Engineers Canada

 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.