international conference on engineering education

“Quality Engineering Education towards Sustainable Development”

INTERNATIONAL CONFERENCE ON

ENGINEERING EDUCATION ACCREDITATION

(ICEEA 2021 Myanmar)

Organized by:

MYANMAR ENGINEERING COUNCIL (MEngC)

ENGINEERING EDUCATION ACCREDITATION COMMITTEE (EEAC)

Supported by:

ABSTRACT VOLUME

INTERNATIONAL CONFERENCE ON

ENGINEERING EDUCATION ACCREDITATION

(ICEEA 2021 Myanmar)

Organized by:

MYANMAR ENGINEERING COUNCIL (MEngC)

ENGINEERING EDUCATION ACCREDITATION COMMITTEE (EEAC)

Date : January 14, 15 & 16, 2021

Time : (12:30 PM) Myanmar Time

Location : MEngC, Server

Myanmar Engineering Council Headquarter

No (5A), Khay Yay Pin Street, Lanmadaw

Township, Yangon, Myanmar

The Opening Speech of Union Minister

H.E U Han Zaw

Ministry of Construction

On the International Conference on Engineering Education Accreditation

(ICEEA 2021, Myanmar)

Good afternoon,

I would like to express thank you for joining International Conference on

Engineering Education Accreditation (ICEEA 2021 Myanmar) on behalf of focal

ministry, I felt much satisfaction to see the participants widely inclusive of

International, ASEAN, FEIAP levels, MEngC and EEAC sponsorship and

Technological Universities of Myanmar.

Myanmar Engineering Council-MEngC formed Engineering Education

Accreditation Committee-EEAC for independently emphasized on Engineering

Education Accreditation duties. They tried and contact ASEAN and Asia Pacific

Regional Engineering Federation and upgraded Engineering Education measures.

Then sponsored many awareness trainings workshops continuously and introduced

accreditation.

Here the mentors role and cooperation is very important and kindly guided by

FEIAP, IEET, UNSW, WFEO, IEA respectable persons and cooperation of TUs. I

like to send congratulations and thanks of words to all.

Now I would like to express about energetic efforts and activities in the period of

2013 to 2019/2020. There are 52 times of International workshop and trainings

were carried out and mentored by IEET, FEIAP, APEC, UNSW, IES, IEM, PTC,

UTS, RMIT, NABEEA and other Federations of International Levels; we got

awareness and knowledges.

For the outcome of that events all Technological Universities take awareness and

joined for Accreditation. MEngC conducting Accreditation 15 Technological

Universities, Recognized Full Accredited, Provisional accredited and 9

Technological Universities were in progress. Therefore, 72.7% was conducted

Accreditations. The other TUs were in preparations. I hope all TUs were conducted

Accreditation in near future.

I like to urge to extend the development of Engineering Education by MEngC, to

enhance systematic registration by using best practices, to build the naturally

reliable relationship with stakeholders and interested parties, to drive CQI of quality

assurance for engineering education, to conduct MEngC- International

Accreditation activities.

Finally, I appreciate all the persons of participations. I hope the profitable results

and outcomes may attain by this event and I urge to try the Sustainable

Development Goal of Engineering. I sent my best wishes to get successful

achievements.

Thank You.

The Opening Address of Union Minister,

H.E. U Win Khaing,

Ministry of Electricity and Energy

On the International Conference on Engineering Education Accreditation

(ICEEA 2021, Myanmar)

Mingalabar and Good Afternoon,

Distinguished members of WA full signatory federation members, ASEAN

regional federation members, FEIAP members, M.Eng C & EEAC members, YTU

& MTU presenters, invited guests, ladies and gentlemen.

I would like to congratulate the organizer of this important ICEEA 2021, Myanmar

Conference and would like to express my appreciation for the honor and

opportunities to address today’s session and its plenary presentations.

I am pleased to note that knowledge sharing on Engineering Education Association

and the Sustainable Development Goals of Engineering by experts in this field

during this Conference. I am also looking forward to the realization of Myanmar

M.Eng C & EEAC from provisional signatory of WA recognized by EA toward

full signatory status.

The history of Engineering Education go back to 1923, when the Department of

Engineering was formed at the Rangoon University. In 1964, the Bachelor of

Engineering was conferred by the Rangoon Institute of Technology and continues

till today. I am proud and privileged to be an Alumni of the prestigious university

and earned my degree in 1975.

This Engineering Education had opened the door to me and many fellow alumnaeto

contribute towards the socio-economic development of our Country in various

discipline areas.

Most graduates were employed in the State sector till 1988, and when the market

oriented economic policies were introduced, it resulted in the emergence of the

private sector, especially in the construction sector.This new economic policy

necessitate the need for qualified and professional engineers, which in turn required

the high quality in Engineering Education. The Myanmar Engineering Society

(MES) realized the importance of these developments and charted the course and

pathways of achieving this important goal by firstly cooperating with ASEAN

Engineering Organization (AEEO) and gradually with Asia Pacific Institutions

(FEIAP). Despite many challenges and limitations, M. Eng C had achieved

recognition of FEIAP and became a provisional signatory to the WA.

For achieving this important stage, I would like to express my sincere appreciation

to FEIAP, IEET, UNSW, BEM, WFEO and IEA for this mentorship, guidance and

cooperation. I would like to highlight the role of Engineers in Nation building,

especially in developing countries where lack of adequate basic infrastructure

(Roads, bridges, electricity, energy, water supply, telecommunication,

transportation others) are the main reasons for under development, poverty and

socio-economics short comings. Engineers in Myanmar are united behind the new

government drive for improving the basic infrastructures of the country and

significant achievement in better roads, better electricity, better water supplies,

better housing, better transportation, increased investment and more job

opportunities had been achieved during the past(5)years and it’s progress are visible

and touched many people in their daily lives and work. Especially, growth of the

electricity sector is nothing less than spectacular, with Electrification Ratio

increased from 34% in 2016 to 57% today. The generation mix of 40% hydropower,

34% from domestic gas, 11% from LNG, 14% from solar is also in line with

ASEAN, regional and international sustainable energy and decarbonization

objectives and targets. Myanmar will achieve 75% ER by 2025 and Electricity

Access to All by 2030.

