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Introduction 
Accreditation in Malaysian higher education was formally self-accredited by the institution of higher learning (IHL). Back then, the public IHLs were established by an act of parliament, so they had the de jure power to do it. By the 1990s, a slew of private IHLs emerged with twinning and franchised programmes. Their registration and approvals were handled through earlier relevant regulations.

In 1996, the Private Higher Educational Institutions (PHEI) Act was enacted to regulate the establishment of PHEIs. Subsequently, the National Accreditation Board (LAN) was established in 1997 to ensure the quality of programs offered by PHEIs.

In 2007, the government enacted the Malaysian Qualification Agency Act and accreditation of all IHLs—public and private- was entrusted to the Malaysian Qualification Agency (MQA). A core function of the MQA is the implementation of the Malaysian Qualifications Framework (MQF), which serves as a national reference point for the criteria and standards of all higher education qualifications. The MQF provides a clear classification and systematic link between different qualifications.

Engineering Education Accreditation
The accreditation of engineering education programmes has been the function of the Board of Engineers Malaysia (BEM). However, before 2000, the process for recognising engineering degrees was less formalised and centralised. The BEM established the Engineering Accreditation Council (EAC) in 2000 to delegate its accreditation function in anticipation of joining the Washington Accord for a global recognition pathway of the Malaysian engineering degrees.

Under the MQA Act 2007, the accreditation of professional degrees is delegated to the specific professional bodies that were themselves established under the Act of Parliament. BEM was established by the Registration of Engineers Act 1967. Thus, BEM retains the jurisdiction for accreditation of engineering degrees with oversight by the MQA and the Ministry of Higher Education (MOHE).

In 2003, Malaysia, through the EAC, was admitted as a Provisional Signatory to the Washington Accord. This marked the formal commitment to aligning Malaysia's engineering education standards with global best practices, particularly the Outcome-Based Education (OBE) model. Malaysia was admitted as a full signatory in 2009, solidifying the international recognition of accredited Malaysian engineering degrees.

The EAC undertook major reforms, shifting the accreditation model from a focus on prescriptive curriculum content to Outcome-Based Education (OBE). This system requires institutions to demonstrate that their graduates have attained specific Graduate Attributes (GA), among them, problem-solving, ethical responsibility, communication skills, and outcomes as opposed to just the cognitive aspect of education.

Why Engineering Needs to Focus on More Than Just Numbers
Engineering education today is shaped by international standards—OBE, which guides the graduates to achieve the GA. The internationally accepted GA realised that it is not just about strong technical skills—engineers also need to work well with others, communicate clearly, care about sustainability and keep learning throughout their careers.
The current practice at most IHLs in Malaysia, the way these outcomes are measured often relies too much on numbers—like scores, charts, and statistics. This focus on numbers is good for meeting rules and regulations, but it can overshadow the more important human qualities that make great engineers, like ethics and a sense of social responsibility.

Why Values Matter in Engineering
There’s growing awareness that engineering is about more than just technical know-how. It’s a field deeply connected to society and ethics, which is amplified by the health of our planet. Because of this, the MQF version 2.0 now includes Value-Based Education—making sure students learn about sustainability and ethical behaviour, not just technical skills.
This isn’t just an add-on. It’s a big change in thinking. The real goal is to make sure graduates are not only good at engineering but are also thoughtful, ethical, and care about the world around them. Instead of just checking if each student passes or fails, programmes now need to create environments where these values can truly grow.

Finding the Right Balance: Numbers and Stories
The main idea here is that we need to balance traditional number-based assessments with more meaningful, qualitative evidence. Things like final exam scores or project grades show if someone understands the technical stuff, but they don’t really tell us if a person is ethical, a good team player, or committed to making the world better.

To get a clearer picture of a graduate’s readiness, programmes are starting to use tools like:

• Reflective Portfolios: Students collect evidence of their work in their communities, projects, and personal growth. This shows how their values develop over time.
• Feedback from Employers and Stakeholders: Getting opinions from people in the industry helps programmes see if students are truly prepared for the real world, especially in areas like leadership and adaptability.
• Assessment Rubrics that include Values: Programmes are updating their grading systems to include things like environmental care and social responsibility, not just technical performance.

When programmes combine these approaches, they can see not just if a student is technically skilled, but if they’re ready to be responsible, thoughtful professionals.

Looking Ahead: Building Engineers for a Better World
The future of engineering education should blend both numbers and values. We don’t have to throw out test scores and grades, but they shouldn’t be the only thing that matters. By using things like reflective journals, portfolios, and feedback from different people, programmes can help produce engineers who are not just good at their jobs, but who also care about society and the environment.

In short, this new direction is essential. It helps ensure that tomorrow’s engineers are not only technically strong but are also good people, ready to tackle the complex challenges our world faces today for sustainability.

Associate Professor Ir. Abdul Aziz Omar
School of Engineering
Email: @email