Engineering Council

A process of peer review of a degree programme against published learning outcomes. This usually involves a visit from a team of professional engineers nominated by professional engineering institutions to the degree awarding body.

An agreement in place between a number of APEC countries for the purposes of recognising substantial equivalence of professional competence in engineering. For more information visit the APEC website.

A non-statutory inter-governmental agreement, creating a coherent and cohesive European Higher Education Area (EHEA) and a Framework for Qualifications of the European Higher Education Area (FQ-EHEA) comprising first, second and third cycle degrees. The EHEA is a means of promoting mutual recognition of qualifications, demonstrating transparency of systems and easing the mobility of staff and students across higher education in Europe.

The UK has verified that its national frameworks for higher education qualifications in England, Wales and Northern Ireland and in Scotland are compatible with the FQ-EHEA: Bachelors and Bachelors (Hons) degrees as first cycle, the Integrated MEng and Masters degree as second cycle. www.ehea.info/Uploads/QF/FHEQSelfCert.pdf

One of the professional titles that is available to individuals who meet the required standard of competence and commitment. For more information visit our Chartered Engineer webpage

The ability to carry out a task to an effective standard.  Its achievement requires the right level of knowledge, understanding and skill, as well as a professional attitude. It is part of the requirement (along with commitment) that must be demonstrated in order for an individual to be admitted to the Engineering Council’s Register at the relevant level.

The systematic acquisition of knowledge and skills, and the development of personal qualities, to maintain and enhance professional competence. All members of professional engineering institutions have an obligation to undertake CPD, and to support the learning of others. For more information visit our CPD webpage.

An international agreement among bodies responsible for accrediting and approving engineering education qualifications and programmes. The Dublin Accord recognises the substantial equivalence of qualifications and programmes, approved or accredited for Engineering Technician (EngTech) registration, to the IEA Graduate Attributes. For more information visit the Dublin Accord website.

Most UK Higher Education courses are taught by universities, but many are also taught at colleges and other specialist institutions. Some ‘private providers’ are entering the market, and the term ‘Higher Education provider’ is now also used. There are around 160 universities and colleges in the UK that are permitted to award degrees.

Made up of all the professional engineering institutions that are licensed by the Engineering Council to accredit academic programmes for both Incorporated Engineer and Chartered Engineer status. The Engineering Council provides the secretariat for EAB. www.engab.org.uk

The UK regulatory body for the engineering profession that sets and maintains internationally recognised standards of professional competence and ethics, and holds the UK register of professional engineers and technicians.

One of the professional titles that is available to individuals who meet the required standard of competence and commitment. For more information visit our Engineering Technician webpage

European quality label for engineering degree programmes at Bachelors and Masters level.  The Engineering Council is authorised to award the EUR-ACE® label.

An educational or vocational qualification that demonstrates the knowledge, understanding and skills to meet or partly meet the requirement for registration in a particular category. Other qualifications may be permitted if they achieve (or exceed) the same level.

The ENGINEERS EUROPE (previous FEANI) of which the Engineering Council is the UK partner. For more information visit the ENGINEERS EUROPE website.

Graduate attributes form a set of individually assessable outcomes that are the components indicative of the graduate’s potential to acquire competence to practise at the appropriate level.  The graduate attributes are exemplars of the attributes expected of graduates from an accredited programme. Graduate attributes are clear, succinct statements of the expected capability, qualified if necessary by a range indication appropriate to the type of programme.

In the UK, this refers to education that is post-school and defined in the Qualifications and Credit Framework (QCF) as being at a level between 4 and 8. It includes: 
Certificate of Higher Education; Diploma of Higher Education; Bachelors degrees; Masters degrees; and doctoral degrees.

One of the professional titles that is available to individuals who meet the required standard of competence and commitment. For more information visit our Incorporated Engineer webpage.

Partnership of international organisations and responsible for the governance of the international accords such as the Dublin, Sydney and Washington Accords

Publically available standard sets of information about undergraduate degrees which are designed to meet the needs of prospective students. www.hefce.ac.uk https://unistats.direct.gov.uk

Qualifications developed and accredited according to criteria set out nationally, and that are achieved through assessment and training. In Scotland, they are known as Scottish Vocational Qualification (SVQ). To achieve an NVQ, candidates must prove that they have the ability (competence) to carry out their job to the required standard. NVQs are based on National Occupational Standards that describe the ‘competences’ expected in any given job role.

The overall standard that a degree programme, which comprises a level of qualification and a set of associated learning outcomes, must meet in order to secure accredited status.

An incorporated body/engineering institution that is closely associated with, but not licensed by, the Engineering Council. It may enter into an agreement with a professional engineering institution to process its members for registration. For a list of Professional Affiliates visit our related webpage.

The process by which an individual gains professional competence. It may take place through formal and informal learning, and workplace training and experience.

A membership organisation which is licensed by the Engineering Council to assess candidates for professional registration. Some institutions also have a licence to accredit degree programmes and/or company training schemes. A full list of the licensed institutions can be found on our professional engineering institutions webpage.

The process whereby an individual is admitted to the Engineering Council’s Register as an Engineering Technician, Incorporated Engineer, Chartered Engineer or Information and Communications Technology Technician based on the individual demonstrating, via a peer review process by a licensed professional engineering institution, that he/she has met the profession’s standards of commitment and competence. Award of the EngTech, IEng, CEng or ICTTech title permits the use of the relevant post-nominal.

A peer assessment process to decide whether an individual has met the requirements for registration. It is a holistic assessment of the applicant’s competence and commitment against the relevant sections of UK-SPEC. For candidates seeking IEng or CEng registration, this will include a professional review interview (PRI). Some professional engineering institutions include an interview for EngTech candidates.

Part of the professional review process undertaken by registrant peers who are trained and competent to do so. It is mandatory for IEng and CEng candidates. For EngTech candidates, the interview is at the discretion of the institution.

Safeguards standards and drives improvement in the quality of UK higher education across all subjects. The QAA works closely with the Engineering Council and professional engineering institutions to support the Engineering disciplines. For more information visit the QAA website.

Qualifications and Credit Framework. For Higher Education reference points visit the QAA website.

The UK’s national academy for engineering that works to advance and promote excellence in engineering. RAEng provides analysis and policy support relating to business and education, invests in the UK’s research base to underpin innovation, and works to improve public awareness and understanding of engineering. Visit the Royal Academy’s website for more information.

A formal document issued by the monarch granting rights and powers to an individual or an organisation.

The Scottish Credit and Qualifications Framework. For Higher Education reference points visit the SCQF website.

An international agreement among bodies responsible for accrediting and approving engineering education qualifications and programmes. The Sydney Accord recognises the substantial equivalence of programmes, accredited for the purpose of Engineering Technologist (Incorporated Engineer, IEng) registration, to the IEA Graduate Attributes. For more information visit the Sydney Accord website.

The UK standard that sets out the competence and commitment requirements for registration with the Engineering Council as an Engineering Technician, Incorporated Engineer or Chartered Engineer. For more information visit our UK-SPEC webpage.

An international agreement among bodies responsible for accrediting engineering degree programmes, recognising the substantial equivalence of such programmes to the IEA Graduate Attributes for entry to the practice of engineering. In the UK this is a programme accredited for the purpose of Chartered Engineer registration. For more information visit the Washington Accord website.

The Education Landscape: A Guide for Employers, co-produced by leading business groups and the Department of Education, is a free, independent resource which helps businesses understand how they can collaborate with schools, colleges, universities and other educational providers to meet their skills needs.

To find out more about the Education Landscape and to download your copy, please visit the Education Landscape website.