Our country still has a long, hard way to go and the crucial role of engineers and

the role of a quality engineering education cannot be stressed enough.

It is my belief that enhancing the engineering education and improving the quality

of graduates, raising the competency of engineers in line with international

standards and guidelines will contribute to the overall development and prosperity

of Myanmar.

In conclusion, I wish to offer my best wishes for the successful outcome of this

conference which will be participated by many distinguished speakers and

presenters.

I would like to wish all delegates a very happy, healthy and successful year ahead.

Thank You.

Myanmar Engineering Council

The Myanmar Engineering Council was founded in December 2013, according to

the 2013 Myanmar Engineering Council Law, to develop the Engineering

education in Myanmar and maintain the internationally recognized standards of

professional competence and ethics that govern the awarding and retention of

professional titles.

The vision of the Myanmar Engineering Council is to improve Engineering

Education in Myanmar, in a first step up to the ASEAN level and in a second

consecutive step to FEIAP level and then, the ultimate goal will be raised education

levels to achieve signatory status in Washington Accord, Sydney Accord and

Dublin Accord and also to be a member of International engineering agreements.

The mission of the council is to hold paramount the safety, health and welfare of

the public. In order to implement this mission, the council train and nurture

Myanmar Engineers, engineering technologists and engineering technicians who

can satisfactorily achieve international quality standard in their engineering

profession.

For the implementation of the Council vision, the process of engineering education

accreditation, initial and continuing professional development is an essential

element to make Myanmar engineers, engineering technologists and engineering

technicians to be able to achieve international quality standard in their profession.

Under the umbrella of MEngC, Engineering Education Accreditation Committee

(EEAC) is established with the given task to perform all functions related to

accreditation of engineering programmes. The Engineering Education

Accreditation Committee (EEAC), representing MEngC, is an independent body

for the accreditation of engineering programmes in Myanmar. It is a non-

governmental organization and has the support of stakeholders in the engineering

profession.

MEngC, EEAC had to set up the Outcome-Based Education System which has

achieved towards the Provisional Signatory of Washington Accord Process of

International Engineering Alliance (IEA). Regarding the accreditation process

towards Washington Accord, EEAC has been developed the comprehensive

Accreditation Manuals and have been conducted many training sessions at

technological universities and programme evaluators so that they can appreciate the

outcome-based education (OBE), the concept of continual quality improvement

(CQI) and able to prepare the Self - Assessment Report (SAR) according to the

EEAC’s Accreditation Manual.

In 2019 IEA Meeting, Myanmar Engineering Council has been approved of a

Provisional Status in Washington Accord.

In 2019 FEIAP 27th General Assembly, Myanmar Engineering Council has been

recognized to FEIAP Engineering Education Guidelines Stage II Level of

Compliance after visit of FEIAP Reviewer from Institute of Engineer Singapore &

Pakistan Engineering Council.

Message from Vice Chairman of NEPC

“The world is rapidly changing in the 21st

century and technological breakthroughs

already have increasingly effected the global

workplace through newly developed

engineering professions and engineering

education.

Engineers must understand and embrace the

concept of globalization to solve complex

problems in the 21st century by collaboration

among various engineering institutions. In

the next ten to twenty years, engineering

students and engineers will be required to

innovate new technologies and apply

sustainable development concepts and

knowledge in expanding new engineering

workplaces and disciplines.

We should be aware of the fact that,

technology, created through the process of

increasingly developed engineering, is now

recognized by governments, societies and corporations around the world as the

prime mover for their profitable and sustainable growth. Therefore, educating the

engineers every now and then is strategically essential to the healthy perpetuation

of the engineering profession.

In the engineering education sector, we need not only to make necessary reforms

and upgrade the standard of the formal engineering education sector, but also to

find out ways and means to improve distance learning programmes in order to

complement the traditional academic paths better than before by including in the

curricula, the basic skills, knowledge and attitude that are expected from future

professional engineers and new engineering programmes.

In order to upgrade the engineering profession and engineering education, it is vital

and essential to have effective collaboration among academia, industry and

professional engineering institutions to nurture engineers who are adequately

prepared for work in the knowledge- based society of today and tomorrow.”

Prof. Dr. U Nyi Hla Nge,

Vice Chairman of National

Education Policy Commission

and Patron of Myanmar

Engineering Council (MEngC)

Message from President of

Myanmar Engineering Council

“The New Year 2021 already emerged,

and first of all, I wish to greet all of you A

Happy New Year. At the same time, we

face many challenges by COVID-19

pandemic, our objectives on upgrading

our engineering education, and so the

accreditation system. Myanmar

Engineering Council has started to

introduce outcome-based engineering

education with support from

organizations/institutions of IEA, WFEO,

FEIAP, BEM, IEET, EA, IEM, IES, PEC

and others from around the world.

Without quality education, it is impossible

to catch up with the fast-changing world

of new technologies and achieve UN

Sustainable Development Goals, dealing

with and overcoming all challenges we

face today, including Climate Change.

Myanmar Engineering Council,

Engineering Education Accreditation

Committee (EEAC) has developed the comprehensive Accreditation Manuals and

conducted throughout the years, many training sessions at technological

universities and program evaluators to implement the outcome-based education

(OBE), the concept of continuous quality improvement (CQI). I believe they can

prepare the Self - Assessment Report (SAR) according to the EEAC’s Accreditation

Manual.

