Impact of HE 4.0 on
External Quality
Assurance Principle and
Regional Framework
Dr. Pepen Arifin
Quality Assurance Unit - ITB
[email protected] [email protected]
Asia-Pacific Quality Network (APQN), 3rd Global Summit 2018, Bali, 27-29 August 2018.
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
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