1
Indonesian Accreditation Board for Engineering Education (IABEE)
© IABEE 2021
IABEE
AWARENESS SEMINAR FOR
INTERNATIONAL ACCREDITATION
Prof. Dr.-Ing. Misri Gozan, IPU
BATAP LAM TEKNIK IABEE
Sabtu, 20 Maret 2021
Tuan rumah:
Role of PEs in Engineering Education
PE = Professional Engineeer
Mostly:“Personal” Approach
“Some” are Invited in:- Giving lecture- Reviewing
Curriculum
Main Roles:- Developing Main Discipline
Curriculum- Discussion and consultation forums
Program Approach
Role of PEs in Engineering Education
Mostly:Institutional Approach
Through PII:- Together setting the
Discipline Criteria in Accreditation
- Curriculum Development
- “More” PEs involved in Accreditation Processes
Program Approach
Main Roles:- Developing Main Discipline
Curriculum- Discussion and consultation forumsPE = Professional Engineeer
4
1
IEA, Washington Accord, Seoul Accord
International Educational Accords
Common Criteria, Criteria Guide, & Discipline Criteria
Kriteria Akreditasi IABEE
Provisional Accreditation, General Accreditation
Persyaratan Kelayakan
RPEA, Online Evaluation System
Rules & Procedures for Evaluation & Accreditation
What IABEE is, its standings, goals, & its jurney
Tentang IABEE
2
3
4
5
6Kesan Pelajaran
Math & Sci, Capstone, etc
5
Tentang IABEE
❑ IABEE is an accreditation agency for engineering and computing higher
education programs in Indonesia
❑ IABEE accreditation is an international-level accreditation and is
voluntary, unlike the mandatory accreditation by BAN-PT/LAM-PS
❑ IABEE accreditation is a means to improve quality of higher education and
accountability to the society by implementing Outcome-based Education
❑ Accreditation Criteria developed by IABEE follow substantial equivalency
requirements setup by the Washington Accord (for engineering programs)
and the Seoul Accord (for computing programs)
❑ The Accords are multilateral agreements between institutions responsible
for higher education program accreditation that work together to help the
mobility of engineering/computing practitioners
6
About IABEE
❑ The Accords require that the
accrediting body is independent
from the government (NGO),
therefore IABEE is established as
an autonomous organization within
the Institution of Engineers
Indonesia (PII)
❑ IABEE was initiated by DGHE of
MoEC in 2013, and developed
with the support from JICA
❑ IABEE was declared in November
18, 2015, and inaugurated in
March 13, 2018.
7
7-year timeline
2015-16
Early establishment
✓ Steering committee for
IABEE establishment
✓ MoU between GOI &
JICA/JABEE
✓ Criteria Committee
establishment
✓ Development of
Accreditation Criteria
(Common Criteria &
Criteria Guide) for
engineering programs
2013-14 2018-192016-17
About IABEE
2014-15 2020-beyond
Development #1 Development #2 Pilot accreditation Accreditation & recognition
Further recognition
✓ Evaluation &
Accreditation
Committee
establishment
✓ Evaluator Trainer
Training #1 (by
JABEE, ABET, EA,
CAST)
✓ Development of Rules
& Procedures for
Evaluation &
Accreditation
✓ Development of Online
Evaluation System
✓ Development of
Discipline Criteria
(ENG)
✓ Evaluator trainer
training #2
✓ MoU between DG
Belmawa & PII: IABEE
as an independent
body within PII
✓ Evaluator trainer training
#3
✓ Pilot accreditation to 2
engineering programs
✓ Provisional Accreditation
(PA) scheme
✓ Accreditation to 3
engineering programs
✓ Evaluator recruitment, In-
house evaluator training
✓ CC+CG, DC for computing
✓ 2018 Accreditation cycle
run in 2 batches
✓ Accredit 60 programs in
total (ENG+COM, GA+PA)
✓ Submit provisional
signatory membership
proposal to WA
✓ Run 2019 Accreditation
cycle
✓ Recruit more evaluators
✓ Plan to incorporate LAM-
PS Teknik
✓ Run future Accreditation
cycles
✓ Submit signatory
membership to WA,
receive WA verification
team (2020-21)
✓ Submit provisional
signatory membership
proposal to Seoul Acc.
✓ Submit proposal to other
accords (Sidney Acc.)
8
International Educational Accords
http://www.ieagreements.org/
Educational AccordsCompetence Recognition/Mobility
Agreements
Washington
Accord
Sydney
Accord
Dublin
Accord
International
Professional
Engineers
Agreement
International
Engineering
Technologists
Agreement
Agreement for
International
Engineering
Technicians
APEC
Engineers
Engineers Technologists Technicians Professional Engineers
Engineering Technologists
Engineering Technicians
Professional Engineers
(APEC Region)
International Engineering Alliance (IEA)
IEA is an umbrella organization for 7 international agreements which establish and enforce
amongst their members internationally-benchmarked standards for engineering education and
what is termed “entry level” competence to practice engineering
“How do we build mutual understanding among nations about the quality of engineers who enter the
globally connected workplace?” George Peterson, WA Secretariat 2001-2007
9
Education and Training in the Formation of a Practicing Engineer
International Educational Accords
Accredited Programs
Training & experience
Practice
“The education stage is followed
by a period of supervised training
while gaining experience in
engineering practice”
Meet standard of
engineering education
Meet standard for
professional competencyObserve code of conduct
& maintain competence
Graduate Attributes: indicate that
program’s objectives are satisfiedProcess to be a professional
engineer: Japan’s case
Graduates completed HEIs etc.
