Washington Accord
Sydney Accord
Dublin Accord

Constituent Agreements
International Professional Engineers Agreement
International Engineering Technologists Agreement
APEC Engineer Agreement

Graduate Attributes and Professional Competencies
Version 3: 21 June 2013This document is available through the IEA website: http://www.ieagreements.org.

Executive Summary
Several accrediting bodies for engineering qualifications have developed outcomesbased criteria for evaluating programmes. Similarly, a number of engineering
regulatory bodies have developed or are in the process of developing competencybased standards for registration. Educational and professional accords for mutual
recognition of qualifications and registration have developed statements of graduate
attributes and professional competency profiles. This document presents the
background to these developments, their purpose and the methodology andlimitations of the statements. After defining general range statements that allow thecompetencies of the different categories to be distinguished, the paper presents thegraduate attributes and professional competency profiles for three professional tracks:
engineer, engineering technologist and engineering technician.

1

Introduction

Engineering is an activity that is essential to meeting the needs of people, economic development andthe provision of services to society. Engineering involves the purposeful application of mathematicaland natural sciences and a body of engineering knowledge, technology and techniques. Engineering
seeks to produce solutions whose effects are predicted to the greatest degree possible in often
uncertain contexts. While bringing benefits, engineering activity has potential adverse consequences.
Engineering therefore must be carried out responsibly and ethically, use available resources
efficiently, be economic, safeguard health and safety, be environmentally sound and sustainable andgenerally manage risks throughout the entire lifecycle of a system.
Typical engineering activity requires several roles including those of the engineer, engineering
technologist and engineering technician, recognized as professional registration categories in many
jurisdictions1. These roles are defined by their distinctive competencies and their level of
responsibility to the public. There is a degree of overlap between roles. The distinctive competencies,
together with their educational underpinnings, are defined in sections 4 to 6 of this document.
The development of an engineering professional in any of the categories is an ongoing process with
important identified stages. The first stage is the attainment of an accredited educational
qualification, the graduate stage. The fundamental purpose of engineering education is to build a
1

The terminology used in this document uses the term engineering as an activity in a broad sense and engineer
as shorthand for the various types of professional and chartered engineer. It is recognized that engineers,
engineering technologists and engineering technicians may have specific titles or designations and differing
legal empowerment or restrictions within individual jurisdictions.

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knowledge base and attributes to enable the graduate to continue learning and to proceed to formative
development that will develop the competencies required for independent practice. The second stage,
following after a period of formative development, is professional registration. The fundamental
purpose of formative development is to build on the educational base to develop the competencies
required for independent practice in which the graduate works with engineering practitioners andprogresses from an assisting role to taking more individual and team responsibility until competence
can be demonstrated at the level required for registration. Once registered, the practitioner must
maintain and expand competence.
For engineers and engineering technologists, a third milestone is to qualify for the international
register held by the various jurisdictions. In addition, engineers, technologists and technicians are
expected to maintain and enhance competency throughout their working lives.
Several international accords provide for recognition of graduates of accredited programmes of eachsignatory by the remaining signatories. The Washington Accord (WA) provides for mutual
recognition of programmes accredited for the engineer track. The Sydney Accord (SA) establishes
mutual recognition of accredited qualifications for engineering technologist. The Dublin Accord (DA)provides for mutual recognition of accredited qualifications for engineering technicians. These
accords are based on the principle of substantial equivalence rather than exact correspondence ofcontent and outcomes. This document records the signatories’ consensus on the attributes of graduates
for each accord.
Similarly, the International Professional Engineers Agreement2 (IPEA) and the International
Engineering Technologists Agreement3 (IETA) provide mechanisms to support the recognition of aprofessional registered in one signatory jurisdiction obtaining recognition in another. The signatories
have formulated consensus competency profiles for the registration and these are recorded in thisdocument. While no competence forum currently exists for technicians, competency statements werealso formulated for completeness and to facilitate any future development.
Section 2 give the background to the graduate attributes presented in section 5. Section 3 provides
background to the professional competency profiles presented in section 6. General range statements
are presented in section 4. The graduate attributes are presented in section 5 while the professional
competency profiles are defined in section 6. Appendix A defines terms used in this document.
Appendix B sketches the origin and development history of the graduate attributes and professional
competency profiles.

