PENYEDIAAN DOKUMAN AKREDITASI 2021 FKMP

PROGRAM BDD, BDC, BDM dan BDX

(A) QUALIFYING REQUIREMENT

NO EAC STANDARD 2020 ETAC STANDARD 2020

1 Outcome-based Education (OBE) implementation. Minimum 140 SLT* credit unit. At least 100 SLT credit units shall
be engineering or engineering technology courses, of which a
minimum 50 slt credit units shall be allocated for practice-
oriented components in the technical and specialist area.

2 A minimum 135 SLT credits of which 90 credits must be engineering Final year project (8-12 slt credit units)
courses offered over a period of four years. (Based on SLT)
3 Capstone design project/Integrated Design Project Industrial training (minimum of 24 weeks)

4 Final year project (minimum six (6) credits) Full-time teaching staff (minimum of 8)

5 Industrial training (minimum of eight (8) weeks) Staff: student ratio 1: 15 or better

6 Full-time academic staff (minimum of eight (8)) with at least three (3) External examiner's report (and availability of the process that
Professional Engineers registered with the BEM requires a minimum of one report over two years)

7 Staff: student ratio of 1: 20 or better Programme Educational Objectives

8 External examiner/advisor report. (One in every two academic years.) Programme Outcomes
 (B) SELF ASSESSMENT REPORT (SAR)

PART ITEM EAC STANDARD 2020 ETAC STANDARD 2020

1 GENERAL INFORMATION AND
PROGRAMME ACCREDITATION HISTORY
1.1 Overview of Universiti Tun
Hussein Onn Malaysia
1.2 Overview of Faculty Mechanical
and Manufacturing Engineering
1.3 History of Programme
Accreditation
1.4 Changes to Programme
(i) Provide general information on the IHL
and the specific programme.
(ii) Provide detailed information on
programme history of accreditation (year of
accreditation, conditions imposed and
actions taken).
(iii) Describe any self-initiated changes made
to the programme and state the year the
changes were introduced.
(i) Provide general information on the IHL and
on the specific programme and attach the IHL
academic calendar.
(ii) Provide detailed information on programme
history of accreditation (year of accreditation,
conditions imposed and actions taken).
(iii) Describe any self-initiated changes made to
programme stating the year the changes were
introduced.

2 PROGRAMME EDUCATIONAL (i) State the vision and mission of the IHL (i) State the vision and mission of the
OBJECTIVES and/or faculty. IHL/faculty.
2.1 Vision and Mission (ii) List the PEOs and state where they are (ii) Describe the PEOs and state where are they
2.2 Programme Educational published or publicised. published.
Objectives (PEOs) (iii) Describe how the PEOs are consistent (iii) Describe how the PEOs are consistent with
2.3 Relations between PEOs-FKMP’s with the vision and mission of the IHL and/or the vision and mission of the IHL/ faculty and
Vision and Mission – Stakeholder faculty and stakeholders’ requirements. stakeholders requirements.
Requirements (iv) Describe the definition or PEO (iv) Describe the processes used to establish
2.4 Process of PEOs Development elements/performance indicators, the PEOs, and the extent to which the
and Review achievement criteria, and performance programme’s various stakeholders are involved
2.5 Strategies of Ensuring PEOs targets. in these processes.
Achievement (v) Describe the PEOs development and (v) Describe the process for the periodic review
2.6 Ongoing Evaluation and PEOs assessment processes including but not and revision of these PEOs
Achievement limited to:
2.7 Continuous Quality Improvement - Performance indicators
(CQI) for PEOs Achievement - The assessment instruments
2.8 Self-Assessment on Programme - Their achievements
Performance Related to PEOs - CQI activities
- Stakeholders involvement
(vi) Self-assess on programme performance

