Strathmore University is applying outcome based education in teaching engineering courses

Outcome-Based Education is an educational approach that focuses on achieving specific outcomes or competencies in students by the end of their learning experience. It emphasizes:

1. Clarity of Learning Goals: Clearly defined learning outcomes that describe what students are expected to know, do, or value upon completion.
2. Student-Centered Learning: The focus is on student learning and achievements rather than traditional teaching methods.
3. Flexibility in Teaching Methods: Teachers and institutions can adapt instructional strategies to ensure outcomes are achieved.
4. Assessment Linked to Outcomes: Evaluation is based on the attainment of predefined outcomes rather than relative performance (e.g., grades based on averages).

OBE is widely adopted in engineering, medical, and management education to ensure graduates possess the necessary skills to meet industry and societal needs.

The Washington Accord

The Washington Accord is an international agreement among accrediting bodies of undergraduate engineering programs. It ensures mutual recognition of engineering degrees and promotes a shared understanding of quality engineering education. Key features include:

1. Mutual Recognition: Signatories agree to recognize each other’s accreditation processes, making degrees equivalent across member countries.
2. Focus on Graduate Attributes: The Washington Accord emphasizes outcome-based education and requires programs to ensure graduates demonstrate:
   
   • Knowledge of engineering principles  Problem-solving skills
   • Professional ethics and societal impact understanding
   • Effective communication and teamwork.
3. Global Mobility: Graduates from accredited programs under the Washington Accord have improved mobility for further education, licensure, and employment in member countries.
4. Continuous Improvement: Accreditation under the Accord mandates periodic review and enhancement of programs to meet global standards.

Member Countries: The Washington Accord, established in 1989, includes countries like the USA, UK, Australia, Canada, India, Malaysia, South Africa, Japan, and others. Membership ensures alignment with global engineering education standards.

OBE and the Washington Accord Connection

1. The Washington Accord emphasizes OBE principles for accrediting engineering programs. Programs must demonstrate that graduates achieve specific Graduate Attributes aligned with industry and societal needs.
2. Accreditation bodies (e.g., ABET in the USA, NBA in India) require institutions to implement OBE as a prerequisite for recognition under the Accord.
3. Both frameworks focus on preparing graduates for global challenges by ensuring their education meets internationally benchmarked standards.

BSc Electrical Engineering Outcome-Based Education Programme Education Outcomes (PEOs)

1. Employability, technical proficiency, and problem-solving
2. Leadership, career progression, and lifelong learning
3. Ethics and social responsibility
4. Enterprising and innovative engineer

Programme Outcomes (POs)

1. Engineering Knowledge: Breadth, depth, and type of knowledge, both theoretical and practical – Apply knowledge of mathematics, natural science, engineering fundamentals, and an engineering specialization as specified in WK1 to WK4 respectively to the solution of complex engineering problems
2. Problem Analysis: Complexity of analysis – Identify, formulate, research literature, and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural science’s and engineering sciences with holistic considerations for sustainable development* (WK1 to WK4)
3. Design/development of solutions: Breadth and uniqueness of engineering problems i.e., the extent to which problems are original and to which solutions have not previously been identified or codified- Design creative solutions for complex engineering problems and design systems, components, or processes to meet identified needs with appropriate consideration for public health and safety, whole-life cost, net zero carbon as well as resource, cultural, societal, and environmental considerations as required (WK5)
4. Investigation: Breadth and depth of investigation and experimentation – Conduct investigations of complex engineering problems using research methods including research-based knowledge, design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions (WK8)
5. Modern Tool Usage: Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modeling, to complex engineering problems, (WK2 and WK 6))
6. The Engineer and the World: Level of knowledge – When solving complex engineering problems, analyze and evaluate sustainable development impacts* to: society, the economy, sustainability, health and safety, legal frameworks, and the environment (WK1, WK5, and WK7)
7. Ethics: Understanding and level of practice – Apply ethical principles and commit to professional ethics and norms of engineering practice and adhere to relevant national and international laws. Demonstrate an understanding of the need for diversity and inclusion (WK9)
8. Individual and Collaborative Teamwork: Role in and diversity of team – Function effectively as an individual, and as a member or leader in diverse and inclusive teams and in multi-disciplinary, face-to-face, remote, and distributed settings (WK9)
9. Communication: Level of communication according to the type of activities performed.
10. Communicate effectively and inclusively 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, taking into account cultural, language, and learning differences.
11. Project Management and Finance: Level of management required for differing types of activity – Apply knowledge and understanding of engineering management principles and economic decision-making and apply these to one’s work, as a member and leader in a team, and to manage projects and multidisciplinary environments.
12. Life Long Learning: Duration and manner,recognize the need for, and have the preparation and ability for

• • Independent and life-long learning
  • Adaptability to new and emerging technologies and
  • Critical thinking in the broadest context of technological change (WK8)