Echo Seminar on

OBE and
PTC CASEE

PHILIPPINE TECHNOLOGICAL
COUNCIL

Slides courtesy
of:

TOPIC OUTLINE
Introduction to PTC Program Accreditation and
International Recognition under the Washington Accord
(Rizza)
Introduction to OB Education (Rizza)
OB Accreditation (Irene)
PTC CASEE Criteria, Policies and Procedures (Irene)
Self-Study Report (SSR) Guidelines: Preparing for
Accreditation (Henry)

Introduction to PTC Program

Accreditation and International
Recognition under the Washington Accord

PHILIPPINE TECHNOLOGICAL COUNCIL (PTC)

Umbrella organization of the 13 national

engineering organizations
Experienced with Mutual Recognition
Arrangements such as APEC Engineer Register, ASEAN Engineering Register,
and ASEAN Chartered Professional Engineers (ACPE)

Maintains active memberships and networking with

international and regional engineering bodies such as the Intl Engg Alliance,
ASEAN Federation of Engg Orgs (Founding Member), FEIAP, WFEO, and the
NABEEA

Recognized by CHED under the MOA and CMO 37

s. 2012 as the accreditation body for engineering education in
accordance with international standards such as Washington Accord .

PTC MEMBERS

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.

Society of Aerospace Engineers of the Philippines

Philippine Society of Agricultural Engineers
Philippine Institute of Civil Engineers (PICE)
Philippine Institute of Chemical Engineers
Institute of Integrated Electrical Engineers of the
Phil. (IIEE)
Institute of Electronic Engineers of the Philippines
(IECEP)
Geodetic Engineers of the Philippines
Philippine Institute of Industrial Engineers
Philippine Society of Mechanical Engineers (PSME)
Society of Metallurgical Engineers of the Philippines
Philippine Society of Mining Engineers
Society of Naval Architects and Marine Engineers
Philippine Society of Sanitary Engineers

MAJOR ADVOCACIES OF PTC

Promote continuous quality improvement of engineering
programs and engineering graduates
Foster the mobility of engineering professionals across
national boundaries
Foster the international recognition of engineering
programs and the qualifications of engineers

Stage 1 -

recognition of graduate qualifications at

Entry Level

Stage 2 - recognition of professional qualifications at

Independent Professional Practice Level, e.g., APEC
Engr, ASEAN Engr, ASEAN Chartered Professional Engr, International
Professional Engineer

ROLES OF ENGINEERING PROFESSIONAL

ORGANIZATIONS (APOs/EPOs)
IN SUPPORT OF THESE ADVOCACIES, APO/EPOs:
Act as guardians of quality of education and
engineering practice
Sit in the PTC board of trustees
Sit in the PTC accreditation board
Sit in the engineering accreditation commission
NOMINATE PROGRAM EVALUATORS AND HELP PTC
MAINTAIN REGISTRY OF PEVs
Encourage engineers to register under the APEC,
ASEAN & ACPE registries

ROLES OF HEI
Implement OBE in accordance with CMO No.
37 Series 2012
Submit (voluntarily) the engineering program
for accreditation under CASEE
Maintain accreditation status for continuing
recognition.

The two PUSH Initiatives

OBE by CHED/HEI
OBA by PTC
Engineering Programs to be accredited
by PTC must be based on OBE
approach!

NO OBE = NO ACCREDITATION

10

CONTEXT OF ENGINEERING PRACTICE AND

EDUCATION
ENGINEERING INTEGRATION & INNOVATION
Needs

SCIENCE

Resources
and Needs

Theories

ENGINEERING
TECHNOLOGY

Products &
Benefits

Tools

SOCIET
Y
AND
NATURE

Needs
Source: UNESCO Report on Engineering, Nov 2010

GLOBAL DIMENSIONS OF ENGINEERING

PRACTICE
ENGINEERING PRACTICE ACROSS NATIONAL
BOUNDARIES

IS INCREASING, e.g. ASEAN ECONOMIC COMMUNITY 2015

TO BE INTERNATIONALLY MOBILE

IS BECOMING A MUST

IN A COMPLEX SITUATION, QUALITY OF ENGINEERING

PRACTICE BECOMES A GLOBAL CONCERN
GOOD LOCAL ENGINEERING RELIES ON GLOBAL QUALITY
ENGINEERING COMPETENCE - NEED FOR BENCHMARKING
THEREFORE,

GLOBAL STANDARDS OF ENGINEERING

EDUCATION

AND

GLOBAL PROFESSIONAL COMPETENCE AT11ALL

SO WHAT ARE REQUIRED OF NEW

ENGINEERING PROFESSIONAL?

12

Possess A Knowledge Profile Depth and Breadth

Basic Knowledge Deep Grounding

Technology Changes Fast - Fast And Continual Learning

Capable of Problem-solving Ability to Solve Complex

Problems

Using Skills and Modern Tools of The Profession, and

Ethical Practice, Individually and as Member or Leader of

Teams.

Taking into Considerations Such Factors as Economic,

Environment, Sustainability, Societal Needs, Etc.

13

CONTEXT: ENGINEERING PROFESSIONAL LIFECYCLE

TIMELINE
IEA
DEFINITION

PROGRAM OBJECTIVES,
STUDENT OUTCOMES,
GRADUATE
ATTRIBUTES

ACCREDITED PROGRAM,
e.g. BS Engg

GLOBAL
INTERNATIONAL
PROFESSIONAL
RECOGNITION
ENGINEER
ASEAN, APEC, IntPE
COMPETENCY
STAGE 1 PROFILE STAGE 2

TRAINING AND
EXPERIENCE

ENTRY TO PRACTICE
Meet Standard for
NATIONAL
Engineering
Education
DEFINITION

INDEPENDENT
PRACTICE
Observe

Meet
Standard for
Professional
Competency

Code of Conduct
& Maintain
Professional
Competence

14

PURPOSE OF ENGINEERING EDUCATION

COMPETENCIES REQUIRED FOR INDEPENDENT
PRACTICE IN A PROFESSIONAL ENGINEERING ROLE

TRAINING AND
EXPERIENCE
K-S-A
BASE

TO BUILD THE KNOWLEDGE, SKILLS AND

ATTRIBUTES BASE IN AN ENGINEERING GRADUATE

LOGICAL ROUTE TO RECOGNITION & MOBILITY

15

RECOGNITION OF
PROGRAMS
(ACCREDITATION)

APEC ENGR, INTL PE, ASEAN ENGR.,ACPE

STAGE 2

GE
STA
1

INTERNATIONAL
RECOGNITION OF
ENGINEERING
PROFESSIONAL
QUALIFICATIONS
(ENGG
REGISTERS)

INCREASINGIN MOBILITY IN
PRACTICE AND EDUCATION

INTERNATIONAL
MOBILITY
STAGE 2:
INDEPENDENT
PRACTICE LEVEL
PROF. COMPETENCIES
CONTINUING EDUCATION &
TRAINING IN PRACTICE
STAGE 1: ENTRY LEVEL TO
PRACTICE & ADV. EDUCATION

KNOWLEDGE, SKILLS, AND, OTHER

ATTRIBUTES (WASHINGTON ACCORD)
ENGINEERING EDUCATIONAL PROGRAM
DELIVERY

16

NEED TO DO BACK TO ADVOCACY

ENGINEERING EDUCATION: AIM FOR
GLOBAL QUALITY STANDARD OF ENGINEERING EDUCATION
GLOBAL QUALITY OF ENGINEERING GRADUATES

ENGINEERING PRACTICE: AIM FOR

GLOBALLY-BENCHMARKED PROFESSIONAL COMPETENCE AND
ETHICAL PRACTICE

RECOGNITION OF QUALIFICATIONS : OBTAIN

STAGE 1 QUALIFICATIONS AT ENTRY LEVEL
STAGE 2 QUALIFICATIONS AT INDEPENDENT PROFESSIONAL
PRACTICE LEVEL
Looking at benchmarking and international recognition

17

INTERNATIONAL ARRANGEMENTS IN ENGINEERING

EDUCATION, ACCREDITATION AND PRACTICE
EDUCATION & ACCREDITATION
ACCREDITATION
NETWORKS

ACCREDITATION
AGREEMENTS

ENAEE (2006)

EUR-ACE (2006)

(European Network for Accreditation of

Engineering Education)

INTERNATIONAL
ENGINEERING
ALLIANCE
(IEA)
3 ACCORDS
3 REGISTERS

NABEEA (2007)
FEIAP (1978)

European Accredited Engineer

WASHINGTON
ACCORD (1989)

SYDNEY ACCORD
(2001)
DUBLIN ACCORD
(2002)

SEOUL ACCORD
(2008)

FEIAP GUIDELINES

PRACTICE AND REGISTRY

INTERNATIONAL
REGISTERS
EURO ENGINEER
(EUR-ING) REGISTER

INTERNATIONAL
PROFESSIONAL
ENGINEERS

APEC
ENGINEER
REGISTER

REG. FOR ENGG

TECHNOLOGISTS

ASEAN ENGINEERING
REGISTER (AER)

ASEAN CHARTERED
PROFESSIONAL ENGR

FORUM &
ORGANIZATIONS
FEANI
(European Federation of National
Engineering Associations 29 countries)

ENGINEERING
MOBILITY FORUM
(EMF 2000)
APEC ENGINEERS
COORDINATING
COMMITTEE
(2000)
ENGINEERING
TECHNOLOGISTS
MOBILITY FORUM

AFEO
ASEAN FEDERATION OF ENGG ORG.