1st step Professional Eng. Examinaiton
Assoc. Professional Engineer
Re
g.
JABEE Graduates
Engineer-in-training
2nd step Professional Eng. Examinaiton
Re
g.
Professional Engineer
Co
nti
nu
ou
s le
arn
ing
International Qualification
10
Substantial Equivalence & the Washington Accord
➢ Basis of agreement of the Washington Accord: substantially equivalent accreditation systems leading to recognition of substantial equivalent of programs in satisfying academic requirements for the practice of engineering at professional level
➢ Graduates of accredited programs in any signatory country are recognized by the other signatory countries as having met the academic requirements for entry to the practice of engineering
the
Washington
Accord
P1P2
ABC
P1
P2
P3P4
P5
ABET
P1
P2P3
P4
JABEE
P1
P2
XYZ
P1
P2
P3
IABEE
PX
Signatory’s
jurisdiction
A Program accredited outside member’s jurisdiction is not recognized by the WA
11
Washington Accord Membership
Founding Members:
➢ ABET (USA)
➢ Engineers Canada
➢ ECUK (UK)
➢ EA (Australia),
➢ EngIRE (Ireland)
➢ IPENZ (New Zealand)
ABET
Engr. CanadaECUK
EngIRE
EA
IPENZFounded in 1989 by 6 founding members, currently has 20
signatory members and 8 provisional signatory members
IABEE admitted as
provisional
signatory member
in June 2019
12
Washington Accord Membership
Accreditation Bodies Provisional Status Signatory
6 Founding Members 1989
HKIE (Hong Kong) No system at that time 1995
ECSA (South Africa) 1994 1999
JABEE (Japan) 2001 2005
IES (Singapore) 2003 2006
BEM (Malaysia) 2003 2009
ASIIN (Germany) 2003 but was removed in 2013
ABEEK (RP Korea) 2005 2007
IEET (Chinese Taipei) 2005 2007
AEER (Russia) 2007 2012
NBA (India) 2007 2014
IESL (Sri Lanka) 2007 2014
MUDEK (Turkey) 2010 2011
PEC (Pakistan) 2010 2017
COE (Thailand) Submitted in 2010 but was differed
IEB (Bangladesh) 2011
CAST (PR China) 2013 2016
PTC (The Philippines) 2013
ICACIT (Peru) 2014 2018
CFIA (Costa Rica) 2015
CACEI (Mexico) 2016
ACREDITA CI (Chile) 2018
IABEE 2019 (June in Hongkong 2022 * (in process,
mohon doanya)
13
The Seoul AccordAccord for Computing & IT related programs
➢ Computing and IT related fields are classified as a different category of
profession from engineering.
➢ Established in 2008 as a multi-lateral agreement among agencies responsible
for accreditation or recognition of tertiary-level computing and IT-related
qualifications.
➢ Founding members: ABEEK (Korea), ABET (USA), JABEE (Japan), Australian
Computer Society, British Computer Society and Canadian Information
Processing Society. The first 3 are signatories of the WA and the last 3 are
computer societies.
➢ The Hong Kong Institution of Engineers (HKIE) and the Institution of Engineering
Education Taiwan (IEET), which are both signatories of WA joined the Seoul
Accord later. Engineers Ireland, Institute of IT Professional New Zealand and
The Philippine Information and Computing Accreditation Board are provisional
members.
14
The Graduate Attributes
➢ Graduate attributes form a set of individually assessable outcomes that are the components indicative of the graduate's potential to acquire competence to practice at the appropriate level
➢ Graduate attributes are clear, succinct statements of the expected capability, qualified if necessary by a range indication appropriate to the type of program
➢ The Graduate Attributes provide a point of reference for Accord’s Signatories and Provisional Members to develop outcomes-based accreditation criteria of a substantially equivalent qualification for use by their respective jurisdictions
1. Engineering Knowledge
2. Problem Analysis
3. Design/development of
Solutions
4. Investigation
5. Modern Tool Usage
6. The Engineer and
Society
7. Environment and
Sustainability
8. Ethics
9. Individual and Team
Work
10.Communication
11.Project Management
and Finance
12.Life-long Learning
Elements of Graduate Attribute Profile for the
Washington Accord and Seoul Accord
1. Academic Education
2. Knowledge for Solving
Computing Problems
3. Problem Analysis
4. Design/Development of
Solutions
5. Modern Tool Usage
6. Individual & Team Work
7. Communication
8. Computing
Professionalism and
Society
9. Ethics
10.Life-long Learning
15
The WA Graduate Attributes & IABEE Criteria of
Learning Outcomes (a)-(j)
a. Kemampuan menerapkan pengetahuan matematika, ilmu
pengetahuan alam dan/atau material, teknologi informasi
dan keteknikan untuk mendapatkan pemahaman
menyeluruh tentang prinsip-prinsip keteknikan.
b. Kemampuan mendesain komponen, sistem dan/atau
proses untuk memenuhi kebutuhan yang diharapkan di
dalam batasan-batasan realistis, misalnya hukum,
ekonomi, lingkungan, sosial, politik, kesehatan dan
keselamatan, keberlanjutan serta untuk mengenali dan/atau
memanfaatkan potensi sumber daya lokal dan nasional
dengan wawasan global.
c. Kemampuan mendesain dan melaksanakan eksperimen
laboratorium dan/atau lapangan serta menganalisis dan
mengartikan data untuk memperkuat penilaian teknik.