In this ICEEA 2021, many speakers from international organizations and Myanmar

Engineering Education and Practice Leaders, Engineering Professionals and

Experts from Ministry of Construction, Ministry of Electricity and Energy, the

Washington Accord of International Engineering Alliance (lEA), the World

Federation of Engineering Organizations (WFEO), the Federation of Engineering

Institutions of Asia and the Pacific (FEIAP), Accreditation Board for Engineering

and Technology (ABET), Federation of African Engineering Organizations

(FAEO), EA, CAST, IEET, IEM, BEM, PTC, IEI, NBA and other higher education

institutions in the country.I sincerely appreciate all the organizations/institutions

mentioned above and the rest around the world who have contributed one way or

another to the Myanmar Engineering Council.”

About International Conference on Engineering

Education Accreditation

ICEEA 2021 is intended to bring academia from regional and international to share

and exchange the experience, erudite ideas, and insights from their engineering

education and accreditation practice perspectives.

ICEEA 2021 has been launched and designated to provide the existence purpose

of quality assurance systems, accreditation system, and the intensions on the best

practice in international and local engineering education.

ICEEA 2021 Plenary Speakers: International and Myanmar Engineering Education

and Practice Leaders, Engineering Professionals and Experts from Ministry of

Construction, Ministry of Electricity and Energy, the Washington Accord of

International Engineering Alliance (lEA), the World Federation of Engineering

Organizations (WFEO), the Federation of Engineering Institutions of Asia and the

Pacific (FEIAP), Accreditation Board for Engineering and Technology (ABET),

Federation of African Engineering Organizations (FAEO), EA, CAST, IEET, IES,

PTC and among other higher education institutions in the country.

As part of efforts to elevate the quality of Engineering Education, Engineering

Education Accreditation Committee and Myanmar Engineering Council are

organizing an International Conference on Engineering Education Accreditation

(ICEEA 2021, Myanmar) to be held virtually on 14, 15 & 16 January 2021, from

12:30 hr. to 17:00 hr. daily (MMT: UTC + 6:30).

Engineering Education Accreditation Committee and Myanmar Engineering

Council have been planned and implemented this virtual conference in accordance

with the accreditation requirements and best practice through the overview

statements that EEAC is to participate in the life cycle development of engineering

capacity, addressing qualitative issues at all levels of engineering education and to

enhance the profile and recognition of engineering practitioners so as to create

better understanding of the need for preserving capacity.

Organizing Committee

U Aye Myint Patron Patron, Myanmar Engineering Council

Dr. Charlie Than Patron President, Myanmar Engineering Council

Dr. Cho Win Maw Chair Vice President (1), Myanmar Engineering Council

U Aung Myint Member

Vice President (2),, Myanmar Engineering Council

U Khin Maung Win Member

Secretary General, Myanmar Engineering Council

U Khin Maung Sal Member

Councilor, Myanmar Engineering Council

Dr. Aung Kyaw Myat Member


U Win Khaing Moe Member


U Ko Ko Aung Member


Dr. Thein Tan Member


Dr. Aye Myint Member


Dr. Myint Thein Member


Dr. Mya Mya Oo Member


U Thaung Tin Member


Dr. Nyan Myint Kyaw Member

Councilor Myanmar Engineering Council

Dr. Kay Thi Lwin Member

Councilor Myanmar Engineering Council

Dr. Myo Nyunt Member


Dr. Theingi Member


Dr. Sint Soe Member


Dr. Mi Sandar Mon Member


U Yin Htwe Thet Secretary

Joint Secretary General, Myanmar Engineering Council

Dr. Zaw Min Aung Joint Secretary

Chairman, EEAC, Myanmar Engineering Council

Editorial Board

Dr. Thein Tan Patron Councilor, Myanmar Engineering Council

Dr. Aung Kyaw Myat Chair Councilor, Myanmar Engineering Council

Dr. Mya Mya Oo Member Councilor, Myanmar Engineering Council

Dr. Aye Myint Member


U Win Khaing Moe Member


Dr. Myint Thein Member


Dr. Myo Nyunt Member


Dr. Naw Mu Mu Aye Member

Evaluator, Myanmar Engineering Council

Dr. Nilar Win Member


Dr. Than Than Win Member

Evaluator Myanmar Engineering Council

Dr. Kay Thi Lwin Member


Dr. Theingi Member


Dr. Kyi Soe Member


U Kyaw Zwa Soe Member


U Htut Swe Member

Evaluator Myanmar Engineering Council

Proceedings Committee

Dr. Thein Tan Patron Councilor, Myanmar Engineering Council

Dr. Aung Kyaw Myat Patron Councilor, Myanmar Engineering Council

Dr. Mya Mya Oo Patron Councilor, Myanmar Engineering Council

Dr. Aye Myint Patron


Dr. Sint Soe Patron


Dr. Myint Thein Chair

Councilor, Myanmar Engineering Council, Rector, YTU

Dr. Myo Nyunt Vice Chair (1)


Dr. Ei Ei Htwe Vice Chair (2)

Acting Rector, Mandalay Technological University

Dr. Nyan Myint Kyaw Member


Dr. Mi Sandar Mon Member


Dr. Nilar Aye Member

Mandalay Technological University

Dr. Myint Thuzar Member


Dr. Aung Myat Thu Member


Dr. Swe Swe Win Member


Dr. Htin Lin Member

Yangon Technological University

Conference Secretariat

U Yin Htwe Thet Secretary Joint Secretary General, Myanmar Engineering Council

Dr. Zaw Min Aung Joint Secretary Chairman, EEAC, Myanmar Engineering Council

U Tun Tun Oo Member Evaluator, Myanmar Engineering Council

U Thein Soe Member


Dr. San Maw Member

Keio University, Japan

Dr. Win Zaw Member


Dr. Hla Myo Tun Member


Dr. Aung Thu Hein Member


Dr. Myo Myint Member


Dr. Aye Mya Cho Member


Dr. Aung Ko Win Member


Invited Speakers from International Organisations

Em Prof. Elizabeth Taylor

Prof. Dr. GONG Ke

Academician Professor HUANG Wei Building a Shared Future through Enhanced

Engineering Education

Ms. Bernadette Foley

Prof. Dr. Wang Qing Lin Engineering Capacity Building and Engineering

Education Accreditation

Dr. Lincoln A Wood

Prof. Kai Sang LOCK

Dr. Marlene Kanga Keynote Presentation on “Review of Engineering

Education Benchmarks for Sustainable Development”

