1. Outcome-Based Education (OBE)
Prepared by,
Assoc. Prof. Ir. Dr. Chow Chee Onn
Dr. Wong Wei Ru
24 September 2019

2. Contents Washington Accord (WA) The Board of Engineers Malaysia (BEM)
The Engineering Accreditation Council (EAC)
Outcome-Based Education (OBE)
OBE Implementation
PEOs
PLOs
CLOs
Bloom’s Taxonomy
Complex Problem Solving (WP)
Continuous Quality Improvement (CQI)
EAC visit 2020

3. Washington Accord (WA)
The Washington Accord is an international accreditation agreement for professional engineering academic degrees, between the bodies responsible for accreditation in its signatory countries.
Established in 1989, the full signatories as of 2019 are Australia, Canada, Taiwan, Pakistan, China, Hong Kong, India, Ireland, Japan, Korea, Malaysia, New Zealand, Russia, Singapore, South Africa, Sri Lanka, Taiwan, Turkey, the United Kingdom, Pakistan, Peru, Philippines and the United States.

4. The Board of Engineers Malaysia (BEM)
The Board of Engineers Malaysia (BEM) is a statutory body constituted under the Registration of Engineers Act 1967 with perpetual succession and a common seal, which may sue and be sued.
BEM primary role is to facilitate the registration of Engineers, Engineering Technologists, Inspectors of Works, Sole Proprietorships, Partnerships and Bodies Corporate providing professional engineering services and; to regulate the professional conduct and practice of registered person in order to safeguard the safety and interest of the public.

5. The Engineering Accreditation Council (EAC)
The Engineering Accreditation Council (EAC) is a delegated body by the Board of Engineers Malaysia as the only recognized accrediting body for engineering degree programmes offered in Malaysia.
On 18th June 2009 the Board of Engineers Malaysia was accepted as the 13th signatory of the Washington Accord. The EAC was instrumental in ensuring Malaysia’s EAC accredited engineering programmes are substantially equivalent to the engineering degrees of the signatories of the Washington Accord.  

6. EAC Accreditation Criteria
Criterion 1: Programme Educational Objectives
Criterion 2: Programme Outcomes
Criterion 3: Academic Curriculum
Criterion 4: Students
Criterion 5: Academic and Support Staff
Criterion 6: Facilities
Criterion 7: Quality Management System
OBE

7. Outcome-Based Education (OBE)
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes).
It is a student-centered learning philosophy that focuses on empirically measuring student performance, which are called outcomes.
By the end of the educational experience, each student should have achieved the goal.

8. OBE Implementation … … CLOs PLO1 PEO1 CLOs PLO2 PEO2 PEO3 CLOs PLO12
Course Learning Outcomes (CLOs) of all the courses
12 Program Learning Outcomes (PLOs)
3 Program Educational Objectives (PEOs)

9. PEOs PEO1- Professionalism
Graduates will establish themselves as practicing professionals in Communications Engineering or related fields.
PEO2- Continuous Personal Development
Graduates will engage in lifelong pursuit of knowledge and interdisciplinary learning appropriate for industrial and academic careers.
PEO3- Societal Engagement
Graduates will contribute to sustainable development and the well-being of society.

10. PLOs 1
Engineering Knowledge
Apply knowledge of mathematics, science, engineering fundamentals and Electrical Engineering / Electrical Engineering (Communications) specialization to solve complex engineering problems. 2
Problem Analysis
Identify, formulate, research, analyze and reach substantiated conclusions along with recommendations for complex Electrical Engineering / Electrical Engineering (Communications) problems, using principles of mathematics, natural science and engineering science. 3
Design/Development of Solutions
Develop solutions for complex Electrical Engineering / Electrical Engineering (Communications) systems, components or processes to meet specified needs with appropriate consideration for public health and safety, culture, society and the environment. 4
Investigation
Conduct investigations using relevant research methodology including literature review, design of experiments, analysis and interpretation of results to derive scientifically sound conclusions. 5
Modern Tool Usage
Utilize systematic approach to select/create appropriate IT tools, with full understanding of their limitations, to model, simulate and solve complex Electrical Engineering / Electrical Engineering (Communications) problem.

11. PLOs 6 7 8 9 10 11 12 The Engineer and Society
Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice. 7
Environment and Sustainability
Understand the impact of professional engineering solutions towards society and the environment, and demonstrate knowledge of and the need for sustainable development. 8
Ethics
Apply norms of professional engineering practice ethically 9
Communication
Communicate effectively on complex engineering activities with both engineers and the community at large through discussions, reports and presentations. 10
Individual and Team Work
Function effectively as an individual, and as a team member or leader in a multi-disciplinary environment. 11
Life Long Learning
Recognize the need to undertake life-long learning and possess the capacity to do so independently. 12
Project Management and Finance
Demonstrate knowledge and understanding of engineering and management/finance principles and apply these to one’s own work as an individual, team member or leader in a multi-disciplinary environment.

