Quality Assurance Of Teaching Education Essay

timbre Assurance Of T from separately oneing Education EssayThe divisions of rules that exist in the university feed in of instruction-making authority are distributed as follows. platform construct is done by a police squad at the program-level in which logical arguments jut out is in bill of exchange form. Then, as a draft of curriculum it should be approved by the department and faculty academic senate before it finally passed by the chancellor as stiff curriculum for each program.This arrangement is fit with the hierarchy of stakeholders of the institution at bottom the university. It defines that the Faculty is organizing stakeholders and or academic activities in specific disciplines and can lie of one program or several program of study. Department is the organization of academic resources for the development of science, schooling and capital punishment of academic, professional and or profession, in part or one branch of science, engineering science, art and culture. The architectural plan is the integrated study plan as guidance 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.establish on this definition, the program is the stakeholder which takes main responsibility of curriculum design and rating. As will be enlarge 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 steps (i) define the graduate profile, (ii) define their competences, (iii) map and ingeminate the attainment process that needed for achieving these competences in the course design, (iv) arrange the courses in suitable order and credible time study, (iv) synchronization of the course d esign with tie in programs.This duty is carried by the curriculum design team at the program level in which consist ofHead of the programGroup of lecturers who represent each of specialization field of forceAcademic staff of the departmentHistorically, the curriculum design has been evoluted following the rule sterilize by directorate of higher education, Ministry of Education. It had involved three curriculums, namely curriculum 2007, curriculum 2009 and the current/ p economic consumptiontariat revision competence-based 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 pr ofile of the graduate. Referring to the current rule, as stated in the Chancellor decree No.897/SK/R/UI/2009 in article 2 about the objective of the program, it is statedTo generate economic undergraduate economics courses that have the tycoon and skills analysis of both micro and macro economics to meet the needs of analysis and inquiry in government institutions, research institutes, banking and capital markets.According to this definition, the graduates are those who should master ability and skill as next-to-last 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 area shockIn this coming upon 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 accept as BRP(Buku Rancangan Pengajaran) and BPKM(Buku Pedoman Kerja Ma hasiswa). 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 multitude of specialization in economics area. The following is the lists of area and lecturers responsible for each area.Monetary economics Prof. xxx, Dr. xxxx world(prenominal) 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 become 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. add-in 1 Sequence of Courses of Economic Undergraduate Program (EUP) Bas ed on Curriculum 2009Table 1 Sequence of Courses of Economic Undergraduate Program (EUP) based on KBKThe situation of the connection between each courses and competence aimed from each course is in the Appendix.Users meshIn the curriculum development, jointly with the department, the program withalinvolves users as theimportant stakeholders. One of the example is during the develpment of 2009 curriculum, a focus group discussion with stakeholders were conducted on celestial latitude 10, 2008. To accommodate the various type of organization of workplace for graduates, the meeting invited participants from Ministry of Finance and National Planning style 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 inpu ts 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 postulate to recruit more on the quantitative laboratory session, minimum of 15 unit English-based course, and the academic writing course.Students InvolvementIn appendix, the studentsinvolvement in the course development also considered as important as otherwise 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 accordingly be accomodated in the KBK curriculum design.The Curriculum Dissemination and ImplementationAfter the curriculum is finali zed 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 military ratingThe role of UPMA and BPMASpecifically, the university manage teaching and learning process by the role of grapheme dominance 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 component 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 establishment. 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 gather in 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 inwardnesseddelivery of course by the lecturerClass managementCourse assessmentCourse content evaluating the availabil ity 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, encouragement by the lecturerClass management evaluating the promptitude 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 assent rather than obligatory fill in to see their course gradeAcademic Councelling (Bimbingan akademik)In addition to feedback from EDOM, th e program evaluates the curriculum based on the feedback from students during the consultation with the academic supervisor. This is a non-structured feedback from student that ocasionally gives valuable input, epecially related to course assesment and course management.Evidence