1. Engineering Knowledge
2. Problem Analysis
3. Design/development of
Solutions
4. Investigation
5. Modern Tool Usage
6. The Engineer and
Society
7. Environment and
Sustainability
8. Ethics
9. Individual and Team
Work
10.Communication
11.Project Management
and Finance
12.Life-long Learning
a
b
c
b
16
The WA Graduate Attributes & IABEE Criteria of
Learning Outcomes (a)-(j)d. Kemampuan mengidentifikasi, merumuskan, menganalisis
dan menyelesaikan permasalahan teknik.
e. Kemampuan menerapkan metode, keterampilan dan piranti
teknik yang modern yang diperlukan untuk praktek keteknikan.
f. Kemampuan berkomunikasi secara efektif baik lisan maupun
tulisan
g. Kemampuan merencanakan, menyelesaikan dan
mengevaluasi tugas didalam batasan-batasan yang ada.
h. Kemampuan bekerja dalam tim lintas disiplin dan lintas
budaya.
i. Kemampuan untuk bertanggung jawab kepada masyarakat
dan mematuhi etika profesi dalam menyelesaikan
permasalahan teknik.
j. Kemampuan memahami kebutuhan akan pembelajaran
sepanjang hayat, termasuk akses terhadap pengetahuan
terkait isu-isu kekinian yang relevan.
1. Engineering Knowledge
2. Problem Analysis
3. Design/development of
Solutions
4. Investigation
5. Modern Tool Usage
6. The Engineer and
Society
7. Environment and
Sustainability
8. Ethics
9. Individual and Team
Work
10.Communication
11.Project Management
and Finance
12.Life-long Learning
a
b
c
b
d
e
i
i
h
f
g
j
17
Outcomes-based Accreditation
OBE & program accreditation
Not accreditedAccredited
P? Study Program Program’s Learning
Outcomes
Graduates
Needs of the society (minimum req.)
The Washington Accord covers 4-year undergraduate engineering degree programs under Outcome-based Education approach
➢ OBE is an educational theory that bases each part of an educational system around goals (outcomes)
➢ By the end of the educational experience, each student (graduate) should have achieved the goals (the outcomes) →Assessment is a part of OBE
➢ There is no single specified style of teaching or assessment in OBE; instead, classes, opportunities, and assessments should all help students achieve the specified outcomes.
➢ The role of the faculty adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes targeted
18
Principles of IABEE Accreditation
✓ Voluntary, internally driven (program attitude
towards quality); and therefore accreditation is not
the purpose, rather a means for improvement
✓ Accreditation is based on Learning Outcomes,
which is self-determined by the program according
to the vision, identity and uniqueness, resources,
and user needs; and therefore accreditation is not
to rank nor to compare among programs
✓ International equivalency (IEA graduate attributes)
✓ Third-party evaluation (independent, autonomous,
NGO)
✓ Accountable to society (outcome-based,
answering the need of stakeholders)
The Significance of IABEE
Accreditation
❑ For students and graduates:
Gain education basics that meet
global standards, in line with science
and technology development,
support career and professional
success, and wider employment
opportunities
❑ For programs and education
institutions:
By voluntary nature, programs
demonstrate a commitment to
provide quality education and global
recognition.
❑ For industry, government and
stakeholders:
Opportunity to provide feedback on
employment needs, facilitate
professional mobility, more
accountable to the community.
19
IABEE Accreditation CriteriaThe Central Role of Criteria
in IABEE Accreditation
❑ As the reference for
Program to conduct self-
evaluation
❑ As the reference for IABEE
evaluators to review
Program’s Self-Evaluation
Report
❑ As the basis for IABEE to
award accreditation status
➢ Accreditation Criteria followed by IABEE follow an
outcome-based accreditation model which ensures the
students achieve certain learning outcomes
(knowledge, skill, and attitudes) needed to the practice
of engineering/computing profession upon graduation.
➢ Accreditation Criteria consists of Common Criteria, its
elaboration in Criteria Guide, and Discipline Criteria.
➢ Common Criteria are composed with the intention of
assuring the quality of education and to foster a
systematic continual quality improvement that satisfies
the need of its constituencies in a dynamic and
competitive environment.
➢ Discipline Criteria provide specific requirements in the
area of curricular topics and faculty qualifications for
the interpretation of the baccalaureate level as
applicable to a given discipline.
