The Department of EEE at Feni University offers a four-year undergraduate Engineering program, Bachelor of Science in Electrical & Electronic Engineering, abbreviated as B.Sc. Engg. in Electrical & Electronic Engineering (EEE) based on up-to-date Outcome-Based Education (OBE) Curriculum according to the Governing framework & regulatory anchors.
Curriculum Description
Bangladesh Accreditation Council (BAC) requires that Higher Education (HE) programs follow the Bangladesh National Qualifications Framework (BNQF) and be OBE; BAC is the statutory national (Quality Assurance) QA body created under the Bangladesh Accreditation Council Act, 2017 and implements BNQF Levels 7–10 [1]. Board of Accreditation for Engineering & Technical Education (BAETE), an accreditation body operating under the Institution of Engineers, Bangladesh (IEB), requires OBE for engineering programmes; BAETE’s accreditation manuals give program criteria (curriculum breadth / depth, minimum contact / credit expectations, Continuous Quality Improvement (CQI), lab / industry links). BAETE / IEB(BAETE) has been accepted as a Washington Accord signatory, so BAETE accreditation is internationally benchmarked for undergraduate engineering programs [2]. University Grants Commission (UGC) of Bangladesh issues curriculum and syllabus templates / guidelines and expects engineering curricula to be aligned with national qualifications and minimum standards (UGC curriculum templates and “Guideline for preparing standard curriculum of Four Years Degree in Engineering”) [3].
█ Philosophy: What “Outcome-Based Curriculum” means
OBE shifts focus from “what instructors teach” to “what graduates can do”. In practice for B.Sc. (EEE) this means:
a. Define clear Program Educational Objectives (PEOs) — expectations 4 years after graduation (career / professional milestones).
b. Define Program Learning Outcomes (PLOs) — explicit, measurable abilities a graduate must demonstrate by graduation (knowledge, engineering practice, design, communication, ethics, lifelong learning).
c. Define Course Learning Outcomes (CLOs) for each course (linked to PLOs).
d. Use assessment (direct + indirect) to measure CLO → PLO attainment.
e. Use (CQI) loops (review, fix, measure) and documentation (Self-Assessment Report (SAR) / Self-Study Report (SSR)). [4]
█ Structure & minimum academic parameters
a. Program duration & credit load
Four academic years is the standard. The BAETE accreditation manual expects an undergraduate engineering program to require a minimum total credit (BAETE specifies guidelines). Institutions must obey UGC / BAC program credit rules and BNQF level descriptors. [5]
b. Curriculum composition (recommended categories):
1. Foundation & Mathematics
2. Basic Sciences
3. Core EEE courses
4. Computing & Programming
5. Other engineering
6. Laboratory / practical courses
7. Humanities & social sciences / English / ethics
8. Elective courses (specializations, e.g., power, electronics, communications)
9. Thesis / project / Industrial Attachment (substantial design/project work) [6].
█ PEOs, PLOs & CLOs
PEOs are institution- / department-specific that meet BAETE/BNQF expectations. PEOs should be few, public, stakeholder-endorsed — employers, alumni, faculty [7]. PLOs align with the Washington Accord / BAETE style. Each course must list 4–8 CLOs (measurable verbs — e.g., “analyze”, “design”, “implement”, “evaluate”). Each CLO must be mapped to one or more PLOs using a matrix (CLO-PLO mapping).
█ Assessment strategy & evidence collection
a. Direct assessment:
Exams, lab performance, graded design projects evaluation using rubrics, quizzes, assignments, practical demonstrations. Rubrics should be explicit (performance bands: excellent / acceptable / poor mapped to numeric marks). [2]
b. Indirect assessment:
Student surveys, employer feedback, alumni surveys, exit interviews.
c. PLO attainment calculation:
Collect CLO results, map to PLOs, compute attainment (e.g., % of students meeting target per PLO). Accreditation manuals expect defined targets (e.g., target: at least 70% of students achieve target performance on PLO). [5]
d. Course Rubrics:
For design outcomes use performance rubrics describing levels (e.g., design accuracy, documentation, testing).
e. Record keeping:
Maintain evidence files (exam scripts, rubric scoring sheets, project reports, industrial attachment reports). These are essential for BAETE / BAC on-site review. [1][2].
█ Laboratories, Integrated Project and Industrial Attachment
a. Laboratories:
Labs must support CLOs tied to PLOs. Lab manuals, experiments with expected outcomes, assessment rubrics and safety procedures are required [2].
b. Integrated Project:
One semester or two semesters integrated design / project (team) demonstrating synthesis and design ability mapped to major PLOs. External evaluation (industry/expert) is recommended. [4]
c. Industrial Attachment / Internship:
Industry placement (recommended 6–12 weeks or institution policy) with report and supervisor evaluation provides evidence for professional practice outcomes [4].
█ Governance, curriculum review & quality assurance
a. Curriculum Committee / Board of Studies:
It should include faculty, industry representatives, alumni and students where appropriate. BAC / BAETE expects documented review cycles and stakeholder involvement for curriculum revision. [1][2]
b. Institutional Quality Assurance Cell (IQAC):
Higher Education Institutions have IQACs to monitor implementation of OBE, collect assessment data, and drive CQI. BNQF and BAC expect IQAC-style internal QA processes. [1][3]
c. Continuous Quality Improvement (CQI) loop:
► Define PEOs / PLOs & targets.
► Teach courses with CLOs mapped to PLOs.
► Assess (direct + indirect).
► Analyze results & identify gaps.
► Implement corrective actions (curriculum changes, lab upgrades, faculty development).
► Reassess and document improvement.
d. Accreditation reviews look for documented CQI cycles with evidence. [1][2]
█ Accreditation process highlights (BAETE & BAC expectations)
a. Self-Study Report (SSR / SAR):
Program prepares a structured SSR with evidence mapped to BAETE / BAC criteria (program aims, PEOs, PLOs, CLOs, curriculum, teaching, labs, governance, faculty qualifications, student outcomes, CQI) [1][2].
b. On-site visit:
Accreditation team visits, verifies facilities, interviews stakeholders, reviews student work and assessment evidence.
c. Decision & Follow-up:
Accreditation may be granted for a fixed term with conditions; programmes must comply with follow-up reporting and implement recommendations. BAETE aligns to Washington Accord practices. [2]
█ Alignment to international benchmarks
Because BAETE / IEB is a Washington Accord signatory, accredited undergraduate engineering programs in Bangladesh (when accredited under BAETE criteria) gain international recognition of substantial equivalence with other signatory countries. That fact reinforces the need to follow OBE with robust PLO definitions and assessment evidence. [2]
References
[1] Bangladesh Accreditation Council (BAC), Bangladesh Accreditation Council Act, 2017, and BNQF Guidelines.
[2] Board of Accreditation for Engineering and Technical Education (BAETE), Accreditation Manual and Washington Accord documentation.
[3] University Grants Commission (UGC), Curriculum Templates and Guidelines for Four-Year Degree in Engineering.
[4] Outcome-Based Education (OBE) Curriculum Practices, i.e., BUET, etc.
[5] BAETE/UGC requirements on minimum credits, program structure, BNQF compliance.
[6] Sample OBE curriculum categories and requirements from UGC/BAETE approved universities.
[7] Example PEOs published in accredited EEE departments of Bangladesh universities.
[8] Washington Accord Graduate Attributes, adapted by BAETE for Bangladesh context.
