Status

engineering accreditation council manual

LINK 1 ENTER SITE >>> Download PDF
LINK 2 ENTER SITE >>> Download PDF

File Name:engineering accreditation council manual.pdf
Size: 3466 KB
Type: PDF, ePub, eBook

Category: Book
Uploaded: 25 May 2019, 22:36 PM
Rating: 4.6/5 from 719 votes.

Status: AVAILABLE

Last checked: 13 Minutes ago!

In order to read or download engineering accreditation council manual ebook, you need to create a FREE account.

Download Now!

eBook includes PDF, ePub and Kindle version

✔ Register a free 1 month Trial Account.

✔ Download as many books as you like (Personal use)

✔ Cancel the membership at any time if not satisfied.

✔ Join Over 80000 Happy Readers

engineering accreditation council manualTo get more targeted content, please make full-text search by clicking here.Accreditation - A Board to consider appeals from an Institution of Appeals Board Higher Learning on any EAC decision. Graduate Engineer - A person registered under Section 10(1a), Registration of Engineers 1967 (Revised 2015). Professional - A person registered under Section 10(2), Registration Engineer of Engineers Act 1967 (Revised 2015). Programme - The sequence of structured educational experience undertaken by students leading to completion, on Degree satisfactory assessment of performance. Course - Bachelor of engineering programme leading to engineering qualification in Malaysia. - Subject offered in the programme. Stakeholders - Parties having an interest (direct and indirect) in the Academic staff programme output, for example, employers, Industry Student Advisory Panel (IAP), External Examiners, sponsors, lecturers and students, etc. - Staff responsible for teaching and learning activities in the programme leading to the award of an engineering degree. - Anyone undertaking an undergraduate programme. Graduate - Anyone who has been conferred a degree. Support staff - Staff responsible for supporting teaching, learning External Examiner and administrative activities in programme implementation. - A person with high academic standing in relevant field appointed by the IHL to assess overall academic programme and quality. Accredited - An engineering programme whose graduates are Programme acceptable for graduate registration with the BEM. This is accorded to a programme that satisfies the minimum standard for accreditation set by EAC. Accreditation with - A programme given some conditions to be fulfilled Interim condition within certain period of time which is shorter than the accorded accreditation period. Deferred - This is the status given to a programme observed to have Accreditation weakness.http://aiswaryamatrimonials.com/fck_uploads/dimplex-dac12ac-manual.xml

Tags:
• engineering accreditation council manual, engineering accreditation council manual pdf, engineering accreditation council manual professional, engineering accreditation council manual guide, engineering accreditation council manual jobs.

