FEBE1000A: Introduction to the Engineering Profession

Topic: Professional Conduct and Accreditation in Engineering

• Recap the meanings of ‘engineering’ and ‘engineer’.
• Professional conduct expected in terms of the Engineering Council of South Africa (ECSA) professional Code of
Conduct for Registered Persons.
• Accreditation of engineering programmes.
Background and purpose: The purpose of this part of the course is to recap on the meaning of ‘engineering’ and ‘engineer’,
and then introduce students to the following key aspects in the engineering profession:
• Importance of engineers in society.
• Interlinkages across different engineering disciplines.
• Importance of professional engineer registration and the ECSA professional Code of Conduct for Registered Persons.
• Importance of accreditation of engineering programmes and an outline of the engineering accreditation framework.
• Graduate Attributes (GAs) within the ECSA accreditation framework.
Topic outcome: At the end of this topic the student should be able to demonstrate a basic understanding of the importance of
professional registration and accreditation of engineering programmes.
Suggested additional reading: For more details on accreditation and professional registration visit the ECSA website
(https://www.ecsa.co.za/): (i) For accreditation follow the ‘Education and Accreditation’ tab; (ii) For registration of
engineering professionals follow the ‘Register’ tab (iii) For policy documents follow the ‘Documents’ tab and in Section 5 you
will find accreditation documents, some which cross-reference each other.
Lecturer: Prof C. Musingwini

Recapping the meaning of ‘engineering’, an ‘engineer’ and importance of engineers in society

Note that ECSA is an acronym for the Engineering Council of South Africa, which is the statutory body (i.e., mandated by law)
for registering engineering professionals in various registration categories in South Africa. Engineering is the practice of applying
science, mathematics, and technology to solve problems that have economic importance or are essential for the survival or
sustainable development of society (ECSA, n.d.). Sustainable development is a concept which assumes that society’s current
development needs should ensure that future generations will not be deprived from meeting their own survival and development
(ECSA, n.d.). Without engineers, human beings would find it difficult to survive on earth nor develop in a sustainable way. An
engineer designs, while an engineering technologist implements the design. Design is the core skill of an engineer. Engineering is
practiced in the biophysical environment and its activities change the existing natural environment in positive and/or negative
ways. It is, therefore, important for engineers to consider protecting the environment when executing engineering activities by
enhancing positive impacts, while mitigating negative impacts. Engineering solutions are practical techno-economic solutions
(i.e., practically implementable solutions) to society’s problems and the solutions are generated from the design, analysis and
synthesis of materials, components, systems, or processes. Engineering work or engineering activities include the (ECSA, n.d.):

• Design of new materials, components, systems, or processes for the sustainable development of society.
• Design of infrastructure needed by society and planning the infrastructure’s capacity and location.
• Investigation of engineering problems to advise and report on solutions to the problems.
• Improvement (usually through research) of existing materials, components, systems, or processes needed for human
survival and the development of society.
• Management or operation of plants and processes used in production or manufacturing systems.
• Management of the implementation or construction of projects that benefit society.
• Implementation of designs or solutions that solve society’s developmental challenges.
• Research, development, and commercialisation of products that benefit society.
• Education, training, and development of engineering professionals and practitioners.

The interlinkages among engineering disciplines in society and importance of a multi-disciplinary approach

The different engineering disciplines are interlinked with each other. There are currently 11 engineering programmes hosted in the
following five schools within the Faculty of Engineering and the Built Environment (FEBE) at Wits:

• School of Chemical and Metallurgical Engineering (CHMT): Chemical Engineering; Metallurgy and Materials
Engineering.
• School of Civil and Environmental Engineering (CIVN): Civil Engineering.
• School of Electrical and Information Engineering (EIE): Digital Arts; Biomedical Engineering; Electrical Engineering;
Information Engineering.
• School of Mechanical, Industrial and Aeronautical Engineering (MIA): Mechanical Engineering; Industrial Engineering;
Aeronautical Engineering.
• School of Mining Engineering (MINN): Mining Engineering.

The individual programmes (or disciplines) rely on each other and in some cases lecture to each other’s students. For example,
mining engineering students take some CHMT courses, while civil engineering students take some MINN courses. You can think
of other examples. In society the same interdependence exists, which is why it is important for engineers to appreciate the need for
a multi-disciplinary approach in solving society’s problems. For example, mining engineers produce iron ore and coal, which
metallurgical engineers require to produce steel. The mechanical engineers require the steel to produce mechanical equipment,
while civil engineers require the steel to build steel structures for storage and transportation. Electrical engineers require the coal
to produce electricity and the electricity powers some of the mechanical equipment, while mining engineers use the mechanical
equipment to transport the coal and iron ore to metallurgical engineers. You can think of other interdependencies.

