International Accreditation Board for Engineering & Technology Education

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Introduction IABETE (International Accreditation Board for Engineering and Technology Education) is an international accrediting body for degree-granting post-secondary programs in engineering. IABETE provides assurance that a college or university program meets the quality standards established in the engineering profession. IABETE accreditation system encompasses all engineering disciplines and proles, is internationally recognized and facilitates both academic and professional mobility.

Essentials of IABETE:

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It encompasses all engineering disciplines and proles, is internationally recognized and facilitates both academic and professional mobility.

It gives international value and recognition to engineering qualications, and is awarded to programs which fulll the program outcome standards as specied in the IABETE Framework Standards.

It has created a quality system for accredited engineering degree programs that share common objectives and outlooks.

Vision: IABETEs accreditation system encompasses all engineering disciplines and proles, is internationally recognized and facilitates both academic and professional mobility. Mission: IABETEs accreditation provides assurance that a college or university program meets the quality standards established in the engineering profession.

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What Accreditation Offers? IABETE's accreditation benets students and professionals who participate in specic research programs in the engineering eld; apply for federal and state grants and scholarships; or seek admission to military programs, colleges and other postsecondary institutions that require students to come from regionally accredited schools. IABETE accreditation is a rigorous evaluation process that helps students, their parents and advisers choose quality degree programs. It also provides market advantage to engineering graduates from accredited program when they are seeking employment and when they go on to seek professional qualications. Accreditation to Academics: The IABETE undertakes professional accreditation to evaluate the standard and quality of engineering degree programs in universities worldwide. In doing so it takes into account a number of factors about the programs and the universities which oer them. The quality of an engineering degree programs depends on more than just the curriculum and syllabus. Accreditation to Businesses: IABETE allows your business to set achievable targets and establish a pathway of continual improvement. IABETE makes sure businesses are committed to resolve any consumer complaints in good faith. The council evaluates and assesses overall performance of businesses on a yearly basis. Businesses accredited by IABETE, have implemented the quality assurance model to ensure their business meets international standards of quality in its products and services.

Benefits of Accreditation
1. Assurance of International Standards Institutions acquiring accreditation licenses prove assurance of its education based on international standards of excellence. 2. Professional Development Institutions acquiring accreditation licenses prove assurance of its education based on international standards of excellence. 3. International Recognition The IABETEs license of accreditation provides an institute with international recognition and a place among the best academic institutions in the world. 4. Research & Institutional Improvement IABETE through its system of quality assurance helps develop academic institutes in improving the research units.

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QA MODEL EVALUATION CRITERIA International Accreditation Board for Engineering and Technology Education lays down criteria for educational institutions established in the Gulf States. Institutions need to implement and acquire standards of quality, successful application of which will provide accreditation license. Criterion I- Mission The institutions mission and standard of education followed by it must be clear and understood by the public at large. The nature and scope of the institution must be articulated publicly. The institutions emphasis on research, scholarship, instruction, academic programs must be known to the public in detail. I. The institution has a widely published mission statementapproved by its governing boardthat articulates a purpose appropriate for an institution of higher learning, gives direction for its eorts, and derives from, and is generally understood by, its community. II. The institution denes mission fulllment in the context of its purpose, characteristics, and expectations. Guided by that denition, it articulates institutional accomplishments or outcomes that represent an acceptable threshold or extent of mission fulllment. Criterion II- Integrity: The institution operates with integrity to ensure the fulllment of its mission through structures and processes that involve the board, administration, faculty, sta, and students. I. The institution's governance and administrative structures promote eective leadership and support collaborative processes that enable the institution to fulll its mission. II. The institution upholds and protects its integrity. Criterion III: Student learning and Effective Teaching The institution provides evidence of student learning and teaching eectiveness that demonstrates it is fullling its educational mission. I. The institution's goals for student learning outcomes are clearly stated for each educational program and make eective assessment possible. II. The institution values and supports eective teaching. III. The institution creates eective learning environments. IV. The institution's learning resources support student learning and eective teaching.

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Criterion IV: Application of Knowledge The institution promotes a life of learning for its faculty, administration, sta, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission. I. The institution demonstrates, through the actions of its board, administrators, students, faculty, and sta, that it values a life of learning. II. The institution demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs. III. The institution assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society. IV. The institution provides support to ensure that faculty, students, and sta acquire, discover, and apply knowledge responsibly.

Criterion V- Resources, Planning, and Institutional Effectiveness The institutions resources, structures, and processes are sucient to fulll its mission, improve the quality of its educational oerings, and respond to future challenges and opportunities. The institution plans for the future.

Global Chapters
North America USA Canada Australia Australia Newzealand Africa South Africa Libya Morocco Egypt Nigeria Europe South Italy Germany Belgium Austria Sweden Hungary Albania Asia Malaysia China India Bangladesh Philippines Singapore Bahrain Kuwait Lebanon Oman Qatar Sharjah Saudi Arabia Syria Pakistan Dubai Abu Dhabi

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Website E-mail

www.iabete.org

info@iabete.org

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