Dr. Fabian Kung Wai Lee, Program Facilitator Workforce of Designing.

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Result Based Way to deal with Designing Training - Towards EAC Accreditation in 2009. B.Eng. (Hons) Hardware Majoring in Microwave and Interchanges. Dr. Fabian Kung Wai Lee, Program Organizer Personnel of Building. Why This Preparation?.
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Result Based Approach to Engineering Education - Towards EAC Accreditation in 2009 B.Eng. (Hons) Electronics Majoring in Microwave and Communications Dr. Fabian Kung Wai Lee, Program Coordinator Faculty of Engineering

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Why This Briefing? Enemy has been honing Outcome-Based Education ( OBE ) approach for as long as two years. The B.Eng Electronics Majoring in Microwave and Communication Program will be surveyed by a group from E ngineering A ccreditation C ouncil ( EAC ) in July 2009. EAC is the overseer of OBE practices for building degrees and certifies designing projects at foundations of higher learning in Malaysia. Understudies will be arbitrarily chosen by EAC for meeting, to acquire input about the system. This way to perform quality control and choose whether or not to perceive the projects

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What Is Outcome Based Engineering Education? IT’S NOT WHAT WE TEACH, IT’S WHAT YOU LEARN more or less, learner-driven way to deal with tertiary instruction

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Contents What is EAC? Why Need Accreditation? EAC Accreditation Criteria Deficiencies of Traditional Education Outcome Based Education (OBE) Roles of Lecturers Roles of Students Q & A

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What Is EAC? EAC BEM (Board of Engineers Malaysia) IEM (Institution of Engineers, Malaysia) MQA (Agensi Kelayakan Malaysia) PSD (Public Service Dept.) Formed in 2000, a designated body from Board of Engineers Malaysia (BEM), the main body for authorizing building degree programs. Includes individuals from BEM, IEM, PSD, MQA and Industry Representatives. Statutory body (to be explained later) Useful connections: EAC: www.eac.org.my BEM: www.bem.org.my MQA: www.lan.govm.my

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Roles of EAC E ngineering A ccreditation C ouncil Formulates and upgrades accreditation strategies and criteria. Endorses rules and working systems. Supervises operational courses of action and chooses assessment board. Gets assessment reports and settles on accreditation. Reacts to dissensions, bids or any proposition for change. Directs improvement and operation of accreditation and common acknowledgment concurrence with different nations. Encourages the dispersal of advancements and best practices in building training.

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Why Need Accreditation? Acknowledgment by Malaysian Government, under REGISTRATION OF ENGINEERS ACT 1967 (Revised 2002) A certify building degree implies the degree is perceived by the Malaysian government. It is likewise a degree\'s indication being of top notch and the degree\'s holder has officially achieved a sure level of learning, aptitude and development of thought identified with the significant control. A man with certify building degree may have the capacity to work for the legislature, and in addition private division. He/she might accordingly turn into a Professional Engineer .

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Why Need Accreditation? Universal Mobility (Washington Accord) The Washington Accord (WA) : Agreement that builds up comparability of other countries’ authorize proficient designing projects. Licensed Engineering Graduates are perceived by other signatory nations - Possible work as architects in those nations without further examinations.

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Why Need Accreditation? Global Mobility (Washington Accord) Established in 1989, starting 2007, the accompanying nations are full individuals from WA: Australia, Canada, the Republic of Ireland, Hong Kong, Japan, New Zealand, Singapore, South Africa, South Korea, Taiwan, the UK and the USA. The accompanying nations are temporary individuals from the WA and may turn into a full part later on: Germany, India, Malaysia (since 2003) , Russia, Sri Lanka.

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Why Need Accreditation? Our last accreditation was in 2003 for 5-year program Next accreditation visit will be in July 2009 - for admissions of 2005 & onwards Our system has been authorize some time recently so what’s the major ordeal? Projects to be licensed in 2009 will must be founded on OBE approach! NO OBE = NO ACCREDITATION

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EAC Accreditation Criteria Academic Curriculum Students Academic and Supporting Staff Facilities Quality Management System

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EAC Accreditation Criteria Academic Staff Academic capabilities Professional capability, experience & improvement Research/distribution/consultancy Industrial contribution Teaching burden/contact hours Motivation and energy Use of speakers from industry/open bodies Aware and routine of OBE

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Outcome-Based Education (OBE) OBE is an instructive procedure that spotlights on what understudies can or the qualities they ought to create after they are taught. OBE includes the rebuilding of educational programs, appraisal and reporting practices in training to mirror the accomplishment of high request learning and dominance instead of gathering obviously credits. Both structures and educational program are intended to accomplish those capacities or qualities . Disheartens customary training methodologies in light of direct guideline of actualities and standard routines. It obliges that the understudies exhibit that they have learnt the obliged abilities and substance.