Professional conduct in engineering

For peace of mind, members of society would prefer to be served or attended to by professionally registered persons such as in
law, accounting, medicine, and engineering (e.g., Would you not prefer to be represented by an admitted attorney? Would you not
prefer to be operated on by a registered surgeon? Would you not prefer to have your accounts to be prepared by a registered
chartered accountant? Would you not prefer your house to be certified safe by a registered civil or structural engineer?). In
engineering, all registered professional engineers (typically BSc/BEng type graduates) are permitted to use the ‘Pr. Eng.’
designation as part of their credentials, irrespective of their specific engineering discipline (whether civil, electrical, mechanical,
etc.) and cannot specify their engineering discipline in the designation. Registered professional engineering technologists
(typically B.Tech/BET type graduates) are permitted to use the ‘Pr. Tech. Eng.’ designation, while registered professional
engineering technicians (typically Diploma type graduates) are permitted to use the ‘Pr. Techni. Eng.’ designation. Other
professional disciplines use designations such as ‘CA’ in accounting and ‘Pr. Sci. Nat.’ in natural sciences. Professionally
registered persons are expected or required to conduct themselves as guided by the principles enshrined in their respective
professional codes of conduct. As with other professional practices such as law, accounting and medicine, engineering is guided
by principles of conduct set out in the ECSA professional Code of Conduct for Registered Persons. The ECSA professional Code
of Conduct for Registered Persons is set out in terms of the Engineering Profession Act No. 46 of 2000. The code requires or
expects engineers to conduct themselves by upholding five main principles, which are (ECSA, 2017):

• Competency: engineers should undertake work for which their engineering education (underpinned by an accredited
engineering qualification or an engineering qualification recognised as substantially equivalent to an accredited one),
training, and experience make them competent to perform such work. To be considered competent one must possess
requisite knowledge, skills, and attitude to undertake work to expected standards.
• Integrity: engineers must conduct themselves in a professional and honest manner (e.g., no: corruption, bribery,
dishonesty, conflict of interest, etc.).
• Public Interest: engineers must prioritise and give due regard to the health, safety, and interests of the public over their
own personal interests.
• Environment: in meeting current development needs of society engineers must undertake their duties by avoiding or
minimizing negative environmental impacts, while enhancing positive ones so that future generations are not deprived
from meeting their own needs (i.e., concept of sustainability).
• Dignity of the Profession: engineers must conduct themselves in a way that upholds the standing and reputation of the
engineering profession (e.g., do not: overstate your capabilities; undermine others or ECSA; etc.).

All registered professional engineers are required to abide by the above five principles. If a registered professional contravenes
their respective professional Code of Conduct, they can be ‘struck off’ the register (i.e., licence to operate is revoked) and so is no
longer permitted to practice as a professional. To be allowed to apply to register as a professional engineer one must satisfy three
requirements (ECSA, 2020a): (i) an accredited engineering qualification (or alternatively, an engineering qualification recognised
as substantially equivalent to an accredited one), (ii) minimum of 3 years of relevant training and working experience after
graduating, and (iii) experience/ability to design in one’s specific engineering field (e.g., in mining engineering for mining
engineers).

Overview of accreditation of engineering education programmes

Background

Accreditation is a formal or official recognition that is awarded to an engineering educational or training programme (and NOT to
an academic institution!) which has undergone a quality assurance (QA) process confirming that it meets set criteria for the type
of engineering programme (ECSA, 2020a; ECSA, 2020b; ECSA, 2020c; ECSA, 2020d). This means that accreditation is not
awarded to Wits University, but to each of the 11 engineering programmes offered by Wits. In South Africa, the Engineering
Council of South Africa (ECSA) is the statutory (i.e., permitted by law) body that accredits engineering programmes as set out in
terms of the Engineering Profession Act No. 46 of 2000 and the Higher Education Act No. 101 of 1997.

