Quality Confidence Of Coaching Education Essay

The divisions of guidelines that exist in the school curriculum-making specialist are distributed as follows. Curriculum design is done with a team at the program-level in which courses design is at draft form. Then, as a draft of curriculum it ought to be approved by the team and faculty academics senate before it finally passed by the chancellor as formal curriculum for each program.

This arrangement is suitable with the hierarchy of stakeholders of the organization within the college or university. It identifies that the Faculty is organizing stakeholders and or educational activities in specific disciplines and can contain one program or several program of analysis. Department is the business of educational resources for the introduction of knowledge, education and implementation of academic, professional and or occupation, partly or one branch of knowledge, technology, fine art and culture. The Program is the built in research plan as information and academic education or job conducted based on a curriculum and directed so that learners can master the data, skills and attitudes relative to curriculum targets.

Based on this definition, the program is the stakeholder which can take main responsibility of curriculum design and evaluation. As will be elaborated below, the process of curriculum development consists of many parties where the program keeps main duty that is preliminary design and determining course composition jointly with the department.

Curriculum Design

The formulation procedure for the curriculum at this program level is taken through several steps: (i) identify the graduate account, (ii) establish their competences, (iii) map and convert the training process that necessary for reaching these competences in the course design, (iv) arrange the classes in suited order and sensible time analysis, (iv) synchronization of the course design with related programs.

This work is taken by the curriculum design team at the program level where contain

Head of the program

Group of lecturers who stand for each of field of expertise area

Academic staff of the department

Historically, the curriculum design has been evoluted following rule place by directorate of higher education, Ministry of Education. It possessed engaged three curriculums, specifically curriculum 2007, curriculum 2009 and the current/executing revision: competence-based curriculum.

Shortly, current undergoing changes in the curriculum is a move from the goal mastery of science and technology into the emphasis on the training process that identifies the context of culture and individuals development in a comprehensive, global / universal. The target now could be to produce graduates who are cultured and able to play a role in the international world. This is known as a competency-based curriculum.

The curriculum development is began by formulation of descriptive profile of the graduate. Discussing the current rule, as explained in the Chancellor decree No. 897/SK/R/UI/2009 in article 2 about the objective of the program, it is known

To generate financial undergraduate economics programs that have the ability and skills analysis of both micro and macro economics to meet the needs of research and research in federal government companies, research institutes, bank and capital market segments.

According to the classification, the graduates are those who should grasp capacity and skill as "junior economist". To be able to achieve this profile of competence, the complete agent of lecturers of each are/lessons was involved to design the correct course composition.

Internal course area meeting

In this achieving each courses area design three important documents: GBPP(Garis-garis Besar Program Pengajaran), SAP(Satuan Acara Perkuliahan) and the syllabus. Within the new term GBPP and SAP are recognized as BRP(Buku Rancangan Pengajaran) and BPKM(Buku Pedoman Kerja Mahasiswa). During the last revision this technique have been conducted for. . . . (isi tanggal rapat koordinasi internal tiap konsentrasi dan matakuliah wajib).

Within this program, the region is several "specialization" in economics area. The following is the lists of area and lecturers responsible for every single area.

Monetary economics: Prof. xxx, Dr. xxxx

International economics: Prof. xxx, Dr. xxxx

Industrial firm: Prof. xxx, Dr. xxxx

Public economics: Prof. xxx, Dr. xxxx

Human tool and labor economics: Prof. xxx, Dr. xxxx

Environmental and natural resource economics: Prof. xxx, Dr. xxxx

Regional economics: Prof. xxx, Dr. xxxx

Work reaching (Rapat Kerja)

In order to make a good coherence and mapping of every course with the graduate account, jointly work appointment were carried. Going back curriculum revision this conference conducted on. . . (Raker Bandung).

The consequence of these process is summarized in the following tables.

Table 1 Sequence of Classes of Economic Undergraduate Program (EUP) Based on Curriculum 2009

Table 1 Collection of Lessons of Economic Undergraduate Program (EUP) predicated on KBK

The detail of the bond between each courses and competence directed from each course is in the Appendix.