3 PROGRAMME LEARNING OUTCOMES
3.1 Programme Learning Outcomes
(PLOs)
3.2 Relationship of Programme
Learning Outcomes (PLOs) and
Programme Educational
Objectives (PEOs)
3.3 Relation of the Programme
Learning Outcomes (PLOs) with
Engineering Accreditation Council
(EAC) Requirements
3.4 Processes of Programme
Learning Outcomes (PLOs)
Development and Review
3.5 Evaluation of Programme
Learning Outcomes (PLOs)
3.5.1 Indirect Assessment
3.5.2 Direct Assessment
3.5.3 Consolidation of Indirect
and Direct Assessment
3.6 Ongoing Achievement of
Programme Learning Outcomes
(PLOs)
3.6.1 Analysis of PLOs
Achievement by Indirect
Assessment (Alumni and
Industry)
3.6.2 Analysis of PLOs
Achievement by Direct
related to PEOs based on the following scale
(with justifications) referring to Appendix H
of this Standard:
*Satisfactory/Unsatisfactory
(i) List down the POs and state where are
they published or publicised.
(ii) Describe how the POs relate to the PEOs.
(iii) Describe how the POs are developed;
how they encompass and are consistent with
the 12 EAC’s POs of Section 6.2 and the
PEOs.
(iv) Describe the PO assessment model
adopted by indicating
- Where each of the PO is assessed?
- How each of the PO is assessed?
- What is the satisfactory attainment
and measures to overcome any
shortcomings?
(v) Describe CQI strategies implemented in
relation to POs.
(vi) Self-assess on programme performance
related to POs based on the following scale
(with justifications):
*Satisfactory/Unsatisfactory
(i) List down the POs and state where are they
published.
(ii) Describe how the POs relate to the PEOs.
(iii) Describe how the POs encompass the
outcome requirements of Section 5.0 of this
Standard.
(iv) Describe the processes used to establish
and review the POs, and the extent to which
the programme’s various stakeholders are
involved in these processes.
(v) Describe the data gathered and explain the
results of the assessment.
(vi) Explain how the assessment results are
applied to further develop and improve the
programme.
(vii) Describe the materials, including student
work and other tangible materials that
demonstrate achievement of the POs
 Measurement
3.6.3 Overall Analysis of PLOs
Achievement by Data
Consolidation of Direct
Assessment and Indirect
Assessment
3.7 Continuous Quality Improvement
(CQI) for PLOs Achievement
3.8 Self-Assessment on Programme
Learning Outcomes of FKMP
Programme
4 ACADEMIC CURRICULUM
4.1 Programme Structure and Course
Content
4.1.1 Programme Name
4.1.2 Programme Duration
4.1.3 Entry Requirements
4.1.4 Programme Content
4.2 Academic Curriculum
Benchmarking
4.3 Delivery and Assessment
Methods
4.3.1 Mapping of Course
Content towards
Programme Outcomes
4.3.2 Knowledge Profile
4.3.3 Complex Problem Solving
(CPS)
4.3.4 Complex Engineering
Activities (CEA)
4.4 Laboratory Exercise
Implementation and Procedures
4.5 Industrial Training
(i) Describe the programme structure and
course contents to show how they are
appropriate to, consistent with, and support
the development of the range of intellectual
and practical skills and attainment or
achievement of the POs.
(ii) Describe the programme delivery and
assessment (include description of
assessment rubrics for projects, case studies,
etc. and non-cognitive POs) methods,
methods and how these are appropriate to,
consistent with, and support the
development of the range of intellectual and
practical skills and attainment or
achievement of the POs.
(iii) The information required in items (i) and
(ii) should include but is not limited to the
following:
• A matrix linking courses to POs to
identify and track the contribution of
each course to the POs. IHL may
adopt the sample overall ‘Courses to
(i) Discuss the programme structure and course
contents to show how they are appropriate to,
consistent with, and support the development
of the range of intellectual and practical skills
and attainment or achievement of the POs.
(ii) Discuss the programme delivery and
assessment methods and how these are
appropriate to, consistent with, and support
the development of the range of intellectual
and practical skills and attainment or
achievement of the POs.
(iii) The information required in items (i) and (ii)
should include but is not limited to the
following:
• A matrix linking courses to POs to
identify the contribution of each course
to the POs.
• Distribution of the engineering
technology courses (with industrial
training and WBL courses).
• Distribution of the (general education)
courses.
 Implementation and Procedures POs’ mapping matrix included in • Distribution of the courses offered
4.6 Exposure to Professional Practice Appendix G of this Standard to according to semester.
4.6.1 Industrial Talks and Visits identify and track the contribution of
4.6.2 IEM Student Activities the courses to the POs as a guiding
4.7 Bachelor Degree Project (BDP) template. IHL may adopt own
Implementation and Procedures mapping strategy that may be
4.8 Integrated Engineering Design different from the sample template.
(IED) Project Implementation and • Distribution of the engineering
Procedures courses according to areas specific