2

Graduate Attributes

2.1 Purpose of Graduate Attributes
Graduate attributes form a set of individually assessable outcomes that are the components indicativeof the graduate's potential to acquire competence to practise at the appropriate level. The graduate
attributes are exemplars of the attributes expected of graduate from an accredited programme.
Graduate attributes are clear, succinct statements of the expected capability, qualified if necessary bya range indication appropriate to the type of programme.
The graduate attributes are intended to assist Signatories and Provisional Members to develop
outcomes-based accreditation criteria for use by their respective jurisdictions. Also, the graduate
attributes guide bodies developing their accreditation systems with a view to seeking signatory status.
Graduate attributes are defined for educational qualifications in the engineer, engineering technologist
and engineering technician tracks. The graduate attributes serve to identify the distinctive2
3

Formerly the Engineers Mobility Forum (EMF).
Formerly the Engineering Technologists Mobility Forum (ETMF)IEA Graduate Attributes and Professional Competency Profiles

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characteristics as well as areas of commonality between the expected outcomes of the different typesof programmes.
2.2 Limitation of Graduate Attributes
Each signatory defines the standards for the relevant track (engineer, engineering technologist or
engineering technician) against which engineering educational programmes are accredited. Eacheducational level accord is based on the principle of substantial equivalence, that is, programmes are
not expected to have identical outcomes and content but rather produce graduates who could enter
employment and be fit to undertake a programme of training and experiential learning leading toprofessional competence and registration. The graduate attributes provide a point of reference forbodies to describe the outcomes of substantially equivalent qualification. The graduate attributes donot, in themselves, constitute an “international standard” for accredited qualifications but provide awidely accepted common reference for bodies to describe the outcomes of substantially equivalentqualifications.
The term graduate does not imply a particular type of qualification but rather the exit level of thequalification, be it a degree or diploma.

2.3 Graduate Attributes and the Quality of Programmes
The Washington, Sydney and Dublin Accords “recognise the substantial equivalence of …
programmes satisfying the academic requirements for practice …” for engineers, engineering
technologists and engineering technicians respectively. The Graduate Attributes are assessable
outcomes, supported by level statements, developed by the signatories that give confidence that theeducational objectives of programmes are being achieved. The quality of a programme depends not
only on the stated objectives and attributes to be assessed but also on the programme design, resources
committed to the programme, the teaching and learning process and assessment of students, including
confirmation that the graduate attributes are satisfied. The Accords therefore base the judgement of
the substantial equivalence of programmes accredited by signatories on both the Graduate Attributes
and the best practice indicators for evaluating programme quality listed in the Accords’ Rules andProcedures4.

2.4 Scope and Organisation of Graduate Attributes
The graduate attributes are organized using twelve headings shown in section 5.2. Each heading
identifies the differentiating characteristic that allows the distinctive roles of engineers, technologists
and technicians to be distinguished by range information.
For each attribute, statements are formulated for engineer, engineering technologist and engineering
technician using a common stem, with ranging information appropriate to each educational track
defined in sections 4.1 and 5.1. For example, for the Knowledge of Engineering Sciences attribute:
Common Stem: Apply knowledge of mathematics, science, engineering fundamentals and anengineering specialization …
Engineer Range: … as described in the engineer knowledge profile to the solution ofcomplex engineering problems.
Engineering Technologist Range: … as described in the engineering technologist
knowledge profile to defined and applied engineering procedures, processes, systems or
methodologies.
Engineering Technician Range: … as described in the engineering technician knowledge
profile to wide practical procedures and practices.

4

Accord Rules and Procedures. June 2012, section C.4.8. Available at www.ieagreements.org.

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The resulting statements are shown below for this example:… for Washington Accord
Graduate
Apply knowledge ofmathematics, science,engineering fundamentals and anengineering specialization as
specified in WK1-WK4
respectively to the solution ofcomplex engineering problems.

… for Sydney Accord
Graduate
Apply knowledge of mathematics,
science, engineering fundamentals
and an engineering specializationas specified in SK1-SK4
respectively to defined and applied
engineering procedures, processes,
systems or methodologies.

… for Dublin Accord
Graduate
Apply knowledge of mathematics,
science, engineering fundamentals
and an engineering specializationas specified in DK1-DK4
respectively to wide practicalprocedures and practices.

The range qualifier in several attribute statements uses the notions of complex engineering problems,
broadly-defined engineering problems and well-defined engineering problems. These shorthand leveldescriptors are defined in section 4.1.
The attributes are chosen to be universally applicable and reflect acceptable minimum standards andbe capable of objective measurement. While all attributes are important, individual attributes are notnecessarily of equal weight. Attributes are selected that are expected to be valid for extended periods
and changed infrequently only after considerable debate. Attributes may depend on information
external to this document, for example generally accepted principles of ethical conduct.
The full set of graduate attribute definitions is given in section 5.

2.5 Contextual Interpretation
The graduate attributes are stated generically and are applicable to all engineering disciplines. In
interpreting the statements within a disciplinary context, individual statements may be amplified andgiven particular emphasis but must not be altered in substance or individual elements ignored.

2.6 Best Practice in Application of Graduate Attributes
The attributes of Accord programmes are defined as a knowledge profile, an indicated volume oflearning and the attributes against which graduates must be able to perform. The requirements arestated without reference to the design of programmes that would achieve the requirements. Providers
therefore have freedom to design programmes with different detailed structure, learning pathways andmodes of delivery. Evaluation of individual programmes is the concern of national accreditation
systems.

