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Education, Training, and Certification
Published in Toong-Khuan Chan, Krishna Suryanto Pribadi, Construction in Indonesia, 2022
Muhamad Abduh, Krishna S Pribadi, Biemo W Soemardi, Toong-Khuan Chan
The main agency for quality assurance in the higher education sector is the National Board for higher Education Accreditation (Badan Akreditasi National Perguruan Tinggi, or BAN-PT) that examines and accredits programmes based on facilities, funding, and management, research output, faculty qualifications, and graduation rates. BAN-PT ranks these programmes into one of four categories: A (very good), B (good), C (satisfactory), or D (unsatisfactory). It was reported that 40% of programmes at public institutions achieved a rating of A, compared to only 6.4% of programmes at private institutions in 2013 (Dilas et al., 2019). In 2017, BAN-PT has shifted its accreditation focus from input-process oriented towards quality of educational output and outcome, which in turns drives study programmes and higher education institutions to put more emphasis on the relevance of graduate competence to market demands, including in the construction sectors.
Structured assessment of ABET student outcomes ‘a’ and ‘e’ in mathematics for engineering students
Published in Yigang He, Xue Qing, Automatic Control, Mechatronics and Industrial Engineering, 2019
ABET accreditation processes and procedures are totally voluntary and achieved through peer review. It provides assurance that a college or university program meets the quality standards established by the profession for which the program prepares its students. In the USA, ABET is recognized by the Council for Higher Education Accreditation (CHEA), and by mutual agreement with many countries like Canada and Australia.
The extent of the teacher academic development from the accreditation evaluation system perspective using machine learning
Published in Journal of Experimental & Theoretical Artificial Intelligence, 2023
Quality standards apply to all goods. It implies that any material can either be of high or low quality. Similarly, we own high and low standard Educational system. The quality assurance system and administrative operation are the inclusive success development and making assessable data about the quality assurance system (Kahveci et al., 2012). The mechanisms of quality assurance recommended while intensifying quality and productivity are troublesome. They have a contradictory impact on the aims of access expansion and the higher education administration institutions. Besides, higher education institutions have consistently had inner instruments set up for quality guarantees (Butcher-Lashley & UWI, 2015). As indicated by the Council of Higher Education Accreditation (CHEA) three elements affect the quality assurance inclinations throughout the world. First, quality assurance is more driven and demanding than any other time in recent memory. Second, quality assurance is provincially getting perceived. Third, the requirement for the global layout of quality assurance with recognition and correspondence over countries, led by multi-national organisations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) (Haider et al., 2015). The International Network for Quality Assurance Agencies in Higher Education (INQAAHE) founded in 1991 announces that in advanced education, quality assurance is the procedure that strengthens the trust of partners. That is at the minimum as good as the starting point least prerequisites. This procedure depends upon the information and results in processes (Liviu & Julia, 2016).