Penjaminan Mutu Pendidikan Tinggi: Gerakan Internasional

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Penjaminan Mutu Pendidikan Tinggi Gerakan
Internasional

• Titi Savitri Prihatiningsih
• Kantor Jaminan Mutu UGM

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(No Transcript)
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To reflect and... Act. The difference between
the poor countries and the rich ones is not the
age of the country, the natural resources, the
intellectuality, the skin color...
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What is the difference then?
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The difference is the attitude of the people,
framed along the years by the education the
culture.
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On analyzing the behavior of the people in rich
developed countries, we find that the great
majority follow the following principles in their
lives
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1. Ethics, as a basic principle. 2.
Integrity. 3. Responsibility. 4. Respect to the
laws rules. 5. Respect to the rights of
other citizens. 6. Work loving. 7. Strive for
saving investment. 8. Will of
super action. 9. Punctuality.
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We are not poor because we lack natural resources
or because nature was cruel to us.
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We are poor because we lack attitude. We lack
the will to comply with and teach these
functional principles of rich developed
societies.
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In Education We Trust !
Picture Sebastião Salgado
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Topik Diskusi

• Klarifikasi Istilah Penjaminan Mutu, Regulasi
  dan Akreditasi dalam Pendidikan Tinggi
• Prinsip Dasar Penjaminan Mutu Pendidikan Tinggi
• Aplikasi di UK
• Aplikasi di USA
• Aplikasi di Australia
• Internasionalisasi Penjaminan Mutu

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Klarifikasi Tiga Istilah
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Tiga Istilah

• Regulasi Akademik (Academic Regulation)
• Penjaminan Mutu (Quality Assurance)
• Akreditasi

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Regulasi Akademik adalah

• The act of regulating and being regulated
• Making rules (defining principles, procedures,
  expectation and accepted practices)
• Ruling (controlling, directing, governing)
• Conforming to rules
• Measurement of performance
• Adjustment
• (Jackson, 1997)

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Penjaminan Mutu (Quality Assurance) adalah

• Upaya untuk memastikan bahwa sistem, proses dan
  prosedur sesuai dengan standar/harapan/rencana/ya
  ng dijanjikan

(Damrong, 2003)
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Quality Assurance in Higher Education is.

• A systematic management and assessment
  procedures adopted by a higher education
  institution or system to monitor performance and
  to ensure achievement of quality outputs or
  improved quality
• (Harman and Lynn Meek, 2000)

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Akreditasi adalah

• Accrediting is the process whereby an
  organisation or agency recognises a college or
  university or a programme of study as having met
  certain pre-determined qualifications or
  standards
• (Selden, 1960)

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Kesamaan (1)

• Tujuan akuntabilitas publik
• Rujukan standar/baku mutu/accepted good
  practices/harapan/peraturan

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Kesamaan (2)

• Penilaian kinerja (performance) kepatuhan
  (conformance) terhadap rujukan
• Dua tahap mekanisme internal oleh institusi ybs
  dan mekanisme eksternal oleh badan independen

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Perbedaan (1)

• Organisasi Pelaksana
• Penjaminan Mutu Pemerintah atau yang ditunjuk
  Pemerintah atau perwakilan universitas
• Akreditasi Organisasi Profesi
• Regulasi Akademik Pemerintah dan atau
  Organisasi Profesi

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Perbedaan (2)

• Publikasi Hasil
• Penjaminan mutu milik publik
• Akreditasi milik pihak yang
  diakreditasi
• Regulasi akademik milik publik
• Partisipasi
• Penjaminan mutu wajib
• Akreditasi sukarela
• Regulasi akademik wajib

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Regulasi Akademik/ Regulasi Pendidikan Tinggi
Penjaminan Mutu
Akreditasi
Multi-stakeholder Multi-level
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Multistakeholder in Higher Education.

• How to achieve the balance

Self-Regulation/Institutional Regulation
B
A
C
External Regulation (National agencies)
Collective Regulation Professional bodies
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Multistakeholder in Higher Education.

• How to achieve the balance

Government
Market
Professional bodies
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Single stakeholder (Pemerintah).

• Dalam sejarah hanya terjadi di Uni Sovyet (Negara
  Komunis)

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Multistakeholder (Pemerintah, Organisasi Profesi,
Masyarakat)

• Di banyak negara

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Multilevel
How to achieve the balance
Tingkat Internasional
Tingkat Nasional
Tingkat Regional
Tingkat Universitas
Tingkat Fakultas
Tingkat Jurusan
Tingkat Program Studi
Tingkat Jurusan
Tingkat Individu (Dosen Karyawan - Mhs
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If there is no balance

• Over-regulation

or
Under-regulation
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Key Principles for QA in Higher Education

• Principle of accountability
• Principle of self-evaluation
• Principle of external peer-review

(Stewart, 1998)
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Principle of Accountability
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Principle of Accountability

