EAC Manual 2017 vs

2020

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 Definition of IAP

2017 2020
• A body consisting of • A group of
relevant professionals professionals from the
from industries,
government sector, industry, government
professional sector and/or
organisations, regulatory regulatory bodies in
bodies, alumni etc., related fields that
appointed by the IHL to excludes academics,
ensure programme
relevancy to appointed by the IHL
stakeholders’ needs. for advisory role
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 8th Qualifying Requirements

2017 2020
• External examiner's • External
report examiner/advisor
report. (one in every
two academic years)

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 ITP
• 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 training shall
be adequately
structured, supervised
and recorded in log
books/report. The
industrial training must
be conducted before the
final semester.
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• Industrial training shall be for a
minimum of eight (8) weeks of
continuous training. It can be
fulfilled in two (2) approaches:
the conventional and/or Work
Based Learning (WBL). For the
conventional Industrial Training,
one (1) credit is allocated for
every two (2) weeks of training
subjected to a maximum of six
(6) credits. The training shall be
adequately structured,
supervised and recorded in log
books/report. The credit
allocated for WBL components
shall be in accordance with the
relevant guidelines given below.
The industrial training must be
conducted before the final
semester.
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 Work Based Learning
• WBL is an educational strategy that provides students with real-life work
experiences. It is one of the industrial training approaches that provides
students with authentic context for learning in an engineering
environment. It is essential that the engineering environment fulfils the
learning outcomes of the programme. The design of WBL integrates
theory and industrial practices in the workplace. WBL is an alternative
teaching and learning approach which can replace conventional delivery
in campus.

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 Academic Staff
• All academic staff who are
eligible must register with
BEM.
• Every programme shall have
at least three (3) full-time
Professional Engineers
registered with the BEM or
equivalent, and actively teach
in the programme.
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• All academic staff teaching
engineering subjects must be
registered with BEM.
• Every programme shall have a
minimum of three (3) full-time
Professional Engineers
registered with the BEM and
actively teach in the
programme
• For programmes with a total
student enrolment exceeding
160, at least 30 percent of the
actively teaching engineering
academic staff shall be
registered with the BEM as
Professional Engineers.
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 Accreditation Documents (7.1)
• For each application, unless
otherwise stated, the IHL shall
submit the following documents:
(i) A completed Self-Assessment
Report (SAR) (as noted in Section
7.3) – Hardcopy and digital format.
(ii) Supporting and other relevant
Documents (as noted in Section
7.4) – Digital format.
(iii) A completed Appendix C
(Checklist of Documents for
Accreditation/Approval of New
Programme and Relevant
Information).
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• For each application, unless
otherwise stated, the IHL shall
submit through the Accreditation
Management System (AMS) the
following documents:
(i) A completed Self-Assessment
Report (SAR) (as noted in Section
7.3)
(ii) Supporting and other relevant
Documents (as noted in Section
7.4)
(iii) A completed Appendix C
(Checklist of Documents for
Accreditation/Approval of New
Programme and Relevant
Information).
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 Accreditation Documents (7.2)
• (i) The earlier SAR • (i) The earlier SAR
prepared for previous prepared for previous
accreditation visit (as accreditation visit (as
noted in Section 7.3) – noted in Section 7.3) (ii)
Hardcopy and digital An addendum to the
format. (ii) An SAR
addendum to the SAR –
Hardcopy and digital
format.

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 7.3.2 PEO
• (v) Describe the processes used to • (v) Describe the PEOs development and
establish/formulate, define elements/performance assessment processes including but not limited to:
indicators, setting achievement criteria and
performance targets, and review the PEO - Performance indicators
statements. This includes describing the tools used
in the processes (survey, meetings, interviews, etc.) - The assessment instruments
and frequency of activities and timelines
- Their achievements
• (vi) Describe the processes used to evaluate the
level of achievement of the PEOs. This includes - CQI activities
describing graduates/alumni database, tools
(survey, meetings, interviews, etc.) and frequency - Stakeholders involvement
of activities and timelines.
• (vii) Discuss the PEOs achievement results by the
graduates/alumni.
• (viii) Describe how the feedback and results
obtained from the above processes are being used
for the CQI of the programme.
• (ix) Describe the extent to which the programme’s
various stakeholders are involved in these
processes.
• (x) Describe CQI strategies to be implemented in
relation to PEOs.

