The certification of the quality of science-based engineering programs under international criteria is granted to an
engineering program after a process of review and evaluation of the training it provides. For a program to obtain
certification, it must demonstrate that it meets the Acredita CI evaluation criteria.
The certification of the quality of science-based engineering programs under international criteria ensures that
graduates of the program are prepared to enter the professional practice of engineering and are capable of designing
and/or developing solutions to complex engineering problems. In these design and/or development processes, graduates
demonstrate they possess the graduate attributes established by the Agency.
The design and/or development of solutions to complex engineering problems refers to the design of systems, components,
or processes that meet specific needs, duly considering public health and safety, cultural, social, and environmental
issues, when appropriate.
The certification of the quality of science-based engineering programs under international criteria applies exclusively
to science-based engineering programs, such as:
- Civil Engineering
- Civil Engineering with any specialty: mechanical, electrical, environmental, mining, metallurgy, among others.
- Forestry Engineering or similar.
- Natural Resources Engineering or similar.
- Agronomic Engineering or similar.
- Food Engineering or similar.
- Engineering of the Polytechnic Academies of the Armed Forces
- Other Science-Based Engineering in Chile.
It is a requirement that the programs be taught by autonomous Higher Education Institutions, that they have two cohorts
of graduates, and graduates practicing the profession.
The quality criteria of Acredita CI were adjusted to incorporate the criteria established by the Washington Accord. The
criteria of the Washington Accord are administered by the International Engineering Alliance, IEA, www.ieagreements.org.
The certification of the quality of science-based engineering programs under international criteria requires programs to
demonstrate that students acquire the Graduate Attributes (minimum profile) proposed by the IEA, which are an integral
part of the Acredita CI quality criteria.
The graduate attributes indicated below are defined generically and are applicable to science-based engineering
programs. Each definition can be expanded and given particular emphasis in a specific disciplinary context through a
specific graduation profile that considers the institutional educational model and the specialty, but this definition
should not be fundamentally altered nor should its individual elements be omitted. (Updated as of June 2021).
| Graduate Attributes | Engineer Graduate |
| Engineering Knowledge: | 1: Apply knowledge of mathematics, natural science, computing and engineering fundamentals, and an engineering specialization as specified in WK1 to WK4 respectively to develop solutions to complex engineering problems |
| Problem Analysis | 2: Identify, formulate, research literature and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences and engineering sciences with holistic considerations for sustainable development* (WK1 to WK4) |
| Design/developm ent of solutions: | 3: Design creative solutions for complex engineering problems and design systems, components or processes to meet identified needs with appropriate consideration for public health and safety, whole-life cost, net zero carbon as well as resource, cultural, societal, and environmental considerations as required (WK5) |
| Investigation: | 4: Conduct investigations of complex engineering problems using research methods including research- based knowledge, design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions (WK8) |
| Tool Usage: | 5: Create, select and apply, and recognize limitations of appropriate techniques, resources, and modern engineering and IT tools, including prediction and modelling, to complex engineering problems (WK2 and WK6) |
| The Engineer and the World: | 6: When solving complex engineering problems, analyze and evaluate sustainable development impacts* to: society, the economy, sustainability, health and safety, legal frameworks, and the environment (WK1, WK5, and WK7) |
| Ethics: | 7: Apply ethical principles and commit to professional ethics and norms of engineering practice and adhere to relevant national and international laws. Demonstrate an understanding of the need for diversity and inclusion (WK9) |
| Individual and Collaborative Team work: | 8: Function effectively as an individual, and as a member or leader in diverse and inclusive teams and in multi-disciplinary, face-to-face, remote and distributed settings (WK9) |
| Communication: | 9: Communicate effectively and inclusively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, taking into account cultural, language, and learning differences. |
| Project Management and Finance: | 10: Apply knowledge and understanding of engineering management principles and economic decision-making and apply these to one’s own work, as a member and leader in a team, and to manage projects and in multidisciplinary environments. |
| Lifelong learning: | 11: Recognize the need for, and have the preparation and ability for i) independent and life-long learning ii) adaptability to new and emerging technologies and iii) critical thinking in the broadest context of technological change (WK8) |
*Represented by the 17 UN Sustainable Development Goals (UN-SDG)