Engineering programmes (BSc / BEng type) are accredited according to the framework set out in the Washington Accord
guidelines to which South Africa became a signatory in 1999 (IEA, n.d.). There are currently 21 full signatories to the
Washington Accord, and these are (IEA, n.d.): Australia; Canada; China; Chinese Taipei; Costa Rica; Hong Kong China; India;
Ireland; Japan; Korea; Malaysia; New Zealand; Pakistan; Peru; Russia; Singapore; South Africa; Sri Lanka; Turkey; United
Kingdom; United States. Signatories have reciprocal recognition of each other’s qualifications as being substantially equivalent to
their own accredited local qualifications. In addition, there are 7 provisional signatories, and these are (IEA, n.d.): Bangladesh;
Chile; Indonesia; Mexico; Myanmar; Philippines; Thailand. Provisional signatories are countries with engineering bodies that
have appropriate systems and processes to enable development towards the country’s recognition to become a full signatory.
Technology programmes (B. Tech / BET type) are accredited according to a framework set out in the Sydney and Dublin Accords
to which South Africa became a signatory in 2001 and 2002, respectively (IEA, n.d.). There are currently 11 signatories to the
Sydney Accord, and these are (IEA, n.d.): Australia; Canada; Chinese Taipei; Hong Kong China; Ireland; Korea; Malaysia; New
Zealand; South Africa; United Kingdom; United States. There are currently 2 provisional signatories to the Sydney Accord, and
these are (IEA, n.d.): Peru and Sri Lanka. There are currently 9 signatories to the Dublin Accord, and these are (IEA, n.d.):
Australia; Canada; Ireland; Korea; Malaysia; New Zealand; South Africa; United Kingdom; United States.

The International Engineering Alliance (IEA) comprises member countries which are signatories to the different accords. The IEA
establishes and enforces internationally benchmarked standards for engineering education and professional competence to enable
reciprocal recognition by signatory countries. The IEA permits signatory countries to keep their own section of an international
register of engineering professionals and international engineering professionals are required to meet the requirements specified in
the Competency Agreement as per the IEA’s rules and procedures (ECSA, n.d.(b)). Professionals that join the international
register are entitled to use an additional qualifier to their designation e.g., ‘Pr. Eng., Int PE (SA)’ for professional engineers on the
South African section of the international register (ECSA, n.d., (b). International registration improves international work
opportunities and recognition.

Some important definitions (Adapted from: ECSA, 2020a; ECSA, 2020b; ECSA, 2020c):

• Provider or education provider: is a public or private higher education institution (HEI) which is offering an engineering
programme that needs to be accredited by ECSA as a recognised engineering qualification.
• Accreditation criteria: are statements that describe requirements which must be satisfied by an engineering programme
for it to be awarded accreditation. In total there are five (5) accreditation criteria which will be discussed later.
• Graduate Attribute (GA): is a statement indicating the learning outcomes which a student must demonstrate (i.e., what
the student is able to do) at the exit-level. The exit-level is the year of study in a programme at which a Graduate
Attribute is finally assessed, usually at the 4th or 3rd years of study. Graduate Attributes are typically introduced and/or
developed at 1st or 2nd years of study. There are eleven (11) Graduate Attributes which will be discussed later.
• Deficiency: is any serious matter or a combination thereof, which in the accreditation team’s judgement, prevents
accreditation from being awarded and requires immediate remediation by the education provider before the next regular
5-year cycle accreditation visit (a deficiency could be e.g., declining student numbers and declining financial budgets that
negatively impact future viability of the programme; graduate Attributes not being assessed; laboratories not equipped or
if they are quipped, the equipment is mostly dysfunctional).
• Concern: is any matter or identified trend that can adversely affect the quality of an engineering programme, which in the
accreditation team’s judgement potentially leads to a deficiency in future (a concern could be e.g., over-reliance on part-
time lecturers; inadequately qualified staff teaching some courses, etc.).
• National Qualifications Framework (NQF): is a South African system for defining demonstrated competencies (i.e.,
skills that students possess). The higher the NQF Level the more skilled a student is judged to be [Grade 9 in high School
is at NQF Level 1, Matric is at NQF Level 4, the 1st Year of study of a university degree is at NQF Level 5, ending with a
PhD at NQF Level 10.
• Complex engineering problem: is a which is problem ill-defined, high-level (i.e., abstract without detailed information),
typically has incomplete information and requires assumptions to be made resulting in a wide range of acceptable
solutions that show originality. Other engineering problems are classified as either ‘broadly-defined’ or ‘well-defined’
and these apply to technology (e.g., B.Tech/BET or Diploma) programmes. An example of a complex engineering
problem would be a request to design a flying car (power rating not specified; fuel used not specified; flying distance and
height not specified, passenger capacity not specified, etc., etc.).
• Notional hours: is the total time required by an ‘average’ student to successfully complete a course and receive credit for
the course in an engineering programme. It comprises lecture contact time and self-study time.
• Credit: A credit is equal to 10 notional hours.