3

Professional Competency Profiles

3.1 Purpose of Professional Competency Profiles
A professionally or occupationally competent person has the attributes necessary to perform theactivities within the profession or occupation to the standards expected in independent employment orpractice. The professional competency profiles for each professional category record the elements ofcompetency necessary for competent performance that the professional is expected to be able todemonstrate in a holistic way at the stage of attaining registration.
Professional competence can be described using a set of attributes corresponding largely to thegraduate attributes, but with different emphases. For example, at the professional level, the ability totake responsibility in a real-life situation is essential. Unlike the graduate attributes, professional
competence is more than a set of attributes that can be demonstrated individually. Rather, competence
must be assessed holistically.

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3.2 Scope and Organisation of Professional Competency Profiles
The professional competency profiles are written for each of the three categories: engineer,engineering technologist and engineering technician at the point of registration5. Each profile consistsof thirteen elements. Individual elements are formulated around a differentiating characteristic using astem and modifier, similarly to the method used for the graduate attributes described in section 2.3.
The stems are common to all three categories and the range modifiers allow distinctions andcommonalities between categories to be identified. Like their counterparts in the graduate attributes,
the range statements use the notions of complex engineering problems, broadly-defined engineering
problems and well-defined engineering problems defined in section 4.1. At the professional level, aclassification of engineering activities is used to define ranges and to distinguish between categories.
Engineering activities are classified as complex, broadly-defined or well-defined. These shorthandlevel descriptors are defined in section 4.2.
3.3 Limitations of Professional Competency Profile
As in the case of the graduate attributes, the professional competency profiles are not prescriptive indetail but rather reflect the essential elements that would be present in competency standards.
The professional competency profiles do not specify performance indicators or how the above items
should be interpreted in assessing evidence of competence from different areas of practice or fordifferent types of work. Section 3.4 examines contextual interpretation.
Each jurisdiction may define performance indicators, that is actions on the part of the candidate that
demonstrate competence. For example, a design competency may be evidenced by the following
performances:
1: Identify and analyse design/ planning requirement and draw up detailed requirements
specification
2: Synthesise a range of potential solutions to problem or approaches to project execution
3: Evaluate the potential approaches against requirements and impacts outside requirements
4: Fully develop design of selected option
5: Produce design documentation for implementation
3.4 Contextual Interpretation
Demonstration of competence may take place in different areas of practice and different types ofwork. Competence statements are therefore discipline-independent. Competence statements
accommodate different types of work, for example design, research and development and engineering
management by using the broad phases in the cycle of engineering activity: problem analysis,
synthesis, implementation, operation and evaluation, together the management attributes needed. The
competence statements include the personal attributes needed for competent performance irrespectiveof specific local requirements: communication, ethical practice, judgement, taking responsibility andthe protection of society.
The professional competency profiles are stated generically and are applicable to all engineering
disciplines. The application of a competency profile may require amplification in different regulatory,
disciplinary, occupational or environmental contexts. In interpreting the statements within a particular
context, individual statements may be amplified and given particular emphasis but must not be alteredin substance or ignored.

3.5 Mobility between Professional Categories
The graduate attributes and professional competency for each of three categories of engineering
practitioner define the benchmark route or vertical progression in each category. This document does
5

Requirements for the IEPA and IETA International Registers call for enhanced competency and responsibility.

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not address the movement of individuals between categories, a process that usually required
additional education, training and experience. The graduate attributes and professional competencies,
through their definitions of level of demand, knowledge profile and outcomes to be achieved, allow aperson planning such a change to gauge the further learning and experience that will be required. The
education and registration requirements of the jurisdiction should be examined for specificrequirements.

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4Common Range and Contextual Definitions

4.1 Range of Problem Solving
References to the Knowledge Profile are shown thus: (WK3, WK4 …)
In the context of both Graduate Attributes and Professional Competencies:
ComplexEngineering
Problems
have Broadly-defined Engineering Problems have Well-defined Engineering Problems have
Attributecharacteristic WP1 and some or all of WP2 to WP7:
characteristic SP1 and some or all of SP2 to SP7: characteristic DP1 and some or all of DP2 to DP7:
Depth of Knowledge WP1: Cannot be resolved without in-depth
SP1: Cannot be resolved without engineering
DP1: Cannot be resolved without extensive practical
Requiredengineering knowledge at the level of one or
knowledge at the level of one or more of SK 4,
knowledge as reflected in DK5 and DK6
more of WK3, WK4, WK5, WK6 or WK8 which
SK5, and SK6 supported by SK3 with a strong
supported by theoretical knowledge defined inallows a fundamentals-based, first principles
emphasis on the application of developed
DK3 and DK4
analytical approach
technology
Range of conflicting
requirements
Depth of analysis
required
Familiarity of issues
Extent of applicable
codes
Extent of stakeholder
involvement andconflicting
requirements
Interdependence

WP2: Involve wide-ranging or conflicting technical,
engineering and other issues
WP3: Have no obvious solution and require abstract
thinking, originality in analysis to formulate
suitable models
WP4: Involve infrequently encountered issues
WP5: Are outside problems encompassed bystandards and codes of practice for professional
engineering
WP6: Involve diverse groups of stakeholders withwidely varying needs