20
IABEE Accreditation Criteria: Common Criteria
COMMON
Criteria
C
3
A
4
P
1
D
2
11. Autonomous Professional Profile as PEO
2. APP Publicity & Review System
3. Program Learning Outcomes
2
1. Curriculum & Syllabus
2. Faculty: quality, quantity, role in student learning
3. Students & Academic Atmosphere
4. Facility: adequacy, proper & safe operations
5. Institutional Responsibility
31. Effective Assessment of Learning Outcomes
2. Assurance of LO Attainment by Graduates
4 1. Continual Improvement based on LO Assessment
2. Maintenance & Access of Documents & Records
21
IABEE Accreditation CriteriaAvailable Discipline Criteria for ENG:
✓ Chemical, biochemical, biomolecular engineering and similarly named
engineering programs
✓ Environmental engineering and similarly named engineering programs
✓ Ocean engineering and similarly named engineering programs
✓ Agricultural and/or biosystem engineering
✓ Agroindustrial engineering
✓ Civil engineering and similarly named engineering programs
✓ Earth and Energy engineering
✓ Electrical, computer, communications, telecommunication engineering
and similarly named engineering programs
✓ Engineering physics and similarly named engineering programs
✓ Geodetic, geomatics engineering
✓ Industrial engineering and similarly named engineering programs
✓ Materials, metallurgical engineering and similarly named engineering
programs
✓ Mechanical engineering
✓ Nuclear engineering and similarly named engineering programs
✓ New engineering
4-Elements of the Common
Criteria of Accreditation
1) Orientation of the
Graduate Competence
2) Learning Implementation
(Curriculum, Faculty,
Student & Academic
Atmosphere, Facility,
Institutional Support)
3) Assessment of the
Expected Learning
Outcomes
4) Continual Improvement
based on LOs evaluation
22
To be accredited, a program shall meet:✓ Accreditation Criteria
➢ Common Criteria➢ Criteria Guide➢ Discipline Criteria ➢ Category Criteria (S1/S2/S3, but currently not-
available beyond S1)✓ Rules and Procedures of Evaluation and Accreditation
(RPEA)
IABEE Accreditation Criteria
Available Discipline Criteria for COM:
✓ Computer science / informatics and similarly named
programs
✓ Information systems and similarly named programs
✓ Information technology and similarly named programs
✓ Software engineering and similarly named programs
✓ Computer systems and similarly named programs
4-Elements of the Common
Criteria of Accreditation
1) Orientation of the
Graduate Competence
2) Learning Implementation
(Curriculum, Faculty,
Student & Academic
Atmosphere, Facility,
Institutional Support)
3) Assessment of the
Expected Learning
Outcomes
4) Continual Improvement
based on LOs evaluation
23
A Quick look on the Common CriteriaAll Criteria documents are available for download from IABEE website
High school graduates
Students & learning implementation
Graduates
Autonomous Professional
Profile
• Envisaged APP
is defined as
PEO (1.1) and
informed to all
faculty,
students, and
general public
(1.2.)
• Learning Outcomes are
established based on the
envisaged APP, Common
Criteria requirements (1.3.1
and 1.3.2), and Discipline
Criteria (1.3.3.)
• Performance indicators,
assessment plan and method
are defined for each LO
(1.3.3.)
• Curriculum (2.1)
• Faculty (2.2)
• Students &
academic
atmosphere (2.3)
• Facility (2.4)
• Institutional
responsibility (2.5)
• Entry
requirements
(2.3) are
defined &
announced
• Continual improvements based on LOs evaluation (4.1)
• Documents, records, and improvements are maintained
(4.2)
• LOs attainment is measured
(3.1.) and assured for the
graduates (3.2.)
24
Accreditation types
❑ IABEE offers two types of accreditation, namely General
Accreditation and Provisional Accreditation. Each accreditation
type entails specific eligibility requirements for programs to apply.
❑ General Accreditation (GA) is intended for programs seeking
international recognition through IABEE accreditation.
❑ Provisional Accreditation (PA) is intended for programs newly
adopting an outcome-based education system and have not yet
produced graduates under the system. A program applying for PA
will be evaluated to measure its potentials of meeting the
Accreditation Criteria within a foreseeable future. PA is an
accreditation status that is not recognized at the international level.
25
EligibilityGeneral Accreditation Provisional Accreditation
(1) The associated Program Operating Institution (POI) has
obtained National Accreditation for Institution status with a
minimum rank of “B”.
(2) The Program has obtained National Accreditation status
ranked “A”.
(3) The Program is a bachelor-level program in an engineering
or computing discipline with a curricular study period of
four years, and with a total course-load of a minimum of
144 credit units.
(4) The Program is at least in the 4th year of continuous
Outcome-Based Education (OBE) implementation.
(5) The OBE shall include assessment and evaluation of the
Learning Outcomes of the students.
(6) By the time of the on-site visit evaluation, the Program has
produced at least one graduate under its OBE system.
(7) The Program has established and publicized the
Autonomous Professional Profile statement formulated as
its educational objectives.
(8) The Program has established and publicized its Learning
Outcomes as the basis for developing its curriculum and
learning methods.
(1) The associated Program Operating Institution has obtained
National Accreditation for Institution status with a minimum
rank of ‘B’.
(2) The Program has obtained National Accreditation status at
least ranked “B”.
(3) The Program is a bachelor-level program in an engineering
or computing discipline with a curricular study period of
four years, and with a total credit of a minimum of 144
credit units.
(4) The Program has implemented Outcome-Based Education
(OBE) at least for one year before applying for the
evaluation.
(5) The Program has established and publicized the
Autonomous Professional Profile statement formulated as
its educational objectives.
