Second General Meeting

Tuning Asia-South East TA-SE

Third General Meeting

Jakarta, 20-24 March 2018

Third General Meeting Jakarta, 20-24 March 2018

2 | P a g e 573760-EPP-1-2016-1-ES-EPPKA2-CBHE-JP

Table of Contents

VENUE AND PROGRAMME ...................................................................................................... 3

LIST OF PARTICIPANTS ............................................................................................................ 5

BRIDGING BETWEEN META-PROFILE AND REALITY .......................................................................... 8

Task Description ...................................................................................................................... 8

CIVIL ENGINEERING ............................................................................................................... 9

Institute of Technology of Cambodia ...................................................................................... 9

Institut Teknologi Sepuluh Nopember .................................................................................. 16

Universiti Sains Malaysia ....................................................................................................... 22

Universiti Teknologi Malaysia ............................................................................................... 26

University of San Agustin ...................................................................................................... 28

University of the Philippines System ..................................................................................... 33

King Mongkut's University of Technology Thonbury ............................................................ 38

Chulalongkorn University ...................................................................................................... 40

Naresuan University .............................................................................................................. 44

Ho Chi Minh University of Technology .................................................................................. 46

National University of Civil Engineering ................................................................................ 49

MEDICINE ......................................................................................................................... 53

University of Health Sciences ................................................................................................ 53

Universitas Padjadjaran ........................................................................................................ 64


University of Malaya ............................................................................................................. 68

University of Medicine Mandalay ......................................................................................... 71

University of San Agustin ...................................................................................................... 75

West Visayas State University ............................................................................................... 77

Ateneo de Manila University................................................................................................. 80

The University of Medicine & Pharmacy at Ho Chi Minh City .............................................. 84

TEACHER EDUCATION .......................................................................................................... 88

Universitas Sanata Dharma ................................................................................................... 88

Universitas Pendidikan Indonesia ......................................................................................... 90


Universiti Teknologi Malaysia ............................................................................................. 111

Yangon University of Education .......................................................................................... 115

University of San Agustin .................................................................................................... 118

West Visayas State University ............................................................................................. 120

University of San Carlos ...................................................................................................... 124

Prince of Songkla University ................................................................................................ 127

Chulalongkorn University .................................................................................................... 130

STUDENTS’ WORKLOAD SURVEY ............................................................................................ 136



THIRD GENERAL MEETING

VENUE AND PROGRAMME VENUE Hotel Mercure Jakarta Sabang Jl. K.H. Agus Salim 11 -13 Gambir Jakarta Pusat Tel : +62 21 3503066

PROGRAMME

Start End

20 March 2018 – Arrival 20:00 Welcome and Registration

20:30 Dinner at the Hotel

21 March 2018 – Working Sessions 09:00 13:00

Plenary Session

09:00 09:30

Welcome and Opening Dr. Med. Setiawan, Dean, Faculty of Medicne, Universitas Padjadjaran Choltis DHIRATHITI, Executive Director, ASEAN University Network Pablo BENEITONE, Director of the Tuning Academy, University of Deusto Ivan DYUKAREV, TA-SE Project Manager, University of Deusto

09:30 10:30 From Profiling to Designing Pablo BENEITONE, Director of the Tuning Academy

10:30 11:00 Open Discussion

11:00 11:30 Coffee Break

11:30 12:00 Students' Workload and Its Link With Tuning Methodology Pablo BENEITONE, Director of the Tuning Academy Edurne BARTOLOME, Tuning Academy


12:30 13:00 Objectives and Outcomes of the Third General Meeting. Arrangements for Subject Area Group Work Ivan DYUKAREV, TA-SE Project Manager

13:00 14:30 Lunch

14:30 18:00 SAG Sessions

14:30 16:00

Profiling: From Meta-Profiles to Degree Profiles Reflection about Task 2 “Bridging between Meta-profile and reality”. Open discussion about main findings in each institution. Review the meta-profile taking into consideration the results of the institutional reports elaborated.


16:30 18:00 Formulating a Degree Profile



Elaboration of a degree profile (related to the meta-profile agreed) Revise the degree profile to accommodate the agreed competences. Definition of the level of the competences included in the degree profile.

18:00 - Free Time

22 March 2018 – Working Sessions 09:00 17:30

SAG Sessions

09:00 10:30 Designing a Programme Definition of the length. Agreement on the modules/courses included.


11:00 13:00 Designing a Programme Writing effective learning outcomes for each module/unit/course.

13:00 14:30 Lunch

14:30 16:00 Designing a Programme Assessing the consistency between the profile, programme, competences and length. Elaboration of a draft version of a complete Programme.


16:30 17:30 Students' Workload and Its Link With Tuning Methodology Agreement on survey organisation and criteria (target groups, year of study, universities, dates, etc).

17:30 - Free Time

23 March 2018 – Working Session 09:00 12:30

Plenary Session

9:00 09:45 First draft of 3 Subject Area Reports (Reference Points). Presentations by SAG Coordinators (15 min. max each area)

09:45 10:15 Tasks planned for time until the Fourth General Meeting. Pablo BENEITONE, Director of the Tuning Academy Ivan DYUKAREV, TA-SE Project Manager



11:15 11:45 Practical aspects and running of the project. Ivan DYUKAREV, TA-SE Project Manager


12:00 12:30 Summing Up Closing the Third General Meeting

12:30 - Free Time, Tour

24 March 2018 - Departure



LIST OF PARTICIPANTS N Family name Given name SAG Country Institution

1 A MAJID Taksiah Civil Engineering

Malaysia Universiti Sains Malaysia

2 ALCALA Lynette Medicine Philippines West Visayas State University

3 ASHAKUL Aphinat Civil Engineering

Thailand King Mongkut's University of Technology Thonburi

4 AZEMA Emilien Civil Engineering

France Université de Montpellier

5 BARTOLOME Edurne PM Spain University of Deusto

6 BELARGA Alona Matulac Teacher Education

Philippines West Visayas State University

7 BENEITONE Pablo PM Spain University of Deusto

8 BOUNCHAN Youttiroung Medicine Cambodia University of Health Sciences

9 DAYRIT Manuel Medicine Philippines Ateneo de Manila University

10 DEQUILLA María Asunción Teacher Education


11 DHIRATHITI Choltis PM Thailand ASEAN Univeristy Network

12 DYUKAREV Ivan PM Spain University of Deusto

13 EMBOLTURA Frank Teacher Education

Philippines University of San Agustin

14 ENA Ouda Teda Teacher Education

Indonesia Sanata Dharma University

15 ESCALONA Neil Civil Engineering

Philippines University of San Agustin

16 FANTOZZI Fabio Civil Engineering

Italy Università di Pisa

17 PALLATH Vinod Medicine Malaysia University of Malaya

18 GOITIA UBIERNA Sara PM Spain University of Deusto

19 GONZALEZ Julia PM Belgium Education for an Interdenpedent World



20 HAN Virak Civil Engineering

Cambodia Institute of Technology of Cambodia

21 HONG Wei-Han Medicine Malaysia University of Malaya

22 JUGAR Richard Teacher Education

Philippines University of San Carlos

23 KUSWANDONO Paulus Teacher Education


24 LAH Nik Ahmad Zuki Bin Nik

Medicine Malaysia Universiti Sains Malaysia

25 LASMINTO Umboro Civil Engineering

Indonesia Institut Teknologi Sepuluh Nopember

26 MARTY MALETA Maida PM Spain University of Deusto

27 Md NOOR Norhazilan Bin Civil Engineering

Malaysia Universiti Teknologi Malaysia

28 MELGAREJO Emma Teacher Education

Belgium Education for an Interdenpedent World

29 MOE Hla Medicine Myanmar University of Medicine Mandalay

30 MOHAMED Abdul Rashid Bin

Teacher Education


31 MOHD SADULLAH Ahmad Farhan Bin

Civil Engineering


32 MONTAÑO Hilda Clavel Teacher Education


33 MOURAZ LOPES Ana Maria Teacher Education

Portugal Universidade do Porto

34 MUHAMAD BUNNORI

Norazura Civil Engineering


35 MUKARTO Fransiscus Xaverius

Teacher Education


36 NGUYEN Minh Tam Civil Engineering

Vietnam Ho Chi Minh University of Technology

37 NGUYEN Tien Dung Civil Engineering

Vietnam National University of Civil Engineering

38 PANSUK Withit Civil Engineering

Thailand Chulalongkorn University

39 PHAM Thi Minh hong Medicine Vietnam The University of Medicine and Pharmacy at Ho Chi Minh City



40 PRATIWI Yuni Susanti Medicine Indonesia Universitas Padjadjaran

41 RATANAGOSOOM Korn PM Thailand ASEAN Univeristy Network

42 RUFFOLI Riccardo Medicine Italy Università di Pisa

43 SAID Hamdan Bin Teacher Education

Malaysia Universiti Teknologi Malaysia

44 SALVILLA Remi Medicine Philippines University of San Agustin

45 SCHVED Jen-François Medicine France Université de Montpellier

46 SUNGTONG Ekkarin Teacher Education

Thailand Prince of Songkla University

47 THWIN Su Su Teacher Education

Myanmar Yangon University of Education

48 TUNGTAKANPOUNG

Dondej Civil Engineering

Thailand Naresuan University

49 VADIVELU Jamuna Medicine Malaysia University of Malaya

50 van TRIGT Anna Maria Medicine Netherlands

University of Groningen

51 VERGEL Karl B. Civil Engineering

Philippines University of the Philippines System

52 WAGENAAR Robert PM Netherlands

University of Groningen

53 WAHYUDIN Dinn Teacher Education

Indonesia Universitas Pendidikan Indonesia

54 WIROONPETCH Achavadee PM Thailand ASEAN Univeristy Network

55 XUPRAVATI Penvara Teacher Education

Thailand Chulalongkorn University

56 YAACOB Nor Azwany Medicine Malaysia Universiti Sains Malaysia

57 YAROSH Maria Teacher Education

Spain University of Deusto

58 YUSOFF Muhamad Saiful Bahri Bin

Medicine Malaysia Universiti Sains Malaysia



BRIDGING BETWEEN META-PROFILE AND REALITY

TASK DESCRIPTION

The objective is to contrast the institutional current degree profile with the Meta-Profile agreed in Kuala Lumpur. This process allows to reflect on the coincidences and differences and to start the institutional validation.