WP 7: Are high level problems including many
component parts or sub-problems
In addition, in the context of the Professional Competencies
Consequences
EP1: Have significant consequences in a range ofcontexts
Judgement
EP2: Require judgement in decision making

SP2: Involve a variety of factors which may impose
conflicting constraints
SP3: Can be solved by application of well-provenanalysis techniques

DP2: Involve several issues, but with few of theseexerting conflicting constraints
DP3: Can be solved in standardised ways

SP4: Belong to families of familiar problems which
are solved in well-accepted ways
SP5: May be partially outside those encompassed
by standards or codes of practiceDP4: Are frequently encountered and thus familiar to
most practitioners in the practice area
DP5: Are encompassed by standards and/or
documented codes of practice

SP6: Involve several groups of stakeholders withdiffering and occasionally conflicting needs

DP6: Involve a limited range of stakeholders withdiffering needs

SP7: Are parts of, or systems within complex
engineering problems

DP7: Are discrete components of engineeringsystems

TP1:Have consequences which are important
locally, but may extend more widely
TP2: Require judgement in decision making

NP1: Have consequences which are locallyimportant and not far-reaching

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4.2

Range of Engineering Activities

Attribute
PreambleComplex Activities
Complex activities means (engineering)
activities or projects that have some or all of
the following characteristics:

Broadly-defined Activities
Broadly defined activities means (engineering)
activities or projects that have some or all of thefollowing characteristics:

Well-defined Activities
Well-defined activities means (engineering)
activities or projects that have some or all of thefollowing characteristics:

Range of resources

EA1: Involve the use of diverse resources (andfor this purpose resources includes people,
money, equipment, materials, informationand technologies)
EA2: Require resolution of significant problems
arising from interactions between wideranging or conflicting technical, engineeringor other issues,
EA3: Involve creative use of engineering
principles and research-based knowledge innovel ways.
EA4: Have significant consequences in arange of contexts, characterized by difficultyof prediction and mitigation
EA5: Can extend beyond previous experiencesby applying principles-based approaches

TA1: Involve a variety of resources (and for thispurposes resources includes people, money,equipment, materials, information andtechnologies)
TA2: Require resolution of occasional interactions
between technical, engineering and other issues,of which few are conflicting

NA1: Involve a limited range of resources (and forthis purpose resources includes people, money,equipment, materials, information andtechnologies)
NA2: Require resolution of interactions between
limited technical and engineering issues with little
or no impact of wider issues

TA3: Involve the use of new materials, techniques orprocesses in non-standard ways

NA3: Involve the use of existing materials
techniques, or processes in modified or new ways

TA4: Have reasonably predictable consequencesthat are most important locally, but may extend
more widely
TA5: Require a knowledge of normal operatingprocedures and processes

NA4: Have consequences that are locally importantand not far-reaching

Level of interactions

Innovation
Consequences to society
and the environment
Familiarity

5

NA5: Require a knowledge of practical proceduresand practices for widely-applied operations andprocesses

Accord programme profiles

The following tables provides profiles of graduates of three types of tertiary education engineering programmes. See section 4 for definitions of complex
engineering problems, broadly-defined engineering problems and well-defined engineering problems.

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5.1 Knowledge profile
A Washington Accord programme provides:

A Sydney Accord programme provides:

A Dublin Accord programme provides:

WK1: A systematic, theory-based understanding of thenatural sciences applicable to the discipline
WK2: Conceptually-based mathematics, numericalanalysis, statistics and formal aspects of computerand information science to support analysis andmodelling applicable to the discipline

SK1: A systematic, theory-based understanding of thenatural sciences applicable to the sub-discipline
SK2: Conceptually-based mathematics, numericalanalysis, statistics and aspects of computer andinformation science to support analysis and use ofmodels applicable to the sub-discipline

DK1: A descriptive, formula-based understanding of thenatural sciences applicable in a sub-discipline
DK2: Procedural mathematics, numerical analysis,
statistics applicable in a sub-discipline

WK3: A systematic, theory-based formulation ofengineering fundamentals required in theengineering discipline

SK3: A systematic , theory-based formulation ofengineering fundamentals required in an accepted
sub-discipline

DK3: A coherent procedural formulation of engineering
fundamentals required in an accepted sub-discipline

WK4: Engineering specialist knowledge that provides
theoretical frameworks and bodies of knowledge forthe accepted practice areas in the engineering
discipline; much is at the forefront of the discipline.
WK5: Knowledge that supports engineering design in apractice area

SK4: Engineering specialist knowledge that provides
theoretical frameworks and bodies of knowledge for an
accepted sub-discipline

DK4: Engineering specialist knowledge that provides
the body of knowledge for an accepted sub-discipline

SK5: Knowledge that supports engineering designusing the technologies of a practice area

WK6: Knowledge of engineering practice (technology) in
the practice areas in the engineering discipline

SK6: Knowledge of engineering technologies
applicable in the sub-discipline

DK5: Knowledge that supports engineering design
based on the techniques and procedures of a practicearea
DK6: Codified practical engineering knowledge inrecognised practice area.