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 7.3.3 PO
• (iv) Describe the PO definition or • (iv) Describe the PO assessment model adopted by
elements/performance indicators. (v) Describe the indicating
processes used to establish/formulate, define PO
elements/performance indicators, and review the - Where each of the PO is assessed?
PO statements. This includes describing the tools
used in the processes (survey, meetings, - How each of the PO is assessed?
interviews, etc.) and frequency of activities and
timelines. (vi) Describe the OBE model adopted to - What is the satisfactory attainment and measures
deliver, assess and evaluate achievement of the to overcome any shortcomings?
POs. Highlight how direct assessments (as primary
evidence) of the achievement of the POs by the - (v) Describe CQI strategies implemented in relation
Programme are reached. Give example on how the to POs.
assessment from related COs from various courses
that are mapped to a particular PO are used in
determining the attainment of the POs, i.e.
elaborate on the POs achievement criteria and
performance targets. Similar description for
student assessments and attainment may be given.
(vii) Describe the processes used to establish the
model to deliver, assess and evaluate (with
achievement criteria and performance targets) of
the POs. (viii) Discuss the data gathered and
explain the results of the assessment and
evaluation of each PO. (ix) Describe how the
feedback and results obtained from the above
processes are being used for the CQI at both the
course and programme levels, and/or improving
individual student’s performance.

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 Appendix B
• Engineering Content for • Engineering Content for
Selected Engineering the Main Branches and
Disciplines and Innovative Programmes
Innovative Programmes

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 Appendix C

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 Appendix C
1. Section A to I: Self- • 1. A to I: Self-
Assessment Report (SAR) Assessment Report
to be submitted in (SAR) to be submitted
hardcopies. through the
2. Section J: Supporting Accreditation
documents to be Management System
submitted in digital (AMS).
format with the SAR • 2. Section J: Supporting
documents to be
submitted with the
SAR.

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 Appendix C
Many repetitive tables

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 Evaluator’s Report

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 Appendix E
• The external examiner’s report shall contain but is not
limited to the following: (i) Assessment of programme
• The report should consider assessing
curriculum. (ii) Assessment of OBE implementation and the following:
achievement of the POs by the students. (iii)
Assessment of staff quality including qualifications and (i) Programme curriculum.
industry exposure. This is to include assessment of
loading of each staff in teaching, research, consultancy (ii) OBE implementation and
and supervision of student projects. (iv) Assessment of
staff-student ratio and student workload. If found to be achievement of the POs.
not sufficient, corrective action to be taken by the IHL.
(v) Assessment of preparation process of examination (iii) The quality of staff assigned to the
papers i.e. procedures for setting and vetting, quality
assurance, confidentiality and security. (vi) Assessment programme. (iv) Student workload and
of examination papers and marking schemes set for the their involvement in extra-curricular
standard of questions, coverage of syllabus, adequate
balance between theory and application, setting of activities.
questions of equal level, adequate choice of questions,
and appropriateness of marking scheme. (vii) (v) Quality of examination papers as
Assessment of the marked answer scripts based on a
sample of good, average and weak candidates.
well as other coursework components.
Fairness/disparity of marking, follow-through method
adopted if answer to one section is wrong, response of (vi) Quality management system of the
candidates to the question, and distribution of marks. programme.
(viii) Assessment of coursework, laboratory work,
assignments, design projects, finalyear projects. (ix)
Assessment of examination procedures and regulations.
(vii) Facilities that support the
(x) Management commitment towards the programme. programme.
(xi) Assessment of assessments moderation process

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