Each SAG member should:

1) Choose a degree at his/her University related to the subject area to which he/she belongs.

2) Identify which is the profile for this degree at his/her University.

3) Analyse this degree profile comparatively with the Meta-Profile agreed in Kuala Lumpur: • Identifying coincidences. • Focusing on those elements that differ. • Analysing the weight of the different dominant elements: Are there elements which

are not considered in the degree profile of my university? And which would be the explanation and justification for these differences?

4) Select six academics from your subject area at your University and discuss the differences.

5) Write a short report (around 2 pages) with the following points: • Description of the process followed • Presentation of the degree profile of the University • Coincidences with the meta-profile (agreed at Subject area level) • Differences with the meta-profile • People consulted and reflections • Profile adjustments/Profile suggested for the university • Conclusions



CIVIL ENGINEERING

INSTITUTE OF TECHNOLOGY OF CAMBODIA

The objective is to contrast the institutional current degree profile with the Meta-Profile agreed in Kuala Lumpur. This process allows to reflect on the coincidences and differences and to start the institutional validation. Each SAG member should: 1) Choose a degree at his/her University related to the subject area to which he/she belongs.

• Civil engineering whose the program is as follow: Table 1: Common sciences in Civil engineering

Common sciences

Environment

Management and accounting

Geometries

Hystories

Mechanics

Philosophy

Analyse I

Technical drawings

Information

Marketing

Thermodynamics

Linear algebra

Analyse II

Chemistry

Electrocinetics

Electromagnetics

Optics and wave

Probability and statistics

English

French

Subtotal

Total

Table 2: Specialities in Civil engineering

SPECIALITES

Computer aided calculus I

Géology et hydrology

Fluid Mechanics

Strength of Materials

Survey

Architecture



Electricity in Building and Electronics

Construction Materials I (Concrete)

Heat in Building

Building technology

Structural analysis

Reinforced concrete

Steel design and construction

Engine in construction site

Plumbing System and Sanitary Equipment

Soil mechanic and foundations

Roads

Security and law

Reinforced concrete

Wood construction

Special technology of public works

Computer aided calculus II

Contract administration

Quantity estimate and planning

Bridge

Final year intership

2) Identify which is the profile for this degree at his/her University.

Table 3: Common sciences and competencies

Common sciences Competency

Environment G4

Management and accounting G10

Geometries S3

Histories

Mechanics S2

Philosophy G7

Analyse I (Maths) S2

Technical drawings S3

Information S2

Marketing S2

Thermodynamics S2

Linear algebra S2

Analyse II (Maths) S2

Chemistry S2

Electrocinetics S2

Electromagnetics S2

Optics and wave S2

Probability and statistics S7

English G5

French G5



Table 4: Specialities and competencies

SPECIALITES

Computer aided calculus I S3

Géology et hydrology S2

Fluid Mechanics S6

Strength of Materials S6

Survey

Architecture S3

Electricity in Building and Electronics S2

Construction Materials I (Concrete) S5

Heat in Building S2

Building technology S10

Structural analysis S6

Reinforced concrete S9

Steel design and construction S9

Engine in construction site S14

Plumbing System and Sanitary Equipment

S14

Soil mechanic and foundations S9

Roads S9

Security and law S12

Reinforced concrete S9

Wood construction S9

Special technology of public works S10

Computer aided calculus II S6


Quantity estimate and planning G10

Bridge S9

Final year intership S14

3) Analyze this degree profile comparatively with the Meta-Profile agreed in Kuala Lumpur: • Identifying coincidences.

1. General Competencies (1) G4: Ability to demonstrate responsibility and accountability towards the society

and environment (2) G5: Ability to communicate clearly and effectively (3) G7: Ability to understand, value, and respect diversity and multiculturalism (4) G10: Ability to initiate, plan, organize, implement and evaluate course of actions

2. Specific competencies (1) S2: Ability to show strong knowledge in science and mathematics (including

statistics) (2) S3: Ability to interpret engineering drawings (3) S5: Ability to understand principles of material science



(4) S6: Ability to carry out civil engineering analysis (5) S7: Ability to interpret engineering data from testing (6) S9: Ability to design civil engineering elements (e.g : structural, geotechnical, water,

transportation and highway, environmental engineering, and others) (7) S10: Ability to monitor the progress and quality of civil engineering works (8) S12: Ability to identify the appropriate construction technology and methods (9) S14: Ability to integrate all civil engineering knowledge into a workable system.

• Focusing on those elements that differ.

Table 5: Different competencies

Not exist in Meta-profile Exists in Meta-profile

Course Competency

History Ability to understand the past relationship and culture.

G1, G2, G3, G6, G8,G9, G11, G12, G13

Survey Ability to measure, set boundary and set-out the locations according to drawings

S1, S4, S8, S11, S13


Ability to manage roles and responsibility of different groups working in the same project

• Analyzing the weight of the different dominant elements: Are there elements which are not considered in the degree profile of my university? And which would be the explanation and justification for these differences?

Table 6: Justifications

No

t e

xist

in M

eta-

pro

file

History Ability to understand the past relationship and culture.

We focus on other three competencies

that were not described in Meta-

profile

Survey Ability to measure, set boundary and set-out the locations according to drawings

Contract administration Ability to manage roles and responsibility of different groups



working in the same project

Exis

ts in

Met

a-p

rofi

le G1, G2, G3, G6, G8,G9, G11,

G12, G13 We did not include

these competencies because the number of hours allocated for the degree is limited. So we can let student learn all these competencies by themselves.

S1, S4, S8, S11, S13

4) Select six academics from your subject area at your University and discuss the differences. 5) Write a short report (around 2 pages) with the following points: • Description of the process followed: The bridging between Meta-profile and reality is made in an attempt to find the similarities and differences between the current university profile and the proposed meta-profile. So based on the meta-profile in Kula Lumpur, the current degree programs are taken for review and each course is compared with the competency. By consulting with the person in charge of curriculum development, some reflections are found for a better program profile. • Presentation of the degree profile of the University: The degree profile in my institute is divided into 2 parts: common sciences and specialties. Some courses in common sciences may correspond to specific and generic competencies and some others are not included in the Meta-profile. • Coincidences with the meta-profile (agreed at Subject area level): The program were created by some experts in international consortium to produce engineers with sufficient competencies however some courses do not match the proposed competencies agreed in Kula Lumpur and some competencies are not used in the program. This is due to the change in global trends and the amount of hours allocated for the degree.

• Differences with the meta-profile: Some differences are found by comparing the current program with meta-profile. This is because:

1. The program was created by focusing on more the technical ability than the others and the specialty seem cover large area of civil engineering. For example, the fields include: buildings, bridges, roads and materials include concrete, prestressed-concrete, steel, timber etc.

2. The limited amount allocated for the degree cannot allow covering all competencies. 3. NCQF (National Cambodia Qualification framework): impose some requirements

impose all courses in common sciences that cannot be changed by university 4. Some of competencies may be learnt in seminars organized by experts or learnt

during internship. • People consulted and reflections:



We agree that Asian countries have different needs in their market and have organize its curriculum in his own way. Different needs and tendency will of course imply different curriculum designs. ITC has its own missions in providing civil engineers qualified for infrastructure rehabilitation which is aligned with the national strategies. To accomplish, we establish the curriculum which cover a large range of technical competencies in the field of civil engineering and limit some soft skill related competencies which in fact can be learnt in their social environments and during the final year internship. • Profile adjustments/Profile suggested for the university: We have three courses: history, survey and contract administration which do not match any competencies in meta-profile. In deep consideration, history is a course that seems not to be the most important one for engineers however competency G3 may be a better one. We may remove and place another course. This course is imposed by the NCQF and is difficult to be removed. In addition, the course survey and contract administration are very essential to civil engineers as they need competencies in surveying land, setting out the foundations, manage construction teams of different skill. We suggest that the 2 competencies should be included in meta-profile. • Conclusions According to above analysis, we found that ITC has courses related to 50% of the design Meta-profile competencies and other 50% (G1, G2, G3, G6, G8, G9, G11, G12, G13, S1, S4, S8, S11, S13) are not covered by the courses. As all proposed competencies are good and important it is worth including all in the curriculum and we suggest that the amount of hours should be also discussed for each competency.

Civil Engineering Specific Competences (for Graduates, Employers, Academics and Students)

Civil Engineering Specific Competences Importance Level to which developed by University Degree (Achievement)

S1 . Ability to demonstrate entrepreneurial attributes (creative, risk taking, resilient and innovative) – transferred from the original generic competency

S2 . Ability to show strong knowledge in science and mathematics (including statistics)

S3 . Ability to interpret engineering drawings

S4 . Ability to create algorithm to solve engineering problems

S5 . Ability to understand principles of material science

S6 . Ability to carry out civil engineering analysis

S7 . Ability to interpret engineering data from testing



S8 . Ability to utilise relevant design codes and regulations

S9 . Ability to design civil engineering elements (e.g : structural, geotechnical, water, transportation and highway, environmental engineering, and others)

S10 . Ability to monitor the progress and quality of civil engineering works

S11 . Ability to identify the appropriate construction technology and methods

S12 . Ability to uphold safety

S13 . Ability to evaluate the impact of engineering decisions

S14 . Ability to integrate all civil engineering knowledge into a workable system.

