indonesian accreditation board for engineering education

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

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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

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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


✓ Provisional Accreditation

(PA) scheme

✓ Accreditation to 3


✓ 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.)

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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


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

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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

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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

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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)

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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.

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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


6. Individual & Team Work

7. Communication

8. Computing

Professionalism and

Society

9. Ethics


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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.


2. Problem Analysis


Solutions

4. Investigation


6. The Engineer and

Society

7. Environment and

Sustainability

8. Ethics


Work

10.Communication


and Finance


a

b

c

b

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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.


2. Problem Analysis


Solutions

4. Investigation


6. The Engineer and

Society

7. Environment and

Sustainability

8. Ethics


Work

10.Communication


and Finance


a

b

c

b

d

e

i

i

h

f

g

j

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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

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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.

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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.

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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

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IABEE Accreditation CriteriaAvailable Discipline Criteria for ENG:

✓ Chemical, biochemical, biomolecular engineering and similarly named


✓ 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

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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

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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.)

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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.

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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

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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

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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

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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


33


34


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


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.


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.


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]


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.


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


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)

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Prime Notes @IABEE Awareness Seminar

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Contact us

+628111857171

[email protected]

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

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Terima kasih

Lessons Learned Akreditasi Internasional IABEE

Widjojo A. Prakoso20Mar2021

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IABEE: Accreditation Criteria for Engineering Programs [2020]

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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,

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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,

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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.

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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.

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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.

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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.

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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

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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.

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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.

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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.

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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.

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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.

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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.

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• 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.

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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.

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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.

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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.

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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.

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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.

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• 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.

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• 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.

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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.

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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.

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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.

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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.

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Referensi

• IABEE: Accreditation Criteria for Engineering Programs, 2020• https://www.abet.org/accreditation/accreditation-criteria/criteria-

for-accrediting-engineering-programs-2021-2022/

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