Implementation of Outcome Based Education toward ETAC accreditation in Diploma in Electrical Engineering (Electronic)

Outcome-Based Education (OBE) has been widely implemented in Malaysia’s tertiary education system as part of initiatives to improve the quality and relevance of the curriculum approach. The Engineering Technology Accreditation Council (ETAC) accreditation is an essential criterion for assuring program quality and linking curricular outcomes with industry demands and standards. The issue is that there is not a dependable and systematic framework for evaluating and assessing these 12 Program Outcomes (PO) attainment in a way that meets accreditation and educational requirements. Additionally, curriculum design, instructional strategies, and evaluations need to be better aligned with the changing needs of the industry’s evolving demands. In this study, we examine the implementation and evaluation of an OBE model that is adapted to the specific requirements of the Diploma in Electrical Engineering (Electronic) (CEEE111). The main objective of this paper is to investigate the successful implementation of OBE as a strategic framework for measuring, monitoring, and evaluating the POs’ attainment for ETAC accreditation purposes. In this paper, the overall level of attainment of the POs Ave