Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2014.2197 Social and Technological Sciences Lama et al. (2014) http://polipapers.upv.es/index.php/MUSE/ Mult. J. Edu. Soc & Tec. Sci. Vol. 1 Nº 1 (2014): 101-120 | 101 Review of Professionals Accreditation Systems and their relation to Higher Education Studies in the branch of Engineering Juan R. Lama Ruiz, Alejandro M. Martín Gómez, Mª Jesús Ávila Gutiérrez, Francisco Aguayo González E.P.S Universidad de Sevilla, Virgen de África nº 7, 41011 Sevilla, Teléfono 954552827, FAX 954552826, jrlama@us.es Received: 2013-12-15; Accepted: 2014-01-28 Abstract This paper aims to analyze and compare the accreditation systems of people applying to higher education professionals independently of the area of accreditation to which they belong. To do this, we will analyze five certification systems: Project Management Institute (PMI), Registration and Certification Center of People (CERPER), General Council of Industrial Engineering (COGITI), Association of Naval Architects and Ocean (COIN) and National Qualifications Authority (INCUAL) based on eleven indicators derived from the study of different sources of information. This comparative allows us to analyze and evidence the similarities and differences of existing accreditation systems of people. Keywords Certification systems, competencies, professional qualifications. mailto:jrlama@us.es Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2014.2197 Social and Technological Sciences Lama et al. (2014) http://polipapers.upv.es/index.php/MUSE/ Mult. J. Edu. Soc & Tec. Sci. Vol. 1 Nº 1 (2014): 101-120 | 102 1. Introduction In the development of Higher Education European System, appears a new scenario that seems to blur the relationship between academic qualifications and professions, especially in the field of engineering, which will be enhanced as a result of the next passing of Professional Services Act. Actually the role of the engineer in society is changing, it must be prepared to deal not only technical issues, but to solve problems and formulate an interdisciplinary mode integrated solution alternatives. The goal to strive for greater integration in terms of application of skills in the academic and professional field has led to a profound modification in the concept of competence, understood as a combination of attributes applied knowledge, abilities, skills and responsibilities describing the level proficiency in performing a function. From the educational standpoint competition focuses on the teaching-learning process, while in the professional field concept focuses on the effectiveness and efficiency of work. Although until now it was possible to identify the qualified professional based on their qualifications, it is expected that in a near future we need new mechanisms to achieve this, such as the accreditation of professionals. The process of accreditation seeks to declare publicly that a product, process or service conforms to the requirements. The areas of activity of an engineer can be classified according to the type of company where you work or service function to develop. Depending on the type of company include industrial business or service (Management: technical, commercial, production, ...; Projects: products, facilities, ...; Organization: quality, stocks, production, ...), government or public company (technical assessments, project management, ...), and freelance (projects, technical reports, ratings, Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2014.2197 Social and Technological Sciences Lama et al. (2014) http://polipapers.upv.es/index.php/MUSE/ Mult. J. Edu. Soc & Tec. Sci. Vol. 1 Nº 1 (2014): 101-120 | 103 ...). Depending on the work to develop: Leadership and Management, Process Control, Product marketing, R & D, Technical (Technical Office), Consulting etc. The main objective of this paper is to analyze and compare systems of accreditation of people that to be applied to professionals in higher education and who have a national or international recognition independently of the area to which they belong. So we will describe different accreditation systems to establish indicators that allow a comparison of the systems to establish the similarities and differences that may exist between the systems analyzed. 2. Conceptual basis 2.1. Accreditation Systems of People The current situation in the workplace and mobility of people who exist in the European Union has made that to be needed the recognition of professional qualifications. Through the Directive 2005/36/CE of the European Parliament and of the Council of 7 September 2005, has established the procedure for the recognition of professional qualifications. The directive distinguishes five levels of professional qualifications: - Certificate of competence: general training of primary or secondary education, or professional experience of three years. - Certificate: training at secondary education technical or professional. - Accrediting Title: formation of post-secondary level. - Accrediting Title of higher or university education: at least three years. - Accrediting Title of higher or university education: minimum of four years. Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2014.2197 Social and Technological Sciences Lama et al. (2014) http://polipapers.upv.es/index.php/MUSE/ Mult. J. Edu. Soc & Tec. Sci. Vol. 1 Nº 1 (2014): 101-120 | 104 With regard to higher education the RD 1027/2011, of 15 July, provides a map of national qualifications (levels, learning outcomes and descriptors), dividing it in four levels: Technician, Grade, Master and Doctor. The qualifications, in formal education, is defined in Article 2.a) of RD as "any degree, diploma or certificate from an educational institution accredited that have acquired a set of learning outcomes, having successfully passed a training program in a legally recognized institution in the field of higher education. " However, the Law 5/2002 on Qualifications and Vocational Training, defines the vocational qualifications in Article 7.3.a) as "the set of competences with significance in employment that can be acquired through training or other modular training as well as through work experience". Giving special importance to work experience for the recognition of professional qualifications. As a combination of the facts appear different institutions that acquire an interest in the certification of professional competences. Being the certificate of people the process by which an independent third party ensures that a person meets the requirements contained in a certification scheme. Including criteria to ensure skills, competencies, experience and training (Tallo 2009). The ISO 17024 standard for organizations engaged to certification of persons provides in paragraph 4.3 the importance of impartiality due to the impact of the certificates to be issued by accredited organizations. The ENAC establishes that "The organization of certification must be structured to provide confidence in its competence, impartiality and integrity to stakeholders" (CGA-ENAC 2009), as a prerequisite for accreditation. Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2014.2197 Social and Technological Sciences Lama et al. (2014) http://polipapers.upv.es/index.php/MUSE/ Mult. J. Edu. Soc & Tec. Sci. Vol. 1 Nº 1 (2014): 101-120 | 105 2.2. Taxonomy of engineering competences It has professional competence who has the knowledge, skills and attitudes necessary to practice a profession, can solve professional problems independently and flexibly and is trained to assist in their professional environment and work organization. The main requirements of skills demanded to the workers by business are synthesized into three groups: technical, human and analytical. As shown in Table 1, the tasks that are grouped in each of three identified groups are diverse: Table 1. Professional requirements in European companies Type of knowledge Functional Task or skills Technical Management, production, organization and systems design, quality control, scheduling, etc. Human Creativity, organization and coordination of tasks, decision making, teamwork, leadership, communication, etc. Analytical Development of diagnostics, information and analysis of problems, forecast future scenarios, design business strategies, etc. In the table 2 (Torres and Abud 2004), is showed generic skills of the engineer in order to further establish the possible indicators for its evaluation. Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2014.2197 Social and Technological Sciences Lama et al. (2014) http://polipapers.upv.es/index.php/MUSE/ Mult. J. Edu. Soc & Tec. Sci. Vol. 1 Nº 1 (2014): 101-120 | 106 Table 2. Integrated view of generic competences of Mechanical Engineer Knowledge, Skills, Attitudes and Values "The engineer has skill / ability / willingness / attitude ..." Investigate, generate and manage information and data Analyze, propose and solve real engineering problems Designing systems to meet needs Complementary skills Communicate effectively Interact and work in teams Encourage self-development and continuous improvement Commitment to ethics and professional, legal, social and environmental responsibility Assess the social, artistic and cultural diversity 3. Methodology The summary of the methodological process has been carried out to define and compare the different systems of accreditation of people analyzed are shown in Table 3. Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2014.2197 Social and Technological Sciences Lama et al. (2014) http://polipapers.upv.es/index.php/MUSE/ Mult. J. Edu. Soc & Tec. Sci. Vol. 1 Nº 1 (2014): 101-120 | 107 Table 3. Summary of the methodology Factor Initial considerations Object of study Systems Certification: PMI, AEC-CERPER, COGITI, COIN, FP Sources information used Primary sources of information such as books, magazines, reports and websites. Secondary sources of information such as libraries and databases. Data collection Is employed document analysis Analysis and interpretation of data Study of indicators that are clear, concise, and show relevant information and are in line with the objectives. For definition of indicators have followed the next steps of review of information sources, selecting the relevant information, identifying and developing indicators and legend definition for each indicator. 4. Accreditation System Analysis In this section we will investigate the different certification systems together with their indicators and comparative. Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2014.2197 Social and Technological Sciences Lama et al. (2014) http://polipapers.upv.es/index.php/MUSE/ Mult. J. Edu. Soc & Tec. Sci. Vol. 1 Nº 1 (2014): 101-120 | 108 4.1. Project Management In project management certification exists mainly four systems of certification at international level: IPMA, PMI, P2M y PRINCE2. These systems possess organization of knowledge, standards and certification processes themselves. Given the similarities between these standards (Cardoza 2011), is propose to analyze the PMI system because it is very interesting in the field of engineering. PMI (Project Management Institute) is a non-profit association for the profession of project management. Founded in 1969 in Pennsylvania (USA), currently has more than half a million members and certified professionals, and has credentials in 185 countries. The PMI is accredited by the American National Institute of Standards (ANSI). PMI Objetive Seeks to promote the profession of project management through standards and certificates recognized worldwide Accreditation ANSI Accredited to ISO 17024 and ISO 9001:2008 Accreditation levels Three levels of certification in project management: Program Management Professional (PgMP). Project Management Professional (PMP). Certified Associate in Project Management (CAPM). Scope of International International Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2014.2197 Social and Technological Sciences Lama et al. (2014) http://polipapers.upv.es/index.php/MUSE/ Mult. J. Edu. Soc & Tec. Sci. Vol. 1 Nº 1 (2014): 101-120 | 109 Recognition Certification process PgMP Certification Process: Application for presentation, review of completed application, payment application process, audit process, review before the exam of multiple-choice eligibility, evaluation of several reviewers panel. PMP: Request for production, review of completed application, payment application process, audit process, exam of multiple-choice eligibility. CAPM: Request for production, review of completed application, payment application process, audit process, exam of multiple-choice eligibility. Evaluation Audit assessment of the application and review Cost 400 – 600 € 4.2. Quality Systems and Environment The Registration and Certification Center of People (CERPER) belonging to the AEC (Spanish Association for Quality) plays the mission of the personnel certification schemes based on the European Organization for Quality (EOQ). AEC-CERPER Objetive Find certified professionals in Quality and Environment. Accreditation Accredited by ENAC, according to the UNE EN ISO 17024 Certification of Persons, the National Accreditation Body (ENAC), providing 12 certificates in the fields of Environmental Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2014.2197 Social and Technological Sciences Lama et al. (2014) http://polipapers.upv.es/index.php/MUSE/ Mult. J. Edu. Soc & Tec. Sci. Vol. 1 Nº 1 (2014): 101-120 | 110 Quality and the PRL, food security and innovation. Accreditation levels These certifications are divided into three levels (CERPER 2011): Coach Manager and Auditor. Scope of International Recognition National Certification process The certification process consists of three phases: Initial Certification Documentation Phase Evaluation Phase Evaluation All certification processes include audit process the request and both written and oral examination. Cost 250-400 € Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2014.2197 Social and Technological Sciences Lama et al. (2014) http://polipapers.upv.es/index.php/MUSE/ Mult. J. Edu. Soc & Tec. Sci. Vol. 1 Nº 1 (2014): 101-120 | 111 4.3. Professional Accreditation Systems for Engineers From the General Council of Industrial Engineering (COGITI) has developed and implemented a procedure for accreditation of Continuing Professional Development (CPD) for engineers. COGITI Objetive The DPC patent and certify professional competence, consisting of training and professional experience throughout the professional life of an engineer. (DPC 2011) Accreditation --- Accreditation levels Accreditation is structured in four levels: Junior Senior Advance Expertise The first three of which are divided into two sublayers (A and B), in order to achieve a greater distinction. Scope of International Recognition National Certification DCP accreditation process comprises the following steps: Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2014.2197 Social and Technological Sciences Lama et al. (2014) http://polipapers.upv.es/index.php/MUSE/ Mult. J. Edu. Soc & Tec. Sci. Vol. 1 Nº 1 (2014): 101-120 | 112 process Submission of documentation and initiation. Rating and qualification records. Dossier evaluation by the Accreditation COGITI table. Certificate Delivery. Accreditation Audits. Evaluation This certification process is to audit and verification of the curriculum presented. Cost 25-150 € 4.4. Professional Accreditation Systems for Naval Engineers The Association of Naval Architects and Ocean (COIN) has a future plan for their professional certifications based, assessing the need for such certification be accredited by ENAC, since they allow EU recognition. COIN Objetive Its mission is to ensure the quality of the work done in the field of naval engineering-and by extension in the maritime sector - through adequate monitoring of vocational training of people working in this field. Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2014.2197 Social and Technological Sciences Lama et al. (2014) http://polipapers.upv.es/index.php/MUSE/ Mult. J. Edu. Soc & Tec. Sci. Vol. 1 Nº 1 (2014): 101-120 | 113 Accreditation Accredited by ENAC according to ISO 17024 Accreditation levels This plan establishes certification areas in which the professional can certify their skills, whether in one or more of these areas (Lomo 2011). The system defines two levels of qualification: Enabling professional generic: certified professional in one of three areas (design, production and repair). Partial professional Enabling: certifying professional competence in one of the established areas. These sub-areas are: Basic design, PRL in nautical industries, stability, hydrodynamics, naval electronics, ports, Shipping, etc. Scope of International Recognition International Certification process The certification process comprises: Filing of the application to the President of the Commission for access. Evaluation by the entry fee of the professional activity of the candidate. Issue Report by the Commission. Opinion of the committee. If it is favorable, related Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2014.2197 Social and Technological Sciences Lama et al. (2014) http://polipapers.upv.es/index.php/MUSE/ Mult. J. Edu. Soc & Tec. Sci. Vol. 1 Nº 1 (2014): 101-120 | 114 ratings, but information of training activities by the COIN. Evaluation Audit application and written evaluation. Cost 7.500-20.000 € 4.5. Professional Qualifications In the field of professional training, the National Qualifications Authority (INCUAL) has been commissioned to develop the National Catalogue of Professional Qualifications (Rodríguez 2012), in view of the Law 5/2002 of 19 June. FP Objetive Trainings aimed at insertion, update and labor reinsertion, whose main objective is to increase and adapt the knowledge and skills of current and future workers throughout life. Accreditation INCUAL (National Qualifications) Accreditation levels The National Catalogue is divided into 26 professional and 5 levels of qualification families, according to the degree of knowledge, initiative and autonomy required to perform this work activity responsibility. Each skill is divided into units of competence. As the unit of competency "minimum aggregate of professional skills recognition susceptible to partial accreditation" (Rodriguez 2012). Scope of National Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2014.2197 Social and Technological Sciences Lama et al. (2014) http://polipapers.upv.es/index.php/MUSE/ Mult. J. Edu. Soc & Tec. Sci. Vol. 1 Nº 1 (2014): 101-120 | 115 International Recognition Certification process The certification process of people has left the institutes, centers and agencies of the corresponding Autonomous Communities and / or the Office of State Employment Service (SEPS). Evaluation Audit application and written evaluation. Cost 300-500 € / year 4.6. Indicators After the review of the different certification systems of persons analyzed, are presented the 11 indicators to be used for comparison of the 5 certification systems studied (Cardoza 2011). In Table 4 are presented the indicators selected: Table 4. Indicators Nº Indicators Legend Description 1 Accreditation System Differentiates according to systems validation processes that have passed: 1: Do not certified by any standards 2: Accredited ISO 17024 3: Certificate ISO 9001 and ISO 17024 Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2014.2197 Social and Technological Sciences Lama et al. (2014) http://polipapers.upv.es/index.php/MUSE/ Mult. J. Edu. Soc & Tec. Sci. Vol. 1 Nº 1 (2014): 101-120 | 116 2 Accreditation Body Identifies the agency that accredits the certification process 3 Certification levels: number Difference systems according to levels of certification: 1: Set 2 levels of certification 2: Sets 3 levels of certification 3: Set 4 levels of certification 4: Sets 5 levels of certification 4 Levels of certification: accessibility Unlike the systems according give access from one level to another certification: 1: It is not necessary to have a lower level for admission to a higher 2: You need to possess a certain level below to access higher levels 5 Scope / Recognition Difference according recognition systems in the geographical area: 1: National 2: International 6 Model Requirements: Experience Establish levels of experience are requested to enter the certification process: 1: No experience required for any level of certification 2: minimum years of experience for some levels and lower levels are required is not mandatory 7 Model Requirements: training or education required Sets the requirement for initial training or education to enter the certification process: 1: No initial training or education is required 2: training or education is required 8 Certification process: Grading system Difference evaluation systems that are made: 1: Audit Request 2: Audit of the application and written evaluation. Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2014.2197 Social and Technological Sciences Lama et al. (2014) http://polipapers.upv.es/index.php/MUSE/ Mult. J. Edu. Soc & Tec. Sci. Vol. 1 Nº 1 (2014): 101-120 | 117 9 As experience Sets the unit of measure of experience that is required to access certain levels of certification: 1: No requests experience 2: experience is requested in years 3: experience is requested in number of projects 10 Validity Difference systems according to time expended validity of certificates: 1: Certificates 1 and 3 years 2: Certificates 3 and 5 years 3: Certificates only 5 years 11 Coste y mantenimiento Difference systems according to the initial cost and maintenance of certificates expended: 1: Less than 150 € 2: Between 150-1000 € 3: Superior to 1000 € 4.7. Comparative analysis of certification systems Each of the objects systems study was analyzed according to the indicators described above, obtaining the following comparative table, Table 5. Tabla 5. Comparison of Certification Systems of Persons. Indicadores PMI AEC- CERPER COGITI COIN INCUAL Accreditation System 3 3 -- 2 1 (Law) Accreditation Body ANSI ENAC -- ENAC INCUAL Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2014.2197 Social and Technological Sciences Lama et al. (2014) http://polipapers.upv.es/index.php/MUSE/ Mult. J. Edu. Soc & Tec. Sci. Vol. 1 Nº 1 (2014): 101-120 | 118 Certification levels: number 2 2 3 1 4 Levels of certification: accessibility 1 1 1 1 2 Scope / Recognition 2 1 1 2 2 Model Requirements: Experience 2 2 2 2 1 Model Requirements: training or education required 2 2 2 2 2 Certification process: Grading system 2 2 1 2 2 As experience 2 2 2 3 1 Validity 2 2 1 3 -- Cost and maintanance 2 2 1 3 3 Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2014.2197 Social and Technological Sciences Lama et al. (2014) http://polipapers.upv.es/index.php/MUSE/ Mult. J. Edu. Soc & Tec. Sci. Vol. 1 Nº 1 (2014): 101-120 | 119 5. Conclusions Analyzed and compared the five proposed systems, it is possible to identify a number existing commonalities between most of them despite being of certification of persons of different application areas and in different geographical areas. First, organizations and institutions take a special interest in taking as a framework for system certification ISO 17024 Certification of Persons. (UNE-EN ISO/IEC 17024 2012) As well as being accredited by a recognized certification company certifying compliance with this standard within their system because they recognize the value as it relates to transparency and reliability of the system for both the institution and the people who certify. Secondly, the evaluation systems of most institutions consist of audit record, written and sometimes include an interview. So as to ensure that the person tested has the powers he seeks are recognized. Another important factor common to PMI, CERPER, COIN and INCUAL is to establish and clearly define the units of competency, so that certification is oriented to a specific field of knowledge (there different levels within each). In many cases the institutions develop standards that contain the knowledge to certify competence, such as the PMBOK Guide (PMBOK 2013) in the PMI and can thus ensure homogeneity within the same group that owns a certification. Finally, there is an evident need for external reference models for the development of new qualifications in the EHEA, which Accreditation Systems could play a decisive role. Multidisciplinary Journal for Education, http://dx.doi.org/10.4995/muse.2014.2197 Social and Technological Sciences Lama et al. (2014) http://polipapers.upv.es/index.php/MUSE/ Mult. J. Edu. Soc & Tec. Sci. Vol. 1 Nº 1 (2014): 101-120 | 120 References Cardoza, A. (2011). Comparación de cuatro sistemas de certificación del ámbito de la dirección de proyectos. XV Congreso Internacional de Ingeniería de Proyectos, 1(1), 411-428. CGA-ENAC (2009). Criterios Generales de Acreditación. Competencia Técnica de las Entidades de Certificación de Personas. Entidad Nacional de Acreditación. DCP (2011). Normativa de acreditación de la formación continua y la experiencia profesional (DPC) de ingenieros técnicos industriales e ingenieros de grado de la rama industrial en España, COGITI. Lomo, L. (2011). COIN Plan de futuro de las instituciones. Madrid, Colegio Oficial de Ingenieros Navales. PMBOK (2013). Guide to the Project Management Body of Knowledge, 5ª Ed, Pennsylvania, Project Management Body of Knowledge. CERPER (2011). AEC Proceso de certificación de personas. Asociación Española para la Calidad. Rodríguez, R. (2012). INCUAL Catálogo Nacional de Cualificaciones Profesionales. Instituto Nacional de las Cualificaciones. Tallo, D. (2009). La certificación de las personas en la empresa, un mecanismo para garantizar los criterios de competencias. 2(1), 22-24. Torres, F. and Abud, I. (2004). Análisis mediante categorías universales de las competencias exigidas al Ingeniero Industrial por los organismos internacionales de acreditación. XII Congreso Universitario de Innovación Educativa en las Enseñanzas Técnicas, 1(1), 1048-1059. UNE-EN ISO/IEC 17024 (2012). Evaluación de conformidad, requisitos generales para los organismos que realizan certificación de personas.