• to the providers of funding
• to the users of graduates
• to the licensing authorities
• to the citizens of the country

The Curriculum of educational programme must be
competency (outcome)-based
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Principle of Self Evaluation
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Principle of Self-Evaluation (1)

• Indication of maturity and confidence
  (self-controlled)
• Pre-supposes organisational framework supportive
  of monitoring and evaluation
• Requires procedural arrangements for exercising
  responsibilities

Policies will be implemented without external
pressure for implementation
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Principle of Self-Evaluation (2)

• Internal quality control mechanism as the basis
  for quality improvement
• Continuous
• Internal preparation for the visit of external
  reviewers

To make the visit efficient and effective
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Principle of External Review (1)

• The primary safeguard of QA in Higher education
• Requires national structure to ensure common
  quality framework for all higher education
  institutions

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Principle of External Review (2)

• Wide spectrum of external advice sought
• from external examiners
• From policy makers
• from community
• from practitioners in the profession

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Principles into Practice
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Principle of Accountability (1)

• Stakeholders able to seek evidence that
  competency-basis of the curriculum is being
  implemented and evaluated as claimed

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Principle of Accountability (2)

• Sanctions available to ensure that standards are
  maintained and that proposed remedial action is
  taken

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Principle of Self-Evaluation (1)

• Continuous monitoring and evaluation of the
  operation of the educational program
• Regular audit of effectiveness of systems

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Principle of Self Evaluation (2)

• Regular review of performance against objectives
  of the education program
• Periodic review of curriculum in relation to
  community health care needs

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Principle of External Review

• Willingness to accept external review
• Mechanisms for considering external reports
• Procedures for dealing with recommendations from
  external reviewers

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Implication (1)

• Appropriate national and local organisational
  structure and operational framework to deal with
  QA issues
• Formal institutional committee structure with
  relevant procedures in relation to, e.g.
  planning, approval, and review of courses

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Implication at National Level (1)Harman and
Lynn Meek (2000)

• Responsible Organisation or Agency
• Unit or Section within Government
• Separate Quality Assurance Agency established by
  Government
• Separate Quality Assurance Agency established
  collectively by higher education institutions
• Agency established jointly by the Government and
  higher education institutions

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Implication at National Level (2)

• Participation in reviews and other activities
• Voluntary
• Compulsory
• Voluntary, with some measure of
  pressure/persuasion

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Implication at National Level (3)

• Methodologies of review and assessment
• Self-study or self-evaluation
• Peer review by panels or experts, usually with
  use of external panel members and site visits
• Analysis of statistical information or use of
  performance indicators
• Surveys of students, graduates, employers and
  professional bodies
• Testing the knowledge, skills and competencies of
  students

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Implication at National Level (4)

• Focus
• National reviews of disciplines
• reviews of research only
• reviews of teaching only
• reviews of combination of research, teaching
  and other activities

• Focus
• Institutional Evaluations
• reviews of teaching only
• reviews of research only
• reviews of quality assurance processes
• Comprehensive reviews teaching, research,
  management, and quality assurance process

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Implication at National Level (5)

• Focus comprehensive of national evaluations of
  higher education system
• Purposes
• Accountability
• Improvement and renewal
• Combination of purposes

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Implication at National Level (6)

• Reporting and Follow-up Activities
• Report provided solely to the institution or unit
  concerned
• Report solely for the institution and published
• Formal reports to the Ministry
• Public Reports
• Performance funding
• Accreditation or validation
• Improvement and renewal activities

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Principles into Practice Example in UK
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Historical Precedent forQA in Higher Education

• In UK, Council for National Academic Awards
  (CNAA) set up in 1960s to validate courses in
  non-university institutions
• CNAA insisted on (a) an organisational
  framework for evaluation (b) a wide
  consultation on goals of courses and
  (c) a constant, critical appraisal of
  evaluation system

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CNAA Emphasis (1979)

• Regular monitoring and evaluation of course
  operation and teaching
• Monitoring and evaluation to be done by staff
  teaching the course and by the institution
• Purpose to maintain standards

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Q.A in UK Higher Education

• Government argues (1987) that quality in
  universities will be judged by (a) academic
  standards of courses (b) teaching quality (c)
  student achievements
• Government links funding with assessment of
  quality (1991)
• Funding Councils introduce subject-by-subject
  assessment of quality

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1997 Quality Assurance Agency (QAA)
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Conceptual FrameworkStandard-based QA HE di UK
Institutional
Collective
National
6. Code of Practice as the basis for external
review
5. External Examiner
4. Subject Benchmarks
3. Accredited Teaching Staff
Increasing level of security
2. Program Specification and progress files
1. National Qualification Framework
Increasing level of Comparability
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Tingkat Nasional
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Point of Reference Standard-based QA HE UK

