عنوان مقاله [English]
In order to achieve its goals, the higher education system in each country uses various elements, and university curricula is one of the most important elements and reflection of the success and failure, and even in most cases, guide to the higher education system. However, the inadequacy of the skills of university graduates from industrial universities and technical and engineering faculties in meeting the specialized needs of employers in industry due to incomplete training of students in these fields in Iran, the need to validate the curricula of technical and engineering fields in the country. It became more apparent. In this regard, this study aimed at reviewing and analyzing institutional mapping, criteria and processes for validating curricula in technical and engineering disciplines in countries around the world and using the comparative method of George Brady. The results determined that in the United States, Canada, the Netherlands, Italy, and Japan alone, 38.4 percent of all selected institutions and private institutions are responsible for accrediting technical and engineering curricula, and in Germany, Switzerland, Turkey, and the United Arab Emirates. The United Arab Emirates, Malaysia, Pakistan, Egypt, and South Africa are institutions and semi-governmental institutions that are accredited to validate this curricula (61/6%). Also, the analysis of the validation criteria of the curricula of technical and engineering fields of the studied countries indicated that; the highest number of accreditation criteria is related to the United Arab Emirates and Malaysia with ten criteria and the lowest number is related to Canada and Egypt with four accreditation criteria.