4.9 Condition for Passing Courses to each programme referring to
4.10 Continuous Quality Improvement Engineering Sciences, Principles, and
(CQI) for Academic Curriculum Applications for traditional courses
4.11 Self-Assessment on Programme (Civil, Mechanical, Electrical,
Performance Related to Chemical and Electronics) of
Academic Curriculum Appendix B and areas obtained from
benchmarking exercises with
established programme elsewhere
for non-conventional programmes.
• Mapping of the courses to the
Knowledge Profile in Appendix B.
• Distribution of the related non-
engineering (general education)
courses.
• Distribution of the courses offered
according to semester.
(Note: Samples of table formats are
available in Appendix G).
(iv) Describe how benchmarking report/s
and other feedback (from EAC, IAP, External
Examiner/Advisor, etc.) have resulted in
Academic Curriculum improvement.
(v) Describe how the requirements of
Complex Problem Solving (CPS) and Complex
Engineering Activities (CEA) have been
addressed.
(vi) Describe laboratory exercises, related
POs, and approach to deliver and assess.
Give examples of open-ended laboratory
activities.
(vii) Describe industrial training scheme and
relate it to POs using appropriate examples.
(viii) Describe exposure to professional
practice and relate it to POs. Cite examples
of exposure to professional practice
activities.
(ix) Describe Final Year Projects (FYPs),
related POs, and how FYPs fulfil the specific
requirements stipulated in the Standard.
(x) Describe Integrated Design Projects,
related POs, and how the projects fulfil the
specific requirements stipulated in the
Standard.
(xi) Describe the ‘Condition for Passing
Courses’ practice(s).
(xii) Describe the extent to which the
programme’s various stakeholders are
involved in the curriculum development and
review process.
(xiii) Describe CQI strategies to be
implemented in relation to Academic
Curriculum.
(xiv) Self-assess on programme performance
related to Academic Curriculum based on
the following scale (with justifications):
*Satisfactory/Unsatisfactory
5 STUDENTS
5.1 Distribution of Student
Enrolment
5.2 Entry Qualifications for Final Year
Students of the Current Year
5.3 Processes and Procedures of
Student Admission
5.4 Procedures of Credit
Transfer/Exemption
5.5 Students’ Counselling Services
5.6 Students’ Workload
5.7 Students’ Activities and
Involvement in Student
Organizations
5.7.1 Student Involvement in
Student Organisations
5.7.2 University Support on
Student Activities
5.7.3 Student Activities Organized by
the Faculty (FKMP)
5.8 Students Performance in Relation
to Programme Learning
Outcomes (PLOs)
5.8.1 Academic Performance
5.8.2 Assessment of Students’
Performance
5.8.3 Student Achievements in
co-curricular activities
5.9 Continuous Quality Improvement
(CQI) In Relation to Students
5.10 Self-Assessment on Programme
Performance Related to Students
(i) Describe the requirements and process
for admission of students to the programme.
(ii) Describe the policies and processes for
credit and course transfer/exemption.
(iii) Describe students’ counselling services
available.
(iv) Describe formal or informal feedback
platform/channel to obtain students
feedback and suggestions for further
programme improvement, and how have the
feedback resulted in programme
improvement.
(v) Describe students’ workload.
(vi) Describe students’ activities and
involvement in student organisations and
relevant professional engineering bodies
that provide experience in management and
governance, representation in education and
related matters and social activities.
(vii) The information required in items (i) to
(vi) should include but is not limited to the
following:
• The distribution of students’
enrolment for all academic years for
the past four years (Table 6 in
Appendix G).
• The entry qualifications of final
year students of the current
semester (Table 7 in Appendix G).
(viii) Discuss students’ performances in
relation to POs from overall holistic
perspective involving both curricular and co-
curricular activities, such as participating in
design competitions, public speaking
(i) Discuss the requirement and process for
admission of students to the programme.
(ii) Discuss the policies and processes for credit
transfer/exemption.
(iii) Discuss students’ performance in relation to
POs.
(iv) Discuss students’ workload.
(v) Discuss students’ activities and involvement
in student organisations that
provide experience in management and
governance, representation in education and
related matters and social activities.
(vi) The information required in items (i) to (v)
should include but is not limited to the
following:
• The distribution of students’ enrolment
for all academic years for the past four
years (Table 6 in Appendix G).
• The entry qualifications of final year
students of the current semester (Table
7 in Appendix G).
 activities, etc.
(ix) Describe CQI strategies to be
implemented in relation to Students.
(x) Self-assess on programme performance
related to Students based on the following
scale (with justifications):
*Satisfactory/Unsatisfactory

