About accreditation
Engineers Canada
accredits Canadian undergraduate programs in engineering. Students who receive
a degree from an accredited engineering program are academically qualified to
begin the process to be licensed as professional engineers in Canada.
Accredited engineering programs bring multiple benefits for both students
and regulators:
·
Regular accreditation
of programs fosters the continual improvement of education
·
Accreditation ensures
that programs are meeting the high standards necessary for licensure
·
Degrees from
accredited programs are accepted by engineering regulators nationwide and are
also recognized by our international partners.
Accreditation does not
involve ranking programs. All accredited undergraduate engineering programs
meet the high standards of education as required by the accreditation
criteria.
Washington Accord
The
Washington Accord and Its Purpose
The Washington Accord
is an international agreement between bodies responsible for
accrediting (undergraduate) engineering degree programmes. The
Accord sets standards for engineering education, and is intended to assist with
the mutual recognition of engineering qualifications globally. Engineers
Canada has been a signatory since the Accord began in 1989.
Benefits of the
Washington Accord:
·
An agreement that was
put in place by a number of international signatories, recognizing their
approaches and systems for accrediting engineering programs as comparable.
·
By extension, the
parties intended for the substantial equivalence of these
programs to be recognized in satisfying the academic requirements for the
practice of engineering at the professional level in their respective
countries.
Robust
Accreditation Monitoring
The accreditation
processes of each signatory country are monitored every 3-6 years to
ensure they maintain their comparability with all
member signatories. CEAB members are involved in this ongoing diligence in
other countries.
·
Intended to expedite
academic portion of application reviews
Signatories
to the Accord (year of first graduates to which the Accord applies)
·
Australia - Represented by Engineers Australia (1989)
·
Bangladesh – Represented by Institution of
Engineers Bangladesh (2023)
·
Canada - Represented by Engineers Canada (1989)
·
China - Represented by China Association for
Science and Technology (2016)
·
Chinese Taipei - Represented by Institute of
Engineering Education Taiwan (2007)
·
Costa Rica - Represented by Colegio Federado de
Ingenieros y de Arquitectos de Costa Rica (CFIA) (2019)
·
Hong Kong China - Represented by The Hong Kong
Institution of Engineers (1995)
·
India - Represented by National Board of
Accreditation (2014) (Applies only
to programmes accredited by NBA offered by education providers accepted by NBA
as Tier 1 institutions.)
·
Indonesia – Represented by Indonesian Accreditation Board for Engineering Education (2021)
·
Ireland - Represented by Engineers
Ireland (1989)
·
Japan - Represented by JABEE (2005)
·
Korea - Represented by Accreditation Board
for Engineering Education of Korea (2007)
·
Malaysia - Represented by Board of Engineers
Malaysia (2009)
·
Mexico – Represented by Consejo de Acreditación de la Enseñanza de la Ingeniería (2021)
·
New Zealand - Represented by Institution of
Professional Engineers NZ (1989)
·
Pakistan - Represented by Pakistan Engineering
Council (2017)
·
Peru - represented by Instituto de Calidad y
Acreditacion de Programas de Computacion, Ingenieria y Tecnologia
(ICACIT) (2018)
·
Philippines – Represented by Philippine Technological Council (2023) (Applies only to Tier
1 programmes as defined by the tier classification system used in the Philippines)
·
Russia - Represented by Association for Engineering Education of Russia (2012)
·
Singapore - Represented by Institution of
Engineers Singapore (2006)
·
South Africa - Represented by Engineering Council of
South Africa (1999)
·
Sri Lanka - Represented by Institution of Engineers Sri Lanka (2014)
·
Turkey - Represented by MUDEK
(2011)
·
United Kingdom - Represented by Engineering Council UK
(1989)
·
United States of
America - Represented by ABET (1989)
What are Substantially
Equivalent Programs?
The Engineers Canada
Accreditation Board (CEAB) accredits Canadian undergraduate engineering
programs that meet or exceed educational standards acceptable for professional
engineering registration in Canada. The CEAB evaluates engineering programs
offered outside of Canada against its criteria and procedures. Programs that
meet the Accreditation Board criteria are deemed “substantially equivalent” to
accredited Canadian programs.