This programme is given the opportunity to provide for corrective actions within a year from the date of deferment or as determined by EAC. Declined - This is the status of a programme that fails to meet the Accreditation minimum standard for accreditation. In such a case, a further application is not normally considered within the next one year. Provisional - This is given to a programme that has been Accreditation recommended for approval to be conducted by EAC. The pre-requisite for registration as a graduate engineer is a qualification in engineering recognised by the BEM. Hence the necessity to accredit engineering programmes conducted in IHLs. Engineering Accreditation Council (EAC) is the body delegated by BEM for accreditation of engineering degrees. The EAC is made of representatives of the BEM, The Institution of Engineers, Malaysia (IEM), Malaysian Qualification Agency (MQA) and the Public Services Department (Jabatan Perkhidmatan Awam Malaysia (JPA)). The Terms of Reference of the EAC are outlined in Appendix A (Engineering Accreditation Council, Evaluation Panel and Accreditation Appeals Board). This Manual outlines details for accreditation of an engineering programme in Malaysia. It serves to facilitate Institutions of Higher Learning (IHLs) to meet the minimum standard stipulated for the accreditation of their existing engineering programmes or newly proposed programmes. This Manual includes elements of outcomes in the engineering curriculum to ensure a Continual Quality Improvement (CQI) culture in the spirit of Outcome-Based Education (OBE). 2.0 Accreditation Objective The objective of accreditation is to ensure that graduates of the accredited engineering programmes meet the minimum academic requirements for registration as a graduate engineer with the BEM. In addition, the objective of accreditation is to ensure that Continual Quality Improvement (CQI) is being practiced by IHLs.http://cmoxgermany.com/upimages/dimplex-dac15hh-user-manual.xml Accreditation may also serve as a tool to benchmark engineering programmes offered by IHLs in Malaysia. Accreditation shall be considered upon a written request from the IHL. 4.1 The Accreditation Process Accreditation of engineering programmes is undertaken by the EAC at the request of the IHL. The EAC’s accreditation process will focus on outcomes and the internal systems developed by the IHL to ensure that the graduates are adequately prepared to enter the engineering profession. The process also involves determining the effectiveness of the quality assurance systems and procedures that ensure graduates are adequately prepared to practise engineering. 4.2 The Accreditation Cycle Accreditation is accorded to a programme for a maximum period of six (6) years per cycle. It is advisable that the various pathways are disclosed in the award of the degrees, either on the degree certificate or academic transcripts. For each of the pathways, the IHL shall apply for accreditation separately. A programme shall be evaluated based on the criteria stipulated in Section 6 of this Manual. 4.4 Application and Preparation for Accreditation Visit The IHL shall make an application for programme accreditation as per the requirements of Section 7 of the Manual to the EAC and MQA. Appendix F shows the process flow chart on Application for Accreditation and Approval of Engineering Programmes. The accreditation visit shall be deferred if the submitted documents are of unacceptable quality, or do not follow the required format of Section 7 of the Manual. In such a case, the IHL shall re-submit the application. If the documents submitted followed the required format, but the contents are found to be inadequate, the IHL shall be required to provide further information, or clarification. If the IHL does not provide further information in good time for the visit, the EAC may cancel the visit. 4.http://gbb.global/blog/boss-owner-manuals5 Accreditation Evaluation An accreditation evaluation is conducted to verify that the programme under evaluation is in compliance with the appropriate accreditation criteria in this Manual. The evaluation exercise shall be conducted by an Evaluation Panel (consisting of three (3) members) for new programme and new-cycle accreditation; or an Evaluator (consisting of only 1 member) for interim or continuing accreditation appointed by EAC (refer to Appendix A). This is to allow the IHL to fulfil condition(s) that may be imposed by the EAC. In such a case, a re-submission shall be made within a year. (iv) To decline accreditation. Programme accredited without any concerns is accorded a full six-year accreditation without any condition. Programme with any weakness shall be deferred or declined accreditation. Programme accredited with concerns is accorded accreditation for six (6) years or less with conditions, subject to the decision of the EAC. The IHL shall take appropriate actions to remedy the concern(s), and submit evidence of such corrective action(s). A further visit will be scheduled to verify the results of the remedial action(s), in an interim or continuing accreditation visit, if deemed necessary. If adjudged satisfactory, based on the recommendation of the Evaluator, the interim condition may be lifted for programmes with interim condition and the earlier accreditation award is upheld, or the remaining period of the accreditation may be accorded by the EAC for continuing accreditation. Failure to address the concern(s) may result in cessation of accreditation at the end of the stated period. The EAC’s decision shall be sent to MQA, with copies to IHL. The accreditation shall be accorded to a specific programme pathway (location and mode). 