MRA
MUTUAL RECOGNITION
ARRANGEMENT (2005)

18

PTC PROGRAMS FOR

ENHANCING ENGINEERS MOBILITY
ENGINEERS LIFECYCLE
STAGE
/TIME FRAME

STAGE 2
7 YEARS, 2 YEARS OF
WHICH SUBSTANTIAL
CHARGE

STAGE 1
0-7 YEARS FROM
GRADUATION

DESCRIPTION/
LEVEL
OF PRACTICE
INDEPENDENT
PRACTICE LEVEL

ENTRY TO
PRACTICE
LEVEL

PROGRAM FOR RECOGNITION OF QUALIFICATIONS

APEC ENGINEER REGISTER (2003 IEA)

ASEAN ENGINEER REGISTER (2001 AFEO)
ASEAN CHARTERED PROFESSIONAL ENGINEER
(2012 MRA G-TO-G)
WASHINGTON ACCORD (NEW GRADUATES) ENGG
PROGRAMS (2013)
FEIAP (NEW GRADS)-PROGRAMS (2008)
ASSOCIATE ASEAN ENGINEER (2001 AFEO)

19

STAGE 1 - RECOGNITION OF QUALIFICATIONS

AT ENTRY LEVEL
RECOGNITION OF ENGINEERING PROGRAMS :
ACCREDITATION

RECOGNITION OF QUALIFICATIONS RIGHT

AFTER GRADUATION : MEASURE OF
ACADEMIC PREPARATIONS
KNOWLEDGE
SKILLS
ATTRIBUTES
PTC way.

20

PTC WASHINGTON ACCORD

INITIATIVE

21

PTC-WAI
Recognition of Qualifications at Stage 1 Entry
Level
Membership to the Washington Accord (WA)
Establishment and implementation of a 3rd party, independent,
engineering professional-led certification and accreditation system
for engineering education (CASEE)
Acceptance by WA Full signatories of Substantial Equivalence of
CASEE and Accreditation Decisions and Decision Systems
Benefits: Recognition of Academic Qualifications of Graduates from
Accredited Engineering Programs by WA member jurisdictions

STATUS:
Provisional Membership :

June 19, 2013

Full Membership Process :

June 2013 - June 2015

22

STAGE 2 - RECOGNITION OF QUALIFICATIONS AT

INDEPENDENT PRACTICE LEVEL
APEC Engineer Register
ASEAN Engineer Register
ASEAN Engineer
ASEAN Technologist*
ASEAN Technician*

ASEAN Chartered Professional Engineer Register

International Professional Engineer Register* (IPER-IEA)
Euro-Ing*

How do one qualify and register under the above?

*

No membership yet

23

The PTC-Washington Accord

Initiative

A program being undertaken by PTC that:

Fosters
quality
of
engineering
education
and
engineering graduates through the establishment and
implementation of an independent certification and
accreditation system for engineering education (CASEE);
Pursues international recognition of engineering
programs and graduate engineers through membership
with the Washington Accord;
Recognized and supported by CHED

24

The PTC-WAI : Washington Accord

What is Washington Accord?
It is an independent agreement among group of
signatories for the mutual recognition of engineering
programs.
Benchmarking standards for engineering education
The Washington Accord Graduate Attributes represent
the generally agreed reference for accredited
programs
Benchmarking accreditation policies and processes

25

THE PTC-WAI : MUTUAL RECOGNITION

Mutual Recognition of accredited engineering programs means that:
Their accreditation criteria, policies and procedures have been
verified comparable
Accreditation decisions made by one signatory are acceptable
to the other signatories, and that
Recognition applies only to accreditations conducted within
the signatorys national or territorial boundaries, except:
Offshore programs offered
accredited in home territory

by

university

with

programs

A designated signatory accredits in developing countries where

there is no capacity to operate an accrediting body
Recognition means that the academic qualifications of the
graduates from the accredited engineering program substantially
meet the requirements for entry to practice of engineering.

26

WASHINGTON ACCORD: MEMBERSHIP STATUS

Signatory: A body entitled to fully participate in the Accord,
enjoys the same rights and obligations as all other
signatories. The body must be:

Independent of the academic institutions delivering accredited or recognized programs

within their jurisdiction.

An authority, agency or institution representative of the engineering profession that

has statutory or recognized professional authority to accredit programs designed to
satisfy the academic requirements for admission to the practicing engineering
community within the jurisdiction

Requires unanimous votes from existing signatories to be admitted as full signatory

Provisional Status: A body that has demonstrated that it

has an accreditation/recognition system conceptually similar
to signatories

Has none for the rights or duties of signatories

Requires 2/3 votes from existing signatories to achieve provisional status

27

REQUIREMENTS FOR ADMISSION

TO WA
The accreditation system and processes are
substantially equivalent to those of the other
signatories of the Accord, and

The graduate outcomes standard applied for

accreditation is substantially equivalent to that of the
Accord (as illustrated by the Accord graduate
attributes exemplar).

28

CRITICAL REQUIREMENTS FOR JOINING

WA
A signatory must be the sole accreditation body (against
international standards such as WA) for engineering
education within the jurisdiction
A signatory must be independent of the higher
educational institutions offering engineering degree
programs
A signatory must represent the engineering profession in
the jurisdiction or territory

29

WA: Steps to Membership

Application for Signatory status will be preceded by a
prescribed period of Provisional Status
Applicants for provisional status must be nominated by
two signatories (who have usually mentored the
applicant)
Acceptance as provisional by 2/3 majority of signatories
Admission requires that the body has an accreditation
system
Substantial equivalence is not required for provisional
status: the provisional may need to develop criteria,
policies and procedures
Mentoring continues during provisional status

30

WA: Becoming a Full Signatory

Normal minimum period as provisional is two years
A provisional that is ready to apply for signatory status
requests a verification visit
Application must be supported by two signatories
Visit must demonstrate substantial equivalence of:
Accreditation standard to the Graduate Attributes
Policies and processes to be substantially equivalent

Visit report is considered at a general meeting

Admission of a new signatory requires unanimous approval

31

1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)
17)

CURRENT WASHINGTON ACCORD

Australia - represented by Engineers Australia (1989)
SIGNATORIES
Canada represented by Engineers Canada (1989)
United Kingdom represented by Engineering Council UK (1989)
United States represented by ABET (1989)
New Zealand represented by Institution of Professional Engineers New Zealand (1989)
Ireland represented by Engineers Ireland (1989)
Hong Kong represented by The Hong Kong Institution of Engineers (1995)
South Africa represented by Engineering Council South Africa (1999)
Japan represented by Japan Accreditation Board for Engineering Education (2005)
Singapore represented by Institution of Engineers Singapore (2006)
South Korea represented by Accreditation Board for Engineering Education Korea
(2007)
Chinese Taipei Institution of Engineering Education Taiwan (2007)
Malaysia represented by the Board of Engineers Malaysia (2009)
Turkey represented by MUDEC (2011)
Russia represented by RAEE (2012)
India represented by National Accreditation Board (2013)
Sri Lanka - represented by Institution of Engineers Sri Lanka (2013)

**Provisional Members PRChina, Pakistan, Bangladesh, Peru, Philippines

Timetable of Washington Accord Initiative

32

June 2011 - PTC at IEA-Washington Accord Meeting in Taipei, Taiwan

February 2012 - PTC Certification and Accreditation System for Engineering
Education in place
August 2011 - Training for PTC-ACBET-EAC-PEvs
February 2012 - Released PTC-ACBET-EAC Criteria and Self Study Report
Guidelines
June 2012 - Initial Information filed with International Engineering Alliance
WA at Sydney
Nov 2012 - PTC-ACBET-EAC start of accreditation visits to HEI engineering
programs
February 2013 Provisional Membership final application filed with
nominations from Engineers Australia & IEE Taiwan
June 2013 Presentation and Deliberations on Provisional Membership by
WA Committee. PTC admitted as Provisional Member

