Quality Assurance Of Teaching Education Essay

Quality Assurance Of T all(prenominal)ing Education EssayThe divisions of rules that inhabit in the university pattern-making authority are distributed as follows. Curriculum practice is done by a team at the program-level in which word forms design is in muster form. Then, as a draft of curriculum it should be approved by the de forkment and faculty academic senate before it finally passed by the chancellor as formal curriculum for each program.This arrangement is suitable with the hierarchy of stakeholders of the institution within the university. It defines that the Faculty is organizing stakeholders and or academic activities in specific disciplines and can brood of one program or several program of study. Department is the organization of academic resources for the ontogenesis of science, education and implementation of academic, professional and or profession, in part or one branch of science, technology, art and culture. The Program is the integrated study plan as guida nce and academic education or profession conducted on the basis of a curriculum and aimed so that learners can master the knowledge, skills and attitudes in accordance with curriculum objectives.Based on this definition, the program is the stakeholder which takes main responsibility of curriculum design and evaluation. As will be elaborated below, the process of curriculum development involves many parties in which the program holds main duty that is initial design and determining course structure jointly with the department.Curriculum DesignThe formulation process of the curriculum at the program level is carried through several travel (i) define the graduate profile, (ii) define their competences, (iii) map and translate the cultivation process that needed for achieving these competences in the course design, (iv) arrange the courses in suitable order and intelligent epoch study, (iv) synchronization of the course design with associate programs.This duty is carried by the cu rriculum design team at the program level in which brood ofHead of the programGroup of lecturers who represent each of specialization battlefieldAcademic staff of the departmenthistorically, the curriculum design has been evoluted following the rule great deal by directorate of higher education, Ministry of Education. It had involved three curriculums, namely curriculum 2007, curriculum 2009 and the current/undertaking revision competence- ground curriculum.Shortly, current undergoingchanges inthe curriculumis a shift fromthe targetmastery of scienceand technologyintotheemphasis onthe education processthat refers to thecontext of cultureandhumandevelopmentin a comprehensive,global/universal. The target now is to producegraduates who areculturedand able toplay a rolein the international world.This is knownas acompetency-basedcurriculum.The curriculum development is started by formulation of descriptive profile of the graduate. Referring to the current rule, as stated in the chanc ellor decree No.897/SK/R/UI/2009 in term 2 about the objective of the program, it is statedTo generate economic undergraduate political economy courses that have the ability and skills analysis of both micro and macro economics to meet the needs of analysis and look for in government institutions, research institutes, banking and capital markets.According to this definition, the graduates are those who should master ability and skill as subaltern economist. In order to achieve this profile of competence, the entire representative of lecturers of each are/courses was involved to design the appropriate course structure.Internal course part impactIn this meeting each courses area design three important documents GBPP(Garis-garis Besar Program Pengajaran), SAP(Satuan Acara Perkuliahan) and the syllabus. In the new term GBPP and SAP are recognized as BRP(Buku Rancangan Pengajaran) and BPKM(Buku Pedoman Kerja Mahasiswa). During the last revision this process have been conducted for . (isi tanggal rapat koordinasi internal tiap konsentrasi dan matakuliah wajib).Within the program, the area is a group of specialization in economics area. The following is the lists of area and lecturers responsible for each area.Monetary economics Prof. xxx, Dr. xxxxInternational economics Prof. xxx, Dr. xxxxIndustrial organization Prof. xxx, Dr. xxxxPublic economics Prof. xxx, Dr. xxxxHuman resource and labor economics Prof. xxx, Dr. xxxxenvironmental and natural resource economics Prof. xxx, Dr. xxxxRegional economics Prof. xxx, Dr. xxxxWork meeting (Rapat Kerja)In order to create a good coherence and mapping of each course with the graduate profile, jointly work meeting were carried. For the last curriculum revision this meeting conducted on (Raker Bandung).The result of these process is summarized in the following tables. tabular array 1 Sequence of Courses of Economic Undergraduate Program (EUP) Based on Curriculum 2009Table 1 Sequence of Courses of Economic Undergraduate P rogram (EUP) based on KBKThe detail of the connection between each courses and competence aimed from each course is in the Appendix.Users InvolvementIn the curriculum development, jointly with the department, the programto a faultinvolves users as theimportant stakeholders. One of the example is during the develpment of 2009 curriculum, a focalization group discussion with stakeholders were conducted on December 10, 2008. To accommodate the various type of organization of work for graduates, the meeting invited participants from Ministry of Finance and National