Impact of HE 4.0 on

External Quality

Assurance Principle and

Regional Framework

Dr. Pepen Arifin

Quality Assurance Unit - ITB

pepen@fi.itb.ac.id pepen@spm.itb.ac.id

Asia-Pacific Quality Network (APQN), 3rd Global Summit 2018, Bali, 27-29 August 2018.

• Higher Education 4.0

• Quality Asurance in Higher Education

• Accreditation

Outline

Industrial Revolution

Source: http://www.engineersjournal.ie

Integration of cyber-physical systems comprise of smart machines, storage systems and production facilities capable of autonomously exchanging information, triggering actions and controlling each other independently.

Industry 4.0

Industry 4.0 Framework

HQ

Physical System

Physical System

Physical System

Physical System

Physical System

Physical System

Data and analysis

Coding

Digitisation

Integration

Art

ific

ial i

nte

llige

nt

IoT P

latform

s

Industry 4.0 and Education 4.0 (1)

Integration Digitisation

IoT Big Data Analytics

Learning Integration

Mobile Technology

Artificial Intelligent

Virtual Reality Coding & Cloud

Computing

Personalized Learning

Industry 4.0 and Education 4.0 (2)

Integration of people, things and machine to provide personalization of the learning process, where the learner has complete flexibility to be the architect of his or her own learning path and has the freedom to aspire for, approach and achieve personal goals by choice.

Education 4.0

Individual Goal

Source: Leafprogging to Education 4.0: Student at the Core, 2017

Knowledge and skill to be relevant in Industry 4.0

HQ

Physical System

Physical System

Physical System

Physical System

Physical System

Physical System

Data and analysis

Coding

Digitisation

Integration

Art

ific

ial i

nte

llige

nt

IoT P

latform

s

Mastering in respective discipline

Creativity

Data Analytic

Coding

Artificial Intelligent

Complex Problem solving

Critical thinking

People Management

Coordinating

Emotional Intelligent

Decision Making

Service Orientation

Negotiation

• Strengthening knowledge and skill of respective discipline

• Curriculum with strong linkages to real world

• Flexible learning program

• ICT-driven CQI

• Integration of soft skill into the curriculum

• Multidisciplinary curriculum

• Student center learning (SCL)

• ICT-driven learning resources and activities

• Focus on IQA and robust accreditation

What HE should do?

Continuous Improvement

Program Educational Objectives

Process determining/

revising objectives

Data collection

methodology

Results Outcomes

that support objectives

Evaluation process

Continuous Improvement

Measurable statement

defining outcomes

Curricular activities

supporting outcomes

Results

Evaluation Process

Data collection

methodology

Outcomes that support

objectives

Strategy to Respond Education 4.0

After: Gloria Rogers, ABET IDEAL Workshop, ABET Inc

Flexible learning program

Basic discipline

knowledge and skill

Curriculum: linkages, soft

skill and multidisciplinary

SCL and ICT-driven learning

resources

ICT-driven

CQI

ICT-driven

CQI

Robust accreditation

Design of Education 4.0

University Vision & Mission, Grad. Attributes

Academic Senate

Faculty/School Vision & Mission

Acad. Senate

(Faculty/School)

Program Educational Objectives (PEO)

Program

Stakeholders:

• School/faculty

• Alumni

• Advisory Board

Curriculum: • Body of knowledge • Curriculum structure • Courses • Teaching & Learning Approach • Assessment (output-outcomes)

Curriculum Task

Force

Program Learning Outcomes (PLO)

• Academic Senate

• IQF

• Alumni

• Employer

Graduate Profiles

International Accreditation

Agency

BAN-PT/LAM

PEO

Curriculum

Course:

• Assessment

• Evaluation

• Continuous

Improvement

Students

Faculty Staff

Support Staff

Facilities

Teaching & Learning

Governance

Funding

Std. Supp. & Advice

PLO & Output

Program:

• Assessment

• Evaluation

• Continuous

Improvement

Program CQI

Course CQI

Curriculum

Task Force

P

D

C

A

CI

Study Program and Accreditation (1)

Curriculum

Faculty

Teaching, Learning

Facilities

Std. Support

Governance & Financial

3-5 yrs

Graduates with ability in: • Specific knowledge, skill • Problem solving • Communication • Teamwork, management • Critical thinking, negotiating • Life long learning

Professional: • Knowledge, skill • Competence • Self Development • Responsibility • Ethics

Program Educational Objectives

Program Learning

Outcomes

01 - Curriculum

02 – Faculty Staffs

03 – Teaching, Learning

04 - Facilities

Student - 08

Process & CQI - 07

Governance - 06

Student Support - 05

Study Program and Accreditation (2)

01 02

03

04 05

06

07

08

Outcomes

Outcomes Based Accreditation

Outcomes Criteria

IQA Model of Courses

Continuous Quality

Improvement

PLAN • Syllabus, course plan • Standard/criteria

ACTION • Recommendation

for improvement

DO • Implementation of

teaching and learning

CHECK • Exams, quizzes • Project reports

Reported in each semester in the form of course portfolio

Quality Assurance Model: Course

IQA Model of Program

Continuous Quality

Improvement

PLAN • Annual plan • Standard/criteria

ACTION • Recommendation for

improvement

DO • Implementation of annual

plan

CHECK • Monitoring • Assessment • Evaluation

Resources: • Budget • Facilities and

infrastructures • Faculty staffs

QA Unit (Program)

Assessed annually in the form of program assessment

Quality Assurance Model: Program

5 years cycles

PLAN • Annual plan • Standard/criteria

ACTION • Recommendation for

improvement

DO • Implementation of annual

plan

CHECK • Monitoring • Assessment • Evaluation

Resources: • Budget • Facilities and

infrastructures • Faculty staffs

QA Unit (Program)

Reported every 5 years in the form of Self Assessment Report (Nat. Accreditation or Int. Accreditation)

Quality Assurance Model:

Program Accreditation

Quality Framework

REGULAR

Course LO assessment

ANNUAL/BI-ANNUAL

Prog. LO assessment

PERIODIC

Program assessment

EXTERNAL

Accreditation

Monitoring & assessment

Course Syllabus

Curriculum Criteria &

Strategic Plan Accreditation

Criteria Benchmarking

Course Portfolio

PLO Assessment

Report

Program Report

SSR, SAR Reporting

Faculty Staff Program Task

Force Program Task

Force Accreditation

Team Responsibility

• Equivalent to regional qualification framework

• Accreditation criteria should drive the change in education eco-system of HE.

• Focus on outcomes based accreditation.

• Emphasize on continuous quality improvement.

Accreditation

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