4.http://ferramentafranza.com/images/commercial-manual-floor-sweeper.pdf7 Revisions to an Accredited Programme The IHL shall update the EAC and MQA of major changes (such as, 30 or more of the curriculum, location, pathways, programme name or programme duration) that may impact an accredited programme. Failure to do so may cause the EAC to reconsider the accreditation decision awarded earlier. The EAC may then direct the IHL to apply for re-accreditation of the revised programme. 4.8 The Approval to Conduct a Programme The IHL intending to conduct a new programme shall obtain approval from the relevant authorities. The recommendation from EAC shall be forwarded to the relevant authorities. The evaluation exercise shall be conducted by an Evaluator appointed by EAC (refer to Appendix A). When the documents are considered to be inadequate, the IHL shall be required to provide further information before an evaluation is carried out. If the required information is not provided within a period of three (3) months, it shall be deemed that the IHL no longer intends to conduct the programme. 4.9 Publication of Accreditation Status EAC shall regularly update the list of accredited programmes on the website. 4.10 Appeal Procedures The EAC decision is final. However, an IHL may appeal against a decision made by the EAC. The notice of appeal must be made in writing to the Accreditation Appeals Board within two (2) weeks upon receiving the decision, stating the basis of the appeal. Appeal documents are to be submitted within four (4) weeks after the above notice of appeal. The Appeals Board shall consist of the President of BEM, President of IEM and CEO of MQA or their nominated representatives. The President of BEM or the nominated representative shall be the Chairman of the Appeals Board. If necessary, the Appeals Board may appoint a Special Committee, comprising members who are experienced in the accreditation process, to consider an appeal. Any expenses incurred shall be borne by the IHL. The decision of the Appeals Board shall be forwarded to the IHL within three (3) months from the receipt of the complete documents. The decision of the Appeals Board shall be final. 4.11 Confidentiality Documents or other information obtained by the Evaluation Panels, Evaluators, Associate Directors, EAD staff, and EAC members in connection with the accreditation exercise shall be treated as confidential. Members shall declare their interest or withdraw from any situation or activity that may constitute a conflict of interest. 5.0 Accreditation Procedure This section describes EAC’s accreditation procedures from the process of application to the notification of accreditation results. 5.1 Application for Accreditation The following gives the various types of programmes accreditation, and the deadlines for applications: a) New programme (first-cycle) accreditation: at least six (6) months before the final examination of the first intake of students.Not less than one (1) year after declined decision. The EAD upon receiving the application by the IHL will decide on the dates of the accreditation visit. Once the visit dates have been fixed, the programme is given three (3) months deadline prior to the visit to submit the necessary accreditation documentations as specified in Section 7 of this Manual. The application will be deemed to have been withdrawn, if the documents are not submitted latest three (3) months before the set dates for the visit. The cut-off period for submission of application for programme accreditation by IHL is twelve (12) months beyond the year of graduation for any cohort, if the graduates are to be included in the accreditation decision. Failing to abide with the deadlines may result in delay or rejection of graduates’ registration with BEM. The Evaluation Panel appointed shall consist of representatives from both industry and academia so as to provide balanced perspective and experience to the assessment of a programme. The Evaluation Panel or Evaluator needs to be aware of EAC policies and accreditation criteria as outlined in this Manual. The Evaluation Panel or Evaluator will assess the programme based on the accreditation criteria set forth in this Manual. The assessment includes the auditing and confirmation of documents submitted by the IHL. It is important that as far as possible, the agreed dates of visit are adhered to. 5.4 Pre-Accreditation Visit Meetings The Evaluation Panel for a programme should meet at least once (either virtual or physical) upon receiving the accreditation documents, and again on the evening of Day ?1 before the actual accreditation visit in order to study and discuss documents, and systematically identify and agree on the shortcomings prior to the visit. The overall conduct of the visit shall be managed by the EAD. The visit shall normally include but not limited to the following: (a) Opening meeting with the IHL Management. (b) Meeting with staff members. (c) Meeting with students. (d) Meeting with external stakeholders such as alumni, employers, and industry advisors. (e) Visiting and checking of facilities. (f) Checking relevant documents. (g) Exit meeting with IHL Management. The assessment involves a review