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About iPET programs

The iPET program is a multi-level modular system for pedagogical training of engineering educators based on international network cooperation. The iPET programs are offered in different formats: onsite, online, and blended learning.

The ENTER proposes a hierarchy of 3 structured educational programs for engineering educators - iPET program, in the context of the European Qualifications Framework for Lifelong Learning. The actual design is one of the outputs of the project and foresees 3 educational programs with different content and duration:

  • iPET-1 Short-focused (2 ECTS) - "Qualification Development" Certificate;
  • iPET-2 Professional Retraining (8 ECTS) - Diploma ''Higher Education Teacher";
  • iPET-3 International recognized (20 ECTS) - a full program leading to international accreditation as "Engineering Educator".

In order to determine the set of courses and competences that should be fostered within the iPET program, the ENTER Project consortium has conducted a massive survey of stakeholders' opinions on this matter. The survey included 5 groups of stakeholders:

  1. engineering educators
  2. HEI administration
  3. HEI engineering students
  4. Potential employers of HEI engineering graduates
  5. Representatives of governmental bodies, involved in education

The number of respondents exceeded 800, representing over 25 regions of Russian Federation and Republic of Kazakhstan. Based on the results of the survey the following structure of iPET modules has been proposed and approved by the consortium

iPET program Module   Course ECTS
iPET-1 (2 ECTU) A 1.1 Innovations in engineering pedagogy 1
1.2 Time management 0,5
1.3 Effective interaction 0,5
iPET-2 (8 ECTU) A 1.1, 1.2, 1.3 2
B 2.1 Enhancement of learning interactivity 2
2.2 Systems analysis in education 1
2.3 Pedagogical psychology and communication 1
2.4 Interaction with stakeholders 1
2.5 Sustainable development 1
iPET-3 (20 ECTU) A 1.1, 1.2, 1.3 2
B 2.1, 2.2, 2.3, 2.4, 2.5 6
C 3.1 Digital education 2
3.2 Problem-based, Project-based and practice-oriented learning 2
3.3 Learning outcomes’ assessment 2
3.4 Course design 1
3.5 Engineering innovation process 2
3.6 Final project 3

Programs have modular structure, i.e. modules of iPET-1 are included in iPET-2, and both are included in iPET-3. This provides a sustainable improvement path that educators can walk at their own pace. It will also be possible for the educators to combine modules from different ENTER network members.

iPET syllabus

The available below syllabuses for iPET-1, iPET-2 and iPET-3 courses are the draft versions developed by a team of all consortium partners. Then, all syllabuses have been reviewed by each partner university of the ENTER project consortium. During an online meeting of ENTER project members in Bratislava, Slovakia, on April 21-23, 2020, all syllabuses and review notes have been presented, discussed and adjusted accordingly, leading to the creation of three deliverables presenting syllabuses (draft v.1) for iPET-1, iPET-2 and iPET-3.

Each syllabus provides general information on the course (aim, objectives, content, teaching materials, etc.), structure of the course content and assessment procedures.

The proposed syllabuses are being applied within the trial iPET program training of engineering educators and will be revised, if needed, before the final launch of iPET programs.

Who can study

The iPET programs are designed for engineering educators who wish to improve their knowledge and skills, and also apply for certification to be included in the International Register for the tertiary level professional educators.

Who can study at the iPET program?
  • teachers of engineering disciplines;
  • teachers of the humanitarian, socio-economic disciplines involved in the training of future engineers.

What kind of teaching experience should the participants have?
The program is designed for participants with different backgrounds and teaching experience. There are no formal requirements for the amount of pedagogical experience of program participants.

What is the language of the training?
Given the network form of the program implementation among all partner universities of the ENTER project, the iPET program is being implemented in

  • English
  • Russian
  • Kazakh

Can only ENTER partner universities teachers enroll in the iPET program?
No, the iPET program is open to all teachers interested in improving their qualifications and the quality of engineering education.
Currently the iPET programs are being pilot tested among the members of the ENTER project consortium in all training formats (online, onsite, blended). Starting from September 2021 teachers from universities around the world can apply to enroll in the iPET programs.

How can I apply to study at the iPET program?
Step 1 - Send us a short message indicating the IPET course you are interested in (iPET-1, iPET2 or iPET 3), your country and city to the e-mail:
Step 2 - ENTER team will contact you to suggest the best option (timeframe, format, language of studying) and inform on conditions
Step 3 - Start your iPET experience

Benefits of iPET

Multilevel modular system
Best trainers from different countries and universities
Most relevant competencies
Different languages available
Variety of training formats
Student-centered educational process
Outcome-based approach
Individual feedback and hands-on practice
International certificate
Opportunity to apply to the International Register for the tertiary level professional educators (ENTER Register)