伴随着以工业智能化和互联网产业化为代表的新一轮工业革命在全球范围内的持续开展，专业认证作为工程教育质量保障的核心方式，其价值和地位日益凸显。在外部因素的冲击下，德国通过由政府主导的自上而下的“强制性制度变迁”构建起一整套完善的工程教育专业认证制度体系。基于利益相关者的视角分析来看，政府、高校、工业界和行业协会等四类群体在德国专业认证制度体系中分别扮演着不同的角色，并进行合理分工与相互协作。进一步，基于多重制度逻辑的分析范式来看，在政治逻辑、学术逻辑以及市场逻辑内部，德国分别成立了16州文教部长联席会议及联邦认证委员会、高校校长联席会议以及以VDI为代表的多种行业协会等发挥“缓冲器”作用的中介组织，有效缓解和协调三者的矛盾与冲突，最终实现德国专业认证制度的系统均衡。 作为国家工程教育系统的重要构成部分，职业教育并未纳入到国家统一的专业认证制度体系之内。德国各州职业教育在长期的实践中根据自身的实践情况形成包括ISO9001模式、EFQM模式和Q2E模式等各具特色的质量保障模式。同时，为有效促进职业学校质量保障体系的建构和运行，德国在价值引导、制度支撑、标准建设、运行模式、动机机制等5个方面为其提供有效支撑。从创造力系统的视角来看，慕尼黑工业大学在质量保障体系构建过程中，通过场域（师资队伍建设）、领域（学科专业建设、课程内容与教学方式变革）和个体（人才培养模式）三者共同的作用，形成了一个不断推进人才培养质量提高的螺旋式上升系统，从而推动其在激烈的国际竞争中保持持续领先。 最后，我国工程教育专业认证体系的构建和运行过程中都相当程度上以美国为代表的发表国家作为样板，具有后发“移植型”和“追赶型”的特征。此外，在实际运行过程中，在制度层面、组织层面、技术层面和实践层面等面临不少新的问题和挑战。在积极融入《华盛顿协议》的过程中，我国应该借鉴包括德国在内的发达国家工程教育专业认证制度的优点和长处，以真正构建起具备中国特色、世界水平的工程教育质量保障体系。
With the continuous development of a new round of industrial revolution, represented by industrial intelligence and Internet industrialization, accreditation, as the core way of engineering education quality assurance, has become increasingly prominent in its value and status. Under the impact of external factors, Germany constructed a complete set of engineering education professional certification system through the government-led “mandatory institutional change”. From the perspective of stakeholders, the government, universities, industry and industry associations play different roles in the German professional certification system, and reasonably divide and cooperate with each other. Further, based on the analysis paradigm of multiple institutional logic, within the political logic, academic logic and market logic, Germany has set up KMK、AR and various industry associations represented by VDI to play a “buffer” role. The use of intermediary organizations can effectively alleviate and coordinate the contradictions and conflicts among the three, and eventually achieve a systematic balance of the German professional certification system. As an important part of the national engineering education system, vocational education has not been included unified accreditation system. Vocational education in each state has formed its own characteristic quality assurance mode according to its own practice in the long-term practice. Among them, the classical mode includes ISO 9001 mode, EFQM mode and Q2E mode. At the same time, in order to effectively promote the construction and operation of quality assurance system in Vocational schools, Germany provides effective support in five aspects: value guidance, system support, standard construction, operation mode, motivation mechanism.From the perspective of creativity system, Technische Universität München has formed a spiral ascending system to continuously improve the quality of personnel training through the joint role of domain, field and individual in the process of constructing the quality assurance system, thus promoting it to keep ahead in the fierce international competition. Finally, in the process of construction and operation of the accreditation system for engineering education in our country, the publishing countries represented by the United States have the characteristics of "transplanting" and "catching up", thus ignoring their own specific national conditions and development characteristics; in addition, in the actual operation process, in the understanding level At the same time, there are many new problems and challenges, such as face, organizational level, institutional level and practical level. However, in the process of actively integrating into the Washington Accord, China should also learn from the advantages and advantages of engineering education certification system in developed countries, including Germany, in order to truly build a quality assurance system of engineering education with Chinese characteristics and world level.
