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Construction industry is one of the most important sectors for the Malaysian economic growth where it remains as the fastest growing activity for several years. The issue of rapid country development which has positive influence of generating high construction waste is very commonly related to this industry. One of the major contributors of construction waste is steel. Steel is expensive and can contribute to overall project cost implication. Hence, the amount of steel waste needsto be quantifiedat the initial stage. Thus,steel waste quantification model is an important element to be considered for better waste management. By using the data collected in the Central region in Malaysia, an empirical model, Estimation Model of Steel Waste Material has been developed to estimate the amount of steel waste generation based on certain variables. This study aims to investigate and verify the effectiveness of the model by using the data collected from the Northern region in Malaysia. The value of the Mean Absolute Percentage Error (MAPE), 23.02% indicates that the model performance is common and acceptable. Thus, the model has good potential to be adopted by the industry practitioners to plan a better and more effective waste management.

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The Engineering Accreditation Council Standard 2020 requires the stipulated 12 programme outcomes that address complex engineering problems (CEP) and complex engineering activities (CEA) to be incorporated in the engineering programmes. However, the implementation of outcome-based education with regards to CEP and CEA is still in the infancy stage. This study was carried out to give an overview of the implementation of complex engineering problems and activities in Malaysian engineering programmes in relation to the types of assessment used to address CEP and CEA, and the typical weightage and taxonomy level of CEP and CEA employed in these assessments. A survey questionnaire was administered to 256 engineering educators from 25 universities to enquire about the implementation of CEP and CEA in their engineering programmes, particularly in the online teaching and learning during the Covid19 pandemic. The findings showed that most of the programmes addressed complex engineering problems in assignments or projects as compared to final examinations or mid-term tests. Complex engineering activities were found to be addressed in Final Year Project, Industrial Training and Integrated Design Project and laboratory courses. The findings in this study could act as a guideline for educators to enhance the teaching and learning activities incorporating CEP and CEA elements, and hence facilitating the continual quality improvement for an engineering programme.   Keywords: Complex Engineering Problems, Complex Engineering Activity, Engineering Accreditation Council, Outcome-Based Education