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Capacity Building in Quality Assurance and Accreditation in Higher Education in the Asia Pacific Region

Capacity Building in Quality Assurance and Accreditation in Higher Education in the Asia Pacific Region M. K. Tadjudin Chair National Accreditation Board for Higher Education, Indonesia Presentation outline Quality assurance in higher education

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Capacity Building in Quality Assurance and Accreditation in Higher Education in the Asia Pacific Region

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  1. Capacity Building in Quality Assurance and Accreditation in Higher Education in the Asia Pacific Region M. K. Tadjudin Chair National Accreditation Board for Higher Education, Indonesia

  2. Presentation outline • Quality assurance in higher education • Approaches to quality assurance in higher education • Capacity building steps to quality assurance in higher education • Case study Indonesia

  3. Quality is a distinguishing characteristic guiding students and higher education institutions

  4. Quality assurance in higher education has become not only a national issue but also a global one.

  5. Quality assurance is the basis of a well functioning education system

  6. Drivers of quality in HE • Funding: Competing for diminishing funds • Stakeholders’ demands • Market forces

  7. Approaches to quality (1) • The different educational systems and the different stages of maturity of the institutions and systems mean there different approaches to QA • Some systems use more than one approach

  8. Approaches to quality (2) • AUDIT: A check on an organization’s explicit or implicit claims about itself --> Are your processes effective ? • ASSESSMENT: An evaluation that results in a grade --> How good are your outputs ? • ACCREDITATION: Evaluation whether an institution qualifies for a certain status --> Are you fit to be approved ?

  9. Approaches to quality (3) Accreditation Audit Assessment

  10. Approaches to quality (4) • All these processes can be carried out internally by the institution themselves or by an external body • Self-assessment and self-accreditation would normally not be seen as credible • However an institution could self-assess or self-accredit, so that the external process becomes a validation (or rebuttal) audit of the institution’s own conclusions

  11. Capacity building steps • Which approach ? • Which methodology ?

  12. Determinants • Educational system • Maturity of the HE system

  13. Case study: Indonesia

  14. Indonesian tertiary educations qualifications framework

  15. Maturity of Indonesian HE system • Immature system • Wide variety in stage of development of institutions and programs • Wide variety of quality within programs in different institutions • Wide variety quality between programs within institutions

  16. Approach and methodology ? • Establishment of the National Accreditation Board for Higher Education • Program accreditation • Ranking of results

  17. Problems & constraints • Huge number of programs • Limited number of experts • Limited number of reviewers • Limited funding

  18. TYPE OF INSTIT-UTIONS LEVEL OF ACCREDITATION ACCRE-DITED D-3 STUDY PROGRAMS NUMBER OF D-3 STUDY PROGRAMS ACCREDITED D-3 FROM TOTAL D-3 STUDY PROGRAMS A B C D State Univer-sities 12 10.6% 58 51.4 % 39 34.5 % 4 3.5 % 113 16.2 % 464 17.0 % 24.4 % Private Univer-sities 43 8.9 % 209 43.5 % 218 45.3 % 11 2.3 % 481 89.4 % 2013 73.9 % 23.9 % Institute for Religious Studies 0 0 % 0 0 % 0 0 % 0 0 % 0 0 % 44 1.6 % 0 % Service Institutes 0 0 % 7 50.0 % 7 50.0 % 0 0 % 14 2.6 % 204 7.5 % 6.9 % TOTAL 55 9.0 % 274 45.1 % 264 43.4 % 15 2.5% 608 2725 22.3 % Accreditation results of Diploma (D-3) programs (25 Aug 2004)

  19. TYPE OF INSTIT-UTIONS LEVEL OF ACCREDITATION ACCRE-DITED S-1 STUDY PROGRAMS NUMBER OF S-1 STUDY PROGRAMS ACCREDITED S-1 FROM TOTAL S-1 STUDY PROGRAMS A B C D State Univer-sities 307 23.0 % 697 52.1 % 317 23.7 % 16 1.2 % 1337 25.7 % 1805 25.2 % 74.1 % Private Univer-sities 266 8.0 % 1537 46.3 % 1364 41.1 % 152 4.6 % 3319 63.3 % 4246 61.6 % 78.2 % Institute for Religious Studies 46 9.3% 250 50..6 % 157 31.8 % 41 8.3 % 494 8.4 % 807 12.7 % 61.2 % Service Institutes 3 8.3 % 14 55.6 % 10 33.3 % 0 2.8 % 27 0.6 % 37 0.6 % 73.3 % TOTAL 622 12.0 % 2498 48.3 % 1848 35.7 % 209 4.0 % 5177 6895 75.1 % Accreditation results of S-1 programs (25 Aug 2004)

  20. TYPE OF INSTITU-TIONS LEVEL OF ACCREDITATION ACCRE-DITED S-2 PROGRAMS ACCREDITED S-2 FROM TOTAL S-2 STUDY PROGRAMS U B T State Univer-sities 223 77 % 67 23 % 0 0 % 290 75 % 378 69 % 77 % Private Univer-sities 48 55.3 % 41 43.5 % 1 1.2 % 90 23 % 136 25 % 66 % NUMBER S-2 STUDY PROGRAMS Institute for Religious Studies 9 100 % 0 0 9 2 % 37 7% 24 % Service Institutes 0 0 0 0 0 0 TOTAL 272 72.3 % 103 27.4% 1 0.3% 389 551 71 % Table 3: S-2 2001 - 2002

  21. TYPE OF INSTIT-UTIONS LEVEL OF ACCREDITATION ACCRE-DITED S-2 STUDY PROGRAMS NUMBER OF S-2 STUDY PROGRAMS ACCREDITED S-2 FROM TOTAL S-2 STUDY PROGRAMS A B C D State Universities 15 27.8 % 26 48.1 % 13 24.1 % 0 0 % 54 57.4 % 378 69 % 14.3 % Private Univer-sities 3 7.5 % 14 35.0 % 18 45.0 % 5 12.5 % 40 445.1 % 136 25 % 29.4 % Institute for Religious Studies 0 0 % 0 0 % 0 0 % 0 0 % 0 0 % 37 7 % 0 % Service Institutes 0 0 % 0 0 % 0 0 % 0 0 % 0 0 % 0 0 % TOTAL 18 19.1 % 40 42.6 % 31 33.0% 5 5.3 % 94 551 17.1 % Accreditation results of S-2 programs (Jan 2003 - Aug 2004).

  22. Study to change from program accreditation to institutional accreditation

  23. Terima Kasih

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