June 2014 Filed application for upgrading to Full Signatory

June 2015 Presentation and Deliberations on Full
Signatory Membership (if WA team visit completed by NovDec 2014)

33

OVERALL FRAMEWORK FOR

CONTINUOUS QUALITY
IMPROVEMENT OF
ENGINEERING PROGRAMS

OVERALL FRAMEWORK FOR QUALITY

34

SOCIETAL NEEDS,
ADVANCING
TECHNOLOGIES,
STUDENTS ENROLMENT
HUMAN AND MATERIAL
RESOURCES, ETC

INPUTS

TEACHING & LEARNING

GRADUATE
FACILITATION,
ATTRIBUTES,
ASSESSMENT & EVALUATION
METHODS,
STUDENT OUTCOMES
CURRICULUM DESIGN, ETC
PROGRAM

OBJECTIVES,

ENGINEERING
ENGINEERING
EDUCATION
EDUCATION
SYSTEM
SYSTEM (OBE)
(OBE)
CMO 37

SER. 2012

ACCREDITATION
ACCREDITATION
SYSTEM
SYSTEM (CASEE)
(CASEE)
((CRITERIA,
CRITERIA, POLICIES,
POLICIES,
PROCEDURES)
PROCEDURES)

OUTPUT
S

OUTCOMES-BASED EDUCATION IN ENGINEERING

WHY OBE?

Philippine Technological Council

35

36

Deficiencies of Traditional Education

Provides students with a learning environment with little
attention to whether or not students ever learn the
material.
Students are given grades and rankings compared to each
other students become exam oriented or CGPA
driven.
Graduates are not completely prepared for the workforce.
Lack of emphasis on soft skills needed in jobs e.g.
communication skills, interpersonal skills, analytical skills,
working attitude etc.

Why OBE - Exam Result is Not the

Most Important Consideration by Employer
Employers Rating of Skills/Qualities 2002

Communication (verbal & written)

Honesty/Integrity
4.59
Teamwork skills
4.54
Interpersonal skills
4.50
Strong work ethics
4.46
Motivation & initiative
Flexibility/adaptability
Analytical skills
4.36
Computer skills
4.21
Organisational skills
4.05
Detail oriented
4.00
Leadership skills
3.97
Self confidence
3.95
Friendly/outgoing personality
Well mannered / polite
Tactfulness
3.75
GPA (3.0 or better)
3.68
Creativity
3.59
Sense of humour
3.25
Entrepreneurial skills/risk taker

4.69

4.42
4.41

3.85
3.82

3.23
37

38

TRADITIONAL EDUCATION VS. OBE

OBE
STUDENTS POTENTIAL TO
COMPLETE PROGRAM
AND ACHIEVE OUTCOMES

INPUTS
INPUTS
STUDENTS ENROLMENT
HUMAN AND MATERIAL
RESOURCES, ETC

OUTCOMES-FOCUSED
CURRICULUM,
STUDENT LEARNINGFOCUSED TEACHING
METHODS, ASSESSMENT
AND EVALUATION

PROFESSIONAL
COMPETENCE PROFILES,
PROGRAM EDUCATIONAL
OBJECTIVES,
STUDENT OUTCOMES (WHAT
STUDENT KNOW AND CAN
DO- PERFORMANCE)

EDUCATION
DELIVERY
SYSTEM

OUTPUTS
OUTPUTS

CURRICULUM,
TEACHING METHODS

COMPLETION RATES, TEST

RESULTS,

TRADITIONAL EDUC.

Focus and Benefits of OBE

OBE addresses the following key questions:
What do we want the students to have or be able to do?
How can we best help students achieve it?
How will we know whether the students have achieved it?
How do we close the loop for further improvement (Continuous Quality
Improvement (CQI))?
Benefits of OBE:
1. More directed & coherent curriculum.
2. Graduates will be more relevant to industry & other stakeholders (more

well rounded graduates)

3. Continuous Quality Improvement (CQI) is in place.
39

40

CHANGING CONTEXT OF
LEARNING

Teaching Learning
Teacher-Centered Activities StudentCentered Activities
Processes Outcomes (shift of focus)
Discipline-specific All around development
Institutional Learning Life-long Learning

Expectations on Students under

OBE the Outcomes
Students are expected to be able to do more challenging tasks other than
memorize and reproduce what was taught.
Students should be able to: write project proposals, complete projects, analyze
case studies, give case presentations, show their abilities to think, question,
research, and make decisions based on the findings.
Be more creative, able to analyze and synthesize information.
Able to plan and organize tasks, able to work in a team as a community or in
entrepreneurial service teams to propose solutions to problems and market their
solutions.

41

42

What is OBE?

43

OUTCOMES-BASED EDUCATION
an educational delivery system that
emphasizes learning outcomes,
assessment and continuous quality
improvement rather than detailed
curricular specifications (Ref.
Engineering Criteria 2000 or EC2000
of US ABET).

44

Outcomes-Based Education (OBE)

OBE is an educational process that focuses on what students can
do or the qualities they should develop after they are taught.
OBE involves the restructuring of curriculum, assessment and
reporting practices in education to reflect the achievement of
high order learning and mastery rather than accumulation of
course credits.
Both structures and curricula are designed to achieve those
capabilities or qualities.
Discourages traditional education approaches based on direct
instruction of facts and standard methods.
It requires that the students demonstrate that they have learnt
the required skills and content.

45

OBES TWO PURPOSES

SUCCESS FOR ALL STUDENTS AND STAFF:
Ensure that all students are equipped with the
knowledge, competence, and qualities needed to be
successful after they exit the educational system
Structuring and operating the educational system so
that those outcomes can be achieved and maximized
for all students.
Source: W.G. Spady, Outcomes-based Education: Critical Issues and
Answers.

46

OBES THREE KEY ASSUMPTIONS

All students can learn and succeed, but not on
the same day in the same way.
Successful learning promotes even more
successful learning
Schools control the conditions that directly affect
successful student learning

47

THE FOUR BASIC PRINCIPLES OF

OBE
1. Clarity of focus about outcomes - Culminating
exit outcomes as the focus. Students know what they are aiming
for.

2. Expanded Opportunity

- Cater for individual needs and

differences, for example, expansion of available time and resources so
that all students succeed in reaching the exit outcomes.

3. Consistent, high expectations of success Expect students to succeed by providing them encouragement to
engage deeply with the issues they are learning and to achieve the high
challenging standard set (Spady, 1994).

4. Designing Down

- Design curriculum backward by using the

major outcomes as the focus, linking and aligning all planning, teaching
and assessment decisions directly to these outcomes

48

RELEVANT QUESTIONS OBE

APPROACH

MAIN CONCERN: Outcomes.

What are the Desirable Qualities of the

Graduates from Your Programme(s) and
Subject(s)?
What Knowledge and Skills You Want and Expect
Your Students to Demonstrate?
What Level of Performance Should They
Demonstrate to Be Able to Excel in their
Prospective Role of Entry-level Professionals?

49

TRENDS
Shift towards outcomes-based learning and
accreditation (Washington Accord EC2000)
CHED is shifting to Outcomes-based Education (Ref.
CMO 37 Series 2012 dated September 11, 2012)
Accreditation bodies local and international - are
moving towards outcomes-based accreditation (See
same CMO 37 S.2012)
PTC engineering accreditation uses outcomes-based
criteria

50

SO HOW DO WE SHIFT TO O-B-E?

51

OBE FLOW CHART

ANALYSIS
ANALYSIS
ANALYSIS
ANALYSIS

CONTINUOUS
QUALITY

IMPROVEMENT
CONTINUOUS
QUALITY (CQI)
IMPROVEMENT
(CQI)

CONTINUOUSQUALITY
QUALITY
CONTINUOUS
IMPROVEMENT(CQI)
(CQI)
IMPROVEMENT

ASSESSMENT

ASSESSMENT

COURSE
OUTCOMES

ASSESSMENT
ASSESSMENT

PROGRAM
OUTCOMES

PROGRAM
PROGRAM
EDUCATIONAL
EDUCATIONAL
OBJECTIVES
OBJECTIVES

MISSION,
MISSION, VISION,
VISION, CONTITUENCIES
CONTITUENCIES

52

OBE FRAMEWORK
VISION AND
MISSION

CONSTITUENCES

INPUTS
INPUTS
(CURRICULU
M
RESOURCES,
ETC

PROGRAM EDUC.
OBJECTIVES

STUDENT OUTCOMES
TEACHING AND
LEARNING
STRATEGIES AND
ACTIVITIES

CONTINUOUS
QUALITY
IMPROVEMENT

ASSESSMENT,
EVALUATION
AND ANALYSIS

53

ADOPTING OUTCOMES-BASED
APPROACH TO STUDENT LEARNING
A.