Civil Engineering Generic Competences (for Graduates, Employers, Academics and Students)

Generic Competences Importance Level to which developed by University Degree (Achievement)

G1 . Ability to work collaboratively and effectively in diverse contexts

G2 . Ability to use information and communication technology purposefully and responsibly

G3 . Ability to uphold professional, moral and ethical values

G4 . Ability to demonstrate responsibility and accountability towards the society and environment

G5 . Ability to communicate clearly and effectively

G6 . Ability to think critically, reflectively and innovatively

G7 . Ability to understand, value, and respect diversity and multiculturalism

G8 . Ability to carry out lifelong learning and continuous professional development

G9 . Demonstrate problem solving abilities

G10 . Ability to initiate, plan, organise, implement and evaluate course of actions

G11 . Ability to conduct research

G12 . Ability to demonstrate leadership attributes

G13 . Ability to apply knowledge into practice



INSTITUT TEKNOLOGI SEPULUH NOPEMBER

By Umboro Lasminto. Civil Engineering Department INSTITUT TEKNOLOGI SEPULUH NOPEMBER SURABAYA-INDONESIA. Curriculum of Department of Civil Engineering ITS (DCE-ITS) is designed based on Regulation of Minister of Research, Technology and Higher Education Republic of Indonesia. 44 of 2015 on National Standards of Higher Education (SN-DIKTI). In the standard explained that the formulation of learning outcomes must refer to the description of learning outcomes of Indonesian Qualification Framework of Indonesian Qualification Framework (KKNI). In SN-DIKTI mentioned that description of learning outcomes consists of Knowledge Mastery, Attitudes, General Skills and Specific Skills. Civil engineering undergraduate program in Indonesia must meet the minimum learning achievement specified in the SN-DIKTI. Comparisons between Civil Engineering competencies developed by TASE (CE-TASE) and DCE-ITS learning outcomes are presented in the table. The comparison result can be seen that there is 1 generic competence that is Ability to conduct research and 1 specific competence that is Ability to show resilience owned by CE-TASE but explicitly not owned by DCE-ITS. The results of discussions with curriculum teams and lecturers at DCE-ITS on the comparison between the achievements of DCE-ITS learning and the CE Tase-Project Competencies are summarized as follows: 1. Ability to conduct research. In KKNI it is mentioned that for under graduate degree (level 6), the competence that must be possessed by undergraduated is able to apply the field of expertise and utilize science and technology in its field in problem solving and able to adapt to the situation at hand; Mastering the theoretical concepts of a particular field of knowledge in general and the theoretical concepts of a special section in the field of knowledge in depth, and capable of formulating procedural problem solving and capable of making informed decisions based on the analysis of information and data, and able to provide guidance in choosing various alternative solutions independently and group; Responsible for the work itself and can be given responsibility for the achievement of the work of the organization. While the ability to conduct research in KKNI is at level 7 (profession) and above. This is the reason why DCE-ITS does not include competence of ability to conduct research into the competence of undergraduate programs in civil engineering, but that competence was put in post-graduate programs. Some excellent undergraduate students are allowed to do research as a final assignment. 2. Ability to show resilience is not explicitly written as a learning achievement in the DCE-ITS curriculum, but to improve the resilience of graduates, DEC-ITS performs several learning methods that require students to obtain data / information in the field, perform the assistance of design tasks, Final Project, practical work, extracurricular activities, student competitions and others. With these activities are expected resilience of graduates can be formed. The following table presents a comparison between the learning outcomes of ITS Civil Engineering departments and Competencies developed by Tase-Project. COMPARISON OF LEARNING OUTCOMES BETWEEN CIVIL ENGINEERING ITS AND TASE PROJECT

CE-ITS TASE PROJECT

ATTITUDES:



A1 Believing in the oneness of God and able to demonstrate religious attitude;

A2 Upholding the value of humanity in undertaking the tasks based on religion, morality and ethics;

GC3 Abilty to uphold profesional, moral and ethical values

A3 Contributing in improving the quality of community life, nation, state, and the advance of civilization based on Pancasila (Five Basic Principles);

A4 Playing a role as a proud citizen who loves his/her homeland, having a nationalism and responsibility to the country and nation;

GC4 Ability to demonstrate responsibility and accountability toward the society and environment

A5 Appreciating the diversity of cultures, point of views, religions and beliefs as well as opinions or the original findings of others;

GC7 Ability to understand, value and respect diversity and multiculturalism

A6 Working together, having social sensitivity and caring for community and environment;

GC1 Ability to work collaboratively and efectively in diverse context

A7 Law abiding and disciplined in community and state life;

A8 Internalizing values, norms, and academic ethics;

A9 Demonstrating attitude of responsibility on work in his/her area of expertise independently;

A10 Internalizing spirit of independence, struggle, and entrepreneurship;

A11 Trying best to achieve perfect results; and

A12 Working together to be able to make the most of his/her potential.

KNOWLEDGE MASTERY

KM1 concept of natural science and application principle of engineering mathematics on planning and design in the areas of: structural engineering, water resources engineering, geotechnical engineering, transport engineering, and construction management;

KM2 theoretical concept of engineering sciences, engineering principles, and



engineering design required in the areas of: structural engineering, water resource engineering, geotechnical engineering, transport engineering, and construction management;

KM3 principle and application method of regulations, standards, guidelines and manuals in the areas of structural engineering, water resources engineering, geotechnical engineering, transport engineering, and construction management;

SC8 Abilty to utilise relevant design codes and regulations

KM4 concept and principles of environmental conservation;

KM5 concept and principle of safety and occupational health in the laboratory and in the field;

SC12 Ablility to uphold safety

KM6 principle and current issues in economic and socio-cultural in general;

KM7 general concept, principle, and communication technique for specific purposes; and

GC5 Ability to communicate clearly and effectively

KM8 insights into the development of cutting-edge technology and advanced materials in the areas of structural engineering, water resources engineering, geotechnical engineering, transport engineering, and construction management.

SC5 Ability to apply the knowledge of material science

SPECIFIC SKILLS

SS1 Being able to apply mathematics, science and engineering principles to create or modify civil engineering models in the areas of structure, water resources, geotechnic, and transportation;

SC2 Ability to utilize knowledge in science and mathematic (including statistic)

SS2 Being able to solve civil engineering problems related to structure, water resources, geotechnic, and transportation, including the ability to: 1) identify, formulate, analyze, and

locate the source of civil engineering problems;

SC6 SC9 GC13

Ability to carry out civil engineering analysis Ability to design civil engineering elements (e.g. strultural, geotechnical, water, transportation and highway, environmental engineering and others)



2) propose the best solution to solve civil engineering problems based on engineering principles, taking into account economic, safety, public safety and environmental sustainability factors;

3) plan and design infrastructure in the areas of: structural engineering (minimum building of eight floors and bridges with spans of at least 60 meters), engineering of water resources (small dam of 10 meter high, irrigation area maximum of 3000 ha, drainage area as well as river and beach buildings), geotechnical engineering (foundations, retaining soil structures and soil improvement methods), and transport engineering (roads, railways, ports and airports) based on engineering principles taking into account technical standards, performance aspects, reliability, ease of implementation, sustainability, and attention to economic, public safety, cultural, social and environmental factors;

4). select resources and utilize the results of engineering analysis based on information and computing technologies suitable for planning / design in the areas of: structural engineering, water resources engineering, geotechnical engineering, and transportation engineering;

Ability to Apply knowlwdge into practise.

SS3 Being able to supervise and control the implementation of construction of engineering planning and design results, namely: structural engineering, water resources engineering, geotechnical engineering, and transportation engineering, with reference to applicable rules, norms, standards, guidelines and manuals;

SC10 GC10 SC4 SC3

Ability to monitor the progress and quality of civil engineering works Ability to initiate, plan, organise, implement and evaluate course of actions Ability to create processes to solve engineering problems



SC14 Ability to interpret engineering drawings Ability to integrate all civil engineering knownledge into a workable system

SS4 Being able to use the latest technology available in carrying out the work; and

SC11 Ability to identify the appropriate construction technology and methods

SS5 Being able to criticize the policy of solving infrastructure problems that have been and / or are being implemented, and written in the form of scientific papers

GENERAL SKILLS

GS1 Being able to apply logical, critical, systematic, and innovative thinking in the context of development or implementation of science and technology that concerns and implements the value of humanities in accordance with his/her area of expertise;

GC6 Ability to think critically, reflectively and innovatively

GS2 Being able to demonstrate independent, qualified and measurable performances;

GS3 Being able to examine the implications of the development or implementation of science and technology that concerns and implements the value of humanities in accordance with his/her expertise based on rules, procedures and scientific ethics in order to generate solutions, ideas, design or art criticism;

SC13 Ability to evaluate the impact of engineering decisions

GS4 Being able to create scientific descriptions of the results of his/her study in the form of undergraduate thesis or final project report, and upload them in the college page or institute’s website;

GS5 Being able to take decisions appropriately in the context of problem solving in his/her area of

GC9 Demonstate problem solving abilities



expertise based on the result of information and data analysis;

GS6 Being able to maintain and expand network with supervisors, colleagues, peers both inside and outside the institution;

GS7 Being able to take responsibility for the achievement of group work, supervise, and evaluate the work completion assigned to the worker under his/her responsibility;

GC12 Ability to Demonstate leadrship attributes

GS8 Being able to conduct self-evaluation process to work group under his/her responsibility, and able to manage learning independently;

GS9 Being able to document, store, secure and recover data to ensure validity and prevent plagiarism;

GS10 Being able to develop his/herself and compete in national and international level;

GS11 Being able to implement sustainable principle to improve knowledge;

GC10 Ability to initiate, plan, organise, implement and evaluate course of actions

GS12 Being able to implement information and communication technology (ICT) in the context of his/her work implementation;

GC2 Ability to use information and communication technology purposefuly and responbility

GS13 Being able to apply entrepreneurship and understand technology-based entrepreneurship



UNIVERSITI SAINS MALAYSIA

INTRODUCTION Each team member of TA-SE has been requested to compare between the META Profile formulated in Kuala Lumpur with the actual program in our respective University. The format of the report need to have the following features: • Description of the process followed • Presentation of the degree profile of the University • Coincidences with the meta-profile (agreed at Subject area level) • Differences with the meta-profile • People consulted and reflections • Profile adjustments/Profile suggested for the university • Conclusions

THE META PROFILE OF CIVIL ENGINEERING SAG In Kuala Lumpur (16 - 17th October 2017), the SAG of Civil Engineering has come up with the following META-Profile with some modifications to the Specific Competencies. The generic and specific competencies are also presented as follows:



THE CIVIL ENGINEERING PROGRAMME AT UNIVERSITI SAINS MALAYSIA



The name of the academic degree to be used as comparison is the Bachelor of Engineering (Honours) (Civil Engineering), whose structure and programme outcomes are as follows:



COMPARISON WITH THE META PROFILE

The following table illustrates the mapping between the program outcomes of the said academic program with the generic and specific competencies used in the META-Profile. The mapping is almost perfect, where all the listed competencies in the META-Profile are mapped to at least one of the programme outcome. This confirms that the academic programme at Universiti Sains Malaysia conforms to the META-Profile and are suitable to the stakeholders view. Incidentally, these programme outcomes have been prescribed by the Malaysian Engineering Accreditation Council (EAC), who follows closely the Washington Accord Engineering Quality Assurance model. However, the META-Profile of the Civil Engineering SAG has also emphasised on the variation in weightage between competencies, whereas, in the outcome assessment practiced by the program owner, no weightage has been imposed. This is a possible improvement that may be exercised by the programme owner. Discussion with the programme owner highlighted that perhaps the programme outcomes need to be self-determined, but than mapped with the EAC ones, and perhaps an improved outcome assessment method may incorporate the weightage to reflect the degree of importance as stipulated in the META-Profile.



UNIVERSITI TEKNOLOGI MALAYSIA

REPORT ON META-PROFILE OF STUDENT ATTRIBUTES FOR CIVIL ENGINEERING PROGRAM

BY NORHAZILAN MD NOOR A briefing and discussion session on the proposed Meta-profile of student attributes based on the outcome from the 1st and 2nd General Meeting of Tuning Asia-South East has been conducted on 26th January 2018. The 2-hour session was attended by eight selected academic staff with excellent background in academic administration from Faculty of Civil Engineering, Universiti Teknologi Malaysia. Most of the participants are currently serving as undergraduate and postgraduate coordinator of programs, hence capable of giving some meaningful perspective on TA-SE Meta profile of student attributes for Civil Engineering. The academic staffs are Dr. Nur Hafizah Abd Khalid, Dr. Eeydzah Aminudin, Dr Libriati Zardasti, Dr. Siti Norafida Jusoh, Dr. Nor Hasanah Abdul Shukor Lim, Dr. Mohd Khairul Idham Mohd Satar, Dr. Muhammad Naqiuddin Mohd Warid and Dr Dr. Nur Syamimi Zaidi. All of them are the 1st generation of Outcome based education (OBE) product introduced by Malaysia Engineering Accreditation Council (EAC) according to Washington Accord. This will gives huge benefit to the discussion process since the participants can relate their learning experience under OBE with the new Meta profile. The session started with a presentation on the overview of Tuning TA-SE project followed by detail explanation on the Meta profile. Participants were given details on the list of the generic and specific attribute as well as the design process of Meta profile using a concept of overlapping and interconnected circle. The Meta profile circle is well connected to the attributes of 4th Industrial revolution, sustainable development goal concept and 21st Century skills by World economic forum. The list of generic and specific student attributes has been ranked according to its importance based on the survey results and its dual coverage on two different skills among technical skill, personal skill, social skill and values. According to the participants, the list of generic and specific student attributes are almost identical to the current attributes covered by tens program outcomes of Faculty of Civil Engineering, Universiti Teknologi Malaysia (UTM). The only element that is missing from current UTM POs is the G7 representing diversity and multiculturalism. Participants believe that G7 should be incorporated in UTM POs since Malaysia is considered the most diverse country in ASEAN region according to its multi-cultural status. Since UTM POs has been designed according to Washington Accord, the current list of student attributes addressed by each subject in Civil Engineering program can be considered comprehensive and identical to the proposed student attribute as listed by TA-SE project. Nevertheless, the fruitful discussion was more towards the design of Meta profile. The participants believes that the bottom-up approach as implemented by TA-SE project is more realistic and meaningful in such a way the academician can fully understand the overall process of designing engineering curriculum. The current state of curriculum design is more towards Top-down approach whereby the existing curriculum was being fitted to the list of student attributes set by the EAC. The list of EAC’s student attributes are not divided into generic and specific. Moreover, the attributes are not ranked according to its importance. Hence, the process of designing engineering curriculum is more like fitting the existing program prior to OBE into the new framework without any major



change. The process is all about assigning the student attributes to each courses so that the entire students attributes can be covered by the program. In the end, the compliance of OBE is merely based on how deep the program can cover the student attributes on paper without any specific weightage that can give a unique trademark and direction to the program. Meanwhile, the list of student attributes by TA-SE has undergone detailed and systematic analytical process by considering opinions from different stakeholders before the list can be published for Meta profile development. Even the development of Meta profile has gone through a rigorous process so that each of the student attribute can be ranked wisely according to its importance. For instance, if S2; Ability to utilize knowledge in science and mathematics (including statistics); has the highest priority, then the curriculum design can take into this consideration by having more mathematic-based courses to equip their student with strong fundamental on the first principal concept. This priority level can give greater vision to academician in designing future engineering curriculum since the list of student attributes can reflect actual expectation from different stakeholders. In fact, each university in Malaysia can have their unique signature on the engineering program whilst still complying with the Washington Accord’s OBE.



UNIVERSITY OF SAN AGUSTIN

INTRODUCTION In Kuala Lumpur (16 - 17th October 2017), the SAG of Civil Engineering has come up with a META-Profile for the students of the future. Each team member of TA-SE has been tasked to compare between the META Profile formulated in Kuala Lumpur with the actual program with each respective University. THE META PROFILE OF CIVIL ENGINEERING SAG The following is the META-Profile formulated by the Civil Engineering SAG with some modifications to the Specific Competencies.



The Generic Competencies:

GENERIC COMPETENCIES

1. Ability to work collaboratively and effectively in diverse contexts

2. Ability to use information and communication technology purposefully and responsibly

3. Ability to uphold professional, moral and ethical values.

4. Ability to demonstrate responsibility and accountability towards the society and environment

5. Ability to communicate clearly and effectively

6. Ability to think critically, reflectively an innovatively

7. Ability to understand, value, and respect diversity and multiculturalism

8. Ability to carry out lifelong learning and continuous professional development

9. Demonstrate problem solving abilities

10. Ability to initiate, plan, organize, implement and evaluate course of actions.

11. Ability to conduct research.

12. Ability to demonstrate leadership attributes.

13. Ability to apply knowledge into practice.

The Specific Competencies (Improved):

SPECIFIC COMPETENCIES

(Civil Eng’g.)

1. Ability to show resilience

2. Ability to utilize knowledge in science and mathematics (incl. statistics)

3. Ability to interpret engineering drawings

4. Ability to create processes to solve engineering problems

5. Ability to apply the knowledge of material science

6. Ability to carry out civil engineering analysis

7. Ability to interpret engineering data

8. Ability to utilize relevant design codes and regulations

9. Ability to design civil engineering elements. (e.g. structural, geotechnical, water, transportation and highway, environmental engineering and others)

10. Ability to monitor the progress and quality of civil engineering works

11. Ability to identify the appropriate construction technology and methods.

12. Ability to uphold safety.

13. Ability to evaluate the impact of engineering decisions.

14. Ability to integrate all civil engineering knowledge into a workable system.



The Academic Program to be used as comparison is the Bachelor of Science in Civil Engineering (BSCE), whose programme outcomes are as follows: The B.S. in Civil Engineering course of the University of San Agustin has the following Program Outcomes (PO’s):

A Apply knowledge of mathematics and science to solve civil engineering problems

B Design and conduct experiments, as well as to analyze and interpret data

C

Design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability, in accordance with standards

D Function in multidisciplinary teams

E Identify, formulate, and solve civil engineering problems

F Understand professional and ethical responsibility

G Communicate effectively civil engineering activities with the engineering community and with society at large

H Understand the impact of civil engineering solutions in a global, economic, environmental, and societal context

I Recognizes the need for, and engage in life-long learning

J Know contemporary issues

K Use techniques, skills, and modern engineering tools necessary for civil engineering practice

L Know and understand engineering and management principles as a member and leader of a team, and to manage projects in multidisciplinary environments

M Understand at least one specialized field of civil engineering practice

N

Know and understand the fundamental Augustinian values in relation to their profession (such as concern for the common good of the society, sense of community, spirit of generous service, love for peace and order, constant pursuit of excellence, etc.)



COMPARISON OF THE META PROFILE FORMULATED WITH THE ACTUAL BSCE PROGRAM OF THE UNIVERSITY

The following table illustrates the mapping between the program outcomes of the said academic program with the generic and specific competencies used in the META-Profile.

PO University of San Agustin META Profile Formulated

A Apply knowledge of mathematics and science to solve civil engineering problems

(G9) Demonstrate problem solving abilities

(G13) Ability to apply knowledge into practice.

(S2) Ability to utilize knowledge in science and mathematics (incl. statistics)

(S5) Ability to apply the knowledge of material science

B Design and conduct experiments, as well as to analyze and interpret data

(G11) Ability to conduct research

(S7) Ability to interpret engineering data

C

Design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability, in accordance with standards

(G4) Ability to demonstrate responsibility and accountability towards the society and environment

(S1) Ability to show resilience

(S4) Ability to create processes to solve engineering problems

(S12) Ability to uphold safety

(S13) Ability to integrate all civil engineering knowledge into a workable system

D Function in multidisciplinary teams (G1) Ability to work collaboratively and effectively in diverse contexts

E Identify, formulate, and solve civil engineering problems

(G6) Ability to think critically, reflectively an innovatively

(S6) Ability to carry out civil engineering analysis

F Understand professional and ethical responsibility

(G3) Ability to uphold professional, moral and ethical values.

G

Communicate effectively civil engineering activities with the engineering community and with society at large

(G5) Ability to communicate clearly and effectively

H

Understand the impact of civil engineering solutions in a global, economic, environmental, and societal context

(S13) Ability to evaluate the impact of engineering decisions.

I Recognizes the need for, and engage in life-long learning

(G8) Ability to carry out lifelong learning and continuous professional development

J Know contemporary issues (G7) Ability to understand, value, and respect diversity and multiculturalism



PO University of San Agustin META Profile Formulated

K

Use techniques, skills, and modern engineering tools necessary for civil engineering practice

(G2) Ability to use information and communication technology purposefully and responsibly

(S3) Ability to interpret engineering drawings

(S11) Ability to identify the appropriate construction technology and methods

L

Know and understand engineering and management principles as a member and leader of a team, and to manage projects in multidisciplinary environments

(G10) Ability to initiate, plan, organize, implement and evaluate course of actions

(G12) Ability to demonstrate leadership attributes

(S8) Ability to utilize relevant design codes and regulations

(S10) Ability to monitor the progress and quality of civil engineering works

M Understand at least one specialized field of civil engineering practice

(S9) Ability to design civil engineering elements. (e.g. structural, geotechnical, water, transportation and highway, environmental engineering and others)

N

Know and understand the fundamental Augustinian values in relation to their profession (such as concern for the common good of the society, sense of community, spirit of generous service, love for peace and order, constant pursuit of excellence, etc.)

(G3) Ability to uphold professional, moral and ethical values. (G4) Ability to demonstrate responsibility and accountability towards the society and environment

All the Generic & Specific Competencies listed in the META Profile are mapped to the current Programme Outcomes of the University. This shows that the current Programme Outcomes of the University conforms to the META Profile formulated. These Program Outcomes of the University is for the current curriculum being used which is the 5-Year BSCE Course. Since the implementation of the K-12 government program is now in effect. A new curriculum is now being formulated to be used starting next Academic Year 2018-2019. From a 5-Year BSCE Course, it will now be a 4-Year BSCE Course with Specialization (Structural Engineering, Construction Engineering & Management, Geotechnical Engineering, Transportation Engineering & Water Resources Engineering). The shift will not dramatically change the Program Outcomes of the course because all the current Program Outcomes of the BSCE Course is still included in the current PO’s (with improvements) as directed by the new Policies, Standards & Guidelines (PSG) for the BSCE Program by the Commission on Higher Education (CHED), the government implementing body for higher education.



UNIVERSITY OF THE PHILIPPINES SYSTEM

INSTITUTIONAL REPORT Bachelor of Science in Civil Engineering Program University of the Philippines (Diliman) Prepared by: Karl B. N. Vergel, University of the Philippines (Diliman) 1. Process A focus group discussion was held on December 12, 2017 that involved four faculty members, including the B.S. Civil Engineering Curriculum Committee Chair of the Institute of Civil Engineering, former Vice Chancellor for Academic Affairs of the University of the Philippines (Diliman Campus), Director of Office of International Linkages of the University of the Philippines and Deputy Director for Academic Programs of the Institute of Civil Engineering (who is also the representative of the University to Tuning Asia Southeast Project. At first, the representative oriented the group on Tuning project and presented the CE Meta-Profile developed in the 2nd General Meeting. After that, the University of the Philippines (Diliman) civil engineering degree profile elements, consisting of General Education (GE) objectives and student outcomes (SO) of the curricular revision proposal for the 4-year Bachelor of Science in Civil Engineering program was presented. The second part involved discussion of the generic and subject-specific outcomes of the CE Meta-Profile which were compared with the General Education objectives and civil engineering student outcomes. 2. Degree Profile The degree profile of the B.S. Civil Engineering is shown in terms of the student outcomes of the proposed 4-year program and objectives of the General Education (GE) Program of the University of the Philippines (Diliman). Figure 1 shows the 11 student outcomes of the civil engineering program consisting of core competencies, drivers, enablers and values.



Figure 1. Student Outcomes of the Bachelor of Science in Civil Engineering Program (4-Year) of the University of the Philippines (Diliman)

The University of the Philippines (Diliman)’s General Education program has the following objectives: 1) Broaden intellectual and cultural horizons; 2) Hone critical and creative thinking; 3) Develop a passion for learning and scholarship; 4) Cultivate a high sense of intellectual and moral integrity; and, 5) Foster a commitment to service and social justice. 3. Coincidences with the Civil Engineering Meta-Profile

Tables 1 and 2 show the generic and subject-specific competences (left column) covered by the general education and civil engineering student outcomes (right column).

Table 1. Generic Competences of the CE Meta-Profile and Corresponding GE Objective/CE Student Outcomes of the CE Program of the University of the Philippines (Diliman)

CE Meta-Profile: Generic Competences

Corresponding Univ. of the Phils. GE Objectives / CE Student Outcomes

G1. Ability to work collaboratively and effectively in diverse contexts

SO6. An ability to function effectively as a member or leader of a team that establishes goals, plans tasks, meets deadlines, and creates a collaborative and inclusive environment.

G2. Ability to use information and communication technology purposefully and responsibly

SO2. An ability to identify, formulate and solve complex engineering problems.

G3. Ability to uphold professional, moral and ethical values

GE4) Cultivate a high sense of intellectual and moral integrity. SO11. An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments.

G4. Ability to demonstrate responsibility and accountability towards the society and environment

GE5) Foster a commitment to service and social justice. SO4. An ability to apply the engineering design process to produce solutions that meet specified needs with consideration for public health and safety, and global, cultural, social, environmental, economic, and other factors as appropriate to the discipline. SO7. A knowledge of contemporary issues in the profession and the society. SO8. A liberal education with emphasis on nation-building.

G5. Ability to communicate clearly and effectively

SO5. An ability to communicate effectively with a range of audiences by a variety of means.

G6. Ability to think critically, reflectively and innovatively

GE2) Hone critical and creative thinking

G7. Ability to understand, value, and respect diversity and multiculturalism

GE1) Broaden intellectual and cultural horizons. SO6. An ability to function effectively as a member or leader of a team that establishes goals, plans tasks, meets deadlines, and creates a collaborative and inclusive environment.



G8. Ability to carry out lifelong learning and continuous professional development

GE3) Develop a passion for learning and scholarship. SO9. An ability to recognize the ongoing need to acquire new knowledge, to choose appropriate learning strategies, and to apply this knowledge.

G9. Demonstrate problem solving abilities

SO2. An ability to identify, formulate and solve complex engineering problems.

G10. Ability to initiate, plan, organise, implement and evaluate course of actions


G11. Ability to conduct research SO2. An ability to identify, formulate and solve complex engineering problems.

G12. Ability to demonstrate leadership attributes


G13. Ability to apply knowledge into practice

SO1. An ability to apply principles of engineering, science and mathematics.

Table 2. Subject-Specific Competences of the CE Meta-Profile and Corresponding GE

Objective/CE Student Outcomes of CE Program of the University of the Philippines (Diliman)

CE Meta-Profile: Subject-Specific Competences

Corresponding Univ. of the Phils. GE Objectives / CE Student Outcomes

S1. Ability to show resilience SO1. An ability to apply principles of engineering, science and mathematics. SO2. An ability to identify, formulate and solve complex engineering problems.

S2. Ability to utilize knowledge in science and mathematics (including statistics)


S3. Ability to interpret engineering drawings

SO3. An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.

S4. Ability to create processes to solve engineering problems


S5. Ability to apply the knowledge of material science


S6. Ability to carry out civil engineering analysis




S7. Ability to interpret engineering data


S8. Ability to utilise relevant design codes and regulations

SO4. An ability to apply the engineering design process to produce solutions that meet specified needs with consideration for public health and safety, and global, cultural, social, environmental, economic, and other factors as appropriate to the discipline.

S9. Ability to design civil engineering elements (e.g. structural, geotechnical, water, transportation and highway, environmental engineering, and others)

SO4. An ability to apply the engineering design process to produce solutions that meet specified needs with consideration for public health and safety, and global, cultural, social, environmental, economic, and other factors as appropriate to the discipline.

S10. Ability to monitor the progress and quality of civil engineering works

SO4. An ability to apply the engineering design process to produce solutions that meet specified needs with consideration for public health and safety, and global, cultural, social, environmental, economic, and other factors as appropriate to the discipline. (quality not explicit)

S11. Ability to identify the appropriate construction technology and methods

SO1. An ability to apply principles of engineering, science and mathematics. SO4. An ability to apply the engineering design process to produce solutions that meet specified needs with consideration for public health and safety, and global, cultural, social, environmental, economic, and other factors as appropriate to the discipline.

S12. Ability to uphold safety SO4. An ability to apply the engineering design process to produce solutions that meet specified needs with consideration for public health and safety, and global, cultural, social, environmental, economic, and other factors as appropriate to the discipline. SO10. An ability to consider the impact of engineering solutions in global, economic, environmental, and societal contexts.

S13. Ability to evaluate the impact of engineering decisions

SO10. An ability to consider the impact of engineering solutions in global, economic, environmental, and societal contexts.

S14. Ability to integrate all civil engineering knowledge into a workable system

SO4. An ability to apply the engineering design process to produce solutions that meet specified needs with consideration for public health and safety, and global,



cultural, social, environmental, economic, and other factors as appropriate to the discipline.

4. Coincidences In general, most of the generic and subject-specific competences of the CE Meta-Profile are covered by the University of the Philippines (Diliman) General Education Objectives and Student Outcomes of the proposed 4-Year B.S. Civil Engineering Program. The University of the Philippines Civil Engineering Student Outcomes are wider in coverage and can cover two or more competences of the CE Meta-Profile which are more specific in formulation. 5. Differences Based on the comparison of CE Meta-Profile and University of the Philippines (Diliman) degree profile competences, the following subject-specific competency of the CE Meta-Profile is not fully covered by competences of the University of the Philippines (S10. Ability to monitor the progress and quality of civil engineering works), particularly on quality. 6. People Consulted and Reflections The academics who were consulted noticed that 27 competences are too much, generic and subject-specific competences are not unique and some generic competences can be considered as subject-specific competences (ex. Apply knowledge into practice). It has been suggested to merge competences in terms around 7-8 groupings or domains. 7. Profile Adjustments/Profile Suggested for the University

It is suggested that the quality element of the following competency in the CE Meta-Profile be incorporated in the degree profile of the University of the Philippines (Diliman) B.S. Civil Engineering Program:

• S10. Ability to monitor the progress and quality of civil engineering works

It is suggested that the following Student Outcome of the University of the Philippines (Diliman) be revised to include the term “quality”:

• SO4. An ability to apply the engineering design process to produce solutions that meet specified needs with consideration for public health and safety, and global, cultural, social, environmental, economic, and other factors as appropriate to the discipline.

8. Conclusions

Based on the overall, most of the generic and subject-specific competences of the CE Meta-Profile are covered by the University of the Philippines (Diliman) General Education Objectives and Student Outcomes of the proposed 4-Year B.S. Civil Engineering Program. It is also suggested to include concept of quality in the outcomes of the program, particularly, in Student Outcome 4. An ability to apply the engineering design process to produce solutions that meet specified needs with consideration for public health and safety, and global, cultural, social, environmental, economic, and other factors as appropriate to the discipline.



KING MONGKUT'S UNIVERSITY OF TECHNOLOGY THONBURY

1. Degree Bachelor of Engineering (Civil Engineering, International Program)

2. Profile of the Degree The profile of the degree has been established upon the foundation decided by the board of directors of the program nearly a decade ago. At the present time, after a few modifications along the way, they are:

a) A capable civil engineer

b) A civil engineer who can apply himself anywhere in the world

c) After 4 years of graduation, a civil engineer who may be able to lead a small team of

engineers

3. Coincidences with Meta Profile The Meta Profile under discussion herein is considered to have three skills, Technical, Personal, Social, and Values. 3.1 The technical skill in Meta Profile invariably is identical to the profile of the degree, which is dubbed as “capable civil engineer.” Any academic program that is aimed to produce a civil engineer should automatically have this set. 3.2 The aspect of an engineer who has capabilities and flexibility to engage him/herself in the related field of work anywhere can be viewed as an engineer who possesses a set of proper and relevant personal and social skills. 3.3 Upon the technical addition of profile c, an engineer with leadership ability, this falls into the category of social skill. 4. Differences with Meta Profile Even though the academic curriculum of the program, and inevitably its profile, is currently being under major overhaul, which shall result in many aspects become evenly matched with Meta Profile, especially in details, discussion about differences shall be made based on the legitimate curriculum that shall be under effect for a few more years: 4.1 Even though one of the profile of the current curriculum has an emphasis on creating an engineer who can work anywhere, it is not as clearly identified and categorized as the skill set in Meta Profile, which clearly identify social and personal skills apart from each other while also providing outcomes in details. 4.2 It is widely accepted that a good engineer should possess morality. This is also a common requirement imposed upon by the Ministry of Education and has been blended amongst the desired outcomes. However, it has never been arranged to stand out as a profile. 5. Reflections Even though many agree upon the notion of Meta Profile; however, upon discussion, some feel that: 5.1 Outcomes in Meta Profiles are very detailed and planned – while some outcomes in current curriculum are under other outcomes and not as clearly characterized. 5.2 Current curriculum, and also the one under construction, has more flexibility due to the profile “anywhere in the world.” This underline the importance of the fact that graduates must be able to adapt themselves to any working environment.



5.3 Meta Profiles places level of importance on outcomes whereas neither curriculum nor the one under construction does not. 6. Adjustments for University OBE is relatively new to the university, even though, in the curriculum level, it has been carried out in a trial and will come into full effect in the next academic year when the new curriculum is in full swing. However, one action that the university must do is to grant full power and facilities to the head of the curriculum to ensure that all the outcomes, measured in the subjects taught by various personnel from multiple departments, can be achieved. An absolute focus on student abilities is a must for the success of OBE program. 7. Conclusions Since the curriculum under development has been constructed with recognition of Meta Profile, so it is indeed very exciting to witness how the outcome measurement will unfold. Even though differences between Meta Profiles and curriculum do exist, especially in terms of level of importance, but they are not major. These differences certainly can be bridged should the board of the director of the program decide that the curriculum be part of EU-Tuning program.



CHULALONGKORN UNIVERSITY

Withit Pansuk, Ph.D., Department of Civil Engineering, Faculty of Engineering,

Chulalongkorn University, THAILAND Degree profile Bachelor of Engineering (Civil Engineering) 13 learning outcomes modified from Washington Accord Graduate following TABEE (Thailand Accreditation Board of Engineering Education) 1. Mathematics, science and engineering knowledge - Learn breadth knowledge of mathematics, science, engineering fundamentals and an engineering specialization. 2. Application of mathematics, science and engineering knowledge - Apply depth knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the solution of complex engineering problems. 3. Problem Analysis - Identify, formulate, research literature and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences and engineering sciences. 4. Design/development of solutions - Design solutions for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations. 5. Investigation - Conduct investigations of complex problems using research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions. 6. Modern Tool Usage - Create, select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modelling, to complex engineering activities, with an understanding of the limitations. 7. Individual and Team work - Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings. 8. Communication - Communicate effectively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions. 9. The Engineer and Society - Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice. 10. Ethics - Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice. 11. Environment, Sustainability and Sufficiency economy



- Understand the impact of professional engineering solutions in societal and environmental contexts and demonstrate knowledge of and need for sustainable development. 12. Risk Management and Investment - Demonstrate knowledge and understanding of engineering and management principles and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments. 13. Life-long learning - Recognize the need and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change. Coincidences and differences with the meta-profile agreed in Kula Lumpur

T P S V Meta-profile agreed in Kula Lumpur Current degree profile

X X X X G13: Ability to apply knowledge into practice

2. Application of mathematics, science and engineering knowledge

X X G1: Ability to work collaboratively and effectively in diverse contexts

7. Individual and Team work

X X G7: Ability to understand, value, and respect diversity and multiculturalism


X X G5: Ability to communicate clearly and effectively

8. Communication

X X G4: Ability to demonstrate responsibility and accountability towards the society and environment

9. The Engineer and Society 11. Environment, Sustainability and Sufficiency economy

X X G9: Demonstrate problem solving abilities

3. Problem Analysis

X X G12: Ability to demonstrate leadership attributes


X X S1: Ability to show resilience 12. Risk Management and Investment

X X S3: Ability to interpret engineering drawings

1. Mathematics, science and engineering knowledge

X X S4: Ability to create processes to solve engineering problems

4. Design/development of solutions

X X S6: Ability to carry out civil engineering analysis

3. Problem Analysis

X X S7: Ability to interpret engineering data

1. Mathematics, science and engineering knowledge 5. Investigation

X X S14: Ability to integrate all civil engineering knowledge into a workable system


X G3: Ability to uphold professional, moral and ethical values

10. Ethics



X S12: Ability to uphold safety 9. The Engineer and Society

X S9: Ability to design civil engineering elements


X X X X G10: Ability to initiate, plan, organize, implement and evaluate course of actions

4. Design/development of solutions

X X X X S13: Ability to evaluate the impact of engineering decisions

9. The Engineer and Society

X X S10: Ability to monitor the progress and quality of civil engineering works


X G6: Ability to think critically, reflectively and innovatively

X G8: Ability to carry out lifelong learning and continuous professional development

13. Life-long learning

X S8: Ability to utilize relevant design codes and regulations


X S11: Ability to identify the appropriate construction technology and methods

6. Modern Tool Usage

X G2: Ability to use information and communication technology purposefully and responsibly

6. Modern Tool Usage

X G11: Ability to conduct research 5. Investigation

X S2: Ability to utilize knowledge in science and mathematics (including statistics)


X S5: Ability to apply the knowledge of material science

1. Mathematics, science and engineering knowledge

T = Technical Skills, P = Personal Skills, S = Social Skills, V = Values People consulted and reflections The name of six academics from department of civil engineering are as shown:

1. Prof. Teerapong Senjuntichai, Ph.D. 2. Assoc. Prof. Tirawat Boonyatee, Ph.D. 3. Assoc. Prof. Jaroon Rungamornrat, Ph.D. 4. Assoc. Prof. Jittichai Rudjanakanoknad, Ph.D. 5. Asst. Prof. Noppadon Jokkaw, Ph.D. 6. Sawekchai Tangaramvong, Ph.D.

Reflections 1. The meta-profile agreed in Kuala Lumpur is similar but has more specific detail for civil engineering than the current degree profile.



2. The meta-profile agreed in Kuala Lumpur contains 4 categories as Technical Skills, Personal Skills, Social Skills and Values. These may help to design the courses easier in the curriculum. 3. The current degree profile did not prioritize the importance of items because there was no survey before, so the current courses could not emphasize the actual needs society. 4. Some important items in the meta-profile did not well contain in the current degree profile such as “Ability to think critically, reflectively and innovatively” because it is quite a new item of teaching and there was no survey for the current degree profile before. Profile adjustments/Profile suggested for the university 1. Create more detail profile for civil engineering following the meta-profile. 2. Group the categories of skill needed for creating courses effectively. 3. Prioritize the current degree profile following the surveyed meta-profile data. 4. Add the missing important item into the current profile such as critical and innovative thinking. Conclusions The meta-profile agreed in Kuala Lumpur is similar with the current degree profile. However, due to the systematic data surveying, the meta-profile contains more specific detail for the specific subject group (civil engineering), shows the important missing items from the current degree profile and ranks the importance of each profile items. It will be very useful if the current degree profile can be adjusted followed the meta-profile.



NARESUAN UNIVERSITY

The Civil Engineering Department of Naresuan University (NU) was established in 1995 and located at Phitsanulok, Thailand. It consists of 2 main programs such as Civil and Environmental engineering. 3 Associate Professors, 11 Assistant Professors and 11 lecturers are currently working in the department. The civil engineering students have to complete a total of 149 credits in order to graduate with the B.Eng. degree. A total of 60 students graduated in 2017. The civil engineering program was officially adjusted in 8 times from the beginning and approved by university council and Council of Engineers (COE) of Thailand. The recent objectives of the program are:

1) ability to have knowledge and responsibility for applying successfully in Civil engineering practice,

2) ability to improve oneself continually in term of engineering practice and management and have vision in order to be entrepreneur,

3) ability to uphold moral, ethics, safety and social and environmental responsibility.

Moreover, the program have been one of the pioneer applied for an accreditation of engineering program at bachelor degree of engineering by Thailand Accreditation Board of Engineering Education (TABEE) since 2017. As a result, the course-learning outcome for the program shows in table 1. It can be found that the NU’s course-learning outcome is just the same as the meta-profile (both generic and specific competences). However, some of the competences could not map with the NU’s outcome such as G7, G10, G11, G13, S3, S13, and S14. It appears that the meta-profile has more numbers of competences than the NU’s outcomes and shows the prioritizing of competences for example G1, G3, G4, G5, G7, G9, G12, G13, S1, S3, S4, S6, S7, S9 and S14 are the top of importance. Moreover, during the design of meta-profile, the new trends and opportunities are able to be satisfied and prioritized the competences. Because of this, G7, G13, S3 and S14 would be the gap of the NU’s program. After that, the focus group discussion was carried out for considering the gap. It is generally agreed that G7 (Ability to understand, value, and respect diversity and multiculturalism) is the considerable competence that should be added into the NU’s outcome and G13, S3 and S14 are not the gap because of including in some part of the NU’s program already.

The challenges of globalization and 4th industrial revolution are inevitable. The education also is changing. The university has to face with many un-forecasting aspects. Therefore, the meta-profile preparation for the program would be necessary for incoming future. Particularly, the design process of meta-profile allowed the new trends and opportunities for setting up and prioritizing the appropriated competences is the key for next generation of the university program. For the NU’s civil engineering program, we accepted clearly the process of the tuning Asia-South East especially the gap between the meta-profile and the NU’s course-learning outcome. Therefore, G7 will be included into the NU’s outcome, undoubtedly.



Table 1 Course-learning outcome of civil engineering program of Naresuan University

Outcome Description

O1 Ability to apply knowledge of mathematics, natural sciences, engineering fundamentals and an engineering specialization to conceptualize the engineering models

O2 Ability to identify, formulate, research literature review, solve, and analyze complex engineering problems reaching substantiated conclusions

O3 Ability to design and find solutions for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration

O4 Ability to conduct investigations, diagnosis, and evaluation of complex engineering problems using research-based knowledge and research methods

O5 Ability to create, select and apply appropriate techniques, resources, and modern engineering and IT tools

O6 Function effectively as an individual, and as a member or the leader of teams consisting of diverse members and in multi-disciplinary settings

O7

Communicate effectively with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations

O8

Understand and be responsible for engineering professional practice to societal and environmental contexts and evaluate the sustainability and impact of professional engineering work in the solution of complex engineering problems

O9 Apply ethical principles and commit to professional ethics and responsibilities and norms or codes of engineering practice

O10 Demonstrate knowledge and understanding of the principles of economics, investment, and engineering management under consideration of risk and uncertainties

O11 Recognize the need for, and have the preparation and ability to engage in independent and life-long learning.



HO CHI MINH UNIVERSITY OF TECHNOLOGY

HCMUT expects graduates to meet demands from the industry. Hence, from 2008, the expected competencies (in HCMUT we call learning outcomes or LOs) included both knowledge and skills. These competencies could be matched with Accreditation Board for Engineering and Technology (or ABET) standards. The expected degrees of competencies have been corresponding to the "Applicable" to "Analytical" levels of the Bloom's Taxonomy scale. The decision of the list of expected competencies and respective degrees is based on surveys and evaluation from stakeholders, including students (senior), alumni, staffs, and entrepreneurs (employer). The cycle of major adjustment in HCMUT is 5 years. The current list of expected competencies for civil engineer graduated from HCMUT is tabulated in Table 1.

Table 1: Profile for graduates from the civil engineering program at HCMUT

No Competencies At the time of graduation, student will be able to:

a Apply basic math, science and engineering knowledge

b Design and conduct experiments, as well as the ability to understand and analyze data in construction specializations such as structure, materials, geology, geodesy, and water resources.

c Design a system, component, or process that meets the needs of conditions in which there are practical constraints such as economic, environmental, social, political, Health and safety, productivity and sustainability.

d Work in interdisciplinary teams.

e Identify, establish, and solve problems of construction.

f Aware of the responsibility, professional ethics of construction.

g Communicate effectively. Minimum English level is equivalent TOEIC 450.

h Explain the impact of technical solutions in a global, economic, environmental and social context.

i Aware of the need and ability to participate in lifelong learning.

j Use knowledge of contemporary issues, policy understanding, economic and legal issues of the country.

k Use modern methods, skills, and tools needed for building practice.

With the existing profile of the University, the Dean of the Civil Engineering Faculty (FCE), Prof. Nguyen Minh Tam already a member of TA-SE, invited and led a group of six academics (Prof. Nguyen included) to discuss about the coincidence and differences between the University profile and the Meta-Profile. The other five academics (all hold PhD degree) are: three vice deans, one quality assurance team member, one academic affair assistant. The processes are:

1. The leader presented about TA-SE and the Meta-Profile.

2. The leader explained about the Meta-Profile together with its meanings.

3. The five academics read carefully the Meta-Profile and reviewed the existing profile

(HCMUT) in compared with the Meta-Profile.

4. Each member, in turn, discussed their opinions with the other members. A prepared table

was used to note by each member about their opinions (as Table 2). The leader noted all

discussion.



5. The leader presented about the result of discussion. All different opinions were discussed

again based on the all-agreed principles.

6. The leader presented the finalized results.

The discussion results are presented in Table 2. Many competencies in the Meta-Profile are comparable to the ones in the existing profile in HCMUT. The coincidences are checked by ‘x’ mark in Table 2. At the same time, we identified a few differences.

Table 2: Comparison between the existing profile in HCMUT and the Meta-Profile

Competencies In HCMUT

Meta-profile a b c d e f g h i j k

Specific competencies (Ability to)

1 Show resilience

2 Utilize knowledge in science and mathematics (including statistics)

x

3 Interpret engineering drawings x

4 Create processes to solve engineering problems x

5 Apply the knowledge and material science

6 Carry out civil engineering analysis x x

7 Interpret engineering data x

8 Utilize relevant design codes and regulations x

9 Design civil engineering elements x

10 Monitor the progress and quality of civil engineering works

x

11 Identify the appropriate construction technology and methods

x x x

12 Uphold safety x

13 Evaluate the impact of engineering decisions x x x

14 Integrate all civil engineering knowledge into a workable system

x x

Generic competencies (Ability to)

1 Work collaboratively and effectively in diverse contexts

x

2 Use information and communication technology purposefully and responsibly

x

3 Uphold professional, moral and ethical values x

4 Demonstrate responsibility and accountability towards the society and environment

x

5 Communicate clearly and effectively x

6 Think critically, reflectively and innovatively

7 Understand, value, and respect diversity and multiculturalism

8 Carry out lifelong learning and continuous professional development

x

9 Demonstrate problem solving abilities x



10 Initiate, plan, organize, implement and evaluate course of actions

x

11 Conduct research

12 Demonstrate leadership attributes

13 Apply knowledge into practice x

All the differences are that the competencies in the Meta-Profile are absent from the existing list in HCMUT. They are Show resilience; Think critically, reflectively and innovatively; Understand, value, and respect diversity and multiculturalism; Conduct research; and Demonstrate leadership attributes.



NATIONAL UNIVERSITY OF CIVIL ENGINEERING

I. INTRODUCTION

After establishing and completing the meta-profile with Civil Engineering SAG in Kuala Lumpur, the Tuning Asia project’s coordinator of National University of Civil Engineering (NUCE) has presented the update results of project for all project team members. Since then, we have decided to choose the Faculty of civil and industrial construction for case study and selected 06 academic staffs to discuss about the meta-profile of Tuning Asia and the reality of our faculty. This report is for the purpose of presenting: the results of the comparison of “Kuala Lumpur” metal-profile with reality of NUCE, the comments of some academic staffs about differences between these two metal-profiles and also some adjustments for “future” meta-profile of NUCE. I.1. About NUCE

Founded in 1966, formerly the Faculty of Civil Engineering at Hanoi University of Science and Technology (HUST), the National University of Civil Engineering (NUCE) has trained every year over 20,000 students in 24 majors for undergraduated degree, 17 majors for master’s degree and 19 majors for PhD level. The University of Civil Engineering was one of the first four higher education institutions in Vietnam to be evaluated by the High Council for Evaluation of Research and Higher Education (HCERES) in March 2017 and accredited with a period of 05 years (2017-2022). In NUCE, each major has their own output standard for students. The Tuning Asia team of NUCE selected civil and industrial construction major for case study because this specialization managed by the Faculty of civil and industrial construction always attracts the largest number of students (500-600 students/year). I.2. Profile of Faculty of civil and industrial construction

The profile of undergraduated students of Faculty of civil and industrial construction stated in the Decision No 551/QĐ-ĐHXD (14 April 2016) on The issuance of standard output for specialized majors of NUCE is given below:

No CONTENT

KR Knowledge requirements

KR1 Having knowledge of political theory, national defense and security, Vietnamese law, physical self-training and understanding of social sciences and humanities

KR2 Having knowledge of natural science and basic technique suitable to acquire specialized knowledge

KR3 Having knowledge in industrial civil construction, including: structural design; technology design and construction organization; economic analysis; exploitation management of civil and industrial construction works

KR4

Having knowledge of basic principles, natural and social laws in the field of construction (to develop new knowledge and be able to continue to study at the graduate level), management, administration, legal knowledge and environmental protection related to construction field

SR Skill requirements

SR1 Ability to complete the work by using knowledge and practical experience in different contexts

SR2 Ability to analyze, synthesize, evaluate data, information and collective ideas



SR3 Ability to use new achievements in science and technology to solve practical or abstract problems in the field of construction works

SR4 Ability to handle the local scale problems and regions

Hard skills

SR5 Ability to design consultancy in civil and industrial construction

SR6 Ability to execute and to supervise construction works

SR7 Ability to set up technical measures, to organize and manage construction site

SR8 Ability to participate in the management of investment projects on construction

SR9 Ability to use computer software and foreign languages

Soft skills

SR10 Ability to acquire, analyze, synthesize and solve problems, and be able to handle professional work and study independently and scientifically

SR11 Have skills: social skill, teamwork skill, communication skill, presentation skill to work effectively in the specialized field in the domestic and international environment

VR Attitude, autonomy and responsibility requirements

VR1 Have a sense of responsibility of citizens and observance of the State’s law

VR2 Have personal ethics, professional working style, dynamic, cooperative friendly service to the community

VR3 Ability to lead in professional and specialized fields of construction

VR4 Ability to think innovatively in implementing the assigned tasks

VR5 Ability to orient, adapt to different working environments, self study, accumulate knowledge and experience to improve professional qualifications

VR6 Ability to make conclusions about common professional and technical issues.

VR7 Ability to plan, coordinate and promote collective wisdom

VR8 Ability to evaluate and advance professional activities.