WK7: Comprehension of the role of engineering insociety and identified issues in engineering practice inthe discipline: ethics and the professional
responsibility of an engineer to public safety; theimpacts of engineering activity: economic, social,
cultural, environmental and sustainability
WK8: Engagement with selected knowledge in the
research literature of the discipline

SK7: Comprehension of the role of technology insociety and identified issues in applying engineering
technology: ethics and impacts: economic, social,environmental and sustainability

A programme that builds this type of knowledge anddevelops the attributes listed below is typically achieved in 4
to 5 years of study, depending on the level of students atentry.

A programme that builds this type of knowledge anddevelops the attributes listed below is typically achieved in 3
to 4 years of study, depending on the level of students atentry.

DK7: Knowledge of issues and approaches inengineering technician practice: ethics, financial,
cultural, environmental and sustainability impacts

SK8: Engagement with the technological literature of
the discipline

IEA Graduate Attributes and Professional Competency Profiles

A programme that builds this type of knowledge anddevelops the attributes listed below is typically achieved in 2
to 3 years of study, depending on the level of students atentry.

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5.2 Graduate Attribute Profiles
References to the Knowledge Profile are shown thus: (WK1 to WK4)
Differentiating
CharacteristicEngineering
Knowledge:

Problem Analysis

Complexity of analysis

Design/ development ofsolutions: Breadth anduniqueness ofengineering problems
i.e. the extent to which
problems are original
and to which solutions
have previously been
identified or codified
Investigation: Breadthand depth ofinvestigation andexperimentation… for Washington Accord Graduate… for Sydney Accord Graduate

WA1: Apply knowledge of mathematics, naturalscience, engineering fundamentals and anengineering specialization as specified in WK1
to WK4 respectively to the solution of complex
engineering problems.

SA1: Apply knowledge of mathematics, natural
DA1: Apply knowledge of mathematics, naturalscience, engineering fundamentals and an
science, engineering fundamentals and anengineering specialization as specified in SK1 toengineering specialization as specified in DK1
SK4 respectively to defined and applied
to DK4 respectively to wide practicalengineering procedures, processes, systems orprocedures and practices.
methodologies.
SA2: Identify, formulate, research literature andDA2: Identify and analyse well-defined
analyse broadly-defined engineering problems
engineering problems reaching substantiatedreaching substantiated conclusions using
conclusions using codified methods ofanalytical tools appropriate to the discipline or
analysis specific to their field of activity. (DK1
area of specialisation. (SK1 to SK4)
to DK4)
SA3: Design solutions for broadly- defined
DA3: Design solutions for well-defined technicalengineering technology problems and contributeproblems and assist with the design ofto the design of systems, components or
systems, components or processes to meetprocesses to meet specified needs withspecified needs with appropriate consideration
appropriate consideration for public health andfor public health and safety, cultural, societal,
safety, cultural, societal, and environmental
and environmental considerations. (DK5)
considerations. (SK5)

WA2: Identify, formulate, research literature andanalyse complex engineering problems
reaching substantiated conclusions using firstprinciples of mathematics, natural sciencesand engineering sciences. (WK1 to WK4)
WA3: Design solutions for complex engineering
problems and design systems, components orprocesses that meet specified needs withappropriate consideration for public health andsafety, cultural, societal, and environmental
considerations. (WK5)

WA4: Conduct investigations of complex
problems using research-based knowledge(WK8) and research methods including designof experiments, analysis and interpretation ofdata, and synthesis of information to provide
valid conclusions.
Modern Tool Usage: Level WA5: Create, select and apply appropriateof understanding of thetechniques, resources, and modern
appropriateness of the toolengineering and IT tools, including prediction
and modelling, to complex engineering
problems, with an understanding of thelimitations. (WK6)… for Dublin Accord Graduate

SA4: Conduct investigations of broadly-definedproblems; locate, search and select relevant
data from codes, data bases and literature(SK8), design and conduct experiments toprovide valid conclusions.

DA4: Conduct investigations of well-definedproblems; locate and search relevant codesand catalogues, conduct standard tests andmeasurements.

SA5: Select and apply appropriate techniques,resources, and modern engineering and IT
tools, including prediction and modelling, tobroadly-defined engineering problems, with anunderstanding of the limitations. (SK6)

DA5: Apply appropriate techniques, resources,
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The Engineer andSociety: Level ofknowledge andresponsibility

Environment andSustainability: Type ofsolutions.