6 ACADEMIC AND SUPPORT STAFF (i) Discuss the adequacy and competencies (i) Discuss the strength and competencies of
6.1 Academic staff of the academic staff in covering all areas of the teaching staff/ WBL industry mentor in
6.1.1 Strength and the programme, and in implementing the covering all areas of the programme, and in
Competency of the Outcome-based approach to education. The implementing the outcome-based approach to
Academic Staff overall competence of Academic staff is education.
6.1.2 Academic Staff Expertise viewed from their diversity of background, (ii) Discuss how the overall staff workload
• Membership in academic qualification, academic and enables effective teaching, student-staff
Professional Bodies / professional practice experiences, including interaction, student advising and counselling,
Societies of Academic their track record in teaching, research, IHL service and research activities, professional
Staff publications, administration and service to development and interaction with industry.
• Strength and the society, ability to communicate, (iii) Discuss the sufficiency and competency of
Competencies of enthusiasm for developing more effective technical and administrative staff in providing
Academic Staff in programmes, level of scholarship, adequate support to the educational
implementing Outcome- participation in professional societies and programme.
Based Education attainment of Professional Engineer status. (iv) The information required in items (i) to (iii)
6.1.3 Academic Staff’s (ii) Discuss how the overall staff workload should include but is not limited to the
Workload enables effective teaching, student-staff following:
6.2 Technical and Administrative interaction, student advising and • A breakdown in terms of numbers of
Staff counselling, IHL service and research teaching staff (full-time, part-time and
6.2.1 Strength and activities, professional development and inter-programme) by year for the past
Competency of Technical interaction with industry. four years (Table 8 in Appendix G).
and Administrative Staff (iii) Discuss the sufficiency and competency • An analysis of all Teaching staff (Table 9
6.3 Professional Development of technical and administrative staff in in Appendix G).
 Training
6.3.1 Ongoing Implementation
6.3.2 Future Projected Plan
6.4 Continuous Quality Improvement
(CQI) Related to Staff
6.5 Self-Assessment on Programme
Performance Related to Staff
providing adequate support to the
educational programme.
(iv) The information required in items (i) to
(iii) should include but is not limited to the
following:
• A breakdown in terms of numbers
of academic staff (full-time, part-
time and inter-programme) by year
for the past four years (Table 8 in
Appendix G).
• An analysis of all academic staff
(Table 9 in Appendix G).
• A summary of the academic
qualifications of academic staff
(Table 10 in Appendix G).
• A summary of the professional
qualifications and membership in
professional bodies/societies of
academic staff (Table 11 in Appendix
G). This shall also include registration
with Board of Engineers Malaysia in
line with the requirement.
• A summary of the posts held by full
time academic staff (Table 12 in
Appendix G).
• A summary of teaching workload
of academic staff for the current
semester (Table 13 in Appendix G).
• An analysis of all support staff
(Table 14 in Appendix G).
• A summary of the posts held by
support staff (Table 15 in Appendix
G).
• The staff: student ratio by year for
• A summary of the academic
qualifications of teaching staff (Table
10 in Appendix G).
• A summary of the professional/
industrial/specialist certifications and
membership in professional
bodies/societies of teaching staff (Table
11 in Appendix G).
• A summary of the posts held by full
time teaching staff (Table 12 in
Appendix G).
• A summary of teaching workload of
teaching staff for the current semester
(Table 13 in Appendix G).
• An analysis of all support staff (Table 14
in Appendix G).
• A summary of the posts held by
support staff (Table 15 in Appendix G).
• The staff: student ratio by year for all
academic years for the past four years
(Table 16 in Appendix G).
• A listing of lecturers/invited speakers
from industry/public bodies and their
level of involvement.
 all academic years for the past four
years (Table 16 in Appendix G).
• A listing of lecturers/invited
speakers from industry/public bodies
and their level of involvement.
(v) Describe the implemented professional
training scheme and incentives for academic
staff. List down academic staff who have
undergone or still undergoing training.
Provide future projected professional
training programme.
(vi) Describe participation of academic staff
in consultancy activities.
(vii) Describe participation of academic staff
in research and development activities.
(viii) Describe CQI strategies to be
implemented in relation to Academic and
Support Staff.
(ix) Self-assess on programme performance
related to Academic and Support Staff based
on the following scale (with justifications):
*Satisfactory/Unsatisfactory

