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    About Us

    The Nigerian Academy of Engineering was inspired by the need for a small, focused engineering body that would have the narrower objectives of the advancement and pursuit of excellence in Technology and Engineering, and the provision of a national platform for experts to pool their experience and insights and make input into public and private technical policy. 

    Vision Statement: "To Be a Leading Think-Tank in the Advancement of Science, Engineering, Technology and Innovation.”

    Mission Statement: "To Promote and Advance Science, Engineering, and Technology as Major Driver of National Development and International Competitiveness."

    Historical Background

    The Nigerian Academy of Engineering (NAE) was established by statute in 1997 as a non-profit and non-governmental institution for the promotion of excellence  in engineering training and practice to ensure the technological growth of Nigeria. The Academy is a national "Think Tank" for Engineering and Technology that provides leadership in national engineering and technological issues by conducting studies and research on relevant issues and making inputs to developmental policies at the highest possible level.

    Its Fellows are drawn from among very senior Nigerian engineering professionals resident in Nigeria and abroad who have distinguished themselves in business, academia, and government.

    Membership is spread across all disciplines in engineering and is currently One hundred and fifty eight (158).


    Corporate Structure

    The governing body of the Academy is a 15-person Council which consists of the President, Vice President, three other officers, the two last Presidents and eight other fellows elected by the Annual General Meeting.

    The Academy’s Secretariat is charged with the day-to-day management of the affairs of the Society.

    The Vice-President automatically succeeds the President at the end of the latter’s two-year tenure, and election is by secret ballot. 

    The Executive Committee is responsible for the day to day running of the Academy on behalf of the Council.

    Engineering practice in the modern sense was introduced into Nigeria with the colonial administration of the country. The major technological undertaking during the later part of the nineteenth century was the development of infrastructure - public buildings, roads, telegraphy and the railway. The government organs in charge of these developments along with her private sector organs did set-up their respective training facilities for technicians. But the first step towards professional engineering training and practice was taken when the Higher College, Yaba, was established.
     
    Up until the end of the first half of the twentieth century only a few Nigerians had acquired full professional engineering status. These few obtained their basic engineering qualification and replica cheap watches uk training abroad, the United Kingdom, in the main. It was only during the 1960’s that the first professionally qualified engineers were produced locally. By mid 1980’s about 40 Nigerian universities and polytechnics were training medium and high-level technical manpower.
    In the development of engineering profession in Nigeria, regulation has been carried out by the professionals themselves, through learned societies and a statutory registration and regulatory body. The latter, the Council for the Regulation of Engineering in Nigeria (COREN) was set up by law in 1970 and is currently made up entirely of technical professionals. The umbrella learned society, the Nigeria Society of Engineers (NSE), was founded in 1958, and currently has a corporate membership of about 49,556.
     
    The Nigerian Academy of Engineering was inspired by the need for a small, focused engineering body that would have the narrower objectives of the advancement and pursuit of excellence in Technology and Engineering, and the provision of a national platform for experts to pool their experience and insights and make input into public and private technical policy. The idea was encouraged by the existence of similar academies in most developed and developing countries such as the United Kingdom, Canada, India, the United States of America, Russia, and Egypt etc.