INTRODUCTION

In the midst of a rapidly evolving environmental, socio-economic, and geopolitical landscape marked by the pressing challenges of global warming and crises, the role of engineering education stands out as a pivotal force for sustainable development. Recognizing this pivotal role, engineering educators are faced with the critical task of equipping graduates with a profound understanding of sustainability within the context of their engineering practice. This necessitates a paradigm shift towards results-based education, continuous evaluation, and proactive coordination through life-long learning. As the demand for sustainability in engineering practices intensifies, accreditation bodies, higher education institutions, policy makers, stakeholders, and communities find themselves at a crossroads, compelled to adapt their strategies for engineering education and accreditation. The imperative is clear – aligning educational practices with the ever-changing demands of the contemporary world, emphasizing a comprehensive approach to sustainability. Notably, the Myanmar Engineering Council (MEngC) has emerged as a proactive player in this transformative journey. Hosting the Committee on Education in Engineering (CEIE) of the World Federation of Engineering Organizations (WFEO) since 2019, MEngC has demonstrated its commitment to fostering global collaboration and sharing best practices in engineering education. The establishment of the WFEO Academy and the provision of accreditation mentoring underscore MEngC’s dedication to advancing educational quality. Further reinforcing its commitment, MEngC has welcomed another significant institution into its fold-the Engineering Education Accreditation Committee (EEAC). Tasked with overseeing accreditation processes in Myanmar’s engineering education landscape, the EEAC aligns its objectives with the ambitious United Nations 2030 Agenda for Sustainable Development Goals (SDGs). This paper aims to delve into the depth and breadth of the journey towards achieving quality engineering education through accreditation in Myanmar. By examining the initiatives of MEngC, the challenges faced, and the milestones achieved, this discussion seeks to contribute valuable insights to the broader discourse on engineering education and its transformative role in the pursuit of sustainable development.

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