12. CLOs
Each course has several course outcomes which are formulated based on Bloom’s taxonomy.
Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education.
Three domains of educational activities or learning (Bloom, et al. 1956):
Cognitive: mental skills (knowledge)
Affective: growth in feelings or emotional areas (attitude or self)
Psychomotor: manual or physical skills (skills)

13. Course learning outcomes (CLOs)
PROGRAMME LEARNING OUTCOMES (PLOs)
METHODS OF ASSESSMENT
PLO2
PLO3
PLO5
Apply basic programming techniques for solving arithmetic and logical problems. (C3) 
Test (10%)
Assignment (10%)
Final Exam (20%)
Analyze algorithms and computer codes for complexity and correctness. (C4)
Solve real-life engineering and non-engineering problems using programming techniques. (C4)
** PLO2 (Problem Analysis)
PLO3 (Design/Development of Solutions)
PLO5 (Modern Tool Usage)

14. Bloom’s Taxonomy: Cognitive Domain

15. Assessments Formal (Direct) Assessments
Test, Assignment, Examination
Informal (Indirect) Assessments
CLOs survey form: Self-assessment

16. Individual direct assessment

17. Knowledge Profiles (WK)
A systematic, theory-based understanding of the natural sciences applicable to the discipline.
WK2
Conceptually-based mathematics, numerical analysis, statistics and formal aspects of computer and information science to support analysis and modelling applicable to the discipline.
WK3
A systematic, theory-based formulation of engineering fundamentals required in the engineering
discipline.
WK4
Engineering specialist knowledge that provides theoretical frameworks and bodies of knowledge for the accepted practice areas in the engineering discipline; much is at the forefront of the discipline.
WK5
Knowledge that supports engineering design in a practice area.
WK6
Knowledge of engineering practice (technology) in the practice areas in the engineering
WK7
Comprehension of the role of engineering in society and identified issues in engineering practice in the discipline: ethics and the professional responsibility of an engineer to public safety; the impacts of engineering activity: economic, social, cultural, environmental and sustainability.
WK8
Engagement with selected knowledge in the research literature of the discipline.

18. WK2 WK7 WK6 WK5 WK8 WK1 WK3 WK4 KIX2004 Proj. Mgmt KIX2003
Law & Ethics
KIX1003
Critical Thinking
KIE KIE4013
KIX1002
Eng. Math 2
KIX2002
Econ
KIX1001
Eng. Math 1
KIE KIE4025
KIE KIE4021
KIE2003
Prob. & Rand Signal
KIE1004
Program. 1
WK5
KIE KIE4017
WK8
KIE1008
Program. 2
KIX2001 &
KIX3001
IDP
KIE4002
FYP
WK1
KIE1006
Elec. Physics
KIE4005
Power Qua.
KIE3010
Instru.
KIE2008
Comm Syst.
KIE4004
Power Sys.
WK3
KIE3008
Power Elec.
KIE1007
Elec. Cir. 1
KIE2004
Elec. Cir. 2
KIE3007
DSP
KIE2009
Machines &
Drives
KIE3009
Energy Conv.
KIE1005
Cir. Anal. 1
KIE1003
Dig Syst
KIE2006
Signal & Sys.
KIE3006
Control Sys.
KIE2005
Cir. Anal. 2
KIE3004
Applied EM
KIE2007
Basic EM
KIE3005
Num. Anal.
WK4

19. Complex Problem Solving (WP)
Depth of Knowledge Required
Cannot be resolved without in-depth engineering knowledge at the level of one or more of WK3, WK4, WK5, WK6 or WK8 which allows a fundamental-based, first principles analytical approach.
WP2
Range of conflicting requirements
Involve wide-ranging or conflicting technical, engineering and other issues.
WP3
Depth of analysis required
Have no obvious solution and require abstract thinking, originality
in analysis to formulate suitable models.
WP4
Familiarity of issues
Involve infrequently encountered issues.
WP5
Extent of applicable codes
Are outside problems encompassed by standards and codes of practice for professional engineering.
WP6
Extent of stakeholder involvement and level of conflicting requirements
Involve diverse groups of stakeholders with widely varying needs.
WP7
Interdependence
Are high level problems including many component parts or sub- problems.

20. Complex Engineering Activities (EA)
Range of resources
Involve the use of diverse resources (and for this purpose resources includes people, money, equipment, materials, information and technologies).
EA2
Level of interactions
Require resolution of significant problems arising from interactions between wide ranging or conflicting technical, engineering or other issues.
EA3
Innovation
Involve creative use of engineering principles and research-based
knowledge in novel
EA4
Consequences to society and the environment
Have significant consequences in a range of contexts, characterised by difficulty of prediction and mitigation.
EA5
Familiarity
Can extend beyond previous experiences by applying principles-based
approaches.

21. Continuous Quality Improvement (CQI)
Review
Implement
Assessment
Analysis & Feedback
Curriculum
Exam Analysis
Surveys
Student
AA System
Staff
CTES
Facilities
Feedback forms

22. Your Tasks Attain the PLOs and PEOs – Your success is our reputation
Industrial Exposure – attend/participate in industrial talks, lectures, competitions and other activities
Industrial Exposure Record:
Provide Feedback – take all the surveys conducted by the department/faculty/university seriously and professionally.
Give constructive comments to help the department grows.
Register as Alumni upon graduation.

23. EAC Accreditation Visit 2020
Students will be randomly selected by EAC for interview, to obtain feedback about the programme
Be prepared with technical questions, especially on power-related subjects

24. Entrance survey https://bit.ly/2S80gMR
Please fill out the entrance survey: