7. REALIZATION OF EDUCATIONAL SERVICES
7.3 Design and development of Curriculum
• The Head of the Department should consider curriculum design and development for the benefit of students.
• Design control activities should be compatible with the purpose and duration of the educational service.
• Procedures must ensure that the material of instruction conforms to the requirements of the instructions.
• Calibration equipment may be required for several instructional purposes.
• Needs assessments should include system effectiveness and student outcomes.
• The needs assessment should include both potential and actual performance requirements to determine:
o How instruction can help students become competent;
o Measures of the effectiveness of specific instructions;
o What skills are in accordance with the curriculum requirements.
• The assessment should provide information that can be used in the instruction review process. If experimental validation of instructions is not permitted, a peer review process can be adopted.
• The requirements analysis report should provide input to the instruction design process, describe the results of the needs assessment and state the final objectives for the design.
• The development process must be documented and used by the developer. There is a specific process statement for each medium of delivery, or a generic process for all media. These processes include a sequence of stages in the development process;
the personnel involved, the review process, and related criteria.
7.3.2 Design and Development Inputs
Schools must identify the inputs to the curriculum design and record these entries.
7.3.3 Design and Development Output
Design and development outputs should (as a minimum) include required skills and knowledge, instructional strategies and performance assessments.
7.3.4 Design and development review
Participants at each identification stage must review the design and development results to the referred requirements (eg, professional profile, competency certification). Notes for complex matters can be discussed in formal meetings.
7.3.5 Design and development verification
Design verification must be carried out in one or several stages according to the design and development plan. This activity should be carried out internally by any specialist who did not participate in the independent review. The design and development output stage should conform to the design and development input specifications. Records of verification output and any necessary actions should be maintained.
7.3.6 Design and development validation
This process is carried out to ensure that the characteristics of education services are planned met by the resulting curriculum and syllabus design. In general, validation should take place at the final design stage. Accreditation and certification are accepted validation methods.
Records of output and validation actions should be maintained.
7.3.7 Control of design and curriculum changes
In the educational environment, the rapid development of science and technology is used as a direction for periodic reviews of the curriculum and syllabus, and results in revisions / changes. These changes should be identified, documented, validated and communicated. The revision of each subject should include an effective evaluation of the entire curriculum and records should be maintained.
Control of design and curriculum changes is regulated in the SOP for Curriculum Design and Development (SOP No UN10 / F10 / 12/99 / HK.01.02.a / 026), while the SOP for compiling and monitoring course materials is listed in SOP No UN10/F10/12/99/HK.01.02.a/025.
7.3.8 Curriculum Development Stages
Department of Agricultural Engineering made the stages of curriculum preparation based on the Guidebook for Competency-Based Curriculum Development for Higher Education, the Ministry of Research and Higher Education Technology (Ristek DIKTI). In addition, it is also based on the competence of each study program, Agricultural Engineering Study Program, Environmental Engineering Study Program, and Bioprocess Engineering Study Program. The first step that must be taken in compiling a curriculum is make a SWOT analysis and a tracer study also a labor market signal as shown in Figure 12.
Figure 12. Stage of Curriculum Preparation
Stages of Curriculum preparation include:
1. Establishment of graduate profiles
Profiles are the roles that are expected to be carried out by graduates of study programs in the community / stakeholder. Graduates in this case are customers of educational services. The profile of graduates is in accordance with the educational outcomes that will be targeted. The establishment of a graduate profile, the Department of Agricultural Engineering guarantees customers to get the outcome as expected.
2. Formulation of graduate competencies
After determining the graduate profile, the competency of education service customers is then carried out as a service output. The determination of the competence of graduates (service customers) is determined by the University, Department and the community as stakeholders.
Graduates' competencies are divided into three categories, namely main competencies (characteristic competences for departmental graduates), supporting competencies (main supporting competencies such as characteristics of the department's excellence), and other competencies (characteristics of graduates and provision of graduates in all fields).
3. Assessment of the content of competency elements based on the study program
After the competence of graduates is formulated, an assessment of the content of competency elements is then carried out, namely (a) the foundation of personality, (b) mastery of knowledge and skills, (c) ability to work, attitudes and behavior in work according to skill level, (d) based on the knowledge and skills mastered, and (e) understanding the principles of conditional life according to the choice of expertise in work.
4. Selection of study materials in accordance with the study program
Study material is a building of science, technology or art, the object to be studied, which shows the characteristics of a particular branch of science, or in other words it shows the field of study or the core of a department. The study material can also be a knowledge / field of study that will be developed, a science that has great potential or is needed by the community in the future. The choice of study material is strongly influenced by the scientific vision of the study program concerned, which can usually be taken from the development program of study program.
5. Estimation and determination of expenses (credits) and formation of courses.
Competency-based curriculum (CBC), credits determination should be related to the expected competency. The estimation and determination of credits considers several variables, namely:
(a) the level of ability / competence to be achieved; (b) the extent and depth of the study materials studied; (c) ways/strategies of learning to be implemented; (d) and the position (location of the semester) of a learning activity shall be carried out; and (e) comparison of the overall study load in one semester.
6. Formation of courses
The formation of courses is carried out using a map of the relationship of study materials and competencies simultaneously.
7. Develop curriculum structure
After obtaining the estimated number of credits of each course, then the next step is to arrange the course in the semester. The presentation of courses in this semester is often known as the curriculum structure.