WA6: Apply reasoning informed by contextual
knowledge to assess societal, health, safety,
legal and cultural issues and the consequent
responsibilities relevant to professional
engineering practice and solutions to complex
engineering problems. (WK7)
WA7: Understand and evaluate the sustainability
and impact of professional engineering work inthe solution of complex engineering problems insocietal and environmental contexts. (WK7)

Ethics: Understanding WA8: Apply ethical principles and commit toand level of practice
Individual and Team
work: Role in anddiversity of teamCommunication:

Level ofcommunicationaccording to type ofactivities performed
Project Management
and Finance:

Level of management
required for differing
types of activity
Lifelong learning:

Preparation for anddepth of continuing
learning.

professional ethics and responsibilities andnorms of engineering practice. (WK7)
WA9: Function effectively as an individual, and asa member or leader in diverse teams and in
multi-disciplinary settings.
WA10: Communicate effectively on complex
engineering activities with the engineeringcommunity and with society at large, such as
being able to comprehend and write effective
reports and design documentation, makeeffective presentations, and give and receive
clear instructions.
WA11: Demonstrate knowledge andunderstanding of engineering management
principles and economic decision-making andapply these to one’s own work, as a member
and leader in a team, to manage projects and in
multidisciplinary environments.
WA12: Recognize the need for, and have thepreparation and ability to engage in independentand life-long learning in the broadest context oftechnological change.

SA6: Demonstrate understanding of the societal,
health, safety, legal and cultural issues and theconsequent responsibilities relevant toengineering technology practice and solutions to
broadly defined engineering problems. (SK7)

DA6: Demonstrate knowledge of the societal,
health, safety, legal and cultural issues andthe consequent responsibilities relevant toengineering technician practice and solutions
to well defined engineering problems. (DK7)

SA7: Understand and evaluate the sustainability
and impact of engineering technology work inthe solution of broadly defined engineering
problems in societal and environmental
contexts. (SK7)
SA8: Understand and commit to professional
ethics and responsibilities and norms ofengineering technology practice. (SK7)
SA9: Function effectively as an individual, and asa member or leader in diverse teams.

DA7: Understand and evaluate the sustainability
and impact of engineering technician work inthe solution of well defined engineering
problems in societal and environmental
contexts. (DK7)
DA8: Understand and commit to professional
ethics and responsibilities and norms oftechnician practice. (DK7)
DA9: Function effectively as an individual, andas a member in diverse technical teams.

SA10: Communicate effectively on broadlyDA10: Communicate effectively on well-defined
defined engineering activities with theengineering activities with the engineeringengineering community and with society at
community and with society at large, by being
large, by being able to comprehend and write
able to comprehend the work of others,
effective reports and design documentation,
document their own work, and give andmake effective presentations, and give andreceive clear instructions
receive clear instructions
SA11: Demonstrate knowledge andDA11: Demonstrate knowledge andunderstanding of engineering management
understanding of engineering management
principles and apply these to one’s own work,
principles and apply these to one’s own work,
as a member or leader in a team and to manage
as a member or leader in a technical team andprojects in multidisciplinary environments.
to manage projects in multidisciplinary
environments
SA12: Recognize the need for, and have theDA12: Recognize the need for, and have theability to engage in independent and life-longability to engage in independent updating inlearning in specialist technologies.
the context of specialized technicalknowledge.

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6Professional Competency Profiles

To meet the minimum standard of competence a person must demonstrate that he/she is able to practice competently in his/her practice area to the standard expectedof a reasonable Professional Engineer/Engineering Technologist/Engineering Technician.
The extent to which the person is able to perform each of the following elements in his/her practice area must be taken into account in assessing whether or not
he/she meets the overall standard.
Differentiating
Characteristic
Comprehend and apply
universal knowledge:
Breadth and depth ofeducation and type ofknowledge
Comprehend and apply
local knowledge: Type of
local knowledge

Professional Engineer

Engineering Technologist

Engineering Technician

EC1: Comprehend and apply advanced
knowledge of the widely-applied
principles underpinning good practiceTC1: Comprehend and apply the knowledge
embodied in widely accepted and applied
procedures, processes, systems or
methodologies

NC1: Comprehend and apply knowledge
embodied in standardised practices

EC2: Comprehend and apply advanced
knowledge of the widely-applied principles
underpinning good practice specific to thejurisdiction in which he/she practices.

NC2: Comprehend and apply knowledge
embodied in standardised practices
specific to the jurisdiction in which he/shepractices.

Problem analysis:
Complexity of analysis
Design anddevelopment ofsolutions: Nature of the
problem and uniquenessof the solution
Evaluation: Type ofactivity
Protection of society:Types of activity andresponsibility to public

EC3: Define, investigate and analyse complex
problems
EC4: Design or develop solutions to complex
problems

TC2: Comprehend and apply the knowledge
embodied procedures, processes,
systems or methodologies that is specificto the jurisdiction in which he/shepractices.
TC3: Identify, clarify, and analyse broadlydefined problems
TC4: Design or develop solutions to broadlydefined problems

EC5: Evaluate the outcomes and impacts ofcomplex activities
EC6: Recognise the reasonably foreseeablesocial, cultural and environmental effectsof complex activities generally, and haveregard to the need for sustainability;
recognise that the protection of society is
the highest priority

TC4: Evaluate the outcomes and impacts ofbroadly defined activities
TC6: Recognise the reasonably foreseeablesocial, cultural and environmental effectsof broadly-defined activities generally, andhave regard to the need for sustainability;
take responsibility in all these activities toavoid putting the public at risk.