Against which criteria and
procedures are programs seeking substantial equivalency assessed?
Programs seeking substantial
equivalency are assessed against the criteria and procedures of the Engineers
Canada Accreditation Board. These are published annually. This document
contains information for higher education institutions outside of Canada
seeking to offer Substantially Equivalent Programs. It also contains a list of
all programs that have, or have received, substantially equivalent status.
See the list of substantially
equivalent programs, and read the procedures for substantial equivalence, and
the current accreditation criteria.
Accountability in
Accreditation
The Accountability in
Accreditation Evaluation Strategy is a framework through which the Canadian
Engineering Accreditation Board (CEAB) can assess and inform the effectiveness,
trustworthiness, transparency, and efficiency of the accreditation process. The
development of the evaluation strategy included the creation of specific
outcomes of the accreditation system, measures of those outcomes, data
collection plans, timelines, analysis plans, and reporting plans.
The evaluation
strategy development process consisted of six iterative discussions by the full
Accountability in Accreditation Committee. These discussions were aided by example
strategies provided by Higher Education and Beyond consultants and further supplemented by stakeholder engagement through
surveys, interviews, and a presentation to the CEAB. Additionally, a steering
group comprised of the committee chair, Manager, Accreditation, and Executive
Vice President, Regulatory Affairs at Engineers Canada supported these
iterations.
The seven key outcomes
identified as defining of a well-functioning accreditation system are:
1.
The accreditation
system identifies to engineering regulators the programs that prepare
academically qualified individuals.
2.
The accreditation
system confirms academic qualifications for licensure across Canada.
3.
The accreditation
system promotes high quality and ensures a minimum program standard across
Canada.
4.
The accreditation
system facilitates graduates’ international mobility.
5.
The accreditation
system is transparent.
6.
The accreditation
system is trusted.
7. The accreditation system is efficient.
Each of these outcomes
has two to six associated indicators, which are specific elements that
contribute to the outcome. Each indicator has one or more associated measures,
each representing either a question on a data collection form for key
stakeholders or a documentation status.
Program Logic Model
A program logic model
(PLM) is a graphical depiction of the connections between the activities and
desired short-term and long-term outcomes of a program or service. PLM’s
identify plausible “chains” of causes and effects and usually include:
·
the inputs required by
the program (e.g. staff time)
·
the expected immediate
outputs arising from the program (e.g. documents produced)
·
the desired outcomes
(e.g. a trusted accreditation system)
·
the related indicators
(e.g. stakeholders are adequately consulted on proposed changes).
The Program Logic
Model designed for the Engineers Canada accreditation system shows the
connections between the accreditation inputs (resources, activities) and
outputs, as well as the indicators associated with the seven key outcomes. The
Program Logic Model is the foundation upon which the Evaluation Strategy is
developed.
Report on the 2025
consultation
A national consultation on proposed revisions
to CEAB “Regulations for granting transfer credits”, Appendix 1 of the CEAB Accreditation Criteria and
Procedures was held from October 15 to November 26, 2025. The
proposed revisions aimed to address an inequity in the recognition of
complementary studies transfer credits for students admitted from 3‑year technical
CÉGEP programs, who currently do not benefit from the same streamlined
recognition as students from 2‑year pre‑university CÉGEP programs. All feedback
received from interest holders supported the proposed changes and did not
suggest any modifications. The consultation results indicated consensus that
the new clause 2.3.3 and its associated changes appropriately address the
identified issue.
See pdf
Substantially Equivalent
Programs?
The Engineers Canada
Accreditation Board (CEAB) accredits Canadian undergraduate engineering
programs that meet or exceed educational standards acceptable for professional
engineering registration in Canada. The CEAB evaluates engineering programs
offered outside of Canada against its criteria and procedures. Programs that
meet the Accreditation Board criteria are deemed “substantially equivalent” to
accredited Canadian programs.
Against which criteria and
procedures are programs seeking substantial equivalency assessed?