Er Ashwani K. Saxena

Prof. Dr. Jürgen Kretschmann Empowerment Teaching for Sustainable Mining

Engineering

Academician Tan Sri Dato’ Ir.Prof.

Dr. Chuah Hean Teik

Educating Future Engineering Workforce for

Sustainable Development

Professor Liang-Jenq Leu

Emeritus Prof. Doug Hargreaves “What would an engineering graduate of 2035 look like?”

Dr. Michael Milligan Keynote Presentation

Prof. Yashin Brijmohan

Assoc. Prof. Ir. Dr. Hasril Hasini

Parallel Session 1

Parallel Session 2

Chairman, NAQAC NAQAC Accreditation Roadmap

Ir. Ong Ching Loon

Prof. K.K. Aggarwal Accreditation of Engineering Courses with a Focus on

Sustainable Development

Engr. Federico A MONSADA

INTERNATIONAL CONFERENCE ON ENGINEERING EDUCATION ACCREDITATION | ICEEA 2021, MYANMAR

1

Table of Contents

1. Enhancing the Quality Management System in Yangon Technological University 3

2. Formulation of Outcomes in OBE 3

3. Constructive Alignment and Curriculum Design: A Case Study for Computer Engineering at Yangon Technological University 4

4. Assessment of Program Educational Objectives using Stakeholders’ Google Survey 4

5. Benchmarking: A Stepping Stone of Accreditation Process in Undergraduate Mechanical Engineering Program of YTU 5

6. The Role of University-Industry Collaboration in Engineering Education 5

7. Improving Assessment of Integrated Design Project (IDP) Course through Evaluation in Chemical Engineering 6

8. Improvement of Teaching Staff Qualification in line with Research-Based University and Outstanding Laboratory Facilities Fulfillment for Quality Engineering Education towards Outcome-Based Education System 7

9. Accreditation Process for Metallurgical Engineering Programmes in Myanmar: Challenges and Lessons Learned 8

10. Implementation of Outcome Based Education in Civil Engineering at Mandalay Technological University 10

11. Assessment of Course Outcomes to Improve Teaching – Learning Quality 10

12. Outcome Based Assessment of Student Achievement through Accreditation 11

13. Curriculum Improvement through Outcome Based Education in Undergraduate Mechanical Engineering Course 11

14. Implementing Indirect Assessment Methods based on Alumni Survey for Mechatronic Engineering Programme 12

15. Benchmarking: Continuous Quality Improvement for Computer Engineering and Information Technology 12

16. Analysis of the Curriculum Design for Chemical Engineering Graduate Attributes 13

17. Student-Centered Learning in Engineering Education for Quality Enhancement 13


2

PARALLEL SESSION I

ROAD TO QUALITY ENGINEERING EDUCATION

IN MYANMAR


3

Enhancing the Quality Management System in Yangon

Technological University

Okka#1, Ohn Thaik*2

#Department of Electrical Power Engineering,

* Department of Mining Engineering,

Yangon Technological University [email protected]

[email protected]

Yangon Technological University, Insein Township, Myanmar.

Abstract—As Myanmar the Higher Education Sector is developing and most of HEIs are

endeavoring to implement the National Education Strategic Plan (NESP) (2016-2021), where

Quality Management System and Quality Education are taking place as the vital role. Yangon

Technological University is the one of the leading universities in Myanmar and attempting to fulfill

the requirements for the quality education. Most of the universities in Myanmar are traditional

universities as the Ministry of Education is seizing all responsibilities for the period of 50 years.

After 2010, the new civic government started to change the Higher Education Sector with academic

freedom. Since then, some of the universities introduced Quality Management System and Quality

of Education such as Quality Assurance and Accreditation Processes. Yangon Technological

University (YTU) also started from that time for the Quality Educational Processes. In this study,

the existing quality process and feedback from stakeholders are reviewed for continuing quality

improvement in YTU.

Formulation of Outcomes in OBE

Nyan Myint Kyaw

Department of Civil Engineering, Yangon Technological University

Yangon, Myanmar [email protected]

Abstract— Outcome-based education (OBE) is relatively new in engineering education of

Myanmar. It emerged with the efforts to upgrade status of engineering education to address needs

of the country in developing into a modern society. Yangon Technological University (YTU) initiated

an upgrading process that would result in international recognition in all aspects. The process

started with setting up of quality management system (QMS) followed by accreditation of all

engineering programmes. Since OBE is essential requirement for the accreditation process, YTU,

under the guidance of Engineering Education Accreditation Committee (EEAC) of Myanmar

Engineering Council (MEngC) has been working to acquire necessary inputs from all sources

including the mentors and reviewers from Federation of Engineering Institutions in Asia and Pacific

(FEIAP). All efforts were made to provide students internationally recognized engineering

education standards set by Washington Accord (WA) using Constructive Alignment (CA) process in

the implementation of OBE. This paper presents the experiences of the Department of Civil

Engineering of YTU in the formulation of outcomes, which is an important part of OBE, for the

Bachelor of Engineering (Civil) Programme.

Keywords- Outcome-based Education (OBE), quality management system (QMS),

accreditation, Washington Accord (WA), Constructive Alignment (CA), Outcomes


4

Constructive Alignment and Curriculum Design: A Case Study for

Computer Engineering at Yangon Technological University

Win Zaw#1, Suwai Phyo*2, Khin Khin Zaw#3, Nyein Nyein Oo#4

#Yangon Technological University

Yangon, MYANMAR [email protected],[email protected],[email protected]

[email protected]

Abstract— Yangon Technological University (YTU) introduced Outcome Based Education

(OBE) in practice since 2012 and is now being implemented in twelve Engineering Programme

including Computer Engineering and Information Technology Programme. To maximize the quality

of learning outcomes, constructive alignment of curriculum was applied through Program

Educational Objectives (PEO), Graduate Attributes (GA), Course Outcomes (CO), assessment

methods and Teaching and Learning Activities (TLA) at Computer Engineering Degree Course so

that every element is intentionally aligned in the system and the outcomes of learning are improved

substantially.

In this paper, opportunities of effective learning for students using aligned assessment methods

which are derived from students’ feedback are discussed. Furthermore, recommendations and

suggestions are also presented for the enhancement of the current OBE learning system and

improvement of the learning methods. As a case study, the student’s data such as mark scores in

courses and survey information after graduation were also analyzed. Based on the results of the

assessment such as percentage of COs and GAs, Continual Quality Improvement (CQI) was also

carried out for each subject to further improvement of the learning outcomes. Besides, before

starting the new semester in every December of the year, the curriculum design is discussed with

the faculty members who involve in curriculum development team and the syllabus and curriculum

are refreshed with the inputs and feedbacks of stakeholders. Finally, the discussions are made by

providing useful information to have benefits for every stakeholder who involved in this system.

Keywords- Constructive Alignment, Outcome Based Education (OBE), Educational Objectives

(PEO), Graduate Attributes (GA), Course Outcomes (CO)

Assessment of Program Educational Objectives using

Stakeholders’ Google Survey

Zaw Htet Aung#1, Mg Mg Thet Naing Tun#2, Naing Lynn#3, Aung Zaw Latt#4, Thaw Aung#5

#Department of Petroleum Engineering, Yangon Technological University,

Yangon, Republic of the Union of Myanmar

[email protected]

Abstract— The Department of Petroleum Engineering at the Yangon Technological

University offers petroleum engineering undergraduate program. This study is to assess the

achievement of Program Educational Objectives (PEOs) by indirect assessment consisting of senior

students, alumni, industry advisory panel, and external examiner surveys. Program Educational

Objectives (PEOs) are specific statements/goals consistent with the mission and vision of the IHLs,

are responsive to the expressed interest of program stakeholders, and describe the expected

achievements of graduates in their career and professional life a few (3 to 5) years after graduation

[1]. However, the survey result can be shown by 2 years of professional life after graduation. The

scores used for the surveys are on a scale of excellent, very good, satisfactorily good, fair and poor.

Generally, the results for PEOs from the surveys indicated most of the ratings are satisfactorily

good, very good and excellent. This is an indication that the PEOs specified for the program are

achieved.

Keywords – Program Educational Objectives, indirect assessment, undergraduate program,

Petroleum Engineering Program.


5

Benchmarking: A Stepping Stone of Accreditation Process in

Undergraduate Mechanical Engineering Program of YTU

Mi Sandar Mon#1, Than Than Htike*2

# *Department of Mechanical Engineering, Yangon Technological University

Myanmar [email protected]

[email protected]

Abstract— Benchmarking is a tool for identifying the best practices and improving the

quality and processes in an organization. This paper describes the results of the benchmarking

survey in the undergraduate program of the Department of Mechanical Engineering, Yangon

Technological University for the quality assurance and quality enhancement. The program was

benchmarked against with the undergraduate program of School of Mechanical and Manufacturing

Engineering, University of New South Wales in November 2018. The benchmarking focused on

benchmarking in the areas of operational environment and program. This paper also discussed the

progresses of benchmarking results as continuous quality improvement.

Keywords- Benchmarking, Operational Environment, Program, Higher education, Quality

The Role of University-Industry Collaboration in Engineering

Education

Swe Swe Hnin#1

# Department of Textile Engineering, Yangon Technological University

Ministry of Education, The Republic of the Union of Myanmar [email protected]

Abstract—The purposes of this paper are to describe the role of University-Industry

Collaboration (UIC) in Engineering Education, to express the status of University-Industry

Collaboration in Textile Engineering and to identify the possible ways to promote University-

Industry Collaboration. UIC is critical for relevant skills development through education and

training. The Department of Textile Engineering follows the Accreditation Board for Engineering

Education and Technology (ABET) Engineering Outcomes Criteria 2000 and Washington Accord

as a main guideline while drafting the Department Graduate Attributes (GAs). GAs are important

to be defined precisely in order to achieve PEOs successfully. The programme is carefully designed

to cover all the required technical and non-technical areas as recommended by Engineering

Education Accreditation Committee (EEAC) under Myanmar Engineering Council (MEng.C). In

addition to the technical skills, these activities are carried out by the University to ensure the

achievement of PEOs (PEO1-Technical Competence, PEO2-Communication Skills/ Leadership and

PEO3-Professional Ethics/ Lifelong Learning): Professional Experience, Assignments and

Projects, Integrated Design Projects (IDP), Final Year Project (FYP), Internship Programme,

Industrial Training and Industry Advisory Panel. Most of the countries have designed and

implemented both public policies and regulations that Government can play an important

leadership role in fostering UIC, as the third partner. Universities engaged in successful UIC

attribute their success to factors such as personal rapport with industrial partners, industrial

placement of students, multidisciplinary research teams, quality of the graduates produced, proper

planning of collaborative activities, and experience and competencies of academics.

Keywords- University-Industry Collaboration (UIC), Engineering Education, Accreditation,

Textile Engineering, Graduate Attributes (GAs).


6

Improving Assessment of Integrated Design Project (IDP) Course

through Evaluation in Chemical Engineering

Tint Tint Kywe#1, Cho Cho Lwin#2, Khaing Zin Win#3, Lat Lat Tun#4, Su Su Hlaing#5, Zaw Lay

Win#6

#Department of Chemical Engineering, Yangon Technological University

East Gyogone, Insein, Yangon, Myanmar [email protected]

Abstract—This paper focuses on the improvement of assessment process for the Integrated

design project (IDP) course in BE (Chemical) programme of Yangon Technological University

(YTU). Implementation of the Outcome-based Education (OBE) in Integrated Design Project (IDP)

is essential to producing high-quality engineering graduates that are able to meet the challenges

especially in the era of Industry 4.0. IDP course is meant to provide students working together in

teams based on the basic technical knowledge of various fundamental courses to begin their

projects. IDP is the course offered to the fourth year and fifth-year students of the undergraduate

programme in the Department of Chemical Engineering. Direct assessment (i.e., report,

presentation (oral and poster) is included in the IDP course to provide the observation of student

knowledge and skills. Evaluation is carried out with the descriptive rubric for the assessment issues.

A total of six Course Outcomes (COs) and Graduate Attributes (GAs) are mapped in the course of

IDP and collection data, calculation, analysis and achievement for graduate attributes are also

conducted. As a result, the score for the direct measurement of GA is over 60% that meets to achieve

KPI and good performance on all GA. The finding indicated that no significant difference was

observed in scores among the students for evaluation of student performance in IDP. In order to

obtain a more comprehensive assessment process for IDP course, the specific marking system is

modified based on four criteria in which general effort is considered as a part of the process from

the academic year of 2018-2019.

Keywords - Integrated design project course, assessment process, course outcomes, graduate attributes,

outcome-based education, specific marking system

mailto:[email protected]


7

Improvement of Teaching Staff Qualification in line with

Research-Based University and Outstanding Laboratory Facilities

Fulfillment for Quality Engineering Education towards Outcome-

Based Education System

Hla Myo Tun

Department of Electronic Engineering, Yangon Technological University

Gyogone, Insein PO, 11011, Yangon, Republic of the Union of Myanmar

[email protected]

Abstract—The paper presents the discussion on development of teaching staff qualification in

line with research university standard and outstanding laboratory facilities fulfillment for quality

engineering education towards outcome-based education system. The objectives of this study are to

emphasize on the qualification enhancement of teaching staff and to fulfill the research laboratories

with outstanding equipment which were supported to boost the research activities in Myanmar. In

this study, there are two main approaches to develop the staff qualification which was based on the

research activities especially the lecture preparation from research findings in a specific purposes

and laboratory equipment for undergraduate and postgraduate studies at the institute. The analyses

are carried out with measured data for two purposes in this study. The results confirms that the

measured data was accurate and the novel idea to develop the qualification of teaching staff for

outcome-based education. The teaching method especially Predict, Observation, Discussion, and

Synthesis (PODS) is the best teaching techniques at YTU to enhance the quality education. The

developed model could be utilized for enhancement of Research University based on outcome-based

education system in future.

Keywords- Qualified Teacher Formation, Laboratory Equipment, Research University,

Outcome-Based Education, Accreditation Process


8

Accreditation Process for Metallurgical Engineering Programmes

in Myanmar: Challenges and Lessons Learned

Kyaw Win Htun#1, Min Shan Htun#2

Metallurgical Engineering and Materials Science Department, Yangon Technological University

Yangon, Republic of the Union of Myanmar [email protected]

[email protected]

Abstract- The aims of the paper are to share and analyze engineering accreditation experience

and to discuss the challenges faced and lessons learned for the accreditation process. Securing

accreditation from a well-recognized accreditation body can indicate the quality of an engineering

programme. Although the importance of accreditation related issues discussed in some published

papers, the authors believe that the challenges faced in the accreditation process and their causes

are not fully described and are important to be presented. The authors also discussed issues raised

during the accreditation activities, including programme compliance with the seven Engineering

Education Accreditation Committee (EEAC) criteria, and presented key lessons to prepare for a

smooth accreditation process. Knowledge and information gained via observation and extensive

involvement of the authors in the accreditation process at Yangon Technological University are

utilized to state challenges and barriers experienced throughout different stages of the accreditation

journey. Numerous discussions were conducted with faculty members from metallurgical

engineering programme (YTU) and surveying faculty members of metallurgical engineering

programmes from the five Technological Universities in Myanmar, to identify challenges and

problems faced during the accreditation process. It is the fact that the main challenges faced by

different programmes were inability to properly prepare required forms and documents, inadequate

proper training, added workload, understaffing, lack of proper supporting from higher

administration, and lack of commitment to the accreditations. Lack of understanding or belief of the

importance of the accreditation to the institution may retard the accreditation process. One of the

major problems is understaffing and high faculty workload that doesn’t give enough time to faculty

to do accreditation process. The paper recommends some solutions to the faced challenges and

forces the importance of proper training for faculty members before and during the accreditation

process. Higher administration support is the greatest importance for the accreditation process

success. The study concludes with the fact that belief of faculty and staff of the importance of the

quality and the benefits of the accreditation to the programme is the key success factor in attaining

accreditation. As we needed to reframe staff perception, the accreditation process will be succeeded

after overcoming the faced challenges with hard-working of all faculty members.

Keywords- accreditation challenges; lessons learned; EEAC; quality culture; Myanmar.


9

PARALLEL SESSION II

TOWARDS SUSTAINABLE QUALITY ENGINEERING

EDUCATION IN MYANMAR


10

Implementation of Outcome Based Education in Civil

Engineering at Mandalay Technological University

Nilar Aye#1, Aye Mya Cho*2, Aye Aye Thant#3

#Civil Engineering Department, Mandalay Technological University

Patheingyi Township, Mandalay, Myanmar [email protected]

[email protected]

[email protected]

Abstract—At present Myanmar is reforming all sectors including education sector. Engineering

education approach in Myanmar has gradually moved from the traditional teaching learning

approach to the outcome based education (OBE). Department of Civil Engineering at Mandalay

Technological University (MTU) has introduced the OBE in undergraduate program under the

guidance of Myanmar Engineering Council since 2017. The OBE has implemented with the

following objectives: to participate in globally preferred engineering education system, to be more

active in teaching as well as learning, and to fulfil requirements of industry based on the concern

of it in the system. The aim of this paper is to share the experiences gained and challenges faced

during the implementation of OBE. The challenges are faced in each step starting from developing

Course Outcomes (COs) with Bloom’s Taxonomy, mapping between COs and Graduate Attributes

(GAs), collaborating with all stakeholders.

Keywords-outcome based education, graduate attributes, course outcome, civil engineering

program, issues and challenges

Assessment of Course Outcomes to Improve Teaching – Learning

Quality

Tin Tin Hla

Department of Electronic Engineering, Mandalay Technological University

Mandalay, Myanmar [email protected]

Abstract—Assessment of course outcome is very important to achieve the students’ level of

understanding for the respective course that is related to learning theory including theoretical view

and practical observation. The course leaders of university teachers have published the course

information to respective course outcomes (COs) to their students at the start of the semester. COs

are described as the specific statements of what a student has to do during learning the course and

what a student will get after learning the course. The COs of the associated course is evaluated

through the formative and submitted assessments. Each question number and the corresponding

marking scheme are linked to the course outcome that is aligned with the respective program

outcome, its performance indicator, and Revised Bloom’s taxonomy level. There are three domains

in educational activities or the teaching-learning process. They are Cognitive (knowledge),

Affective (attitude), and Psychomotor (skills). Course outcome assessment is analyzed to get how

many course outcomes are contributed to the expected program outcomes and how many course

outcomes are linked to the respective level of the Blooms’ Taxonomy. The achievement of course

outcomes is evaluated at the end of the semester. The teachers can contribute their students’

learning to meet the more appropriate course outcomes which are aligned with large program

outcomes and more level of Bloom’s taxonomy for the next semester. The improvement of teaching

strategies for faculty members and the development of the expected outcome for student learning is

achieved by doing the course outcome assessment.

Keywords- assessment, course outcome, Bloom’s taxonomy, course improvement





11

Outcome Based Assessment of Student Achievement through

Accreditation

Dr. Wunna Swe#1

#Department of Electrical Power Engineering, Mandalay Technological University

Mandalay, Myanmar [email protected]

Abstract— In this paper, an outcome based assessment system of student achievement on graduate

attributes (GAs) and course outcomes (COs) which was developed and implemented in our

engineering programs at Department of Electrical Power Engineering, Mandalay Technological

University is presented. The assessment system was based on an integrated set of strategies aimed

at establishing and implementing a structural process that translates educational objectives into

measurable outcomes, and specifies feedback tracks for corrective actions. As a result of setting of

the assessment, the programs can assess and evaluate the level of achievement of the graduate

attributes during the course of the educational process. The achievement relate to the skills,

knowledge, and attitude that students acquire in the assessment of their graduation through the

program. The documentation of the continuous improvement process was prepared by electrical

power engineering programme, describes how to measure the student achievement on course

outcomes and graduate attributes which are correlated with program educational objectives. The

assessment refers to the process by which we assess the achievement of the students when they

graduated through the accreditation. In this paper, developing and implementing the programme

educational objectives, graduate attributes and the assessment plan for the electrical power

engineering program are presented. It is also presented the implementation of the outcome based

education framework in a typical undergraduate engineering course in order to illustrate outcome

based education’s principles and continuous quality improvement. Based on these procedures,

Engineering Education Accreditation Committee (EEAC) visited our department and we had

achieved great success having full accreditation in November 2018.

Keywords- Accreditation; Self-Assessment; PEOs; GAs; COs; Continuous Quality Improvement

Curriculum Improvement through Outcome Based Education in

Undergraduate Mechanical Engineering Course

Win Pa Pa Myo#1, Aung Myat Thu#2, Nyein Aye San#3, Myint Thein#4

Department of Mechanical Engineering, Mandalay Technological University, Myanmar [email protected]

[email protected] [email protected] [email protected]

Abstract—This paper concerned with the improvement of curriculum through outcome-based education

(OBE) in undergraduate mechanical engineering course at department of mechanical engineering, Mandalay

Technological University, Myanmar. As the curriculum improvement is not a one-step process and continuous

quality improvement (CQI) is necessity. The process of the curriculum improvement with international

collaboration, benchmarking with the international university and stakeholder’s involvement is briefly

expressed in this paper. Here in this paper, the framework of the curriculum is established and then identify

the improvement methods. The results are in terms of credit units, create a clear list of learning goals and

outcomes, Graduate Attributes (GAs) and courses alignment/relevant are described.

Keywords- Credit, CQI, Curriculum, GAs, OBE



12

Implementing Indirect Assessment Methods based on Alumni

Survey for Mechatronic Engineering Programme

Wut Yi Win#1, Su Yadanar*2, Mi Mi Myint Phu#3 ,Swe Swe Win*4

#Department of Mechatronic Engineering, Mandalay Technological University

Mandalay,Myanmar [email protected], [email protected],

[email protected],[email protected]

Abstract— In assessing the quality of Outcome Based Education (OBE), direct assessment

methods and indirect assessment methods are used generally. This paper is focused on Indirect

assessment methods based on Alumni Survey for Mechatronic Engineering Programme. The

methods and results from this study will help the Department of Mechatronic Engineering in

Mandalay Technological University, Myanmar, to monitor the quality of engineering graduates and

encourage continuous quality improvement (CQI) processes enhancing the quality of Teaching and

Learning process for Mechatronic Engineering programme. In 2012, Outcome based Education

system is implemented in MTU. Web-based Alumni Surveys were conducted by Mechatronic

Engineering Department, MTU in 2020 and the number of responses was nearly ninety percent

(90%). During three years to five years after graduation, the Mechatronic Engineering Department,

MTU conducted a survey of alumni to assess their knowledge, skills, and perceptions of relevant

aspects of their University experiences in order to evaluate the program objectives. The alumni were

requested to answer questionnaires, related with (1) Technical Competence, (2) Communication

Skills and Leadership and (3) Professional Ethics/ Life-long Learning. The presented data are based

on a random sample of 10 alumni using web-based alumni survey form. The level of achievement is

considered excellent if the weighted average value is greater than or equal to 70%. If a weighted

average value was less than 50% for a PEO, it would be discussed in the Continual Quality

Improvement Committee to analyze the reason(s) behind it. Based on the results calculating from

the survey data, it can be observed that programme educational objectives (PEOs) indicate mostly

excellent level. In this paper, only the indirect assessment of PEO using alumni survey is calculated

and successfully achieved with the level of achievement above 70% in this academic year, 2020.

Keywords- Continuous Quality Improvement (CQI), Indirect Assessment method, Alumni

Survey, Programme Educational Objectives (PEO), Outcome Based Education (OBE)

Benchmarking: Continuous Quality Improvement for Computer

Engineering and Information Technology

May Zin Oo

Department of Computer Engineering and Information Technology

Mandalay Technological University [email protected]

Abstract—Benchmarking is a quality measurement process of an organization against other

organizations to ascertain the continuous quality improvement (CQI). The attributes of

benchmarking could be different from each other depending on the types of organization, for

example process control, products, costs, etc. for business organization; and credit, students, staffs,

facilities, etc. for educational organization. The purpose of benchmarking is to lead the way of CQI

for stakeholders’ satisfaction in terms of market demand, cost, time, quality and so on. This paper

intends to examine benchmarking results, especially for the curriculum of bachelor degree

programme of the department of Computer Engineering and Information Technology (CEIT), MTU

with three Technological Universities (TUs), Myanmar and Nagasaki University, Japan in 2020.

The benchmark output notifies the educational board of CEIT department in order to consider the

curriculum improvement for the betterment of stakeholders.

Keywords-Benchmark, CQI, MTU, Technological Universities, Nagasaki University






13

Analysis of the Curriculum Design for Chemical Engineering

Graduate Attributes

Chaw Su Su Hmwe#1*, Myo Min Win#2, Mie Mie Han Htun#3, Ei Mon Aung#4

#Department of Chemical Engineering, Mandalay Technological University, Mandalay, Myanmar [email protected],[email protected],[email protected]

[email protected]

Abstract— This study describes the analysis and development pathway of curriculum design for

Chemical Engineering programme in Mandalay Technological University. First of all, the current

curriculum design was reviewed in order to find the gap and inconsistencies with the graduate

attributes (GAs) and to understand the development potential for the sustainable curriculum in this

modern engineering world stage. Accordingly, the study was conducted through the full range of

engineering GAs upon learning outcomes which would meet the needs of diverse environments such

as commercial, industrial and another institutional arena. Then the course contents were updated

to develop for the improvement of the curriculum design. The analysis results revealed that it still

needs long-term holistic approach on curriculum design consideration due to the matching of the

engineering GAs were not sufficiently defined with the relevant curriculum subjects. The profusion

of foundation subjects causes the students burden in deepening the skill and knowledge accretions

for specialist subjects of the graduate programme. The accurate requirement of the course contents

and the balance of specialist subjects to general ones are to be improved. In due course, the

alteration to programme-specific Chemical Engineering course design subjects has been shedding

light for the sustainable development scheme on curriculum design. In addition, to maintain the

level of proficiency of the graduating students, Chemical Engineering benchmarking with Graduate

School of Engineering, Kyoto University, Japan has been under cooperation in the development

process of the qualified curriculum design.

Keywords-curriculum design, development, category, graduate attributes, course contents.

Student-Centered Learning in Engineering Education for Quality

Enhancement

Htay Htay Win*1, Aung Ko Latt*2, Nyein Nyein Linn*3, Aung Myat Thu*4

*Mechanical Engineering Department, Mandalay Technological University

Mandalay, Myanmar [email protected], [email protected],[email protected],

[email protected]

Abstract- Engineering education has seen many changes over history due to the requirements that

society needed throughout the years. The required skill set and knowledge after the Bachelor’s

degree to become an engineer are obtained by effective teaching of the engineering education. In

the traditional system of education, course leaders put the full attention on what they teach rather

than on what the students are learning. Engineering education can be greatly improved if the

student-centered learning is used appropriately as it can encourage students to develop highly

critical skills and cooperative skills. Student-centered learning is one among the foremost popular

and promising instruction approaches because it is meant to reinforce the active role of students on

engineering education. Engineering education in higher education system is claimed in nowadays,

and then people living in a competitive global world gain the necessary skills and competencies

which are required for living meaningfully. A course leader played as an important role for the

development of quality engineering education. To bring about quality engineering education,

student-centered learning is necessary in a change to focus on activity from the course leader to the

student with active or interactive approach rather than passive. The objective of this paper is to

provide the achievement of student-centered learning and to improve the attention on the optimized

view of the difference between teacher-centered and student-centered learning.

Keywords- Engineering education, quality enhancement, student-centered learning, teacher-

centered learning, course outcomes achievement.







international conference on engineering education

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