7 FACILITIES
7.1 Teaching and Learning Facilities
7.1.1 Lecture Room and Halls
7.1.2 Engineering and
Technology Laboratory
7.1.3 Computer and
Information-Technology
Systems
7.1.4 Computer and IT
Facilities
7.1.5 e-Learning
(i) Discuss the adequacy of teaching and
learning facilities such as classrooms,
learning-support facilities, study areas,
information resources (library), computing
and information-technology systems,
laboratories and workshops, and associated
equipment to cater for multi-delivery modes.
(ii) For programmes offered wholly or partly
in distance mode, or at multiple or remote
locations, describe how the facilities
provided are equivalent to those provided
(i) Discuss the adequacy of teaching and
learning facilities such as classrooms,
learning-support facilities, study areas,
information resources (library), computing and
information-technology systems, laboratories
and workshops, and associated equipment to
cater for multi-delivery modes.
(ii) For programmes offered wholly or partly in
distance mode, or at multiple or remote
locations, describe how the facilities provided
are equivalent to those provided for on-campus
7.2 Library and Resource Centre
7.2.1 Mechanical Text Books
and Reference
Collections
7.2.2 Journals
7.3 Support Facilities
7.3.1 Residential College
7.3.2 Recreation, Sports and
Culture Centre
7.3.3 Transport Services
7.3.4 Health and Medical
Services
7.3.5 Postal Services
7.3.6 Bookstores and
Cafeterias
7.3.7 Religious and Counselling
7.3.8 Main Halls (Graduation,
Conference, Seminar,
Exhibition and
Examination)
7.3.9 Financial and Banking
Services
7.4 Procedures and monitoring of
health and safety aspects
7.5 Maintenance and Calibration
7.6 Further Planned CQI Actions in
Relation to Facilities
7.7 Self-Assessment on Programme
Performance Related to Facilities
for on-campus students.
(iii) Describe the adequacy of support
facilities such as hostels, sport and
recreational centres, health centres, student
centres, and transport in facilitating
students’ life on campus and enhancing
character building.
(iv) The information required in items (i) to
(iii) should be provided in the supporting
documents but is not limited to the
following:
• A summary, in tabulated form, of
the lecture facilities (give number,
capacity, and audio video facilities
available).
• A summary, in tabulated form, of
the laboratories (list down the
equipment available in each
laboratory).
• A summary, in tabulated form, of
the workshops (list down the
equipment/machinery available in
each workshop).
• A summary, in tabulated form, of
the computer laboratories (list down
the hardware and software
available).
• A summary, in tabulated form, of
the other supporting facilities such
as the library (list down the titles of
books/journals/magazines/standards
of relevance to the programme).
• A summary, in tabulated form, of
recreational facilities.
students.
(iii) Describe the adequacy of support facilities
such as hostels, sport and recreational centres,
health centres, student centres, and transport
in facilitating students’ life on campus and
enhancing character building.
(iv) The information required in items (i) to (iii)
should be provided in the supporting
documents but is not limited to the following:
• A summary, in tabulated form, of the
lecture facilities (give number, capacity,
and audio video facilities available).
• A summary, in tabulated form, of the
laboratories (list down the equipment
available in each laboratory).
• A summary, in tabulated form, of the
workshops (list down the
equipment/machinery available in each
workshop).
• A summary, in tabulated form, of the
computer laboratories (list down the
hardware and software available).
• A summary, in tabulated form, of the
other supporting facilities such as the
library (list down the titles of
books/journals/magazines/standards of
relevance to the programme).
• A summary, in tabulated form, of
recreational facilities.
• A summary, in tabulated form, of
information on recent improvements
and planned improvements in these
facilities.
 • A summary, in tabulated form, of
information on recent improvements
and planned improvements in these
facilities.
(v) Describe procedures and monitoring of
health, safety and environmental aspects of
facilities including lecture halls, laboratories,
equipment, etc.
(vi) Describe maintenance and calibration
aspects of teaching facilities and
equipment/apparatus.
(vii) Discuss how the safety, health and
environment issues being managed by the
IHL.
(viii) Describe CQI strategies to be
implemented in relation to Facilities.
(ix) Self-assess on programme performance
related to Facilities based on the following
scale (with justifications):
*Satisfactory/Unsatisfactory