Importance of accreditation

Recall that accreditation is the formal recognition awarded to an engineering programme after it goes through a QA verification
process. It is important because for example, it:

• is a statutory (i.e., legal) requirement to fulfil a programme’s QA as set out in the Engineering Profession Act No. 46 of
2000 and the Higher Education Act No. 101 of 1997.
• allows a graduate to have international mobility through reciprocal recognition by signatory countries to the respective
international engineering accords (i.e., Washington, Sydney, and Dublin Accords).
• provides QA feedback to HEIs (and their academics) on the quality of their programmes and the work they do.
• assures the public that the teaching and learning (T&L) happening in an engineering programme is of acceptable quality.
• affects graduates when they want to register as professional engineers later in their careers since an accredited degree is
an educational requirement for professional engineer registration, otherwise an applicant must go through the substantive
equivalence recognition/evaluation route.

Can you think of other benefits of accreditation?

Engineering accreditation framework and criteria

The engineering accreditation framework requires each programme to be evaluated (a form of verification exercise) once every 5
years and if full accreditation is awarded then it is valid for 5 years. If full accreditation is not granted, then the provider
(institution) of the programme is given realistic timeframes (max. 3 years) to remedy the deficiencies. Accreditation of a
programme is granted based on evidence provided against the following five accreditation criteria (ECSA, 2020b; ECSA, 2020c):

Criterion 1: Credits, knowledge profile and coherent design of the programme.

• An engineering programme must have 5 broad knowledge areas, namely:

o Mathematical sciences: courses that require the use of numerical analysis and statistics, to express and solve
problems in the bio-physical world.
o Natural sciences: courses that include physics, mechanics, chemistry, earth sciences and biological sciences,
which enhance understanding of the bio-physical world.
o Engineering sciences: courses where mathematical sciences and natural sciences are applied to produce techno-
economic solutions to society’s development needs (solutions can be e.g., tangible products).
o Design and synthesis: courses that require students to undertake complex engineering designs that account for
economic, health, safety, social, and environmental factors including applicable codes of practice, laws, or
regulations.
o Complementary studies: courses from disciplines outside of natural sciences, mathematics, and engineering
sciences, but are relevant to practicing engineers (e.g., humanities, social sciences, engineering economics,
management, and communication).

• A typical structure of a 4-year engineering programme is: Year 1 (NQF Level 5) – Natural sciences and mathematical
sciences; Year 2 (NQF Level 6) – Engineering sciences; Year 3 (NQF Level 7) & Year 4 (NQF Level 8) – discipline-
specific engineering science (e.g., mining engineering subjects only for MINN students).
• The curriculum of an engineering programme must comprise at least 560 credits with at least 120 credits at NQF Level 8,
and distributed as follows:

Knowledge area Minimum credits

Mathematical sciences 56

Natural sciences 56

Engineering sciences 180

Design and synthesis 72

Complementary studies 56

Sub-total 420

For reallocation (to e.g., Computing & IT, or any of the above areas) ≥140

Total credits ≥560

(Source: Adapted from ECSA, 2020b)

The above table means that an engineering degree requires a student to work at least 5,600hrs over 4 years of full-time study
because 1 credit equates to 10 notional hours. Course credits, C, are calculated according to the following formula (ECSA, 2020a;
ECSA, 2020d):

C = {LTL ML + TTT MT + PTP MP + XTX MX + ATA + EME}/10

Where:

(Source: ECSA, 2020a; ECSA, 2020d). Note: Contact includes face-to-face or virtual interaction.
For example, consider a fictitious FEBE1009A course delivered over a 13-week semester without laboratory practical sessions. It
has 4 lecture periods and 2 tutorial periods per week with each lecture or tutorial period being 45min long. The course does not
have an examination but, has a group poster assignment that is estimated to require 15 hours of notional time. The credits for
FEBE1009A are calculated as follows (assuming a multiplier of 2 for both lectures and tutorials):

C = {(52*0.75*2) + (26*0.75*2) + 0 + 0 + 15 + 0} / 10
= {78 + 39 + 0 + 0 + 15 + 0} / 10
= 13.2 credits (i.e., 13 credits rounded off).

The above indicate that why it is important for students to attend all lectures and tutorials so that each student evidently accrues
the required notional hours (hence credits).