Programs seeking substantial
equivalency are assessed against the criteria and procedures of the Engineers
Canada Accreditation Board. These are published annually. This document
contains information for higher education institutions outside of Canada
seeking to offer Substantially Equivalent Programs. It also contains a list of
all programs that have, or have received, substantially equivalent status.
See the list of substantially
equivalent programs, and read the procedures for substantial equivalence, and
the current accreditation criteria.
Realizing Futures of
Engineering Accreditation
Realizing Futures of Engineering Accreditation is a
national effort to ensure Canada’s engineering accreditation and academic
assessment systems remain responsive, inclusive, and aligned with the evolving
needs of the engineering profession.
This work builds on the Futures of Engineering
Accreditation (FEA) Project which sought to leverage the insights,
perspectives, and expertise of members of the Canadian engineering ecosystem to
examine the current accreditation system, understand how it’s serving
contemporary needs, and consider how it can chart a new path for the future of
our profession.
Since its creation in 1965, the Canadian engineering
education accreditation system has supported Canadian engineering regulators
and inspired and mentored accreditation bodies internationally. Significant
changes in engineering practice and education have occurred over this same
period. From technological advancements to the emergence of new and alternative
educational methods, the context for today’s engineers is far different from
that of the past.
The co-design process
To best gather insights and perspectives from the Canadian
engineering ecosystem, FEA used a collaborative design (co-design) approach to
engage participants throughout the project.
A co-design process harnesses the collective intelligence
and participation from various groups to achieve an overall outcome. FEA
engagement sessions were led by a team of facilitators who ensured all
participants had an opportunity to contribute to the design process.
The journey
From 2021-2024, the FEA project took a phased approach to
understand the current state and trends in the Canadian engineering ecosystem,
and how best to address gaps and requirements to meet the needs of the engineer
of the future.
Message on behalf of the Engineers Canada Board
It is with great enthusiasm that we introduce Engineers
Canada's 2025-2029 strategic plan, “Realizing Tomorrows.”
As we stand at the crossroads of technological advancement
and societal progress, the role of engineers in shaping a sustainable and
innovative future cannot be overstated. Realizing Tomorrows reflects our
steadfast commitment to both adapting to the changing landscape and actively
influencing it. This plan is the culmination of extensive collaboration,
thoughtful deliberation, and a shared dedication to regulatory excellence.
Realizing Tomorrows underscores our focus on translating
ambitious ideas into tangible outcomes that will benefit the engineering
profession and the impact engineers make in the world at large. In an era of
rapid transformations, Engineers Canada is poised to envision, design, and
implement solutions that transcend the challenges of today and usher us into a
brighter tomorrow.
Our future includes a renewed accreditation system that works
collaboratively with regulators and engineering educators, and a pan-Canadian
academic assessment process that is fair and inclusive for all applicants.
We envision a profession that reflects and serves the
diversity of Canadian society. We remain committed to continuing to increase
the percentage of newly licensed engineers who are women and are broadening our
focus to foster truth and reconciliation with Indigenous peoples while working
with regulators to improve equity, inclusion, and accessibility across the
engineering profession.
We will continue to increase awareness of the contributions
of engineers to society with the public and work with regulators to determine a
long-term course of action to follow up on the Building Tomorrows national
marketing campaign.
We will uphold our ethical obligations of promoting
environmental sustainability by considering carbon neutrality, and an
environmental, social, and governance policy to reflect our commitment. We will
also determine how Engineers Canada, working with regulators, can best advance
the United Nations Sustainable Development Goals within the engineering
profession.
We will also ensure that our governance system is designed to
enable efficient and trustworthy decision-making that meets the expectations of
the regulators.
We will succeed through strong relationships, working closely
with Canada’s engineering regulators and other interest holders, and remaining
committed to our vision of advancing engineering through national
collaboration.
Over the next five years, Realizing Tomorrows will guide us
as we strive to elevate the engineering profession, our members, and the impact
of our collective efforts. Through these strategic initiatives we are laying
the foundation for a future that is inclusive, sustainable, and prosperous.
We invite you to join us on this journey of
growth, innovation, and transformation. Together, we will shape the course of
engineering excellence for generations to come.