User's Involvement

In the curriculum development, jointly with the office, the program also consists of users as the important stakeholders. One of the example is during the develpment of 2009 curriculum, a focus group dialogue with stakeholders were conducted on December 10, 2008. To support the various kind of organization of work area for graduates, the meeting invited members from Ministry of Money and Country wide Planning Company who represented government establishment, NC Sekuritas, Mandiri Sekuritas, Bahana TCW Investment MGT, Danareksa Persero, and PT Pefindo as private instituion associates, participant from the Bank Indonesia (Central Standard bank), and LPEM FEUI and LD FEUI as research institution representative. From this session, there have been valuable inputs as a centered to revised the competence profile in order to be suited with the users' need. For instance is the concentrate on the learning quantitative software, commitment, English proficiency and writing skills. As the effect, within the compulsory 144 unit of training now students must participate more on the quantitative lab session, minimum of 15 product English-based course, and the academic writing course.

Student's Involvement

In addition, the student's participation in the course development also considered as important as other stakeholders. Especially, the students are the key get together of the curriculum implemetation. For this reason, this program also conducted several ending up in each of students bagde, e. g. assembly Dec 19, 2011. In such a meeting there are a few feebacks like the ongoing improvement of writing skills which then be accomodated in the KBK curriculum design.

The Curriculum Dissemination and Implementation

After the curriculum is finalized as formal report of the college or university, the faculty has been disseminating the curriculum for all stakeholders, mainly it focuses on students and lecturers. This is done by two handbook: Buku Panduan Akademik and Buku Katalog Mata Ajar. Furthermore, the program also uses program website to inform lecturer and students about the curriculum.

Figure 1 The Website. . .

Course and curriculum evaluation

The role of UPMA and BPMA

Specifically, the college or university manage coaching and learning process by the role of quality assurance body BPMA(Badan Penjaminan Mutu Akademik) at college or university level and UPMA(Device Penjamin Mutu Akademik) at faculty level. Curriculum implementation then will be watched and audited by these units.

The circuit of curriculum monitoring started by formulation of quality standard then followed by monitoring, internal analysis and lastly the development and augmentation of the curriculum. As well as the role of inner evaluation, the implementation of the curriculum is also inspired by external evaluation such as countrywide accreditation (BAN PT) and AUN itself.

Figure 2 Routine of Curriculum Quality Assurance

In Handbook of Quality Standard shared by college or university, within the quality standard, it is stated that the curriculum component should meet up with the criteria of: point out explicitly the graduates competence, set of learning materials, appropriate grouping of programs, has three main documents of BRP, BPKM and syllabus, and show well connection between lessons to meet the required competence as the training objectives. Furthermore signal it also should show sign of the option of course research in the collection, delivery method, time review allowed and the pass on of workload and college student evaluation system. The cycle is summarized in the next figure.

. . . aspect of audit process. . .

Once the audit by quality guarantee bodies was carried, and at exactly the same time it is the amount of curriculum evaluation, the faculty will appoint a team to review and develop new curriculum. Historically we've two consecutive revision, in 2007 and 2009.

. . . information of the 2007 and 2009 revision

KPTS/449/D/2006: Prosedur Pengembangan dan Perubahan Kurikulum

KPTS/29/D/2008: Pembentukan Panitia Pengembangan Kurikulum FEUI

Student evaluation

The monitoring from scholar perspective to academic progress is transported over following operations


EDOM(Evaluasi Dosen oleh Mahasiswa) is one of the formal intrument to screen coaching process within university or college. This system is implemented based on the Chancellor decree number (isi SK rektor tentang EDOM). As the name of the machine suggests that the evaluation is principally on the performance of the lecturers, the analysis components aren't limited to specific lecturers analysis but also instructing and learning in a variety of aspects.

Evaluation aspects in EDOM includes

Course content

delivery of course by the lecturer

Class management

Course assessment

Course content: analyzing the availability of course syllabus, information of personal references, books and other leaning resources, as well as relevance of tasks with the course aims.

Delivery of course by the lecturer: evaluating the delivery methods (like the implementation of active learning methods, conversation methods), relevance of course materials with the syllabus, reliability among lectures within coaching team, encouragement by the lecturer

Class management: assessing the punctuality of classes, learning atmosphere, the utilization of encouraging facilities, lecturer's attitudes towards opinions and support for students with problems.

Course analysis: assessing the relevance of examination and assignment with the course material, feedback and dialogue on the results of tasks and assessment.

Analysis based on EDOM. . .

Pros: ?

Cons: it isn't completely reflect scholar opinion rather than obligatory fill in to see their course grade

Academic Councelling (Bimbingan akademik)

In addition to feedback from EDOM, the program evaluates the curriculum based on the reviews from students during the assessment with the academics supervisor. That is a non-structured opinions from student that ocasionally provides valuable suggestions, epecially related to course assesment and course management.

Evidence. . .

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