An International Comparative Study On The Common Criteria Of Engineering Graduate Professional Accreditation

At present,the new round of scientific and technological revolutions and industrial changes in the world are accelerating.All nations have set new requirements for the training of high-level engineering and technical personnel.In order to ensure that the people educated in engineering education can meet the needs of domestic development,it is particularly important to establish an evaluation mechanism for training quality.As an external evaluation mechanism,engineering education professional accreditation can play a role synergistically with colleges and universities self-evaluation,jointly guarantee the quality of professional education,and play an important role in cultivating high-level engineering and technical personnel,so it has been recognized by engineering education circles in various countries and globally.Most countries including China have established a relatively mature professional accreditation system at the undergraduate level.With the general improvement of the education level of engineering practitioners and the increasing demand for engineering talents in the industry,there is a tendency for professional accreditation in various countries to expand toward the level of graduate students.The United States,the United Kingdom,and Europe have now studied and developed common criteria for graduate in all engineering fields.In order to solve the above problems,this research uses the literature research method and the comparative analysis method.First of all,it begins with the organization organization and criteria content responsible for the establishment of criteria,and systematically analyzes the universal criteria for engineering postgraduate education accreditation in the United States,the United Kingdom,and Europe.The study finds that the United States,Britain,and the United Kingdom share certain commonalities in the development of common criteria: they pay attention to the appeals and influence of stakeholders in the development of the organizational structure and standards;common criteria and undergraduate levels are considered in an integrated manner,the two can be effectively linked;The design is based on the outcomes of students,and based on international mutual recognition,it follows the principle of substantial equivalence.At the same time,there are also some differences,mainly reflected in different levels of common criteria,different content design,and different levels of relevance to the professional qualification system of engineers.Secondly,this study focuses on the common criteria to analyze the pilot status of China's graduate engineering education accreditation and finds some problems: In the organization,there is a lack of specialized organizations responsible for professional accreditation;in criteria,the criteria content of pilot projects in various engineering areas was mostly based on the qualifications of engineers and lacked attention to the training characteristics of engineering graduate students.Each of the pilot professional standards had a variety of forms,which made it difficult to interface with undergraduate standards.In order to solve the existing problems,we should combine the actual situation of postgraduate training in engineering,draw lessons from foreign experience on the premise of feasibility,and establish an organization responsible for postgraduate engineering education professional accreditation,and consider the appeals and influences of stakeholders in the formulation of criteria.The principle of continuous improvement is the principle of student ability orientation,and the characteristics of engineering postgraduate training should also be reflected.The convergence of undergraduate level criteria and professional qualification accreditation systems should be considered.