Abstract
Since 2003, the Internationally Educated Engineers Qualification Program (IEEQ) at the University of Manitoba has provided a pathway for formal recognition of foreign credentials for internationally-educated engineers. This paper reviews the program model and outlines four critical perspectives embedded within the model. The program componentsinclude academic requirements, an authentic practice experience, sociolinguistic language and communication development, and socialization to the profession. The critical perspectives embedded in these components are a difference model, assimilation to the profession, principles of equity or substantive equality, and appropriate recognition for internationally-educated engineers.
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