Define clearly what students should be able to do on completing

their course of study (exit intended learning outcomes)

B.

Design the curriculum, teaching, learning and assessment to enable

students to achieve the intended learning outcomes (alignment)

C.

Collect data on students achievement of learning outcomes

(outcomes assessment)

D.

Use outcome assessment data to inform further development and

enhancement of the programme/subject (continuous improvement)

54

PTC - MAJOR STEPS FOR IMPLEMENTING

OUTCOMES-BASED EDUCATION
1) Establish degree Program Educational Objectives (PEO)
2) Establish Student Outcomes (SO) for the degree
program
3) Frame curriculum to achieve the SOs and PEOs
4) Establish teaching and learning processes
5) Assess and evaluate objectives and outcomes
6) Use results of evaluations to adjust
courses/curriculum/system to improve the quality of
education
7) Periodically go to 1.

55

SETTING PROGRAM EDUCATIONAL

OBJECTIVES (PEO)
Degree program educational objectives are broad statements that
describe what graduates are expected to attain a few years after
graduation. PEOs need to be measurable and are based on the
needs of the programs identified constituencies.
The PEOs must be consistent with the mission and vision of the
institution.
Assessment must be gathered from alumni and employers to
measure degree of achievement.
Assessment data must be evaluated to determine the degree of
achievement of PEOs.
PEOs reviewed regularly.

56

SETTING DESIRED STUDENT OUTCOMES

(SO) - 1
Student outcomes (SO) specify what students
are expected to know and be able to do by the
time of graduation.
SOs relate to the skills, knowledge, and
behaviors that students acquire as they
progress through a baccalaureate degree
program.
SOs need to be measurable.

57

SETTING DESIRED STUDENT OUTCOMES (SO) - 2

Specified student outcomes must foster the attainment of the
degree program objectives by the graduates.
Graduates must possess the attributes of the student outcomes by
the time of graduation.
Graduates are expected to build on the foundation as they progress
with their professional lives.
Assessment data must be gathered from students to obtain
information about the degree of achievement of student outcomes.
Evaluation assessment data must be evaluated to determine the
degree of achievement of student outcomes.

58

PTC STUDENT OUTCOMES - 3

There are the a to l outcomes provided for in the
PTC Certification and Accreditation System for
Engineering Education (CASEE)
Culled from and aligned with the Washington Accord
Graduate Attributes of 2009
A program may add more outcomes or may modify
the PTC outcomes but must make sure that the a to
l are addressed.

59

ESTABLISH TEACHING AND LEARNING

PROCESSES AND STRATEGIES
Coordinate the setting up of syllabi of courses to
encompass the assigned student outcomes in
designing the learning and teaching processes.
Incorporate the assessment of student outcomes in
the course so that student outcomes can be
evaluated for the class as a whole.

60

TEACHING AND LEARNING STRATEGIES

Focus on LEARNING rather than teaching
Student learn if they THINK. Engage student to THINK
Facilitate and encourage thinking by PROCESSES used
to engage students with the CONTENT
See big picture help students LINK subjects
Help students LEARN how to LEARN

61

Continuous Quality Improvement

Assess objectives
Evaluate objectives
Assess outcomes

Revise
courses/
curriculum/
system

Evaluate outcomes
Revise courses, curriculum/system, based one evaluations of SOs
and PEOs .

62

Outcomes-Based
ACCREDITATION

OVERALL FRAMEWORK

63

SOCIETAL NEEDS,
ADVANCING
TECHNOLOGIES,
STUDENTS ENROLMENT
HUMAN AND MATERIAL
RESOURCES, ETC

INPUTS

TEACHING & LEARNING

FACILITATION,
ASSESSMENT & EVALUATION
METHODS,
CURRICULUM DESIGN, ETC

ENGINEERING
EDUCATION
DELIVERY
SYSTEM (OBE)
ACCREDITATION
SYSTEM (CASEE)
(CRITERIA, POLICIES,
PROCEDURES)

GRADUATE ATTRIBUTES,
PROGRAM
OBJECTIVES,
STUDENT OUTCOMES
OUTPUT
S

64

ACCREDITATION

A process for assessing and

evaluating whether or not the
educational delivery system and
program meets specified standard
of educational quality, i.e., PEOs
and SOs are continually achieved.

65

ACCREDITATION MEASURE OF QUALITY

COMPLIANCE (Presence and Consistency of Implementation)
Regulatory Requirements (Basic)
PTC Criteria, Policies and Procedures
Graduate Attributes - delivery
Criteria (General + Special)
Policies and Procedures
Results Objectives, Outcomes
Institution-specific Mission and Vision, Program Objectives
and Student Outcomes and other Educational Delivery
System Elements

66

COMPONENTS OF AN ACCREDITATION
SYSTEM AND WA REQUIREMENTS
Washington Accord requires:
Substantial Equivalence to WA
Graduate Attributes

STANDARD
(Purpose,
Attributes)

Substantial Equivalence to
Signatories Practices

ACCREDITATION
CRITERIA
(Outputs, Inputs)

ACCREDITATION
PROCESS

LIST OF
ACCREDITED
PROGRAMS

ACCREDITATION POLICY
Sydney Accord Engineering Technology disciplines
Seoul Accord - Computing & IT-related disciplines
_________
Hu Hunrahan. The Washington Accord Graduate Attributes , Sept 2011

67

PTC ACCREDITATION

68

PTC HAS ESTABLISH ITS ACCREDITATION

SYSTEM

CASEE (Certification and Accreditation

System for Engineering Education) has
been established and implemented by
PTC:
Policies
Criteria
Processes

CASEE is outcomes-based accreditation

69

Why should the APO/PEOs be Involved

in Engineering Education Accreditation?
APOs/PEOs want Filipino Engineers to be
globally competitive,
APOs/PEOs want their members to
practice at a high quality level,
APOs/PEOs want their entry level
members to have a professional profile
comparable to corresponding profiles of
international competitors,
APOs/PEOs have a vested interest in the
education of entry-level engineers

70

Why PTC in Engineering Education

Accreditation?
PTC, as the umbrella organization, can more
efficiently represent the APOs/PEOs in their
new mission to be involved, more so, lead in
engineering education accreditation,
High quality engineering education
accreditation is becoming a prerequisite to
qualifying to ASEAN and APEC Engineer
Registries for which PTC is the lead NGO in the
Philippines.

71

PTC Certification and Accreditation

System for Engineering Education (CASEE)
PTC-CASEE is a system of criteria and
standards, policies, processes and procedures
by which the quality of an engineering
educational program that leads to a bachelor
of science degree in a specific field of
engineering is assessed and evaluated.
PTC created an organizational structure for
implementing CASEE for the accreditation of
engineering programs.

72

Getting to know the PTC-ACBET-EAC-RPEv

Structure
PTC Philippine Technological Council
ACBET Accreditation and Certification Board
for Engineering and Technology
EAC Engineering Accreditation Commission
RPEv Register of PTC-ACBET-EAC Program
Evaluators
PEv Program Evaluators

73

FUNCTIONAL DIVISIONS OF PTC, ACBET AND

EAC
Owns,
Owns,

establishes,
establishes, improves,
improves, and
and
maintains
the
Accreditation
and
maintains
the
Accreditation
and
Certification
Policies,
Procedures,
Certification
Policies,
Procedures,
Criteria
Criteria and
and Standards,
Standards, Guidelines,
Guidelines, and
and
other
Accreditation
and
Certification
other Accreditation and Certification
Instruments
Instruments
Acts
Acts as
as the
the applicant
applicant signatory
signatory to
to
education
education accords
accords and
and mobility
mobility forums
forums
(Washington
(Washington Accord,
Accord, APEC
APEC Engr,
Engr, Engrs
Engrs
Mobility
Forum,
etc.)
Mobility Forum, etc.)
Approves
Approves and
and certifies
certifies accreditation
accreditation

PTC
BOARD OF TRUSTEES
AND OFFICERS

CA
C

TAC

Future
Future structure
structure for
for
computing
computing and
and
technology
technology

Carry
Carry out
out the
the accreditation
accreditation

procedures
procedures
Evaluates
Evaluates and
and deliberates
deliberates on
on
accreditation
cases
accreditation cases
Recommends
Recommends to
to ACBET
ACBET
Peer
review
system
Peer review system

15 members max.