(6) The Program has established and publicized its Learning
Outcomes as the basis for developing its curriculum and
learning methods
26
Evaluation for Accreditation Procedures (2021/2022 cycle)
Application/ Registration
EligibilityCheck
On-site Visit
Program Profile & SER Submission
Series of Desk/Initial Review
EvaluatorFinal Report
Program ResponseEvaluator Exit
Statement
DisciplineHarmonization
EACHarmonization
AccreditationCouncil
Evaluation Team
31 Mar 2021
27
Indicative Schedule of Accreditation Evaluation Cycle
28
Indicative Schedule of Accreditation Evaluation Cycle
29
Evaluation & Decision for General Accreditation
❑ Program will be judged against each of these 12 criteria (1.1 to 4.2)
❑ Four possible judgments for each criterion: (A)cceptable, (C)oncern, (W)eakness, or (D)eficiency
❑ Program will be accredited if there is no “D”
❑ 5-year accreditation (full) will be granted if Program receives “A” or “C” judgments
❑ 3-year accreditation (interim) will be granted if Program has “W”(improvement report and evaluation required)
❑ Program granted a “Not-Accredited” status is given a chance to appeal
No Kata kunci Kriteria Nilai
1.1 Formulasi Profil Profesional Mandiri A/C/W/D
1.2 Publikasi Profil Profesional Mandiri A/C/W/D
1.3 Formulasi Capaian Pembelajaran Lulusan A/C/W/D
2.1 Kurikulum A/C/W/D
2.2 Dosen A/C/W/D
2.3 Mahasiswa & Suasana Akademik A/C/W/D
2.4 Fasilitas A/C/W/D
2.5 Tanggung Jawab Institusi A/C/W/D
3.1 Penilaian CPL yang Efektif A/C/W/D
3.2 Pemenuhan CPL oleh Lulusan A/C/W/D
4.1 Evaluasi & Perbaikan Berkelanjutan A/C/W/D
4.2 Pemeliharaan Dokumen & Rekaman A/C/W/D
30
Evaluation & Decision for Provisional Accreditation
❑ A program applying for PA will be evaluated to measure its potential of meeting the Accreditation Criteria within a foreseeable future.
❑ For each criterion a “Yes” or “No” judgement followed by evaluator’s comments shall be made in conclusion, indicating the potential of the program to meet the criterion within 2-4 years.
❑ Potential programs will be granted a “Provisionally Accredited” status
❑ Non-potential programs will be given a “Not Accredited” status
No Kata kunci Kriteria Nilai
1.1 Formulasi Profil Profesional Mandiri Yes/No
1.2 Publikasi Profil Profesional Mandiri Yes/No
1.3 Formulasi Capaian Pembelajaran Lulusan Yes/No
2.1 Kurikulum Yes/No
2.2 Dosen Yes/No
2.3 Mahasiswa & Suasana Akademik Yes/No
2.4 Fasilitas Yes/No
2.5 Tanggung Jawab Institusi Yes/No
3.1 Penilaian CPL yang Efektif Yes/No
4.1 Evaluasi & Perbaikan Berkelanjutan Yes/No
4.2 Pemeliharaan Dokumen & Rekaman Yes/No
31
IABEE Website & Online Evaluation System
32
IABEE Website & Online Evaluation System
33
IABEE Website & Online Evaluation System
34
IABEE Website & Online Evaluation System
35
A Possible Preparation Strategy for Program wishing to
apply IABEE Accreditation
Learn IABEE Common & Discipline Criteria,
RPEA
General review of your curriculum &
education system
OBE+PDCA design
Staff conditioning
Implement OBE + PDCA
Recruit new students
Measure & assess PLOs development
Apply Provisional Accreditation to IABEE (optional)
Continue OBE+PDCA Implementation for 2nd year
PA granted (optional)
Continue OBE+PDCA for 3rd year
1st graduate of OBE system expected
Apply General Accreditation to IABEE
Submit Self Evaluation Report & Program Profile
Desk evaluation by IABEE
Onsite visit
Accreditation
status granted
20252020 2021 2022 2023 2024
Assumption: The Pogram considers to adopt OBE in 2020
36
Important Accreditation DocumentsAll are available for download from IABEE Website
❖ Common Criteria & Criteria Guide (COM & ENG)
❖ Discipline Criteria (COM & ENG)
❖ Rules and Procedures for Evaluation and Accreditation (RPEA)
❖ Rules and Procedures for Accreditation-related Committees (RPARC)
❖ Program Profile (Ikhtisar Program Studi) template
❖ Self-Evaluation Report template (for preparation/study purposes only,
the official template is available from the Online Evaluation System
through Program Representative’s account once his/her program has
been registered in the system)
37
Focused Topics
@IABEE Awareness Seminar
Kesan Pelajaran
GA vs PA
• IABEE GA is under WA, PA is not
• PA is a readiness review of a program provided only once by IABEE to programs preparing for GA in the near future
• ONLY GA accredited program is substantially equivalent to programs accredited by WA’s signatory member
• Therefore, PA is not an international accreditation recognized by international community under WA (Note: PA is also not recognized as internationalaccreditation by Dikti)
• Provisional accredited (PA) program shall not make statement that implies its accreditation as an international accreditation in any publication
• Being Provisional accredited (PA), program is not a guarantee that the program will be accredited in future evaluation for GA. Instead, it implies that the program is generally in the right track provided necessary shortcomings are addressed consistently with sound evidences.
