Abstract
The rising challenges of engineering education facing Sub-Saharan African (SSA) countries are considered to be one of the main factors that have been crippling the development of the region, which is desperately needed to elevate its economy. This paper established the need for constructing a new theoretical framework for the purpose of evaluation of engineering education programs within the context of SSA countries. Therefore, combining both PST and constructivism theory, along with How People Learn (HPL) framework, Outcome-based Education (OBE) model, and Constructive Alignment (CA) model, an integrated theoretical framework capable of evaluating the situation of the SSA engineering education programs and identifying the appropriate conditions required for transformation of these programs has been developed.
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