EAC - Engineering Accreditation Commission

ADRC - Accreditation Dispute Resolution Committee
PARP - Peer Accreditation Review Panel

ENGINEERING
ACCREDITATION
COMMISSION

BOARD OF ADVISERS

PARP

ACBET

Authorized
Authorized by
by PTC
PTC
Implements
the
Implements the PTC
PTC Policies,
Policies, Procedures,
Procedures,
Criteria,
Criteria, Guidelines
Guidelines and
and and
and Standards
Standards
for
for the
the accreditation
accreditation of
of engineering
engineering
programs
programs
Recommends
Recommends changes
changes to
to the
the above
above PTC
PTC
policies,
policies, procedures,
procedures, criteria,
criteria, guidelines
guidelines
and
and standards
standards
Decides
Decides and
and Endorses
Endorses to
to PTC
PTC all
all
Accreditation
Cases
&
Recommendations
Accreditation Cases & Recommendations

EXECUTIVE
DIRECTORS
OFFICE

ADRC

Manages
Manages the
the day-today-today
day operations
operations of
of
ACBET
&
EAC
ACBET & EAC
Acts
Acts as
as Secretariat
Secretariat to
to
ACBET
ACBET during
during Regular
Regular
and
and Special
Special
Meetings
Meetings

REGISTER OF
PROGRAM
EVALUATORS

Provides
Provides the
the pool
pool of
of

program
program
evaluators/accreditors
evaluators/accreditors from
from which
which
accreditation
team
members
accreditation team members
(ATM)
(ATM) are
are selected
selected

Source
Source of
of accreditation
accreditation team
team

chairs
chairs (ATC)
(ATC) who
who will
will eventually
eventually
comprise
the
EAC
comprise the EAC

74

ACCREDITATION ORGANIZATIONS AND

FUNCTIONS
ORGANIZATION

FUNCTION

LEVELS OF
DECISION

PTC

OWNS AND MAINTAINS CASEE

ESTABLISHES ACCREDITATION POLICIES AND
STRATEGIC PLANS

FINAL DECISION ON
ACCREDITATION
CASES

ACBET

IMPLEMENTS AND MANAGES ACCREDITATION

POLICIES, CRITERIA, PROCESSES
RECOMMENDS IMPROVEMENTS TO CASEE
RECOMMENDS ACCREDITATION ACTIONS

RECOMMENDED
OPTIONS ON
ACCREDITATION
CASES
(YES OR NO)

EAC/
PROGRAM
EVALUATION
TEAM

IMPLEMENTS ACCREDITATION REVIEWS

RECOMMENDS IMPROVEMENTS TO CASEE
RECOMMENDS SPECIFIC ACCREDITATION
ACTIONS ON CASES

REPORTS ON
ACCREDITATION
REVIEW VISITS AND
FINDINGS

75

Accreditation and Certification Board for

Engineering and Technology (ACBET)
ACBET is a creation of PTC to implement program
accreditation
ACBET has created the Engineering Accreditation
Commission (EAC) to carry out the details of engineering
program accreditation
Additional commissions for Computing and Technology
are planned
PTC makes final accreditation decisions based on
ACBET/EAC recommendations

76

Engineering Accreditation Commission (EAC)

EAC is a creation of PTC-ACBET (P-ACBET)
EAC members serve as Team Chairs (TC) on
engineering accreditation reviews and site visits
A TC preliminary report to a HEI program is reviewed
by the EAC Exec com
EAC en banc makes an accreditation recommendation
to be submitted to ACBET. ACBET submits its
recommendation to PTC.
Members of the site team are selected from the
Register of Program Evaluators (RPEv)

77

Register of Program Evaluators

A Program Evaluator (PEv) is a member of one of the member
(RPEv)
engineering organizations of PTC in good standing.
A PEv for a specific engineering program must be a member of
the engineering organization assigned for the specific engineering
field.
The RPEv is a data base listing of PEvs who have completed PTC
training for PEvs
Members of TC for a site visit must be selected from the RPEv and
some should be from the industry
The RPEv database includes the PEv name, engineering
organization affiliation, date of training completion, conflicts of
interest, and HEI programs visited with dates.

PTC CASEE ACBET EAC

Philippine Technological Council

78

79

The primary purpose of

for engineering in the
quality of engineering
entry-level engineering
competitive.

the new accreditation system

Philippines is to assure high
education that will enable
professionals to be globally

PTC has been admitted as provisional member of the

Washington Accord in June 2013, which means that:
The accreditation system appears to be conceptually
similar to those of the Washington Accord signatories
PTC has filed its application for full signatory status on
June 10, 2014 and is awaiting WA team evaluation
visit in due time.

80

GRADUATE ATTRIBUTES AND

COMPETENCY PROFILE EXEMPLARS
PTC has adopted the Washington Accord
Graduate Attributes and Competency Profile
Exemplar (WA GA-CPE) as benchmarked
reference graduate attributes for accredited
engineering programs.
PTC has adopted student outcomes a) to l)
that are aligned with those of the WA GA-CPE

81

WA GRADUATE ATTRIBUTES
KNOWLEDGE-ORIENTED

SKILL-ORIENTED GROUP

1. Using engineering
knowledge

5. Modern Tool Usage

9. Individual and Teamwork
10.Communication
11.Project/Engineering
Management

Defined Knowledge Profile

PROBLEM-SOLVING SKILL
GROUP
2. Problem analysis
3. Design/development of
solutions
4. Investigations

Defined Level of Problem

Solving

ATTITUDE-ORIENTED GROUP
6. The Engineer in Society
7. Environment and
Sustainability
8. Ethics
9. Life-long learning

82

Graduate Attributes for Engineers

(From Washington Accord)
1. Engineering
Knowledge

Apply knowledge of mathematics, science, engineering

fundamentals and an engineering specialization to the
solution of complex engineering problems

2. Problem
Analysis

Identify, formulate, research literature and analyze

complex engineering problems reaching substantiated
conclusions using first principles of mathematics, natural
sciences and engineering sciences.

3. Design/
development
of solutions

Design solutions for complex engineering problems and

design systems, components or processes that meet
specified needs with appropriate consideration for public
health and safety, cultural, societal, and environmental
considerations.

83

Graduate Attributes
4. Investigation

Conduct investigations of complex problems using

research-based knowledge and research methods
including design of experiments, analysis and
interpretation of data, and synthesis of information to
provide valid conclusions

5. Modern Tool
Usage

Create, select and apply appropriate techniques,

resources, and modern engineering and IT tools, including
prediction and modelling, to complex engineering activities,
with an understanding of the limitations

6. 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.

84

Graduate Attributes for Engineers

7. Environment
and
Sustainability

Understand the impact of professional engineering

solutions in societal and environmental contexts and
demonstrate knowledge of and need for sustainable
development.

8. Ethics

Apply ethical principles and commit to professional ethics

and responsibilities and norms of engineering practice.

9. Individual and
Team Work

Function effectively as an individual and as a member or

leader in diverse teams and in multi-disciplinary settings.

85

Graduate Attributes for Engineers

10. Communication

Communicate effectively on complex engineering

activities with the engineering community and with
society at large, such as being able to comprehend and
write effective reports and design documentation, make
effective presentations, and give and receive clear
instructions.

11. Project
Management &
Finance

Demonstrate knowledge and understanding of

engineering and management principles and apply these
to ones work, as a member and leader in a team, to
manage projects and in multidisciplinary environments

12. Life long

Learning

Recognize the need for, and have the preparation and

ability to engage in independent and life-long learning in
the broadest context of technological change.

86

MAJOR ACCREDITATION POLICIES:

Accreditation is voluntary. Accreditation review will
be undertaken by PTC only upon confirmation of the
request from the HEI.
Program submitted for accreditation must have
complied substantially with any and all government
regulatory requirements.
Accreditation is substantially industry-led,
independent of institutions providing engineering
programs.
Conflict of interest is highlighted among those
involved in any accreditation activity.

OVERVIEW OF THE ACCREDITATION PROCESS

87

INSTITUTION AND PROGRAM

PTC-ACBET-EAC

SUBMIT APPLICATION

RECEIVE APPLICATION
SEND OUT CRITERIA AND SELF
STUDY REPORT (SSR) GUIDELINES

SUBMIT SELF STUDY REPORT

FORM TEAM (TEAM CHAIR+1 PEv/PROGRAM)
REVIEW SELF-STUDY REPORT
ON-SITE VISIT BY REVIEW TEAM
PROVIDE PRELIM ORAL STATEMENT
REPLY WITHIN 7 DAYS
REPLY WITHIN 30
DAYS

ACCEPT OR APPEAL DECISION

SEND DRAFT REVIEW STATEMENT

ACCREDITATION RECOMMENDATION
ACCREDITATION DECISION
NOTIFY ACCREDITATION DECISION

PTC-ACBET-EAC Criteria

88

9 General Criteria

II

Specific Program Criteria

III

Policy and Procedures

ACCREDITATION CRITERIA

89

9 GENERAL CRITERIA:

1.
2.
3.
4.
5.
6.
7.
8.
9.