Sebab Umum Tidak Terakreditasi
Umumnya saat mendaftar salah persepsi kelayakan (eligibility) yang akhirnya bermasalah saat evaluasi
1. Belum OBE
2. Kriteria Kurikulum Sains Dasar
3. Pengalaman Major design (capstone) project
4. Pengukuran Program’s learning outcomes
5. Isu K3 pada fasilitas
6. Tidak memahami dan mengikuti prosedur akreditasi IABEE
Sains Dasar (MAFIKI)
• Minimum 20% or 29 SKS (CC). Note: certain discipline criteria may require more
• Basic science is NOT basic knowledge of the the program’s discipline, BUT natural science
• Natural science is different from engineering science. Engineering science is closely related to engineering topics relevant to the the program’s discipline
• A course cannot be categorized as math & natural science if by removing its engineering content, the course loses its meaning. Such subjects belong to the engineering science category
• Math & natural science courses need to be clearly distinguished from engineering science courses
Sebab Umum Tidak Terakreditasi
Complex Engineering Problem
1.3.(d). (CC) Ability to identify, formulate, analyze, and solve complex engineering problems.
1.3.d.1. (CG) Engineering problem solving involves iterative activities incorporating the definition of the problem, development of solution alternatives, selection of best alternative, application of solution, evaluation and validation of solution against multiple problem constraints, and revision of solution.
Note on characteristic of complex engineering problem: involving wide-ranging or conflicting technical issues, having no obvious solution, addressing problems not encompassed by current standards & codes, diverse groups of stakeholders, including many component parts or sub-problems, involving multiple disciplines, or having significant consequences in a range of contexts.
Sebab Umum Tidak Terakreditasi
Major (Capstone) Design Project [1]
2.1.1. (CC) Curriculum shall include the following subject areas:
(a) Mathematics and discipline-specific natural sciences …
(d) Engineering design and problem-based experiments. …
2.1.1.1.(CG)… Engineering design is the process of devising a system, component, or process to meet desired needs. It is a decision-making process, in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet the stated needs.
Sebab Umum Tidak Terakreditasi
Major (Capstone) Design Project [2]2.1.4. (CC) The Curriculum shall ensure that students are exposed to engineering practices and major design project experience which incorporates engineering standards and multiple realistic constraintsbased on knowledge and skills acquired in preceding coursework.
2.1.4.1 (CG) The Program must provide opportunity to students to develop competence in practical application of engineering skills, combining theory and experience along with the use of other relevant knowledge and skills. Training in engineering practices may be supported by several courses (subjects) but should culminate in a major design project. This major project serves as a capstone for the program which requires students to integrate knowledge and skills acquired in earlier coursework [i.e. capstone design]
Sebab Umum Tidak Terakreditasi
Major (Capstone) Design Project [3]
• Capstone design is a culminating course that allows students who are nearing graduation to “put together” the knowledge and skills they have acquired in their program and apply it to a major project or assignment
• Examples of constraints are accessibility, aesthetics, cost, ergonomics, functionality, legal considerations, maintainability, manufacturability, marketability, policy, regulations, schedule, standards, sustainability, or usability.
• Due to their complexity of the problem, it is naturally expected that capstone design projects shall have a reasonably substantial course credit load assigned to them.
Sebab Umum Tidak Terakreditasi
Program LO Assessment
• An assessment for each LO must be available
• Assessment shall base on direct measurement (with rubrics) and indirect measurements (surveys)
• LO statements are general in nature, further descriptions and formulation of performance indicators are required
• Analysis of the assessment results may be carried out using representative sampling approach.
• The results of the LO measurement shall be analyzed and become the basis for the continual improvement
• Assessment documents and records need to be maintained and can be accessed by lecturers
Sebab Umum Tidak Terakreditasi
Don’t Do List [1]
• Tidak memahami / mengikuti prosedur / langkah evaluasi IABEE. (mis. tidakmengisi informasi yang diperlukan di IABEE Online Evaluation System)
• Kurangnya struktur & organisasi dalam bukti pelaporan (misalnya tidak adaindeks, tidak ada ringkasan atau narasi yang membahas bukti tertentu, dll.)
• SER (Laporan evaluasi diri) ceroboh
• Mengklaim kelayakan tanpa pertimbangan matang tentang kesiapan aktual
• Tidak memenuhi SKS minimal MAFIKI perguruan tinggi
• Mengabaikan keamanan di fasilitas yang digunakan oleh program
Don’t Do List [2]
• Tidak mengajukan reakreditasi satu tahun sebelum berakhirnyaakreditasi demi kelancaran akreditasi
• saat menerapkan evaluasi untuk GA, tidak memiliki lulusan dengankepatuhan kriteria kurikulum OBE
• Tidak menindaklanjuti / memperbaiki kekurangan 'Kelemahan' secarasubstansial dalam status Akreditasi Interim
• Penilaian LO berdasarkan rumus konversi nilai mata kuliah
• Kebijakan institusi dapat menyebabkan ketidaksesuaian dengankriteria IABEE (siswa pindahan, kebijakan kelulusan kursus)Tidak adapengalaman langsung dari eksperimen di laboratorium sains & teknik
PII Edusquad: PRIORITIES Workshop
• PRIORITIES: Program for Redesigning and Implementing Outcomes-based Curriculum, Teaching-Learning- Assessment and Evaluating Systematically (OBE, PEO, SO, Curriculum, Assessment, Change management)
• Intended for chiefs/chairs of program and academic institution, quality assurance unit, and faculty members
• Types of training: • Regular (minimal 10 person) • In-house (maximum 30 persons)
• Contacts: [email protected]• Reguler: Eva Eliza (08111857171) • In-house: Leni S.Heliani (081804001460)
49
Prime Notes @IABEE Awareness Seminar
50
Contact us
+628111857171
https://iabee.or.id
IABEE Secretariat
Gedung Menara Palma,
Lt. 12 Regus Room No. 1206,
Jl. H. R. Rasuna Said, Setiabudi,
Jakarta Selatan, DKI Jakarta 12950
51
Terima kasih
Lessons Learned Akreditasi Internasional IABEE
Widjojo A. Prakoso20Mar2021
1
IABEE: Accreditation Criteria for Engineering Programs [2020]
2
Expected Learning Outcomes