of qualifying requirements of the IHL and an evaluation based on the following criteria: Criterion 1 - Programme Educational Objectives (PEOs) Criterion 2 - Programme Outcomes (POs) Criterion 3 - Academic Curriculum Criterion 4 - Students Criterion 5 - Academic and Support Staff Criterion 6 - Facilities Criterion 7 - Quality Management Systems The assessment process will involve two parts: (i) Initial assessment of qualifying requirements. (ii) Detailed assessment of the programme based on the accreditation criteria. Failure to meet any one of the qualifying requirements will disqualify the programme from further assessment. There are 8 components of the qualifying requirements and each programme is expected to have all the components. The PEOs must be considered in the design and review of the curriculum in a top down approach. The programme shall publish and appropriately review the PEOs at the determined time, and ensure the PEOs are linked to the POs and considered for the curriculum delivery. These relate to the skills, knowledge, and behaviour that students acquire through the programme. Note: Please refer to Evaluation Guidelines (Appendix H) for further elaboration of the expectation with regards to this section. 6.3 Criterion 3: Academic Curriculum The academic curriculum and curricular design shall strongly reflect the philosophy and approach adopted in the programme structure, and the choice of the teaching- learning (delivery) and assessment methods. The curricular approach, the educational content and the teaching-learning and assessment methods shall be appropriate to, consistent with, and support the attainment or achievement of the POs. A balanced curriculum shall include all technical and non-technical attributes listed in the POs, and there shall be a balance between the essential elements forming the core of the programme and additional specialist or optional studies (electives). The curriculum shall integrate theory with practice through adequate exposure to laboratory work and professional engineering practice. Guidelines on academic programmes outlined in this Manual provide essential elements and features, which when combined will render a programme acceptable for accreditation by the EAC. All engineering programmes need to cover the broad areas of their respective disciplines. Appropriate breadth and depth of the content shall be ensured for all courses. The course structure and sequence of content shall be appropriate. Evidence shall be presented to show that the contents are being updated to keep up with scientific, technological and knowledge developments in the field, and to meet societal needs. IHLs shall have mechanisms for regularly identifying topics of contemporary importance at local, national and global levels and topics that may not be adequately addressed in the curriculum. Other contributing components to the curriculum such as a variety of teaching- learning (delivery) modes, assessment and evaluation methods shall be designed, planned and incorporated within the curriculum to enable students to effectively develop the range of intellectual and practical skills, as well as positive attitudes that are constructively aligned with the PEOs and POs. The assessment to evaluate the degree of the achievement of the POs of the programme shall be done and its level of attainment recorded. The assessment of POs and the Course Outcomes (COs) by the students may also be done both at the programme as well as at course levels, respectively. The teaching-learning methods shall enable students to take full responsibility for their own learning and prepare them for life-long learning. The programme shall demonstrate the relationship between the courses and the POs. IHLs need to consult the industry in keeping the PEOs, POs, and content up-to-date. However, they should not lose sight of the need to provide an education in engineering, which will form a sound basis for a career that is likely to see rapid changes in technology. As a general rule, it will be appropriate for the programme structure to be designed to give a progressive shift of emphasis from engineering science and principles in the early stages towards more integrated studies in the final year, in a way that will impart knowledge of application of fundamentals and provide a focus for a professional approach. The emphasis on particular elements or features of the programme must remain flexible, but it will be required in the accreditation process to confirm that minimum levels of understanding and standards of achievement are attained in the basic courses relevant to the fields of engineering. In general, the syllabus and curriculum content must be adequate in quality and quantity in terms of coverage and depth. Emphasis on the curriculum shall be placed on the understanding and acquisition of basic principles and skills of a discipline, rather than memorisation of details and facts. The curriculum shall also provide students with ample opportunities for analytical, critical, constructive, and creative thinking, and evidence-based decision making in dealing with complex engineering problems. The curriculum shall include sufficient elements for training students in rational thinking and research methods. Typical core contents for selected traditional engineering disciplines are shown in Appendix B of this Manual. The curriculum shall encompass the complex problem solving, complex engineering