PROGRAM EDUCATIONAL OBJECTIVES

STUDENT OUTCOMES
STUDENTS
FACULTY AND SUPPORT STAFF
CURRICULUM
FACILITIES AND LEARNING ENVIRONMENT
LEADERSHIP AND INSTITUTIONAL SUPPORT
EXTENSION SERVICE, COMMUNITY-ORIENTED PROGRAMS AND
INDUSTRY-ACADEME LINKAGE
CONTINUOUS QUALITY IMPROVEMENT

SPECIFIC PROGRAM CRITERIA:

CURRICULUM

FACULTY

90

Application of General Criteria

All 9 general criteria apply to

each engineering program with
engineering in its title.

Definition of Terms Used in Criteria

91

Program Educational Objectives

Student Outcomes

Assessment

Evaluation

Continuous Quality Improvement

92

Definitions
Progress Educational Objectives
(PEO)
These are broad statements that
describe what graduates are
expected to attain three (3) to five
(5) years after graduation.
These are based on the needs of
the programs constituencies.

93

Definitions
Student Outcomes

Specify what students are expected

to know and be able to do by the
time of graduation.

These relate to the skills,

knowledge, and behaviors that
students acquire as they progress
through the program.

94

Definitions
Assessment

One or more processes that identify, collect,

and prepare data to evaluate the attainment of
student outcomes.

Effective assessment uses relevant direct,

indirect, quantitative and qualitative measures
as appropriate to the objective or outcome
being measured.

Appropriate sampling methods may be used as

part of an assessment process.

95

Definitions
Evaluation

One or more processes for interpreting the data and

evidence accumulated through assessment processes.

It determines the extent to which student outcomes

and program educational objectives are being attained.

The evaluation results are made as basis for decisions

and actions regarding program continuous quality
improvement.

96

Definitions
Continuous Quality Improvement (CQI)

A periodic feedback process for changing any

aspect of a program whereby formal results
from evaluation and other informal
observations are utilized in the formulation of
changes.

It is aimed at higher degrees of attainment of

program educational objectives and student
outcomes.

97

SELF STUDY REPORT

98

The Self Study Report (SSR)

The SSR is a document prepared by the HEI
document and demonstrate that the program meets
the PTC criteria and other accreditation requirements
espoused
in
the
policies
and
procedures
accreditation.

to
all
as
of

The SSR provides a quantitative and qualitative

assessment and evaluation of the strengths and
limitations of the program.
It is prepared for each engineering program being
submitted for review, signed by the HEI-authorized
officer.

99

Self Study Report continued

2The purposes of the SSR:
To explain the extent to which the program meets applicable PTC
accreditation criteria and policies.
To provide sufficient information for a thorough on-site review of the
program.
It is necessary that the SSR:
Address all methods of instructional delivery used for the program,
All possible paths that students may take to completion of the
degree, and
All remote offerings available to students in the program.

100

Self Study Report continued 3

PTC provides SSR Guidelines for the preparation of the
SSR for engineering programs of HEIs.
The Chapters of the SSR are keyed to the corresponding
PTC Accreditation Criteria.
In the event of a possible question of interpretation
between the PTC SSR Guidelines and the PTC
Accreditation Criteria, the PTC Accreditation Criteria
shall prevail.

101

The 9 General Criteria

Program Educational
Objectives

Student Outcomes

Students

102

The 9 General Criteria

Curriculum

Faculty and Support Staff

Facilities and Learning

Environment

103

The 9 General Criteria

Leadership and Institutional Support

Extension Service, Communityoriented Programs, Industry-Academe

Linkage

Continuous Quality Improvement

104

Application of Criteria

All 9 general criteria apply

to each engineering
program with engineering
in its title

105

Specific Program Criteria Examples

Chemical Engineering

Metallurgical Engineering

Electrical Engineering

106

What Specific Program Criteria Cover

Curriculum
Faculty
These are in addition to the
General Criteria 4 and 5

107

Details of the
PTC-ACBET-EAC

9 General Criteria

108

Criterion 1: Program Educational

Objectives

There must be documented and published program

educational objectives (PEO)

PEOs are consistent with the mission and vision of the

institution.
PEOs shall reflect the particular field(s) of engineering
practice and the associated area(s) of specialization, the
desired characteristics and/or capabilities of the graduates
after a few years of their career following graduation, the
anticipated career destinations of graduates and the needs
of the appropriate external constituencies.

109

Criterion 1: PEOs continued

A formal and documented process to develop and
review/ change of the PEOs is in place. The review
process shall be periodic and shall ensure and
demonstrate that the objectives are based on the
needs of the programs various stakeholders.
External stakeholders inputs are critical to the
development, review and monitoring process of the
objectives.

110

Criterion 2: Student Outcomes

(SO)
The program must have established and documented
student outcome.
Process for formulation, review and revision of SO
Deployment process
Student outcomes foster the attainment of the
program education objectives by the graduates
The program must demonstrate that the graduates
possess the attributes of the student outcomes at the
time of graduation
Performance Indicators for each SO shall be
formulated/monitored.

111

Criterion 2: SOs continued

Student outcomes are outcomes enumerated as (a) to
(l). There may be other student outcomes specified
under Section II on Specific Program Criteria.
(a) Ability to apply knowledge of mathematics and
science to solve engineering problems.
(b) Ability to design and conduct experiments, as
well as to analyze and interpret data.
(c) Ability to design a system, component, or process
to meet the desired needs within realistic
constraints in accordance with standards.

112

Criterion 2 SOs continued 2

(d) ability to function on multidisciplinary teams
(e) ability to identify, formulate, and solve engineering
problems.
(f) Understanding of professional and ethical
responsibility.
(g) Ability to communicate effectively.
(h) Broad education necessary to understand the impact
of engineering solutions in a global, economic,
environmental, and societal context.

113

Criterion 2: SOs continued 3

(i) Recognition of the need for, and an ability to engage
in life-long learning.
(j) Knowledge of contemporary issues.
(k) Ability to use techniques, skills and modern
engineering tools necessary for engineering practice.
(l) Knowledge and understanding of engineering and
management principles as a member and leader in a
team, to manage projects and in multidisciplinary
environments.

114

Criterion 3: Students
Students admitted to the program must
have the educational background to undertake the engineering
degree courses and
have a reasonable prospect of achieving the student outcomes.

Policies and processes must be in place and enforced for

Admissions, transfers, progression, retention, student progress
monitoring and performance evaluation, student advising on
curricular and career matters, guidance and support, academic
exchange, promotion and graduation and ensure that the
students continually achieve desired learning outcomes.

Program must ensure and document that all students

who are promoted or graduated meet all the
requirements for promotion or graduation.

115

Criterion 3: Students continued

2
NOTES:
Policies must be documented.
Process and procedures are also
documented.
Provide supporting report/ data on applicable
items.
Provide list of documented procedures, as
applicable.
Ensure that student continually achieve
desired learning outcome.

116

Criterion 4: Faculty and Support

Staf
There must be a sufficient number of
competent faculty
to cover all of the curricular areas of the program
and
to assure adequate levels of student-faculty
interaction and student advising.

Faculty must have the appropriate academic

qualifications and professional competencies
needed to assure the continuity and stability
of the program.

117

Criterion 4: F&SS continued

The program must not be critically dependent on an
individual; the faculty must be involved in implementation
and decisions of the program
The program must have professional development
opportunities for the faculty to participate in research,
scholarly work, professional development activities and
industrial interaction.
The program must establish an evaluation method to
determine the educational contributions of each faculty
member and to provide it to the faculty members involved
in the program.
The evaluation of educational contributions must be
implemented in accordance with the method.

118

Criterion 4: F&SS continued 2

There must be a sufficient number of
technical, laboratory and support staffs to
ensure that there is a satisfactory level of
technical support in shops, maintenance of
equipment, management of laboratories and
general support.
The technical, laboratory and support staffs
must have adequate qualifications and
experience to assure the quality of the
program.
There must be adequate staff development.

119

Criterion 5: Curriculum
EAC does not specify a minimum of credit hours on any of
the following areas: Normally there should be one year of
mathematics and basic science and one and one half years
of engineering science including design and research.
There must be sufficient coverage to ensure achievement
of student outcomes. The curriculum must cover the
following six (6) areas:
1)

Mathematics and basic sciences: The study of mathematics and

basic sciences is fundamental in understanding the physical world
in relation to engineering. It will serve as a foundation to the
engineering theories and principles.