8 QUALITY MANAGEMENT SYSTEMS
8.1 Organisational Structure
8.1.1 Board of Directors
8.1.2 UTHM Administration
8.1.3 Administrative
Organisation of Faculty of
Mechanical and
Manufacturing
Engineering (FKMP)
8.2 Adequacy of Institutional
Support, Operating Environment
and Financial Resources
(i) Describe the Quality Management
Systems and organisational structure of the
IHL as well as the structure within the
faculty/ department/programme. Discuss
the commitment and level and adequacy of
institutional support, operating
environment, financial resources,
constructive leadership, policies and
mechanisms for attracting, appointing,
retaining and rewarding well-qualified staff
and provision of professional development,
and provision of infrastructure and support
(i) Outline the organisational structure of the
IHL as well as the structure within the faculty/
department/programme. Discuss the level and
adequacy of institutional support, operating
environment, financial resources, constructive
leadership, policies and mechanisms for
attracting, appointing, retaining and rewarding
wellqualified staff and provision of professional
development, and provision of infrastructure
and support services to achieve POs and assure
continuity of the programme. All relevant
policies are to be made available during the
 8.2.1 Institutional Support
8.2.2 Operating Environment
8.2.3 Financial Resources
8.3 Programme Quality Management
and Planning
8.3.1 Faculty Objectives and
Faculty Quality
Objectives
8.3.2 Educational Programme
8.4 Quality Assurance
8.4.1 System for Examination
Regulation
8.4.2 System of Assessment for
Examinations, Projects
and Industrial Training
8.4.3 System for Student
Admission and Teaching
and Learning
8.5 Benchmarking
8.6 Management System for Safety,
Health and Environment
8.7 Continuous Quality Improvement
(CQI)
8.8 Self-Assessment on Quality
Management Systems
services to achieve the PEOs and POs and
assure continuity/sustainability of the
programme. All relevant policies are to be
made available during the visit.
(ii) Discuss the mechanism for the following:
programme planning;
curriculum development; curriculum and
content review; responding to feedback and
inputs from all stakeholders monitoring the
contribution of individual courses to the POs;
monitoring outcomes of performance
through assessment; responding to External
Examiners comments; reviewing of PEOs and
POs; and Continual Quality Improvement
(CQI). Where these are discussed elsewhere
in the report, specify their locations. For a
new programme, the IHL also needs to
discuss the processes surrounding the
decision to introduce the programme.
(iii) Summarise feedback obtained from
External Examiner/ Advisor, IAP and
stakeholders and how CQI was carried out.
(iv) Summarise benchmarking reports and
how CQI was carried out.
(v) Describe how the Quality Management
System (QMS) of the IHL provides quality
assurance covering (not limited to) the
following:
• System for Examination
Regulations including Preparation
and Moderation of Examination
Papers: The programme has
established a working system for
examination regulations including
visit.
(ii) Discuss the mechanism for the following:
programme planning; curriculum development;
curriculum and content review; responding to
feedback and inputs from stakeholders
including industry advisors, partner industry for
WBL training (if applicable), students and
alumni; tracking outcomes of performance
through assessment; responding to External
Examiners comments; reviewing of Programme
Educational Objectives and Programme
Outcomes; and continual quality improvement.
Where these are discussed elsewhere in the
report, specify their locations. For a new
programme, the IHL also needs to discuss the
processes surrounding the decision to
introduce the programme.
(iii) Summarise responses to the external
examiner’s report.
(iv) Discuss how the quality management
system of the IHL provides quality assurance
and benchmarking.
(v) The information required in items (i) to (iv)
should be provided in the supporting document
and is not limited to the following:
• Evidence on the participation of
Teaching staff, support staff and
students in the continual quality
improvement process.
• Evidence on the development of
Teaching staff through opportunities in
further education, industrial exposure,
as well as research and development.
• Policies, internal processes and
 preparation and moderation of practices that are in place at all levels
examination papers. within the IHL relating to the five
• System of Assessment for criteria as stated in Section 8 of this
Examinations, Projects, and Standard.
Industrial Training: The programme • Evidence of the on-going participation
has established a working system for of industry advisors in discussions and
assessment of examinations, forums, professional practice exposure,
projects, industrial training and and collaborative projects.
other forms of learning delivery. The
scope of assessment is wide enough
to cover the achievement of POs.
• System for student admission and
teaching and learning: The
programme has established a
working system for student
admission and teaching and learning.
Quality assurance can be reflected
through proper and sufficient
policies/rules/regulations/
procedures in the
Department/Faculty or IHL, and
whether those systems are
implemented.
(vi) Describe the management system for
safety, health and environment.
(vii) Describe CQI strategies to be
implemented in relation to QMS.
(viii) Self-assess on programme performance
related to Quality Management Systems
(QMS) based on the following scale (with
justifications):
*Satisfactory/Unsatisfactory