Engineering education societies becoming global

lobalization is making both developed and developing countries think about effective and efficient strategies that will advance their economies and social development. Throughout the history of civilization, engineering has played a critical role in economic development. Engineers are key not only in solving local problems but also in knowledge creation and knowledge transfer. Thus, it is imperative that technical know-how be supplemented with professional skills to develop an 'adaptive leader' who is capable of addressing the multiple challenges of an ever changing world. The key-question posed by the 21st century global economy to engineering educators and stake-holders is this: "How can education in science and technology help to reduce poverty, boost socio-economic development, and take the right decisions for sustainable and environmental compatible development?" To answer these questions, a global approach is needed: and this can only be accomplished by a "team" which has its roots in all regions of the world, i.e. which is enabled to think globally and then act locally. There's a need to establish effective engineering education processes of high quality around the world to assure a global supply of well-prepared engineering graduates. This paper describes the reasons for the creation in October 2006 of IFEES - the International Federation of Engineering Education Societies. It will describe the vision, mission, and key strategies of IFEES. It will also describe some of the initiatives currently underway and how the various engineering education stakeholders can leverage and benefit from engaging with IFEES, thus strengthening the organizational capacity of engineering education societies throughout the world. The paper will share plans to help members learn from each other's best practices and even failures and how those organizations that have been in existence for quite some time (ASEE was founded in the late 19th century) can contribute to the institution building of some of the recently founded engineering education societies such as in Africa, Kazakhstan, and other parts of the world. The paper presents not only the view of educators but also of industry and other key stakeholders involved in IFEES around the world