IEOM M Gzn Global Engineering Education.pptx

Education

1. Global Engineering Education Prof. Dr-Ing Ir. Misri Gozan, IPU IABEE Chair of Executive Committee Hosted by UNS, Indonesia IEOM, September 16th, 2021

2. Outline Engineer Education Pathways Why we need accreditation Indonesia Education Challenges & Experience Global Nearest Challenge

3. Engineering Education pathway Engineer Education Pathway Why we need accreditation Indonesia Education Challenges & Experience Global Nearest Challenge

4. Engineers in Action always consider 4 Engineering in Engineering and Design is characterized by the creation and management of engineering information Technical Side Human Side Pekerjaan Rekayasa

5. Engineering Education & Career 5 Learning Process Professional Engineering Practice Learning Objective Learning Outcomes Graduate Attribute > Engineering Education Program Learning Start Initional Profesional Competence Professional Career mapping

6. Engineering Value Chain International Recognition (AER, ACPE, APEC, dst ) Bachelor/Vocational Degreee Engineer in Training ( Insinyur ) IPP (Junior PE) IPM/IPU (Senior/ Advanced PE)

7. International Educational Accords http://www.ieagreements.org/ Educational Accords Competency Recognition/Mobility Agreement Washington Accord Sydney Accord Dublin Accord International Professional Engineers Agreement International Engineering Technologists Agreement Agreement for International Engineering Technicians APEC Engineers Professional Engineers Professional Technologists Professional Technicians Professional Engineers Professional Engineers (APEC Region) International Engineering Alliance (IEA) The IEA is the umbrella organization for 7 international treaties that establish and implement among their members international standards for engineering education and so-called "entry-level" competencies for engineering practice. “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 Professional Technologists Professional Technicians

8. Education and Training in the Formation of a Practicing Engineer International Educational Accords “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 competency Observe code of conduct & maintain competence Graduate Attributes: indicate that program’s objectives are satisfied Process to be a professional engineer: Japan’s case Graduates completed HEIs etc. 1 st step Professional Eng. Examinaiton Assoc. Professional Engineer Reg. JABEE Graduates Engineer-in-training 2 nd step Professional Eng. Examinaiton Reg. Professional Engineer Continuous learning International Qualification

9. IABEE Learning Outcomes Criterion vis-à-vis WA Graduate Attribute Exemplar 9 Engineering Knowledge Problem Analysis Design/development of Solutions Investigation Modern Tool Usage The Engineer and Society Environment and Sustainability Ethics Individual and Team Work Communication Project Management and Finance Life-long Learning b i h an ability to apply knowledge of mathematics, natural and/or materials sciences, information technology and engineering to acquire comprehensive understanding of engineering principles 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 an ability to design and conduct laboratory and/or field experiments as well as to analyze and interpret data to strengthen the engineering judgment an ability to identify , formulate, analyze , and solve engineering problems an ability to apply methods , skills and modern engineering tools necessary for engineering practices an ability to communicate effectiv ely in oral and written manners an ability to plan, accomplish, and evaluate tasks under given constraints an ability to work in multidisciplin ary and multicultural team an ability to be accountable and responsible to the society and adhere to professional ethics in solving engineering problems an ability to understand the need for life-long learning , including access to the relevant knowledge of contemporary issues i f g j a b c d e

10. Outcomes-based Accreditation OBE & program accreditation Not accredited Accredited 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

11. 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.

12. The Accreditation Criteria: Common Criteria COMMON Criteria C 3 Learning Outcomes Assessment A 4 Continual Improvement P 1 Orientation of Graduate Competence D 2 Learning Implementation 1 Autonomous Professional Profile as PEO APP Publicity & Review System Program Learning Outcomes 2 Curriculum & Syllabus Faculty: quality, quantity, role in student learning Students & Academic Atmosphere Facility: adequacy, proper & safe operations Institutional Responsibility 3 Effective Assessment of Learning Outcomes Assurance of LO Attainment by Graduates 4 Continual Improvement based on LO Assessment Maintenance & Access of Documents & Records 12 Common Criteria & Criteria Guide are available for download from https://iabee.or.id/en/accrediation/accreditation-criteria/common-criteria/ and https://iabee.or.id/en/accrediation/accreditation-criteria/criteria-guide/

