María Elena Barrera Bustillos
For those who are not familiar with the process of accreditation of a curriculum, I will expose, not without fear of being shocking, the simile of the"diplomar": When entering a bachelor's degree, some young students, who think they know enough, and even more, they tend to say, "I come only for the diploma". The school welcomes them with discreet humility, knowing that their time and experiences, inside and outside the classroom, will show them in one way or another that they have entered a bachelor's degree to obtain much, much more than a "diploma." Universities, rather than giving "diplomas," widen the cognitive horizon of their students. They become citizens of the world, through the passport of academic knowledge. As it happens with an accreditation: more than a role, accreditation is evidence that this educational program subject to evaluation is maturing and in that growing it improves continuously.
Essentially, accreditation is the guarantee that a group of experts considers that an educational program complies with the essential quality standards agreed at national and even international level. Accreditation is not to qualify; It is to evaluate, and the evaluation has four great moments: 1) Reflection on the part of the self-evaluated on its work. 2) Analysis of the evidence of that work. 3) Feedback to the evaluated to identify their strengths, weaknesses, and opportunities for improvement. 4) A result that many recognize and reduce to a rating or grade.
Therefore, we must take into account that accreditation, rather than classifying ("This one is OK”, “This is not OK"), stands as an indicator that an educational program achieves necessary quality thresholds that positively impact in different areas of society.
The accreditation that CACEI issues to an educational program is of great value because it gives certainty to the society that this program forms engineers with academic, technical and human quality to practice their profession.
It is clear that graduates who were prepared from accredited programmes have access to greater opportunities in areas of employment and higher education; as well as mobility of a global nature.
Those who support these students, whether they are family members or institutions, can rest assured that their youngsters are preparing for life, for work and, if possible, for graduate studies.
On the other hand, public and private institutions with accredited programs take advantage of their results as evidence that an objective and impartial organization has validated their programs based on standards that ensure an education that prepares students for a quality professional exercise, which is highly demanded by employers.
Moreover, the institutions demonstrate to society, through accreditation, their commitment to maintaining the quality of their programs, which have reached a respectable level. Similarly, accreditation supports accountability to the governing boards that govern the institutions; as well as those responsible for developing public policies and those who administer the sources of funding.
Employers can be assured that graduates of an accredited program are more likely to meet the requirements established by the workplace to begin working in an initial position, given that the education and experience of the candidate are recognized in the national territory and, in the case of CACEI, even beyond our borders.
In this way CACEI through accreditation contributes to the teaching of reliable and leading-edge engineering education programs in Mexico; prepare engineers with a solid academic background, loyal to their country and concerned about the safety of society, with a mystic of service and honesty. This is the mission of CACEI, the responsibility that society has placed on this Council and the reason for our daily work.
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