Since the late 1980s there have been increasing calls around the world for embedding sustaibility content throughout engineering curricula, particularly over the past decade. However in general there has been little by way of strategic or systematic integration within programs offered by higher education institutions (HEIs). Responding to a growing awareness towards the issues surrounding sustaibility, a number of professiol engineering institutions (PEIs) intertiolly have placed increasing emphasis on policies and initiatives relating to the role of engineering in addressing 21st Century challenges. This has resulted in some consideration towards integrating sustaible development into engineering curricula as envisaged by accreditation guidelines. This paper provides a global overview of such accreditation developments, highlighting emerging sustaibility competencies (or 'graduate attributes') and places these in the context of relevant PEI declarations, initiatives, policies, codes of ethics and guideline publications. The paper concludes by calling for urgent action by PEIs, including strategic accreditation initiatives that promote timely curriculum renewal towards EESD.

Presented at Conferences

  • 3rd International Symposium for Engineering Education: Educating Engineers for a Changing World (2010)

    Cork, Ireland