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Why OBE - Deficiencies of Traditional Education Provides understudies with a learning domain with little thoughtfulness regarding regardless of whether understudies ever take in the material. Understudies are given evaluations and rankings contrasted with one another – understudies get to be exam situated or CGPA driven . Graduates are not totally arranged for the workforce. Absence of accentuation on delicate aptitudes required in employments e.g. relational abilities, interpersonal aptitudes, investigative aptitudes, working demeanor and so forth

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Why OBE - Exam Result is Not the Most Important Consideration by Employer Employers Rating of Skills/Qualities – 2002 Communication (verbal & written) 4.69 Honesty/Integrity 4.59 Teamwork skills 4.54 Interpersonal skills 4.50 Strong work ethics 4.46 Motivation & initiative 4.42 Flexibility/adaptability 4.41 Analytical skills 4.36 Computer skills 4.21 Organisational skills 4.05 Detail oriented 4.00 Leadership abilities 3.97 Self confidence 3.95 Friendly/cordial personality 3.85 Well mannered/polite 3.82 Tactfulness 3.75 GPA (3.0 or better) 3.68 Creativity 3.59 Sense of humour 3.25 Entrepreneurial abilities/hazard taker 3.23

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Focus and Benefits of OBE addresses the accompanying key inquiries: What do we need the understudies to have or have the capacity to do? By what means would we be able to best assist understudies with accomplishing it? By what means will we know whether they understudies have accomplished it? How would we close the circle for further change (Continuous Quality Improvement (CQI)) ? Advantages of OBE More coordinated & reasonable educational modules. Graduates will be more “relevant” to industry & different partners (all the more balanced graduates). Persistent Quality Improvement (CQI) is set up.

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Expectations on Students under OBE – the Outcomes Students are relied upon to have the capacity to accomplish more difficult errands other than retain and repeat what was taught. Understudies ought to have the capacity to: compose venture proposition, complete undertakings, investigate contextual investigations, give case presentations, demonstrate their capacities to think, question, research, and settle on choices taking into account the discoveries. Be more imaginative, ready to break down and incorporate data. Ready to arrange and sort out errands, ready to work in a group as a group or in entrepreneurial administration groups to propose answers for issues and market their answers.

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OBE Versus Traditional Education Process Input Process Teaching Staff Curriculum Labs Other Resource Teaching & Learning Traditional training procedure concentrates on the inputs. Understudies at Graduation Assessment primarily by means of exam, test, assignments. Quality control from instructing assessment.

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Outcome-Based Education Versus Traditional Education Process (Long-term) (Short-term) Program Education Outcomes Program & Subject Outcomes Input Process Teaching Staff Curriculum Labs Other Resource Teaching & Learning Students at Graduation Graduates to Fulfill Stakeholders’ Satisfaction Stakeholders: EAC Employers Industry Advisors Academic Staff Public and Parents Students Alumni OBE shifts from measuring info and procedure to incorporate measuring the yield (result) Assessment by exam, test and assignments. Appraisal of showing staff, address material & stream, results and understudy ‘capabilities’ (Short & long haul results), lab meeting, way out overview and so on. More ‘thinking’ tasks, with examination. Criticism from industry, graduated class and different partners. Clear ceaseless change step.

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Outcomes in OBE Program Educational Objectives (PEO) Interrelated and Complement Each Other Program Outcomes (PO) Learning Outcomes (CO) of Subjects A Model Hierarchy of Outcomes Vision and Mission of the Institution/Faculty Long-term Outcomes Short-term Outcomes

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Vision and Mission of MMU Vision of the University To be a chief college that proliferates the era and dispersal of information in forefront innovations Mission of the University 1. To convey quality scholastic projects in view of best in class R&D. 2. To pull in and sustain quality personalities who will contribute towards the worldwide information economy 3. To teach an in number examination society inside of a dynamic, proficient and compelling group of scholastic and bolster staff 4. To be fiscally self-managing by means of training and the commercialisation of R&D items and administrations.

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Vision and Mission of FOE Vision of the Faculty To be a main designing workforce for creation, safeguarding and scattering of learning, preparing of information laborers for country building, and giving persistent specialized backing to the ICT business in Malaysia. M

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