NC5: Evaluate the outcomes and impacts ofwell-defined activities
NC6: Recognise the reasonably foreseeablesocial, cultural and environmental effects
of well-defined activities generally, andhave regard to the need for sustainability;
use engineering technical expertise toprevent dangers to the public.

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NC3: Identify, state and analyse well-definedproblems
NC4: Design or develop solutions to welldefined problems

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Legal and regulatory: No
differentiation in thischaracteristic
Ethics: No differentiationin this characteristic
Manage engineering
activities: Types ofactivity
Communication: No
differentiation in thischaracteristic
Lifelong learning:
Preparation for and depthof continuing learning.
Judgement: Level ofdeveloped knowledge,
and ability and judgement
in relation to type ofactivity
Responsibility fordecisions: Type ofactivity for which
responsibility is taken

EC7: Meet all legal and regulatory
requirements and protect public healthand safety in the course of his or her
activities
EC8: Conduct his or her activities ethically

TC7: Meet all legal and regulatory
requirements and protect public healthand safety in the course of his or her
activities
TC8: Conduct his or her activities ethically

NC7: Meet all legal and regulatory
requirements and protect public healthand safety in the course of his or her
activities
NC8: Conduct his or her activities ethically

EC9: Manage part or all of one or more
complex activities

TC9: Manage part or all of one or more
broadly-defined activities

NC9: Manage part or all of one or more welldefined activities

EC10: Communicate clearly with others in thecourse of his or her activities

TC10: Communicate clearly with others in thecourse of his or her activities

NC10: Communicate clearly with others in thecourse of his or her activities

EC11: Undertake CPD activities sufficient tomaintain and extend his or hercompetence
EC11: Recognize complexity and assess
alternatives in light of competing
requirements and incomplete knowledge.
Exercise sound judgement in the courseof his or her complex activities
EC12: Be responsible for making decisions onpart or all of complex activities

TC11: Undertake CPD activities sufficient tomaintain and extend his or hercompetence
TC12: Choose appropriate technologies todeal with broadly defined problems.
Exercise sound judgement in the course of
his or her broadly-defined activities

NC11: Undertake CPD activities sufficient tomaintain and extend his or hercompetence
NC12: Choose and apply appropriatetechnical expertise. Exercise soundjudgement in the course of his or her welldefined activities

TC13: Be responsible for making decisions onpart or all of one or more broadly defined
activities

NC13: Be responsible for making decisions onpart or all of all of one or more welldefined activities

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Appendix A: Definitions of terms

Note: These definitions apply to terms used in this document but also indicate equivalence to terms used inother engineering education standards.
Branch of engineering: a generally-recognised, major subdivision of engineering such as the traditional
disciplines of Chemical, Civil, or Electrical Engineering, or a cross-disciplinary field of comparable breadth
including combinations of engineering fields, for example Mechatronics, and the application of engineeringin other fields, for example Bio-Medical Engineering.
Broadly-defined engineering problems: a class of problem with characteristics defined in section 4.1.
Broadly-defined engineering activities: a class of activities with characteristics defined in section 4.2.
Complementary (contextual) knowledge: Disciplines other than engineering, basic and mathematicalsciences, that support engineering practice, enable its impacts to be understood and broaden the outlook of
the engineering graduate.
Complex engineering problems: a class of problem with characteristics defined in section 4.1.
Complex engineering activities: a class of activities with characteristics defined in section 4.2.
Continuing Professional Development: the systematic, accountable maintenance, improvement andbroadening of knowledge and skills, and the development of personal qualities necessary for the executionof professional and technical duties throughout an engineering practitioner’s career.
Engineering sciences: include engineering fundamentals that have roots in the mathematical and physicalsciences, and where applicable, in other natural sciences, but extend knowledge and develop models andmethods in order to lead to applications and solve problems, providing the knowledge base for engineering
specializations.
Engineering design knowledge: Knowledge that supports engineering design in a practice area, including
codes, standards, processes, empirical information, and knowledge reused from past designs.
Engineering discipline: synonymous with branch of engineering.
Engineering fundamentals: a systematic formulation of engineering concepts and principles based onmathematical and natural sciences to support applications.
Engineering management: the generic management functions of planning, organising, leading andcontrolling, applied together with engineering knowledge in contexts including the management of projects,
construction, operations, maintenance, quality, risk, change and business.
Engineering problem: is a problem that exists in any domain that can be solved by the application ofengineering knowledge and skills and generic competencies.
Engineering practice area: a generally accepted or legally defined area of engineering work or engineering
technology.
Engineering speciality or specialization: a generally-recognised practice area or major subdivision within
an engineering discipline, for example Structural and Geotechnical Engineering within Civil Engineering;
the extension of engineering fundamentals to create theoretical frameworks and bodies of knowledge forengineering practice areas.