13. Why we need accreditation Engineer Education Pathway Why we need accreditation Indonesia Education Challenges & Experience Global Nearest Challenge

14. Quality Assurance Cycle in Engineering Higher Education 14 Learning Process Professional Engineering Practice Learning Objective Learning Outcomes Graduate Attribute > Engineering Education Program Learning Start Initional Profesional Competence Professional Career mapping Graduate Attribute dari IEA (WA) Interests and Expectations National Professional community Institution Industry Benchmarking The function of Accreditation is to ensure this process occurs

15. Educating Professionals Who Understand Risk Need Quality Assurance 15

16. 16 Educating Professionals Who Understand Risk Need Quality Assurance

17. Indonesia Education Challenges & Experience Engineer Education Pathway Why we need accreditation Indonesia Education Challenges & Experience Global Nearest Challenge

18. 1994 1996 1999 National Accreditation Council (BAN-PT) 1 st Accreditation (bachelor) Program 1 st Accreditation Postgraduate Program 2003 2012 Compulsory Institutional accreditation Law no 12/2012 on Higher Education 2015 2019 Establishment of IABEE WA Provisional Status Accreditation Culture in (Engineering) Education 2022 WA Signatory

19. Our Educational Challenges in Indonesia

20. 260 million inhabitants 17,504 islands 1,905 Million km² ~2.7 Million New Students/ yr

21. Engineering 5,106 4 k 2 k Programs 0 k Economic Education Sociology Health & Med ~ 5% target Akreditasi Internasional IABEE international Programs

22. Engineering 1,024,321 1 M 0.5 M Student Number Economic Education Sociology Health & Med 0 M Engineering Students

23. 23 Number of trained Program Evaluators 1795 854 233 Number of programs accredited by mandatory National Accreditation System in 2019 (ranked A, B, and C) Programs eligible for IABEE General Accreditation (rank A) A B C Engineering Accreditation Workload

24. IABEE accredited General Accrediation = 42 Programs

25. Supports from Academics : Program Associations Higher Education Institution Associations Professionals : Chapters in PII Leading Engineering and HE Societies Government : Ministry of Research, Technology and Higher Education  Ministry of Education JABEE & JICA ABET Other WA members 25

26. PII Permanent Body for Program Accreditation 26 Auditors International Committee Public Affairs Committee Criteria Committee Board of PII Finance Committee Appeal Board Sub-Committee for Washington Accord Accreditation Council Sub-Committee for Seoul Accord Executive Committee Secretariat Evaluation & Accreditation Committee 　 Criteria Committee establishes and approves the Accreditation Criteria which form the basis for the program evaluation. In charge of conducting periodic reviews and revisions of the Accreditation Criteria Evaluation & Accreditation Committee 　 develops RPEA & RPARC, evaluation instruments, Online Evaluation System It also plans, conducts and monitors the program accreditation processes, and recommends accreditation status to the Accreditation Council. Accreditation Council validates the results of accreditation and ensures that the right process has been carried out Appeal Board appointed to hear appeals; judges whether an evaluation/accreditation decision was right or wrong, when the party affected by it thinks that it was wrong

27. Establishment Steering Committee Criteria Committee Dev’t of Common Criteria for engineering programs 2013-14 2014-15 Development #1 Evaluation & Accreditation Committee Dev’t of RPEA O’seas Evaluator Training Awareness Seminars 2015-16 Development #2 Online Evaluation System Discipline Criteria O’seas Evaluator Training Establishment within PII Awareness Sem. 2016-17 Start accreditation O’seas and IABEE Evaluator Training Pilot Accreditation Evaluation General Accr . (5P) Provisional Accreditation (6P) Awareness Sem. 2018-19 Accredit & recognize IABEE Inauguration IABEE Evaluator Tr. General Accred. (28P ) Provisional Accred. (18P ) Submit proposal for WA provisional status Awareness Sem. 2020-beyond Further recognition Run Accreditation cycles Submit proposal for WA signatory status Receive WA verification team (2021) O ur journey … 27

28. 3 The Institution of Engineers Indonesia (PII) Tasked by the 1 st president of the Republic of Indonesia, Ir. Djuanda & Ir Rooseno established PII in 1952 PII took part in establishing technical higher education institutions, such as ITB, ITS, and Universitas Indonesia (Eng. Faculty) PII founded Indonesia Institute of Technology (ITI) PII developed Professional Engineer certification, assisted by IEAust Indonesian PE certification equivalency in APEC & ASEAN Engineering Law No. 11/2014 established PII as registering body of PE in Indonesia Establishment of IABEE as a permanent & autonomous body of PII, tasked to conduct program accreditation 1952 1959/ 61/64 1984 1997 2003 2014 2016 2019 IABEE admitted as provisional signatory in the WA 23 Engineering Chapters in PII 2021 IABEE expects WA Verification review to become signatory PII registered 41,730 members; 15,000 PEs with 8,003 of them are IPM and IPU, 624 AER, and 1,126 ACPE-R

29. Agricultural & Biosystem Agroindustrial Chemical, Biochemical, Biomolecular Civil Earth & Energy Electrical, Computer, Communications, Telecomunications Environ-mental Engineering Physics Geodetic, Geomatic General Specific Learning Outcomes, Faculty, and/or Curriculum Requirements in ENG Disciplines: DISCIPLINE Criteria Industrial Materials, Metallurgical Mechanical Nuclear Ocean 29 PII's role in determining Discipline Criteria (Special Criteria set by Chambers inside PII and related associations) Discipline Criteria are set together with BK in PII available for download from https://iabee.or.id/en/accrediation/accreditation-criteria/discipline-criteria/

30. IABEE Statistics 30 Number of trained Program Evaluators 1795 854 233 Number of programs accredited by mandatory National Accreditation System in 2019 (ranked A, B, and C) Programs eligible for IABEE General Accreditation (rank A) A B C Year Number of Accredited Programs 2016 2 2017 3 2018 27 2019 10 2020 15

31. Substantial Equality & Washington Agreement Washington Accord basis: a system of substantially equivalent accreditation leading to recognition of substantially equivalent programs in meeting the academic requirements for the practice of engineering at a professional level Graduates of an accredited program in any signatory country recognized by another signatory country have met the academic requirements for entry into engineering practice WA P1 P2 ABC P1 P2 P3 P4 P5 ABET P1 P2 P3 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

32. PII is embracing Global Engineering Accreditation System Preparation > 2013 Provisional Status (2019) Full Signatory (2022) Preparation > 2016 Launching oleh MM (2021) Operasional (2022) Preparation > 2018 Provisional Status (2021) Full Signatory (2024) Next step Preparation > 2021 Provisional Status (?) Full Signatory (?) Bachelor of Eng. S1 ICT Vokasi , Sarjana , Pasca Sarjana , PS PPI Vocational Eng. Bachelor of Arch.

33. Global Nearest Challenges Engineer Education Pathway Why we need accreditation Indonesia Education Challenges & Experience Global Nearest Challenge

34. Global Mobility has been curtailed There is a significant reduction of mobility due to restriction imposed by many government. Three phases of mobility in 2020 Mobility lockdowns: January to May 2020 . In this early phase, countries introduced a raft of travel restrictions and health requirements to respond to the fast-evolving public health situation. In the first three months of the year, many completely closed most points of entry and/or banned travel from affected regions. By the end of March, governments and authorities in the subnational areas had issued or extended 43,300 travel measures, and every country, territory and area worldwide was subject to at least 70 travel bans. Movements of all kinds were dramatically curtailed from March to May as populations sheltered under national lockdowns. Phased reopening: June to September 2020 . The next phase of the crisis response brought the staggered reopening of some points of entry, especially of airports, also land and maritime ports. . Bans on travellers from or crossing through particular areas were increasingly replaced during this period by health measures, including certificates of pre-departure COVID-19 tests, quarantine measures or health declaration forms. During this phase, different strategies began to crystallize. Responses to new outbreaks and virus mutations: October to December 2020 . The remainder of the year was a mixed picture, as countries sought to both build their capacity to operationalize health measures in place of travel restrictions, while battling a second (and in some cases, third) wave of infections and grappling with the emergence of new variants of the virus. Benton, Meghan, Jeanne Batalova , Samuel Davidoff-Gore and Timo Schmidt. 2021. COVID-19 and the State of Global Mobility in 2020. Washington, D.C., and Geneva: Migration Policy Institute and International Organization for Migration. Retrieved 19.06.2021. https://reliefweb.int/sites/reliefweb.int/files/resources/mpi-covid19-impact-global-mobility_final.pdf .