Program shall establish its expected Learning Outcomes which consist of abilities to utilize knowledge, skills, resources and attitudes as described in the following (a) to (j) items to be acquired by the student at the time of completion of the study:a) an ability to apply knowledge of mathematics, natural and/or
materials sciences, information technology and engineering to acquire comprehensive understanding of engineering principles,
b) an ability to design components, systems, and/or processes to meet desired needs within realistic constraints in such aspects as law, economic, environment, social, politics, health and safety, sustainability as well as to recognize and/or utilize the potential of local and national resources with global perspective,
3
Expected Learning Outcomes
c) an ability to design and conduct laboratory and/or field experiments as well as to analyze and interpret data to strengthen the engineering judgment,
d) an ability to identify, formulate, analyze, and solve complex engineering problems,
e) an ability to apply methods, skills and modern engineering tools necessary for engineering practices,
f) an ability to communicate effectively in oral and written manners,g) an ability to plan, accomplish, and evaluate tasks under given
constraints,
4
Expected Learning Outcomes
h) an ability to work in multidisciplinary and multicultural team,i) an ability to be accountable and responsible to the society and
adhere to professional ethics in solving engineering problems, andj) an ability to understand the need for life-long learning, including
access to the relevant knowledge of contemporary issues.
5
ELO: Criteria GuideAbility to design components, systems, and/or processes to meet desired needs within realistic constraints ... • The ability to design components, systems, and/or processes is the
hallmark competence of engineering education. Design implies the ability to utilize multidimensional thinking with knowledge of global perspective to develop components, systems, and/or processes to achieve specific objectives. It is not limited to drawing a plan, but also refers to the synthesis of various academic disciplines and technologies to pursue practicable solutions to a problem that does not necessarily have one correct answer.
6
ELO: Criteria GuideAbility to design components, systems, and/or processes to meet desired needs within realistic constraints ... • Design also involves a process of optimization which considers
multiple realistic constraints, such as law, economic, environment, social, politics, health and safety, and sustainability as well as utilization of the knowledge of culture, society and available resources.
7
ELO: Criteria GuideAbility to identify, formulate, analyze, and solve complex engineering problems.• Engineering problem solving involves iterative activities incorporating
the definition of the problem, development of solution alternatives, selection of best alternative, application of solution, evaluation and validation of solution against multiple problem constraints, and revision of solution.
• This competence should include the ability to:• utilize techniques and methods for performing engineering works comprising
survey, data analysis, planning, design, operation and maintenance.• apply the engineering logical thinking for handling both of the design and
troubleshooting context.• utilize creative/innovative thinking and knowledge creation/co-creation skills.
8
Curriculum
• Subject areas:a) Mathematics and discipline-specific natural sciencesb) Discipline-specific engineering science and technologyc) Information and communication technologyd) Engineering design and problem based experimentse) General education, which includes morality, ethics, socio-culture,
environment and management
9
Curriculum
• Curriculum development shall consider input from Program stakeholders.
• Curriculum shall indicate the structural relationship and contributions of the subject courses to fulfill Learning Outcomes. Procedures, including syllabus, shall be established and documented so that the expected learning process can be implemented in a controlled way.
10
Curriculum
• Curriculum shall ensure that the students are exposed to engineering practices and major design project experience using engineering standards and multiple realistic constraints based on knowledge and skills acquired in preceding course work.
11
Curriculum: Criteria GuideCurriculum devotes adequate attention and time to each component, consistent with the Program Learning Outcomes, which include (expressed as percentage of total coursework load in SKS):• A minimum of 20% of a combination of college level mathematics and
basic sciences (some with experimental experience) appropriate to the discipline. Basic sciences are defined as courses such as biological, chemical, or physical sciences.
12
Curriculum: Criteria GuideCurriculum devotes adequate attention and time to each component, consistent with the Program Learning Outcomes, which include (expressed as percentage of total coursework load in SKS):• A minimum of 40% of engineering topics, consisting of engineering
sciences and engineering design appropriate to the student's field of study. The engineering sciences have their roots in mathematics and basic sciences but carry knowledge further toward creative application. These studies provide a bridge between mathematics and basic sciences on the one hand and engineering practices on the other. Engineering design is the process of devising a system, component, or process to meet desired needs. It is a decision-making process, in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet the stated needs.
13
Curriculum: Criteria GuideCurriculum devotes adequate attention and time to each component, consistent with the Program Learning Outcomes, which include (expressed as percentage of total coursework load in SKS):• A maximum of 30% general education components that complement
the technical content of the curriculum and are consistent with the Learning Outcomes.
14
ABET: Criteria for Accrediting Engineering Programs [2021 – 2022]
• Basic sciences are disciplines focused on knowledge or understanding of the fundamental aspects of natural phenomena. Basic sciences consist of chemistry and physics and other natural sciences including life, earth, and space sciences.
• College-level mathematics consists of mathematics that requires a degree of mathematical sophistication at least equivalent to that of introductory calculus.