activities and knowledge profile, as summarised in Sections (d), (e), and (f) in the same Appendix. SLT Credit The SLT credit is based on the Student Learning Time (SLT) as defined in the Malaysian Qualification Framework (MQF). The SLT defines that for every one credit hour specified, students need to spend 40 hours of learning. This was determined by considering the total amount of time available in a week, the time needed for personal matters, the time for rest and recreational activities, and the time for studying. The programme shall calculate the SLT credit based on the amount of time students spend in the lecture, tutorial, laboratory sessions, project work, problem based learning, e-learning modules, discovery learning, and coursework projects and independent study accordingly. For industrial training, the following guideline shall be followed. Industrial training shall be for a minimum of eight (8) weeks of continuous training. One (1) credit is allocated for every two (2) weeks of training subjected to a maximum of six (6) credit. The industrial training must be conducted before the final semester. For final year project, the following guideline shall be followed. A final year project is subjected to a minimum of six (6) credits and a maximum of twelve (12) credits. Tutorial Tutorial is part and parcel of the programme so as to complement the lectures. A tutorial session should preferably not exceed 30 students at any one time. ? Laboratory Work Students should receive sufficient laboratory work to complement engineering theory that is learnt through lectures. The laboratory should help students develop competence in executing experimental work. Students should work in groups, preferably not more than five (5) in a group. It is expected that laboratory works shall involve open-ended exercises to be conducted by students with clear COs and POs. Throughout the programme, there should be adequate provision for laboratory or similar investigative work, which will develop in the future engineer the confidence to deal with complex engineering problems. ? Industrial Training Exposure to professional engineering practice is a key element in differentiating an engineering degree from an applied science degree. Familiarity with all common engineering processes is essential and exposure at a practical level to a wide variety of processes is required at a level appropriate to the young professional. Whilst it is clearly desirable for students to get a feel of the skills involved, the central aim of the Industrial Training is to achieve appreciation, not to acquire craft skills. Clearly, many of the latest processes and large scale or costly operations can only be the subject of observation or demonstration, and visits to engineering works may be helpful in many such cases. It is considered that there is no real substitute for first-hand experience in an engineering-practice environment, other than exposure to the industrial environment outside the IHL. There should be a structured industrial training and supervision by a qualified personnel. Industrial training is a key component of learning in an integrated academic curriculum. Due to its importance, the programme shall have a minimum of eight (8) weeks of continuous industrial training for each student. Exposure to Engineering Practice Exposure to engineering practice shall also be integrated throughout the curriculum as it is a key component. It is a requirement of the programme to include a significant project in its later stages. The final-year project is required to seek individual analysis and judgement, capable of being assessed independently. The student among others is expected to develop techniques in literature review and information processing, as necessary with all research approaches. It is recommended that final-year projects should also provide opportunities to utilise appropriate modern technology in some aspects of the work, emphasising the need for engineers to make use of computers and multimedia technology in everyday practice. ? Integrated Design Projects Integrated Design Projects (IDP) shall involve complex engineering problems and design systems, components or processes integrating (culminating) core areas and meeting specified needs with appropriate consideration for public health and safety, cultural, societal, project management, economy, and environmental considerations where appropriate. The IDPs are multifaceted assignment that serves as a culminating academic and intellectual experience for students, typically towards the end of an academic programme or learning-pathway experience. The IDP should involve students working in group. The programme should seize the opportunity to deliver and assess many relevant POs through the Integrated project. Condition for Passing Courses The IHLs must ensure that no students shall pass a course if they fail in their final examination of that course, unless the continuous assessment approach adopted can demonstrate the attainment of the depth of knowledge. 