35. Travel measures (ban etc ) during Covid Benton, Meghan, Jeanne Batalova , Samuel Davidoff-Gore and Timo Schmidt. 2021. COVID-19 and the State of Global Mobility in 2020. Washington, D.C., and Geneva: Migration Policy Institute and International Organization for Migration. Retrieved 19.06.2021. https://reliefweb.int/sites/reliefweb.int/files/resources/mpi-covid19-impact-global-mobility_final.pdf .

36. Travel Measures Implemented in Different World Regions, by Type, March – December 2020 Benton, Meghan, Jeanne Batalova , Samuel Davidoff-Gore and Timo Schmidt. 2021. COVID-19 and the State of Global Mobility in 2020. Washington, D.C., and Geneva: Migration Policy Institute and International Organization for Migration. Retrieved 19.06.2021. https://reliefweb.int/sites/reliefweb.int/files/resources/mpi-covid19-impact-global-mobility_final.pdf .

37. Mobility Changes The data shows how visits to places, such as work places and public transport usage, are changing in each geographic region. Mostly in a very significant reduction of mobility. However, positive mobility trend in residential.

38. Mobility in Japan and Indonesia Japan Indonesia https://www.gstatic.com/covid19/mobility/2021-06-14_ID_Mobility_Report_en.pdf https://www.gstatic.com/covid19/mobility/2021-06-14_JP_Mobility_Report_en.pdf

39. Mobility in Malaysia and Singapore Malaysia Singapore https://www.gstatic.com/covid19/mobility/2021-06-14_MY_Mobility_Report_en-GB.pdf https://www.gstatic.com/covid19/mobility/2021-06-14_SG_Mobility_Report_en-GB.pdf

40. Collaborative platform is a must How we see and engineer the future of engineering collaboration

41. A survey by a collaborative platform company 79% of users say their collaboration platform is very important to their work. 78% percent of ITDMs say they will continue to use available collaborative platforms or other solutions even when “normal” work routines resume following the pandemic. 100% of users want to keep using them even after the pandemic, citing its importance in collaborating at a time that works best for them, improving alignment across teams and increasing individual productivity. The data shows a clear trend toward collaboration platforms as the new norm . These platforms are reducing the reliance on email and meetings and changing business communication into something that’s faster and more people-friendly. Collaboration platforms are quickly replacing traditional communication. Professionals prefer collaboration platforms to email and meetings. Employees want a say in their company’s tech stack https://slack.com/intl/en-id/blog/transformation/future-collaborative-communication-platforms-shaping-way-we-work

42. Increase of collaboration software usage The study analysed millions of data points from global locations up to 20 December 2020 and among its key findings was that the percentage of employees working from home in North America stood at 79% as of 20 December, a drop of 5% from its mid-March peak, while driven in large part by the outbreak of Covid-19 variants, the percentage of employees working from home in Europe has increased by 6% since 25 October to 75%. In Asia Pacific and China, which have had continued success in controlling the spread of the virus and preventing a resurgence, 64% of employees were working from home as of 20 December, a 13% decrease since April. The study found that usage of nearly all collaboration tools increased substantially between 17 February and 20 December 2020, except for Skype for Business. Microsoft Teams experienced by far the highest growth rate (3,891%), a trajectory that further accelerated in early August. Zoom was second (1,788% growth), followed by Slack (1,073%) and Webex (1,070%). Skype for Business’ growth was just 8% as, in preparation for the July 2021 end of life of the product line, Microsoft’s enterprise user base migrated to Teams. Skype for Business’ usage share declined from 84% to 16% between 17 February and 20 December, while Teams’ overall usage share grew from 9% to 67% over the same period. The study said this transition opened the door to competitors by allowing employees to consider alternatives amid the remote work disruption. https://www.computerweekly.com/news/252496232/Massive-uptick-in-collaboration-software-usage-in-2020

43. Collaboration App Usage Growth by Tool February 17 to December 20, 2020 https://www.aternity.com/wp-content/uploads/2021/02/Global-Remote-Work-Productivity-Tracker-Vol-7.pdf

44. Terima Kasih Engineer & Future Why we need accreditation Experience from accreditation Indonesian Engineer toward for global career