Engineering profession proposed a road map by directly putting the impact on economic growth through various means such as technology, learning, access and quality. It is envisaged that to maintain quality human resource in professional engineering, accreditation and assessment of engineering education requires focusing. This would foster engineering education for socioeconomic development at all levels. Accreditation and assessment at regional/national level is based on monitoring of educational programs like curriculum, teaching and learning, equipment/laboratory facilities, student performance, etc., rather than outcomes-based assessments. Moreover, assessment is also vital to identify and realize achievements and goals through the engineering profession and to attain student learning outcomes in accordance with both institutional and professional criteria. One of the major concerns for assessment and accreditation of engineering profession is that in the developing countries (i.e., Pakistan) the accredited bodies constituted at the regional/national level are striving hard to set out uniform, transparent and precise accreditation models. However, in order to gain global acceptance, there is a great need to explore possibility of mutual recognition and global mobility of engineers. In this study, accredited bodies for engineering profession, how engineering programs intervening help to improve quality of education as well as outcomes in the economic development are assessed in an environment of continuous development. A uniform model for global recognition of this profession is proposed. The current auditing of the engineering programs in Pakistan and in Turkey are analyzed and the trends are presented in a comparative assessment study vis a vis their global status. This paper presents an insight for policy makers in higher education sector to redesign, upgrade and modify the existing initiatives in developing nations through the case study made for Pakistan and Turkey. (C) 2009 Elsevier Ltd. All rights reserved