• For illustrative purposes, some examples of college-level mathematics include calculus, differential equations, probability, statistics, linear algebra, and discrete mathematics.
15
ABET: Criteria for Accrediting Engineering Programs [2021 – 2022]
• Engineering sciences are based on mathematics and basic sciences but carry knowledge further toward creative application needed to solve engineering problems. These studies provide a bridge between mathematics and basic sciences on the one hand and engineering practice on the other.
16
Curriculum: Discipline CriteriaCivil and Similarly-named Engineering Programs:• The program shall prepare graduates to be proficient in applied
mathematics and natural sciences relevant to civil engineering, in a minimum of three recognized major civil engineering areas (namely structural, project management, geotechnical, water resources, environmental, and transportation), in conducting civil engineering experiments and analyzing and interpreting the resulting data, and in designing and integrating all professional components of the curriculum. The program shall also prepare graduates to explain basic concepts in management, business, public policy, and leadership, and explain the importance of ethics and professional licensure.
17
Curriculum: Criteria GuideCurriculum development shall consider input from Program stakeholders.• The Program should demonstrate on how to develop the curriculum
and to assure the requirement of the society, industry and professional fields.
• There must be a documented, systematically utilized, and effective procedure describing the way to meet the need of stakeholders and to review the curriculum periodically to ensure its consistency with the institutional mission, the stakeholders needs, and these criteria.
• The Program should provide sufficient opportunity for the stakeholders to discuss Program educational objectives/Profile of Autonomous Professionals, and to foster closer collaboration.
18
Curriculum: Criteria GuideCurriculum must indicate the structural relationship and contributions of the subject courses to fulfill Learning Outcomes. Procedures, including syllabus, shall be established and documented so that the expected learning process can be implemented in a controlled way.• The Program shall describe how the curriculum content and structure
are aligned to enable the attainment of Program Learning Outcomes by students.
• The Program should describe how specific requirements of each curricular area in Common Criteria or Discipline Criteria can be met, both in terms of load and depth of the curricular content.
19
Curriculum: Criteria GuideCurriculum shall ensure that students are exposed to engineering practices and major design project experience which incorporates engineering standards and multiple realistic constraints based on knowledge and skills acquired in preceding coursework.• The Program must provide opportunity to students to develop
competence in practical application of engineering skills, combining theory and experience along with the use of other relevant knowledge and skills. Training in engineering practices may be supported by several courses (subjects) but should culminate in a major design project. This major project serves as a capstone for the program which requires students to integrate knowledge and skills acquired in earlier coursework.
20
Curriculum: Criteria GuideCurriculum shall ensure that students are exposed to engineering practices and major design project experience which incorporates engineering standards and multiple realistic constraints based on knowledge and skills acquired in preceding coursework.• The Program shall define curriculum subjects to optimally support
mainstream discipline specific requirements and to provide opportunity for students to acquire practical experience in implementing the subjects in an actual working environment.
21
ABET: Criteria for Accrediting Engineering Programs [2021 – 2022]
• Complex engineering problems include one or more of the following characteristics: involving wide-ranging or conflicting technical issues, having no obvious solution, addressing problems not encompassed by current standards and codes, involving diverse groups of stakeholders, including many component parts or sub-problems, involving multiple disciplines, or having significant consequences in a range of contexts.
22
ABET: Criteria for Accrediting Engineering Programs [2021 – 2022]
• Engineering design is a process of devising a system, component, or process to meet desired needs and specifications within constraints. It is an iterative, creative, decision-making process in which the basic sciences, mathematics, and engineering sciences are applied to convert resources into solutions. Engineering design involves identifying opportunities, developing requirements, performing analysis and synthesis, generating multiple solutions, evaluating solutions against requirements, considering risks, and making trade- offs, for the purpose of obtaining a high-quality solution under the given circumstances.
• For illustrative purposes only, examples of possible constraints include accessibility, aesthetics, codes, constructability, cost, ergonomics, extensibility, functionality, interoperability, legal considerations, maintainability, manufacturability, marketability, policy, regulations, schedule, standards, sustainability, or usability.
23
Faculty
• The Program shall provide necessary number, qualification and competence of faculty members for performing learning process, including planning, delivering, evaluating, and continually improving its effectiveness in order to achieve the Learning Outcomes.
24
Faculty: Criteria Guide• The Program shall describe qualifications of the faculty and their
adequacy to cover all curricular areas and to meet any applicable criteria.
• This description should include the composition, size, experience and the extent and quality of faculty member involvement in interactions with students, student advising, and oversight of the Program.
• The Program shall provide detailed descriptions of professional development activities for each faculty member and how activities such as sabbaticals, travel, workshops, seminars, etc., are planned and supported.
25
Faculty: Discipline CriteriaCivil and Similarly-named Engineering Programs:• Faculty members teaching courses on design should have either
certification of professional engineer or qualification through experience in engineering design and practices.
26
Assessment of Learning Outcomes
• The Program shall ensure that an effective assessment process of Learning Outcomes based on established performance indicators is implemented and maintained at planned intervals using appropriate methods.
• The Program shall ensure that graduates of the program achieve all expected Learning Outcomes.
27
Referensi
• IABEE: Accreditation Criteria for Engineering Programs, 2020• https://www.abet.org/accreditation/accreditation-criteria/criteria-
for-accrediting-engineering-programs-2021-2022/
28