ALIGNING STATE UNIVERSITY AND COLLEGES ENGINEERING AND TECHNOLOGY CURRICULA WITH INTERNATIONAL ACCREDITATION STANDARDS: A STUDY ON THE INTEGRATION OF WASHINGTON, SYDNEY, AND DUBLIN ACCORDS IN THE PHILIPPINES
The pursuit of global educational standards has become increasingly significant in the context of a rapidly evolving professional landscape. This study delves into the imperative task of aligning engineering curricula offered by State University and College (SUC) programs in the Philippines with international accreditation standards, particularly focusing on the Washington, Sydney, and Dublin Accords. These accords serve as critical benchmarks, reflecting competencies and educational standards essential for producing globally competitive engineering professionals. As the demand for highly skilled and adaptable engineers continues to rise, the alignment of curricula with international accords ensures that graduates possess the knowledge, skills, and attributes required to excel in a diverse and interconnected world. This study aims to contribute to the enhancement of engineering education by examining the process of integration and its implications for educational institutions in the Philippines. To achieve this goal, a comprehensive approach is employed, encompassing various facets of curriculum development, assessment, and improvement. The study involves investigating strategies to effectively integrate the educational and competency standards outlined in the accords within the context of SUC engineering curricula. By engaging faculty, chairpersons, and college deans, the research evaluates the alignment process's effectiveness and identifies areas of successful integration, challenges faced, and recommendations for improvement. Through a combination of quantitative and qualitative methods, including surveys, interviews, and data analysis, this research seeks to illuminate the extent to which curricula align with international standards. Furthermore, the study explores how these aligned curricula impact student outcomes, preparing them for a globally competitive engineering landscape. The outcomes of this research have the potential to guide educational institutions in refining their engineering programs, fostering a culture of continuous improvement, and equipping graduates with the skills required to thrive in a dynamic global environment. Ultimately, this study contributes to the broader discourse on enhancing engineering education, ensuring its relevance and effectiveness in an interconnected world.
Engineering education, curricular alignment, international accords, Washington Accord, Sydney Accord, Dublin Accord, curriculum development, competency standards, global recognition.