120

Criterion 5: Curriculum..
continued
2
2)
Engineering Sciences:
have roots in the mathematical and

physical sciences, and where applicable, in other basic sciences

but extend knowledge and develop models and methods in order
to lead to engineering applications and solve engineering
problems.

3) Engineering Design and Synthesis: the creative, iterative

and often open-ended process of conceiving and developing
components, systems and processes. Design requires the
integration of engineering, basic and mathematical sciences,
working under constraints, taking into account economic, health
and safety, social and environmental factors, codes of practice
and applicable laws, and standards in the field. Students must
be prepared for engineering practice through a curriculum
culminating in a major design experience based on the
knowledge and skills acquired in earlier course work and
incorporating appropriate engineering standards and multiple

121

Criterion 5:
Curriculum..continued 3
4) Complimentary Studies: Disciplines
outside engineering which are essential for
professionalism and ethics. Studies are
selected from political science, economics,
effective communication, literature, history,
art, philosophy, psychology, ethics, etc.

122

Criterion 5:
Curriculum...continued 4
5) Laboratory and Field Work: Courses should be
supported by meaningful laboratory work, well
coordinated with the lecture material and
supported with relevant up-to-date equipment.
6) Practical training: Exposure of the students to
industry, which puts theory into practice.

123

Criterion 6: Facilities and Learning Environment

Classrooms, offices, laboratories, and associated
equipment must be adequate to support the attainment of
the student outcomes and to provide an atmosphere
conducive to learning.
Modern tools, equipment, computing resources, and
laboratories appropriate to the program must be
available, accessible, and systematically maintained and
upgraded to enable students to attain the student
outcomes and to support program needs.

124

Criterion 6: F& LE.. continued

Students must be provided appropriate guidance
regarding the use of the tools, equipment,
computing resources, and laboratories available to
the program.
The library services and the computing and
information infrastructure must be adequate to
support the scholarly and professional activities of
the students and faculty.

125

Criterion 7: Leadership and

Institutional Support
Institutional support and leadership must be adequate to ensure the
quality and continuity of the program.
Resources including institutional services, financial support, and staff
(both administrative and technical) provided to the program must be
adequate to meet the program needs.
The resources available to the program must be sufficient to attract,
retain, and provide for the continued professional development of a
qualified faculty.
The resources must be sufficient to acquire, maintain, and operate
infrastructures, facilities, and equipment appropriate for the
program, and to provide for the environment in which student
outcomes can be attained.

126

Criterion 8: Extension Service, Communityoriented Programs, and Industry-Academe Linkage

Extension Service
The program shall provide non-degree educational service
such as short courses on new technologies and new
professional topics, to assists engineers from industry in
keeping abreast of new developments in the field. Some
short courses may provide summaries of findings from the
research of the faculty. New courses may be developed
with collaboration from industry and engineering societies.

127

Criterion 8: ESCOP &

IAL..continued

Community-Oriented Programs
There shall be evidence that students and student
organizations have programs to assist communities.
Possible projects may involve assistance to high
school students on potential science/engineering fairs.
Community assistance may involve helping design
low-cost computing, low-cost access to the internet,
and general utilization of their technological expertise.
Dialogs with the communities to determine their
needs should be explored first.

128

Criterion 8: ESCOP &

IAL..continued
Industry-Academe Linkage

There must be regular active participation from

industry in planning and defining program educational
objectives, student outcomes and curricula to ensure
that these are relevant and up-to-date with societal
and professional requirements.
There should be faculty/student industry exposure
through internships, industry visits, collaborative
projects under professionals in industry and industrybased final year projects.

129

Criterion 9: Continuous Quality

Improvement
There must be a recorded process for
assessment and evaluation of the student
outcomes.
There must be a recorded process for
assessment and evaluation of program
education objectives.

130

Criterion 9: CQIcontinued
There must be evidence that results of the evaluation of
student outcomes and results of the evaluation of program
educational objectives are utilized as inputs to the process
for continuous quality improvement such as changes in
course syllabi, curriculum, and any other aspect of the
program to improve the degrees to which student
outcomes and program educational objectives are
achieved.
There shall be feedback to and from all concerned
stakeholders on the achievement of the graduates.
These shall be maintenance of a Continuous Quality
Improvement
program
with
adequate
supporting
resources.

131

GUIDELINES in the PREPARATION OF THE

SELF STUDY REPORT

132

Submission and Distribution of

SSR
The SSR and supplemental materials shall be submitted as
follows:
1.

Hard-bound SSR Report, 3 complete sets.

2.

A soft copy of the SSR and supplemental materials shall be

submitted on pdf read-only files. No hot-linked references allowed.

3.

Email submission is not permitted

4.

Mixed submission (hard bound and soft copies) not allowed

Above should be submitted at least sixty (60) calendar

days prior to the targeted dates of review visit

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Background Information
Contact information
Program History
Organization
Delivery modes
Locations

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I. GENERAL CRITERIA

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Criterion 1: Program Educational

Objectives
A.

Vision and Mission Statement

Provide the institutional vision and mission statements.

Discuss its relationship to PEO.
B.

Program Educational Objectives

List the PEOs

List the program constituencies and discuss how the PEO meets
the needs of constituencies.
Process of formulation, review and revision of the PEO.
Assessment tools/ methods
Deployment process of PEO

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Criterion 2: Student Outcomes

A. Student Outcomes
List the student outcomes
Indicate where it is documented
Process for the formulation, review and revision
Deployment process of SOs
Performance Indicators for each of SO

B. Relationship of SO to PEO
Explain how SO prepare graduates to attain the PEO.

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Criterion 3: Students
A. Student Admission
Policy
Process for accepting new students
Summarize requirements
Orientation/ evidence of orientation/
Emphasis on OBE, PEO and SO
Data and profile

Criterion 3: Students..p2

138

B. Evaluating Student Performance

Policy
Summarize the process
student performance
Evaluation procedures

for

evaluating

Evaluation report/ data/ Data analysis/

Improvement Actions
Include a discussion of how SOs are included
in the evaluation of student performance

Criterion 3: Students..p3

139

C. Monitoring Student Progress

Policy

Summarize the process for monitoring student

progress
i. Include documented information on how the program
ensures that student pre-requisites and exceptions are
handled
ii. Include discussion on how monitoring ensures that the
schedule of courses for each semester or term for each
student takes into account an appropriate progression of
learning towards the student outcomes

Monitoring data/ Data analysis/ Improvement action

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Criterion 3: Students..p4
D. Transfer Students and Transfer Courses
Policy
Summarize the requirements and
process for accepting transfer students
and transfer credits
Monitoring
data/
Improvement action

Data

analysis/

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Criterion 3: Students..p5
E. Advising and Career Guidance
Policy
Summarize the process for advising and
providing career guidance to students, on career
paths for the profession associated with the
program
Include information on how the students are
advised, who provides the advising program
Monitoring data/ Data analysis/ Improvement
action

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Criterion 3: Students..p6
Policy/ procedures/ data on the following:
Work in lieu of courses
Graduation requirements
Transcript of recent graduates
Academic exchange, if any

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Criterion 4: Faculty and Support Staf

A. Faculty Qualifications

Policy

Describe the qualifications of the faculty and how they

are adequate to cover all the curricular areas of the
program.

Include the composition, size, credentials, and faculty

experience

Complete ACGS-02 Table 4-1.

Show at least two faculty members capable of

teaching the major course

Include faculty Resumes in Appendix B.

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Criterion 4: Faculty and Support Staf...p2

B. Faculty Workload
Policy
Complete ACGS-02, Table 4-2, Faculty
Workload Summary and describe this
information
in
terms
of
workload
expectations or requirements.

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Criterion 4: Faculty and Support

Staf.p3

C. Faculty Activities

Discuss the adequacy of the size of the faculty

Policy
Describe the extent and quality of faculty involvement in;
i.

