for Higher Education, Scotland (QAA). Each Theme facilitates both sharing and learning from current and innovative national and international practice. In addition, the Themes promote the collective development of new ideas and models for innovation in learning and teaching.

More information:

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

The Recruitment and Admissions Toolkit has not been updated as yet but has been left here for archive purposes.

Some toolkit content is available to members only. For best results, make sure you’re logged in.

The following provides links to a range of resources and information to help university admissions tutors and those working in recruitment and admissions roles.

And each year, in November, the Engineering Professors’ Council organises a Recruitment and Admissions Forum so that all of those involved in the recruitment and admission of students to engineering programmes in UK higher education have the opportunity to get together and share experiences and best practice, as well as hear the latest from policy makers, the funding agencies and Government.  We also provide feedback to members from the annual early enrolments survey, which provides an indication of student numbers compared with the prior year for both undergraduate and postgraduate (taught) students.

Don’t forget to check out the Tomorrow’s Engineers programme website which offers a wide range of resources to assist schools, prospective students and their advisers.  The latest range, including a leaflet entitled ‘Make a Difference to the World: Engineering at University’ may be found here.

And do take a look at this set of films, produced by the 2014 winner of the EPC’s Engaging in Engineering awards, Dr Emma Carter of the University of Sheffield – aimed at 8 to 15 year olds, their particularly useful for schools outreach activity.

If you can’t find what you’re looking for on this page, why not ask a colleague by starting a discussion?  Or feel free to drop us a line directly.

Contents:

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

In our Curriculum Development and Teaching Innovation Toolkit you’ll find just a sample of the range of resources available to support curriculum development and innovation in teaching engineering programmes, with links to some of the engineering education research centres.  This is an area which is developing constantly so please do contribute links and resources to keep it up to date by starting a discussion or contacting us directly.

Some toolkit content is available to members only. For best results, make sure you’re logged in.

Contents:

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

The Recruitment and Admissions Toolkit has not been updated as yet but has been left here for archive purposes.

 

Engineering Council website: ‘Information for Students’.

In addition, the following are available on request from marketing@engc.org.uk,  putting IEng/CEng in the subject line.

1. A ‘Student guide to professional registration with the Engineering Council’

2. An introductory email aimed at new undergraduates.

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

The Recruitment and Admissions Toolkit has not been updated as yet but has been left here for archive purposes.

 

The EPC routinely tracks applications trends at both undergraduate and postgraduate level across all of the engineering disciplines.  We report and comment on these at our Recruitment and Admissions Forum, held in November annually.  The latest may be accessed in our Data explorer.

UCAS scheduled statistical releases.

The Department for Business, Innovation and Skills published a report in December 2013 on the trends in applications and demand from students for postgraduate study.

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

The Recruitment and Admissions Toolkit has not been updated as yet but has been left here for archive purposes.

 

The EPC reviews and reports on graduate engineers’ ability to gain employment on leaving university.  The latest information may be accessed by members in our Data explorer.

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

The Recruitment and Admissions Toolkit has not been updated as yet but has been left here for archive purposes.

 

A brief guide to the Scottish educational system: for admissions tutors elsewhere.

Pupils in Scotland move from primary to secondary school one year later than in England and (traditionally) from school to university one year earlier, around age 17. The state school system is almost entirely homogeneous and comprehensive. University degrees are a year longer to compensate for the earlier entry. Thus a BEng typically takes 4 years and MEng takes 5 years. Engineering programmes are usually specialised from the start but most Scottish bachelors degrees provide a broad programme in the first two years followed by specialised honours courses in the final two years; in general Scottish education places a higher emphasis on breadth than in England.

National qualifications are administered by a single Scottish Qualifications Authority (SQA). For many years pupils have taken the following set of examinations.

It is tempting to compare the qualifications with GCSE, AS and A levels but there are significant differences.

This picture is evolving as a result of the Curriculum for Excellence, currently pro­gressing through secondary schools. Major changes have occurred in primary and the earlier years of secondary education but the impact on pre-university qualifications may be small.

Helpful publications

John Davies, revised 2014-12-06

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Let us know what you think of our website