| Accreditation |
Accreditation is an assurance that a program meets a set of applicable criteria. |
| BAETE Accreditation Manual |
The BAETE Accreditation Manual is a collection of documents used by the BAETE Program Evaluators, Quality Assurance Cell, Sectoral Committees, and the Board to evaluate an engineering program. A program also prepares the Self-assessment report following the BAETE policy and accreditation criteria in the BAETE accreditation manual. There are three levels of documents in the BAETE accreditation manual. The top-level documents (document names contain either “-MAN-” or “-SOP-”) include instructions for accreditation and standard operating procedures. The mid-level documents include templates, flowcharts, etc. (document names contain either “-TMP-”, “-FLW-” or “-PLN-”). Lower-level documents include Instructions for evaluators, programs, committees, and the Board for BAETE accreditation-related activities (document names contain either “-TOR-”, “-GUI-”, “-WI-” or “-LST-”). |
| Benchmark |
A Benchmark is a point of reference against which the program's quality may be compared. |
| Capstone Project |
A capstone project is a major design experience for the students based on the knowledge and attitudes acquired in earlier coursework and the incorporation of appropriate engineering standards and design constraints. |
| Chemical Engineering Sector |
Major programs in this sector include Chemical Engineering, Materials Science and Engineering, Leather Engineering, Food Engineering, Agricultural Engineering, Petroleum Engineering or similar programs. |
| Civil Engineering Sector |
Major programs in this sector include Civil Engineering, Civil and Environmental Engineering, Water Resources Engineering or similar programs. |
| Compliance |
Compliance indicates that a program satisfies the BAETE benchmark requirements of a criterion, policy or procedure |
| Computer Science and Engineering Sector |
Major programs in this sector include Computer Engineering, Computer Science and Engineering, Information and Communication Engineering or similar programs. |
| Concern |
A concern indicates that a program satisfies the BAETE benchmark requirements of a criterion, policy or procedure, but the potential exists for the situation to change, resulting in future non-compliance. |
| Concurrent Evaluation |
Concurrent evaluation means evaluating multiple programs at the same Higher Educational Institution (HEI). |
| Credit Hour |
For lectures, one credit hour is equivalent to 40 notional hours, of which at least 12.5 hours must be formalized classroom instruction in a semester. For laboratory classes, one credit hour is equivalent to 60 notional hours, of which at least 25 hours must be in classroom/ laboratory/ studio/ project/ dissertation in a semester. |
| Criteria |
Criteria are the standards on which a program is evaluated. |
| Deficiency |
A deficiency indicates that a criterion, policy, or procedure either does not exist or is in the elementary stage. |
| Direct Assessment |
Direct assessments directly observe student knowledge or attitude against measurable learning outcomes. Direct assessment tools include written and oral examinations, presentations, reports, etc. |
| Electrical Engineering Sector |
Major programs in this sector include Electrical and Electronic Engineering, Electronics and Telecommunication Engineering, Biomedical Engineering or similar programs. |
| Evaluation Team |
Usually, a team of three members reviews one or more programs of an HEI based on the criteria and accreditation policies and procedures. |
| Exit Meeting |
The meeting where the Evaluation Team orally shares its findings of the programs it reviewed. |
| Final Year Design Project |
A final year design project (FYDP) is a year-long major design experience for the students based on the knowledge and attitudes acquired in earlier course work and incorporating appropriate engineering standards and design constraints. |
| Head of Delegation |
The team leader of the BAETE evaluation team for concurrent evaluation of more than one program of an HEI. |
| Higher Educational Institution |
An education teaching establishment offering undergraduate or higher degrees. |
| Indirect Assessment |
Indirect assessments consider opinions on students’ knowledge and attitudes. The indirect assessment tools include surveys and questionnaires to gather stakeholders' perceptions, such as students, faculty members, alumni, employers, and industry. |
| Mechanical Engineering Sector |
Major programs in this sector include Mechanical Engineering, Industrial and Production Engineering, Textile Engineering, Naval Architecture and Marine Engineering, Aeronautical Engineering or similar programs. |
| Notional Hours |
Notional hours include expected student learning times inside and outside the classroom. |
| Observer |
The observer(s) in the evaluation team shall only observe the entire accreditation procedure. The observer(s) should not provide their comments or suggestions to the evaluation team. |
| On-site Visit |
Typically, a three-day visit to the HEI meets the HEI’s officers, faculty, students, and other stakeholders, examines various documents, and observes the institutional facilities. |
| Outcome-based Education |
Outcome-based education (OBE) is an educational theory that bases each part of an educational system on outcomes. |
| Post-visit Activities |
Post-visit activities include finalizing the Evaluation Team Report with findings from the review of the documents and on-site visit and providing a holistic judgement of each criterion against the benchmark requirements stipulated in ACC-MAN-02 (V2.2, V3.0). |
| Pre-visit Activities |
Pre-visit activities include but are not limited to a comprehensive review of the Self-assessment Report (SAR) submitted by the Evaluation Team, an exchange of preliminary findings from the documentation, and a compilation of the Findings from the SAR in the Evaluation Team Report. |
| Program |
A structured, integrated teaching and learning arrangement with a defined purpose led to an undergraduate engineering degree award. |
| Program Educational Objectives |
Program Educational Objectives are broad statements describing the career and professional accomplishments the program prepares graduates to achieve. |
| Program Outcomes |
Program Outcomes or graduate attributes are narrower statements describing what students are expected to know and be able to do by graduation. |
| Quality Assurance Cell |
The Quality Assurance Cell is BAETE’s committee for consistently checking the Evaluation Team Reports. The Cell comprises a Chair, one or more co-chairs, and several members. The Board decides on the number of members of the cell. |
| Recommendations |
Areas a program should address before the following review. |
| Requirements |
Areas a program must address before the following review. |
| Sectors |
One of five broad subject groups of engineering programs. There are five sectors: Civil Engineering, Electrical Engineering, Computer Science and Engineering, Mechanical Engineering, and Chemical Engineering. The Board may define new sectors if necessary. |
| Self-assessment Report |
A self-assessment report is a quantitative and qualitative account prepared by an education provider before the on-site evaluation of a program against a set of applicable accreditation criteria. |
| Strength |
Strength in a criterion is demonstrated when the program or the institution significantly exceeds the benchmark requirements for that criterion. |
| Weakness |
A weakness indicates that a program lacks the strength of compliance with a criterion, policy, or procedure, compromising the program's quality. |
