IEA, UNESCO & WFEO Collaboration

The International Engineering Alliance (IEA) Graduate Attributes and Professional Competencies (GAPC) profiles defined the expected outcomes for engineering education programs and competencies for independent engineering practice for the three professional tracks: engineer, engineering technologist and engineering technician. They form the basis for the three education accords and four agreements within the IEA. UNESCO and the World Federation of Engineering Organisations (WFEO) also recognise the GAPC as a valuable international benchmark for engineering education.

A joint Working Group between individuals representing IEA and WFEO representative bodies was established in November 2019 following the renewal of the WFEO-IEA MoU and the Declaration on Engineering Education that was made in Melbourne at WEC2019.

A key objective of the working group was to review the 2013 IEA Graduate Attributes and Professional Competencies Framework to ensure that they reflect contemporary values and employer needs as well as equip engineers/technologist/technicians of the future to incorporate the practices that advance the UN Sustainable Goals.

The preliminary outcomes of this working group are now open for consultation, and this page is targeted at IEA signatories and members.

Members of the working group are:

Working group Chair

  • Prof A. Bulent Ozguler (MUDEK), Turkey

IEA working group members

  • Prof A. Bulent Ozguler (MUDEK) (Chair), Turkey
  • Prof Mitsunori Makino and Ms Akiko Takahashi (JABEE), Japan
  • Prof Barry Clarke (ECUK), UK
  • Ms Bernadette Foley (Engineers Australia), Australia

WFEO working group members

  • Dr Marlene Kanga – WFEO President, 2017-2019, Australia
  • Mr WANG Sunyu (Vice Director General, ICEE Tsinghua University), China
  • Dr Charlie Than, (President, Myanmar Engg. Council), Myanmar
  • Dr Michael Milligan (ABET) – representing IFEES, USA
  • Mr KANG Jincheng, Strategic Specialist, ICEE, China
  • Mr QIAO Weifeng, Asst Professor Inst. Of Education Tsinghua University and ICEE, China
  • Mr XU Lihui, Research Associate, Inst. Of Education Tsinghua University and ICEE, China

Proposed changes: The main changes proposed cover the areas identified in preliminary research and a survey of IEA Signatories during December 2019 and January 2020. The six main areas identified were:

  1. Accommodate future needs of engineering professionals and the profession – strengthen the required attributes on team work, communication, ethics, sustainability.
  2. Emerging technologies – incorporate digital learning, active work experience, lifelong learning.
  3. Emerging and future engineering disciplines and practice areas – while retaining discipline independent approach, enhance the skills on data sciences, other sciences, life-long learning.
  4. Incorporate UN Sustainable Goals – in the development of solutions that consider diverse impacts – technical, environment, social, cultural, economic, financial and global responsibility.
  5. Diversity and Inclusion – include these considerations within ways of working in teams, communication, compliance, environment, legal etc. systems.
  6. Intellectual agility, creativity and innovation – emphasize critical thinking and innovative processes in design and development of solutions.

Proposed changes to the IEA Graduate Attributes and Professional Competencies Framework can be found here.

A webinar presented by Professor Ozguler to the IEA Annual Meeting in June 2020 is available here.

IEA Consultation

Consultation on the proposed changes to the IEA GAPC is now open. The IEA/WFEO GAPC Working Group asks each IEA representative bodies to provide feedback by filling out this form and sending it by 4 December 2020 to the IEA Secretariat via email.


WFEO Member and Partner consultation

A series of webinars were held in July and August to seek feedback on the proposed changes to the GAPC. Details of the consultations and recordings of the presentations are available at