6.4 Criterion 4: Students The quality and performance of students, in relation to the POs is of utmost importance in the evaluation of an engineering programme. Students intending to pursue engineering programmes shall have a good understanding of mathematics and physical sciences. The normal entry qualification is STPM (with good principal passes in mathematics and physical sciences) or its equivalent. IHLs shall ensure that students, who do not meet the above criteria, undertake suitable remedial programmes in order to attain the equivalent entry qualification. A maximum Credit Transfer of 50 of the total programme credits is allowed. The programme shall provide the necessary teaching-learning environment to support the achievement of the PEOs and POs. The teaching-learning environment shall be conducive to ensure that students are always enthusiastic and motivated. The IHL shall provide necessary counselling services to students regarding academic, career, financial, and health matters. The programme should demonstrate the necessary avenues for students to get their feedback and suggestions on improving the programme such as committee, forum, feedback services, and so on. Students shall not be over burdened with workload that may be beyond their ability to cope with. Every programme shall have at least three (3) full-time Professional Engineers registered with the BEM or equivalent, and actively teach in the programme. All academic staff who are eligible must register with BEM. In addition, IHLs may engage part-time staff with acceptable professional qualifications in the related engineering fields. The full-time equivalent of part-time staff shall not exceed 40. Academic staff shall have postgraduate degrees (Masters level or higher). It must be demonstrated that the academic staff have the competencies to cover all areas of the programme, and are implementing the outcome-based approach to education. The overall competence of the academic staff may be judged by such factors as education, diversity of background, engineering experience, teaching experience, ability to communicate, enthusiasm for developing more effective programmes, level of scholarship, participation in professional societies and attainment of Professional Engineer status. The IHL should ensure its staff gain the necessary industrial experience required to achieve professional status. The full-time equivalent academic staff to student ratio shall ideally be 1:20 or better to ensure effective teaching, student-staff interaction, student advising and counselling, IHL service and research activities, professional development and interaction with industries. There shall also be sufficient, qualified and experienced technical and administrative staff to provide adequate support to the educational programme. It is recommended that each technical staff shall be in charge of not more than two laboratories. 6.6 Criterion 6: Facilities The quality of the environment in which the programme is delivered is regarded as paramount to providing the educational experience necessary to accomplish the POs. There must be adequate teaching and learning facilities such as classrooms, learning- support facilities, study areas, information resources (library), computing and information-technology systems, laboratories and workshops, and associate equipment to cater for multi-delivery modes. The equipment must be reasonably representative of modern engineering practice. Where practical work is undertaken at another institution, or in industry, arrangements must be such as to provide reasonable accessibility and opportunity for learning. IHLs must ensure that all facilities are maintained and adhered to best practices in safety, health and environment where appropriate. The IHL shall comply with any or all applicable rules or regulations pertaining to safety, health and environment. For programmes offered wholly or partly in distance mode, or at multiple or remote locations, facilities must be sufficient to support student learning, equivalent to those provided for on-campus students. Support facilities such as hostels, sport and recreational centres, health centres, student centres, and transport must be adequate to facilitate students’ life on campus and to enhance character building. 6.7 Criterion 7: Quality Management Systems The IHL and the faculty must ensure that there exists a quality management system to oversee and monitor the overall achievement of the PEOs and POs. These include the controlling, managing, directing, organising and supervising of the overall management system of the IHL. It must have adequate arrangements for planning, development, delivery and review of engineering programmes together with the academic and professional development of its staff. 6.7.1 Institutional Support, Operating Environment, and Financial Resources The IHL must regard quality engineering education as a significant and long-term component of its activity. This would most commonly be reflected in the IHL’s vision and mission statements and strategic plans. In addition, institutional support may be reflected in the constructive leadership, adequate policies and mechanisms for attracting, appointing, retaining and rewarding well-qualified staff and providing for their ongoing professional development; and for providing and updating infrastructure and support services. It must ensure that creative leadership is available to the IHL through the appointment of highly qualified and experienced senior staff in sufficient numbers. The development of academic staff, in particular, through opportunities for further education, industrial exposure, as well as research and development, is of utmost importance for the sustainability and quality improvement of the programme. Opportunities for the development of support staff should also be provided.