Criterion 2: Assessment of Graduate Attributes (GAs).

The ECSA accreditation framework requires that Graduate Attributes GAs must all be assessed at the exit-level. An engineering
programme must also (i) indicate if a course in the programme introduces, develops, or assesses any GAs and how it does so. The
responsibility lies with the provider to choose and justify assessment methods used to evaluate GAs. (ii) Demonstrate that every
student has been assessed against each of all the 11 GAs such that a student at the exit-level satisfies all 11 GAs. The accreditation
framework uses eleven (11) Graduates Attributes (GAs) as the standard for demonstrating what a typical engineering graduate can
do upon graduation. The following 11 GAs provide the required benchmark (ECSA, 2020b; ECSA, 2020c):
• GA1 (problem solving): requires a student to be able to demonstrate that he/she can identify, formulate, analyse and solve
complex engineering problems in ways that are regarded as creative and innovative.
• GA2 (application of scientific and engineering knowledge): requires a student to demonstrate that he/she can apply
mathematics, natural and engineering sciences, including engineering discipline-specific knowledge to solve complex
engineering problems.
• GA3 (engineering design): requires a student to perform complex engineering designs and syntheses which can be
described as creative, procedural, and non-procedural to produce components, systems, tangible products, or processes
(i.e., techno-economic solutions that show originality).
• GA4 (investigations, experiments, and data analysis): requires a student to demonstrate competence to design and
conduct investigations and experiments, which can include using relevant literature reviews and appropriate research
methodologies.
• GA5 (engineering methods, skills, and tools, including information technology (IT)): requires a student to demonstrate
competence in using appropriate engineering methods, skills & tools, including those based on IT, to solve complex
engineering problems.
• GA6 (professional and technical communication): requires a student to demonstrate competence in communicating
effectively both orally and in writing to various audiences which can include peers, engineering, and non-engineering
audiences.
• GA7 (sustainability and impact of engineering activities): requires a student to demonstrate that he/she is critically aware
of the sustainability and impact of engineering activities on the social and bio-physical environment.
• GA8 (individual, team, and multidisciplinary working): requires a student to demonstrate that he/she can work effectively
as an individual, in teams and in multi-disciplinary environments including those outside of the engineering landscape.
• GA9 (independent learning ability): requires a student to demonstrate that they have well-developed learning skills, such
as lateral thinking ability (i.e., ‘thinking out-of-the-box’ or creative thinking). Research ability and critical thinking
ability are proxies for this GA. That is why FEBE1000A teaches students ‘Critical Thinking’ concepts.
• GA10 (engineering professionalism): requires a student to demonstrate that he/she is critically aware of the importance of
acting professionally, ethically, exercise judgment, and undertake work for which they are competent to perform. This
GA reinforces the ‘competency’ principle discussed earlier under engineering professional conduct.
• GA11 (engineering management): requires a student to demonstrate that he/she has knowledge of and good
understanding of engineering management principles, such as economic decision making since engineers must produce
techno-economic solutions.

Criterion 3: Quality of teaching and learning.

Under this criterion, the content, learning objectives, and expected outcomes must be clearly defined and the methods of
assessment made available to both staff and students. This requirement is typically addressed through course outlines. Formative
assessments (e.g., tests and assignments) should be a mechanism to provide timely feedback to students so that they have an
opportunity to improve before exams (summative assessments) are written. The learning process adopted encourages independent
learning attitudes and abilities that enable students to actively participate in the teaching and learning process by doing their own
unaided work (i.e., no ‘spoon-feeding’). The learning progress of students is appropriately monitored and where necessary,
academic development support is provided to students (e.g., such as the support offered through the Academic Development Unit,
ADU, in the Engineering Faculty at Wits). External moderation should be done at least at the exit-level where GAs are assessed.
Criterion 4: Resourcing and sustainability of the programme.

Under this criterion, it is important that academic staff members responsible for assessment at the exit-level are professionally and
technically competent in their respective disciplines. The norm for acceptable competence is registration with ECSA or with other
relevant professional bodies recognised by ECSA (e.g., Pr. Sci. Nat. registration with the South African Council for Natural
Scientific Professions, SACNASP for non-engineers lecturing in natural & mathematical sciences). Academic staff members are
expected to continually undertake research relevant to the programme to keep up to date with developments in their fields.
Resources and facilities (e.g., laboratories) should be adequate to match with the number of students in the programme (e.g.,
laboratory equipment must be adequate such that students do not crowd around a piece of equipment, sometimes without being
able to see how the laboratory exercise or field exercise is being done).