Planning Agency who represented government institution, NC Sekuritas, Mandiri Sekuritas, Bahana TCW Investment MGT, Danareksa Persero, and PT Pefindo as private instituion representatives, participant from the Bank Indonesia (Central Bank), and LPEM FEUI and LD FEUI as research institution representative. From this session, there were valuable inputs as a based to revised the competence profile in order to be suitable with the users need. For example is the focus on the mastering quantitative software, loyalty, English proficiency and writing skills. As the result, within the compulsory 144 unit of courses now students are mandatory to move more on the quantitative laboratory session, minimum of 15 unit English-based course, and the academic writing course.Students InvolvementIn addition, the studentsinvolvement in the course development also considered as important as other stakeholders. Especially, the students are the main party of the curriculum implemetation. For this reason, the program also conducted several meeting with each of students bagde, e.g. meeting December 19, 2011. In this meeting there are some feebacks including the continuous improvement of writing skills which then be accomodated in the KBK curriculum design.The Curriculum dissemination and ImplementationAfter the curriculum is finalized as formal document of the university, the faculty has been disseminating the curriculum for all stakeholders, mainly it targets students and lecturers. This was done by two handbook Buku Panduan Akademik and Buku Katalog Mata Ajar. In addition, the program also uses program website to inform lecturer and students about the curriculum.Figure 1 The Website Course and curriculum evaluationThe role of UPMA and BPMASpecifically, the university manage teaching and learning process by the role of lumber assurance body BPMA(Badan Penjaminan Mutu Akademik) at university level and UPMA(Unit Penjamin Mutu Akademik) at faculty level. Curriculum implementation then will be monitored and audited by these units.The cycle of curriculum monitoring started by formulation of quality standard then followed by monitoring, internal evaluation and finally the development and enhancement of the curriculum. In addition to the role of internal evaluation, the implementation of the curriculum is also influenced by external evaluation such as national accreditation (BAN PT) and AUN itself.Figure 2 Cycle of Curriculum Quality AssuranceIn Handbook of Quality Standard published by university, within the quality standard, it is stated that the curriculum grammatical constituent should meet the criteria of mention explicitly the graduates competence, list of learning materials, appropriate grouping of courses, has three main documents of BRP, BPKM and syllabus, and exhibit well connection between courses to meet the required competence as the learning objectives. In addition to this indicator it also should show indicator of the availability of course reference in the library, delivery method, time study allowed and the spread of workload and student evaluation system. The cycle is summarized in the following figure. detail of audit process Once the audit by quality assurance bodies was carried, and at the same time it is the period of curriculum evaluation, the faculty will appoint a team to re sop up and develop new curriculum. Historically we have two consecutive revision, in 2007 and 2009. detail of the 2007 and 2009 revisionKPTS/449/D/2006 Prosedur Pengembangan dan Perubahan KurikulumKPTS/29/D/2008 Pembentukan Panitia Pengembangan Kurikulum FEUIStudent evaluationThe monitoring from student point of view to academic progress is carried over following processesEDOMEDOM(Evaluasi Dosen oleh Mahasiswa) is one of the formal intrument to monitor teaching process within university. This system is implemented based on the Chancellor decree number (isi SK rektor tentang EDOM). While the name of the system suggests that the evaluation is mainly on the performance of the lecturers, the evaluation components are not limited to individual lecturers evaluation but also teaching and learning in various aspects.Evaluation aspects in EDOM includesCourse contentdelivery of course by the lecturer screen out managementCourse assessmentCourse content evaluating the availability of course syllabus, information of references, textbooks and other leaning resources, as well as relevance of assignments with the course objectives.Delivery of course by the lecturer evaluating the delivery methods (including the implementation of active learning methods, discussion methods), relevance of course materials with the syllabus, consistency among lectures within teaching team, boost by the lecturerClass management evaluating the punctuality of sessions, learning atmosphere, the use of supporting facilities, lecturers attitudes towards feedback and support for students with problems.Course assessment evaluating the relevance of examination and assignment with the course contents, feedback and discussion on the results of assignments and examination.Analysis based on EDOM Pros ?Cons it is not completely reflect student opinion rather than obligatory fill in to depend their course gradeAcademic Councelling (Bimbingan akademik)In addition to feedback from EDOM, the program evaluates the curriculum based on the feedback from students during the consultation with the a cademic supervisor. This is a non-structured feedback from student that ocasionally gives valuable input, epecially related to course assesment and course management.Evidence