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Engineering technology: is an established body of knowledge, with associated tools, techniques, materials,
components, systems or processes that enable a family of practical applications and that relies for its
development and effective application on engineering knowledge and competency.
Forefront of the professional discipline/branch6: defined by advanced practice in the specialisations
within the discipline.
Formative development: the process that follows the attainment of an accredited education programmethat consists of training, experience and expansion of knowledge.
Manage: means planning, organising, leading and controlling in respect of risk, project, change, financial,compliance, quality, ongoing monitoring, control and evaluation.
Mathematical sciences: mathematics, numerical analysis, statistics and aspects of computer science cast in
an appropriate mathematical formalism.
Natural sciences: Provide, as applicable in each engineering discipline or practice area, an understanding
the physical world including physics, mechanics, chemistry, earth sciences and the biological sciences,
Practice area: in the educational context: synonymous with generally-recognised engineering speciality; atthe professional level: a generally recognised or distinctive area of knowledge and expertise developed by anengineering practitioner by virtue of the path of education, training and experience followed.
Solution: means an effective proposal for resolving a problem, taking into account all relevant technical,
legal, social, cultural, economic and environmental issues and having regard to the need for sustainability.
Subdiscipline: Synonymous with engineering speciality.
Substantial equivalence: applied to educational programmes means that two or more programmes, while
not meeting a single set of criteria, are both acceptable as preparing their respective graduates to enter
formative development toward registration.
Well-defined engineering problems: a class of problem with characteristics defined in section 4.1.
Well-defined engineering activities: a class of activities with characteristics defined in section 4.2.

6This should be distinguished from: Forefront of knowledge in an engineering discipline/speciality: defined bycurrent published research in the discipline or speciality.
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Appendix B: History of Graduate Attributes and Professional Competency Profiles
The signatories to the Washington Accord recognized the need to describe the attributes of a graduate of a
Washington Accord accredited program. Work was initiated at its June 2001 meeting held at Thornybush,South Africa. At the International Engineering Meetings (IEM) held in June 2003 at Rotorua, New Zealand,
the signatories to the Sydney Accord and the Dublin Accord recognized similar needs. The need wasrecognized to distinguish the attributes of graduates of each type of programme to ensure fitness for theirrespective purposes.
The Engineers Mobility Forum (EMF) and Engineering Technologist Mobility Forum (ETMF) 7 have createdinternational registers in each jurisdiction with current admission requirements based on registration,
experience and responsibility carried. The mobility agreements recognize the future possibility ofcompetency-based assessment for admission to an international register. At the 2003 Rotorua meetings, themobility fora recognized that many jurisdictions are in the process of developing and adopting competency
standards for professional registration. The EMF and the ETMF therefore resolved to define assessable setsof competencies for engineer and technologist. While no comparable mobility agreement exists fortechnicians, the development of a corresponding set of standards for engineering technicians was felt to beimportant to have a complete description of the competencies of the engineering team.
Version 1
A single process was therefore agreed to develop the three sets of graduate attributes and three professional
competency profiles. An International Engineering Workshop (IEWS) was held by the three educational
accord and the two mobility fora in London in June 2004 to develop statements of Graduate Attributes andInternational Register Professional Competency Profiles for the Engineer, Engineering Technologist andEngineering Technician categories. The resulting statements were then opened for comment by thesignatories. The comments received called for minor changes only.
The Graduate Attributes and Professional Competencies were adopted by the signatories of the fiveagreements in June 2005 at Hong Kong as version 1.1.
Version 2
A number of areas of improvement in the Graduate Attributes and Professional Competencies themselves
and their potential application were put to the meetings of signatories in Washington DC in June 2007. A
working group was set up to address the issues. The IEA workshop held in June 2008 in Singapore
considered the proposals of the working group and commissioned the Working Group to make necessarychanges with a view to presenting Version 2 of the document for approval by the signatories at their next
general meetings. Version 2 was approved at the Kyoto IEA meetings, 15-19 June 2009.
Version 3
Between 2009 and 2012 a number of possible improvements to the graduate attributes were recorded.
During 2012 signatories performed an analysis of gaps between their respective standards and the Graduate
Attribute exemplars and by June 2013 most signatories reported substantial equivalence of their standards to
the Graduate Attributes. This will be further examined in periodic monitoring reviews in 2014 to 2019. In
this process a number of improvements to the wording of the Graduate Attributes and supporting definitions
were identified. The signatories to the Washington, Sydney and Dublin Accords approved the changes
resulting in this Version 3 at their meetings in Seoul 17-21 June 2013. Signatories stated that the objectivesof the changes were to clarify aspects of the Graduate Attribute exemplar. There was no intent to raise thestandard. The main changes were as follows: New Section 2.3 inserted; Range of problem solving in section 4.1 linked to the Knowledge Profiles in section 5.1 andduplication removed; Graduate Attributes in section 5.2: cross-references to Knowledge Profile elements inserted;
improved wording in attributes 6, 7 and 11;
 Appendix A: definitions of engineering management and forefront of discipline added.

7

Now the IEPA and IETA respectively.
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