Interaction with students

ii. Monitoring of student progress

iii. Advising and career guidance
iv. University service activities
Professional development
Interactions with industrial and professional practitioners
including employers of students
Data in regards to the attainment of relevant SO

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Criterion 4: Faculty and Support Staf..p4

D. Professional Development
Policy
Training Needs Analysis/ Procedures
Professional development plan for 2013 (previous) and 2014
Development plan status
Describe the faculty professional development activities, in
accordance with the institution professional development
program
Data/ improvement actions
Samples of Attainment of relevant SO

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Criterion 4: Faculty and Support

Staf.p5

E. Authority and Responsibility of Faculty

Describe the role played by the faculty with

respect to the guidance of the program and in the
implementation of the processes for the
assessment,
evaluation
and
continuing
improvement of the program
Signed
documented
responsibilities of faculty

job

descriptions

or

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Criterion 4: Faculty and Support

Staf.p6
Support staff
Describe the adequacy of support staff
Include description of the workload
Signed documented job descriptions or responsibilities
Description of staff development
Development plan for 2013 and 2014
Development plan status

Criterion 5: Curriculum

149

A. Program Curriculum
Complete Table 5-1
Describe how the curriculum and its associated prerequisite
structure support the attainment of student outcomes.
Attach a flowchart or worksheet that illustrates the prerequisite
structure of the programs required courses.
Describe how the curriculum aligns with PEO.
For each curricular area, describe how your program meets the
specific requirement.

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Criterion 5: Curriculum.p2
B. Program Curriculum
Describe the major design experience that prepares students
for engineering practice. Incorporate appropriate engineering
standards and multiple design constraints.
Describe the industry-academe linkage, such as OJT to satisfy
curricular requirements. Describe the academic component of
this experience and how the program evaluates this.
Describe the adequacy of laboratory courses in the curriculum.
Include a discussion of class sizes, number of identical
experimental set-ups, and number of students in an
experiment group.
Describe the materials (course syllabi, textbooks, sample
student work, etc) which will be available for review during the
visit.

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Criterion 5: Curriculum.p3
C. Course Syllabi

In Appendix A, include a syllabus for each

course.
For required courses with multiple
sections that do not use a common
syllabus, include a syllabus for each of the
different sections.

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Criterion 6: Facilities and Learning Environment

A. OFFICES
Summarize each of the programs facilities in terms of the
ability to support the attainment of PEOs and SOs and to
provide an atmosphere conducive to learning.
Offices (such as administrative, faculty, clerical, and teaching assistants) and any
associated equipment that is available there.
Classrooms and associated equipment
Laboratory facilities including those computers and the associated tools and equipment
that support instruction.
Include those facilities used in the program even if they are not dedicated to the
program. State time of use.
Discuss instruction on safety practices and safety environment
Indicate adequacy of the number of identical set-ups, typical class size and number of
students per group.
Provide Appendix C for the list of Equipment.

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Criterion 6: Facilities and Learning

Environmentp2

B. COMPUTING RESOURCES

Describe any computing resources (workstations, servers,

storage, networks including software licenses.
Include a discussion of the accessibility of university-wide
resources available to students such as student housing,
library, off-campus..etc.
State the hours when these are open to students
Asses the adequacy of these facilities to support the scholarly
and professional activities of the students and faculty in the
program.

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Criterion 6: Facilities and Learning

Environmentp3
C. GUIDANCE
Policy
Describe how the students are guided regarding the use
of the tools, equipment, computing resources and
laboratories, including instructions on safety practices.
D.

MAINTENANCE AND UPGRADING OF FACILITIES

Describe the policies and procedures for maintaining

and upgrading the tools, equipment, computing
resources and laboratories.

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Criterion 6: Facilities and Learning Environmentp4

E. LIBRARY SERVICES

Describe and evaluate the capability of the

library
Describe the adequacy of librarys technical
collection
Adequacy of the process by which the faculty
may request the library to order books or
subscription
The librarys system for locating and obtaining
electronic information

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Criterion 6: Facilities and Learning Environmentp5

F. OVERALL COMMENTS ON FACILITIES

Describe how the program ensures the

facilities, tools and equipment used in
the program are safe for the intended
purposes.

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Criterion 7: Leadership and Institutional Support

A. LEADERSHIP
Describe the leadership of the program
and how it is involved in decision
Discuss the adequacy to ensure the
quality and continuity of the program.
Provide the organizational
function description.

Chart

and

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Criterion 7: Leadership and Institutional Support.p2

B. PROGRAM BUDGET AND FINANCIAL SUPPORT

Describe the process used to establish the programs budget and provide
evidence of continuity of institutional support. Include sources of financial
support.
Describe how the institution supports teaching in terms of graders,
teaching assistants, teaching workshops, etc.
Describe how resources are provided to acquire, maintain and upgrade the
infrastructures, facilities and equipment used.
Assess the adequacy of the resources for the students to be able to attain
the SOs.

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Criterion 7: Leadership and Institutional Support.p3

C. STAFFING
Describe the adequacy of the staff and institutional services
provided to the program.
Discuss methods used to retain and train staff.

D. FACULTY HIRING AND RETENTION

Describe the process for hiring of new faculty.
Describe strategies used to retain current qualified faculty.

E. SUPPORT OF FACULTY PROFESSIONAL DEVELOPMENT

Describe the
development.

adequacy

of

support

for

faculty

Describe how are these planned and supported.

professional

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Criterion 8: Extension, Community-Oriented

Programs & Industry-Academe Linkage
A.

EXTENSION SERVICE

Describe non-degree educational services such as

short courses on new technologies and new
professional topics, to assist engineers from
industry in keeping abreast of new developments
in the field.
The course may be the result of research by the
faculty.
New course may be developed with collaboration
from industry and engineering societies.

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B.

Criterion 8: Extension, CommunityOriented Programs & Industry-Academe

Linkage..p2
COMMUNITY ORIENTED PROGRAMS
Provide evidence that students and student organizations
have programs to assist communities not only as an avenue
for societal service but also to gain understanding of the
impact of engineering solutions to local context.
Possible projects may involve assistance to high school
students on potential science/ engineering fairs.
Community assistance may involve helping design low-cost
computing, low-cost access to the internet.
Dialog with the communities to determine their needs should
be explored first.

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Criterion 8: Extension, Community-Oriented

Programs & Industry-Academe Linkage..p3
C.

INDUSTRY-ACADEME LINKAGE

Describe regular active participation from industry

in planning and defining PEOs, SOs and curricula to
ensure that these are relevant and up-to date with
societal and professional requirements.
Describe
faculty/
student-industry
exposure
through internships, industry-visits, collaborative
projects under professionals in industry, and
industry-based final year project.

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Criterion 9: Continuous Quality

Improvement
This section of SSR should document your processes for
regularly assessing and evaluating the extent to which
SOs and PEOs are being attained.
It should describe how the results of these evaluations
are being utilized to effect continuous improvement of
the program.

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Criterion 9: Continuous Quality

Improvement.p2

A. STUDENT OUTCOMES
Performance Indicators
List and description of assessment processes (exam questions, student
portfolio, oral exam, project presentation, national-normed exam, departmental
exam, etc)
List and description of the evaluation processes for each of the student
outcomes
The frequency with which these assessment and evaluation processes are
carried out.
The expected satisfactory level of attainment for each of the student outcomes.
Summaries of the results of the evaluation process and an analysis illustrating
the extent to which each of the student outcomes is attained.
Documentation and maintenance of results.

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B.

Criterion 9: Continuous Quality

Improvement.p3
PROGRAM EDUCATIONAL
OBJECTIVES
List and description of assessment processes (employer survey,
graduate surveys, focus groups, industrial advisory committee
meetings, etc)
List and description of the evaluation processes for each of the
PEOs
The frequency with which these assessment and evaluation
processes are carried out.
The expected satisfactory level of attainment for each of the PEOs
Summaries of the results of the evaluation process and an analysis
illustrating the extent to which each of the PEOs is attained.
Documentation and maintenance of results.

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Criterion 9: Continuous Quality Improvement.p4

C. CONTINUOUS IMPROVEMENT
Describe how the results of evaluation processes for the PEOs and
SOs and any other available information have been used as input in
the CI of the program.
List and describe recent program improvements.

D. MAINTENANCE OF CQI PROGRAM

Discuss how the CQI program is maintained including a description
of how records are kept.
A discussion of resources needed for the maintenance of the
program

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II. SPECIFIC PROGRAM CRITERIA

Describe how the program satisfies any
applicable specific program criteria.

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APPENDICES
APPENDIX A Course Syllabi
APPENDIX B Faculty Vitae
APPENDIX C List of Equipment
APPENDIX D Institutional Summary
Notes: Details requirements are
Guideline and are self-explanatory.

indicated

in

SSR

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THANK YOU!

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To sum it up, OBE and OBA focuses

on: Academic Curriculum
Students
Academic and Supporting Staf
Facilities
Quality Management System

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Academic Staf

Academic qualifications
Professional qualification, experience & development
Research/publication/consultancy
Industrial involvement
Teaching load/contact hours
Motivation and enthusiasm
Use of lecturers from industry/public bodies
Aware and practice of OBE

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