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After more than a decade of implementation, Outcome-Based Education (OBE) has been widely recognized by both institutions of higher learning (IHLs) and industry stakeholders as a transformative force in Malaysian engineering education. The framework has successfully introduced a more structured, competency-driven, and learner-centred approach that provides greater clarity in graduate expectations and improves alignment with industry requirements. As a result, OBE has enhanced the overall quality of engineering programmes and strengthened graduate readiness for real-world professional challenges, producing individuals who are more adaptable, well-rounded, and globally competitive.
After more than a decade of implementation, Outcome-Based Education (OBE) has been widely recognized by both institutions of higher learning (IHLs) and industry stakeholders as a transformative force in Malaysian engineering education. The framework has successfully introduced a more structured, competency-driven, and learner-centred approach that provides greater clarity in graduate expectations and improves alignment with industry requirements. As a result, OBE has enhanced the overall quality of engineering programmes and strengthened graduate readiness for real-world professional challenges, producing individuals who are more adaptable, well-rounded, and globally competitive.
Despite these achievements, respondents across academia and industry consistently emphasized that the effectiveness of OBE is contingent upon its proper execution. Balanced and consistent implementation, underpinned by continuous monitoring and improvement mechanisms, remains critical. In particular, there is a growing need to integrate data-informed assessments with more innovative and holistic learning strategies, such as those that nurture critical thinking, creativity, and humanistic development.
Despite these achievements, respondents across academia and industry consistently emphasized that the effectiveness of OBE is contingent upon its proper execution. Balanced and consistent implementation, underpinned by continuous monitoring and improvement mechanisms, remains critical. In particular, there is a growing need to integrate data-informed assessments with more innovative and holistic learning strategies, such as those that nurture critical thinking, creativity, and humanistic development.
This study reaffirms the fact that OBE is instrumental not only for meeting accreditation requirements but also for shaping future-ready engineers equipped with creative problem solving abilities and active learning mindsets. It affirms the positive impact of OBE while underscoring the necessity for sustained, strategic collaboration among educational institutions, industry partners, and accreditation bodies. Such collaboration must now focus on strengthening student engagement, fostering innovation, and ensuring that OBE continues to evolve as a meaningful educational philosophy beyond compliance. This is essential to address persisting challenges, reinforce quality assurance practices, and ensure that engineering education remains responsive to evolving professional, technological, and societal demands. Select the Institutions of Higher Learning (IHL) file you want to fill out
This study reaffirms the fact that OBE is instrumental not only for meeting accreditation requirements but also for shaping future-ready engineers equipped with creative problem solving abilities and active learning mindsets. It affirms the positive impact of OBE while underscoring the necessity for sustained, strategic collaboration among educational institutions, industry partners, and accreditation bodies. Such collaboration must now focus on strengthening student engagement, fostering innovation, and ensuring that OBE continues to evolve as a meaningful educational philosophy beyond compliance. This is essential to address persisting challenges, reinforce quality assurance practices, and ensure that engineering education remains responsive to evolving professional, technological, and societal demands. Select the Institutions of Higher Learning (IHL) file you want to fill out
MANUAL DATA ENTRY
MANUAL DATA ENTRY
1. INSERT INFORMATION
1. INSERT INFORMATION
Enter basic information in the Data entry file by referring to the Accredited Program on the Engineering Accreditation Council website, such as :
Enter basic information in the Data entry file by referring to the Accredited Program on the Engineering Accreditation Council website, such as :
i) Institute of Higher Learning (IHL) name
i) Institute of Higher Learning (IHL) name
ii) program name
ii) program name
iii) Discipline
iii) Discipline
iv) Visit No
iv) Visit No
v) Standard
v) Standard
vi) Year of Accreditation
vi) Year of Accreditation
vii) Intake Year
vii) Intake Year
2. INSERT RESULT OF FINDINGS
2. INSERT RESULT OF FINDINGS
1.0 Select the file of the Institute of Higher Learning (IHL) name. (Find at above)
1.0 Select the file of the Institute of Higher Learning (IHL) name. (Find at above)
1.1 Select IPTA - Public Institutions of Higher Learning or IPTS - Private Institutions of Higher Learning
1.2 Select the specific University link.
2.0 Navigate to the Right Program Sheet
2.0 Navigate to the Right Program Sheet
2.1 Inside the Accreditation Form, click the worksheet corresponding to the specific program
2.2 Make sure the program name is the one shown at the top of the selected sheet.
3.0 Identify the Correct Cycle
3.0 Identify the Correct Cycle
3.1 Locate the cycle section based on the volume name you noted earlier.
3.2 Scroll to or use Excel navigation to reach the desired column cycle (e.g., Cycle 1, Cycle 2).
4.0 Enter the Result of Findings.
4.0 Enter the Result of Findings.
4.1 In the appropriate row/column for the selected cycle, key in the data for your finding.
4.2 Ensure the data is placed correctly under each relevant heading (e.g., Strengths, Weaknesses, Concern (MAJOR), Concern (MINOR) and Opportunity).
4.2 If there is only one (1) finding, but it includes more than one item, then the value of the finding should be shared equally between all the items
4.4 Double-check the entry for accuracy.
5.0 Backup data
5.0 Backup data
5.1 Keep a backup copy, if necessary, in your shared drive or external storage.
6.0 Importance Notes
6.0 Importance Notes
6.1 Always match the program and cycle name exactly as per the base data
6.2 Use consistent formatting when entering findings (e.g., bullet points, numbering).
6.3 Avoid overwriting existing validated data unless authorised.
Select the Institutions of Higher Learning (IHL) file you want to fill out
Select the Institutions of Higher Learning (IHL) file you want to fill out
Public Institutions of Higher Learning (IPTA)
Public Institutions of Higher Learning (IPTA)
Private Institutions of Higher Learning (IPTS)
Private Institutions of Higher Learning (IPTS)
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