Criterion 5: Response to previously identified deficiencies and concerns, capacity for improvement and programme review.

This criterion requires that deficiencies and/or concerns identified during the last accreditation visit should have been adequately
addressed at the time of accreditation. If concern(s) have not been addressed, the accreditation team can elevate that to a
deficiency depending on the nature of the concern(s).

Practice questions

1. Why do you think that graduate engineers should register as professional engineers later in their careers?
2. Explain using your own examples, the five principles that registered engineers are required to abide by in terms of the
ECSA professional Code of Conduct for Registered Persons.
3. In what ways are Graduate Attributes linked to the ECSA professional Code of Conduct for Registered Persons?
4. What is the core skill of an engineer and why do you think that is the core skill of an engineer?
5. Estimate the credits for FEBE1000A (Introduction to the Engineering Profession), indicating your assumptions on
multipliers, and compare your answer with the course credits in the FEBE Faculty Rules and Syllabuses handbook.
6. Indicate in the table below with an ‘x’ where the 1st Year Wits engineering curriculum is designed to fulfil accreditation
requirements for engineering programmes. You can include examples to support your reasoning, e.g., why you must do a
humanities elective.
CHEM1051A (Eng. FEBE1000A (Intro. FEBE1002A & MATH1042A & PHYS1032A & Humanities
Chem.) to Eng. Prof.) FEBE1004A (Eng. MATH1043A (Eng. PHYS1033A (Eng. Elective
Analy. & Des.) Maths IA & IB) Phy.); PHYS1034A
(App. Phy. I)
Knowledge Areas
Mathematical sciences
Natural sciences
Engineering sciences
Design & synthesis
Complementary studies
Graduate Attributes
GA 1: Problem solving
GA 2: Application of scientific & engineering knowledge
GA 3: Engineering design
GA 4: Investigations, experiments & data analysis
GA 5: Engineering methods, skills & tools, IT
GA 6: Professional & technical communication
GA 7: Sustainability & impact of engineering activity
GA 8: Individual, team & multidisciplinary working
GA 9: Independent learning ability
GA 10: Engineering professionalism
GA 11: Engineering management

References

The Engineering Council of South Africa (ECSA), n.d. (a). What is engineering? Available online at
https://www.ecsa.co.za/engineeringsa/SitePages/What%20is%20Engineering.aspx [Accessed 12 Mar 2021].

The Engineering Council of South Africa (ECSA), n.d. (b). International Register. Available online at
https://www.ecsa.co.za/news/SiteAssets/What%20is%20an%20International%20Register.pdf [Accessed 12 Mar 2021].

The Engineering Council of South Africa (ECSA), 2017. Code of Conduct for Registered Persons: Engineering Profession Act,
2000 (Act No. 46 of 2000), ECSA Board Notice 41 of 2017 in Government Gazette No. 40691. Available online at
https://www.ecsa.co.za/regulation/RegulationDocs/Code_of_Conduct.pdf [Accessed 12 Mar 2021].

The Engineering Council of South Africa (ECSA), 2020a. Policy on Accreditation of Engineering Programmes: E-01-POL,
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The Engineering Council of South Africa (ECSA), 2020b. Qualification Standard for Bachelor of Science in Engineering
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at https://www.ecsa.co.za/ECSADocuments/Shared%20Documents/E-02-
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20of%20Engineering.pdf [Accessed 12 Mar 2021].

The Engineering Council of South Africa (ECSA), 2020c. Criteria for Accreditation of Engineering Programmes: E-03-CRI-P,
REVISION No. 4: 15 October 2020. Available online at https://www.ecsa.co.za/ECSADocuments/Shared%20Documents/E-03-
CRI-P_Criteria_for_Accreditation_of_Engineering_Programmes.pdf [Accessed 12 Mar 2021].

The Engineering Council of South Africa (ECSA), 2020d. Forms and tables for Use in Accreditation Documentation: E-13-F&T-
P, Revision 4: 15 October 2020. Available online at https://www.ecsa.co.za/ECSADocuments/Shared%20Documents/E-13-
P_Forms_for_Use_in_Accreditation_Documentation%2020.pdf [Accessed 12 Mar 2021].

The International Engineering Alliance (IEA), n.d., Home page. https://www.ieagreements.org/ [Accessed 12 Mar 2021]. (Note:
navigate across the different tabs for more information).