• National level 10 Codes of Practice
• Code of Practice for Program Approval,
  Monitoring and Review
• Code of Practice for Students with Disability
• Code of Practice for Student Assessment
• Code of Practice for Student Support
• Code of Practice for the Assurance of Quality
  and Standards in Higher Education
• Code of Practice for Placement Learning
• Code of Practice for External Examining
• Code of Practice for Postgraduate Research
  Program
• Code of Practice for Collaborative Learning
• Code of Practice for Career Education,
  Information and Guidance

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National Qualification Framework
1 Certificate C level Certificates for Higher Education To have a sound knowledge of the basic concepts and have learned how to take different approaches to solving problems
2 Intermediate I level Foundation degrees, Diploma, Bachelor degrees To have a sound understanding of the principles in their field of study and will have learned to apply those principles widely
3 Honours H level Bachelor degrees with honours To have developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline
4 Masters M level Masters degree, postgraduate certificates, postgraduate diplomas To have shown originality in the application of knowledge, and understand how the boundaries of knowledge are advanced through research
5 Doctoral D level Doctorates To create and interpret knowledge which extends the forefront of a discipline, usually through original research. To conceptualise, design and implement research projects to generate the significant new knowledge and understanding. Ability to make informed judgment on complex issues, innovation in solving problems in specialist field
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National QA BodyQuality Assurance Agency (QAA)

• Assessment against Aims and Objectives
• Assessment of the student learning experience and
  Student Achievement
• Assessment by Peer Review
• Combination of internal and external Assessment

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Scottish Higher Education Funding Council (SHEFC)

• Curriculum Design, Content and Organisation
• Teaching, Learning and Assessment
• Student Progression and Achievement
• Student Support and Guidance
• Learning Resources
• Quality Assurance and Enhancement

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Conceptual FrameworkStandard-based QA HE di UK
Institutional
Collective
National
6. Code of Practice as the basis for external
review
5. External Examiner
4. Subject Benchmarks
3. Accredited Teaching Staff
Increasing level of security
2. Program Specification and progress files
1. National Qualification Framework
Increasing level of Comparability
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Tingkat Kolektif
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Point of ReferenceStandard-based QA HE di UK

• Di Tingkat Kolektif dilakukan oleh asosiasi
  disiplin ilmu
• Subject Benchmark is statements that desribe the
  attributes, skills and capabilities that a
  graduate in a specific subject might be expected
  to have. Each statement has been written by a
  group of academics from the subject area. It is
  not a curriculum

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Point of ReferenceStandard-based QA HE di UK

• External Examiner

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Conceptual FrameworkStandard-based QA HE di UK
Institutional
Collective
National
6. Code of Practice as the basis for external
review
5. External Examiner
4. Subject Benchmarks
3. Accredited Teaching Staff
Increasing level of security
2. Program Specification and progress files
1. National Qualification Framework
Increasing level of Comparability
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Tingkat Institusi
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Point of ReferenceStandard-based QA HE di UK (5)

• Di Tingkat Institusi/ Program Studi
• Program Specification is a concise description of
  the intended outcomes of learning from a higher
  education programme and the means by which these
  outcomes are achieved and demonstrated.
• Program Specification should make explicit the
  intended learning outcomes and helps students to
  understand the teaching learning methods that
  enable the outcomes to be achieved, the
  assessment methods to demonstrate the achievement
  and the relationship of the study programme with
  national qualification framework and other
  professional qualification

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Contoh Aplikasi di USA
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STUDI BANDING SISTIM AKREDITASI - KASUS AMERIKA
SERIKAT
P E M E R I N T A H
3000 UNIVERSITAS, FAKULTAS, PROFESI DAN
MASYARAKAT
MUTU

MENETAPKAN STANDAR-STANDAR
15 ANGGOTA
MENGAKUI DAN MENGKOORDINASIKAN
MENJAMIN KELANCARAN DAN KEAMANAN BANTUAN
KEUANGAN PEMERINTAH PUSAT
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Aplikasi di Australia
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Australian Universities Quality Agency
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Australian Quality Assurance Framework
States/Territories Accreditation Based on
National Protocols
Australian University Agency Audit
Universities Responsibles For Academic Standards
Performance data, QA Research
Australian Qualification Framework National
Register and Award Description
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Internationalisation of Quality Assurance
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Higher Education Relevance in the 21st Century

• Production in the context of its application
• Transdisciplinary
• Heterogenity in skills
• Diversity in management
• Social accountability
• Broadly based system of quality control

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European Network of Quality Assurance in HE

• Comparable degrees
• Credit accumulation transfer
• Free movement for students and staffs
• European cooperation in quality assurance
• European dimension in quality assurance

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ASEAN University Networkfor QA (AUN-QA)

• Strive to implement the QA system
• Institute a QA exchange and program
• Common recognisition of QA system
• Cross-external audits
• Quality criteria for core activities

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