II. COMPARISION BETWEEN META-PROFILE AND DEGREE PROFILE OF NUCE

When comparing these two cases of Meta-profiles, although presented differently they have a lot of common points and some differences showed in two tables below: Table with meta-profile of NUCE is main object

NUCE TUNING NUCE TUNING

SR1 G13, S14 KR1 -

SR2 S6, S7 KR2 S2, S4, S5

SR3 - KR3 -

SR4 G7 KR4 -

SR5 S9 VR1 G4

SR6 S10 VR2 G3

SR7 S11 VR3 G12

SR8 - VR4 part of G6

SR9 G2 VR5 G8, S1

SR10 G9, G11 VR6 -

SR11 G1, G5 VR7 G10

VR8 G6

Table with meta-profile of Tuning Project is main object



TUNING NUCE TUNING NUCE

G1 part of SR11 S1 -

G2 SR9 S2 KR2

G3 VR2 S3 -

G4 VR1 S4 KR2

G5 part of SR11 S5 KR2

G6 VR4 + S6 Part of SR2

G7 SR4 S7 Part of SR2

G8 VR5 S8 -

G9 Part of SR10 S9 SR5

G10 VR7 S10 SR6

G11 Part of SR10 S11 SR7

G12 VR3 S12 -

G13 SR1 S13 -

S14 SR1

II.1. Coincidences

Two tables with comparison results show that there are many common points between these two meta-profiles. Some requirements or competencies are quite similar such as: SR4-G7, SR5-S9, SR6-S10, SR7-S11, SR9-G2, VR1-G4, VR2-G3, VR3-G12, VR7-G10 and VR8-G6. Some requirements include at least two competencies like: SR2-(S6+S7), SR10-(G9+G11), SR11-(G1+G5) and KR2-(S2+S4+S5). Only VR4 is one part of G6. II.2. Differences

Obviously, the presentation of NUCE output requirements differs from that of Tuning’s project. Actually at NUCE, there are no competency requirements for students in general. Each faculty develops a separate output standard base on three main points (Knowledge requirements, Skills requirements and Attitude, autonomy and responsibility requirements). Unlike in Tuning project, the competencies are divided into General competencies and Specific competencies. Some requirements in meta-profile of NUCE are not mentioned in that of Tuning project (SR3, SR8, KR1, KR3, KR4 and VR6) and vice versa (S1, S3, S8, S12 and S13) III. REFLECTIONS OF ACADEMIC STAFFS OF NUCE

III.1. Selection of academic staffs

The list of academic staffs of NUCE invited to the meta-profiles discuss meeting is shown in the following table:

No Name Positions

1 Dr. NGUYEN Ngoc Linh

Dean of Faculty of civil and industrial construction, Lecturer at Steel structures department, Project’s member

2 Assoc. Prof. TRAN Minh Tu

Vice Dean of Faculty of civil and industrial construction, Lecturer at Materials strength department

3 M.Sc PHAM N.V.Phuong

Lecturer at Technology and construction management department, Project’s member



4 Assoc. Prof. NGUYEN Hoang Giang

Head of International Cooperation Department, Lecturer at Inspection and testing department

5 Assoc. Prof. LE Viet Dung

Lecturer at Concrete structure department

6 Dr. NGUYEN Bang Giang

Lecturer at Mathematic department

7 Dr. NGUYEN Tien Dung

Deputy Head of International Cooperation Department Lecturer at Building materials department Project’s coordinator

III.2. Reflections of academic staffs

Many opinions were raised in the meeting, we can summarize that the difference between these 2 meta-profiles could be explained as follows: - S1-Ability to show resilience, missing in NUCE meta-profile could be interpreted as Ability to

adapt to different working environments in VR5

- S3-Ability to interpret engineering drawings, could be a part of SR11 presentation skill to work

effectively

- S8-Ability to utilize relevant codes and regulations, is required to be added

- S12-Ability to uphold safety, is required to be added

- S13-Ability to evaluate the impact of engineering decisions, could be interpreted by VR6 because

the engineer has to evaluate the impact before making decisions.

- Some knowledge requirements (KR) of NUCE meta-profile are not mentioned in Tuning’s one

because Tuning meta-profile only focus on the necessary competencies and does not provide

the KR to achieve that capacity.

III.3. Profiles adjustments for NUCE

The meeting group made some recommendations for meta-profile of NUCE and Faculty of civil and industrial construction: - Resetting the meta-profile base on Tuning’s one because this meta-profile is accurate, concise

and easy to understand

- Establishing the general requirements for all students in NUCE and then specific competencies

for each major

IV. CONCLUSION

The National University of Civil Engineering is in the process of renovating the training program to suit the development trend of education in the word. The first and important thing is to establish the output standards or the competency requirements for students. The meta-profile, results of Tuning project, will be a great help for NUCE. The project team will build the output standards for students of NUCE in general and for students in civil and industrial construction major in particular.



MEDICINE

UNIVERSITY OF HEALTH SCIENCES

Report on Bridging between Meta-Profile and General Practitioner (GP) Program at Faculty of Medicine, University of Health Sciences (UHS), Cambodia

Objectives: 1-To contrast the General Practitioner (GP) program at University of Health Sciences (UHS), Cambodia with the Meta-Profile of ASEAN Medical Education framework (ASEANMed), agreed in Kuala Lumpur. 2-To reflect on the coincidences and differences and to start the institutional validation. Team member:

1-Bounchan Youttiroung, MD, Dean of Faculty of Medicine, UHS 2-Mam Bunsocheat, MD, Vice Dean for Academic Affairs, Faculty of Medicine, UHS 3-Ith Ponndara, MD, PhD, Head of Academic Affairs, Faculty of Medicine, UHS 4-Im Bunthoeun, MD, Head of Research Bureau, Faculty of Medicine, UHS 5-Sin Wadhanak, MD, Head of GP program, Faculty of Medicine, UHS 6-Aim Sothea, MD, MHPEd, Head of Pedagogy Unit, Faculty of Medicine, UHS 7-Nhem Aklin, MD, Head of Undergraduate program, Faculty of Medicine, UHS

Selected Degree: The team has chosen the General Medical Doctor/General Practitioner (GP) Program at Faculty of Medicine, University of Health Sciences (UHS), Cambodia to with the Meta-Profile of ASEAN Medical Education framework (ASEANMed), agreed in Kuala Lumpur. The profile of General Medical Doctor/General Practitioner (GP): The team has coded the Competencies of General Medical Doctor/General Practitioner as (GC) for General Competencies and (SC) for Specific Competencies. The detail of this core competency for General Medical Doctor/General Practitioner are listed in Appendix page.

Title General Medical Doctor/General Practitioner (GP)

Length (years) 8

Level Doctoral degree

Occupations/jobs (1) Scientist and Researcher; (2) Medical Practitioner

Description The Core Competency of General Medical Doctor required are: Domain I: Scientific Foundations for Medical Practice GC 1: Possesses specialized body of knowledge in order to provide competent clinical care, by demonstrating his/her knowledge:

• SC1: Biomedical Sciences • SC2: Behavioral Sciences • SC3: Public Health • SC4: Information and Communication • SC5: Organization, Management and Research

Domain II: Provision and Management of Patient Care GC2: Perform appropriate diagnostic and therapeutic procedures in order to provide a consistent and holistic care of patients.



• SC6: General Principles of Diagnostic and Therapeutic Procedures • SC7: Diagnostic of Disease and Conditions

– History Taking – Physical and Mental State Examination – Patient Investigation (Labo, Radiological and clinical) – Diagnosis – Management Plan

• SC8: Patient Management – General Patient Management – Specific Patient Management (Medicine, Surgery, Pediatrics,

Gynecology-Obstetrics)

GC3: Domain III: Professional and Personal Behaviours • SC9: Professional and Legal/ethical Practice

– Legal and Ethical Practice – Good Standing and Reputation of the Profession – Safe Medical Practice – Collaboration and Team Working

• SC10: Maintaining and Improving Professional Competence • SC11: Critical Analysis, Research and Education

– Access, Analysis and Synthesis of Information – Research and Education

• SC12: Communication – Patients (and relatives) – Colleagues

Analyze this degree profile comparatively with the Meta-Profile:

ASEAN Medical Education framework GP Program

Generic Competencies (G) Generic Competencies (GC)

G1 Ability to work collaboratively and effectively in diverse contexts

Yes (GC3)

G2 Ability to use information and communication technology purposefully and responsibly

Yes (GC1, SC4)

G3 Ability to uphold professional, moral and ethical values

Yes (GC3)

G4 Ability to demonstrate responsibility and accountability towards the society and environment

Yes (GC3)

G5 Ability to communicate clearly and effectively Yes (GC3, SC12)

G6 Ability to think critically, reflectively and innovatively Yes (GC3)

G7 Ability to understand, value, and respect diversity and multiculturalism

Yes (GC2, SC7)



G8 Ability to carry out lifelong learning and continuous professional development

Yes (GC3, SC10)

G9 Demonstrate problem solving abilities Yes (GC2, SC7)

G10 Ability to initiate, plan, organise, implement and evaluate course of actions

Yes (GC2, SC7)

G11 Ability to conduct research Yes (SC5, SC11)

G12 Ability to demonstrate leadership attributes No

G13 Ability to apply knowledge into practice Yes (GC2)

Specific Competencies (S) Specific Competencies (SG)

S1 Ability to practice according to good clinical practice (GCP) in various clinical settings

Yes (SC9)

S2 Ability to appropriately perform history taking Yes (SC7)

S3 Ability to appropriately perform physical examination Yes (SC7)

S4 Ability to appropriately perform diagnostic investigation

Yes (SC7)

S5 Ability to integrate clinical and work-up information to make diagnosis and differential diagnosis

Yes (SC7)

S6 Ability to provide appropriate therapy with a biopsychosocial approach

Yes (SC7, SC8)

S7 Ability to explain the benefit and risk of any therapeutic options

Yes (SC8)

S8 Ability to perform consultation with patients and family with empathy

Yes (SC6, SC7)

S9 Ability to manage medical record appropriately Yes (SC7)

S10 Ability to ensure and maintain patient safety Yes (SC8, SC9)

S11 Ability to promote health and preventive medicine Yes (SC3, SC8,SC12)

S12 Ability to recognize and address public concerns and controversial issues related to health

Yes (SC3)

S13 Ability to demonstrate a balanced dedication to serve the interest of individual patient and the commitment to social justice and the common good

Yes (SC3)

S14 Ability to recognize and estimate the health risks and healthcare needs of a defined population, particularly of vulnerable groups

Yes (SC1, SC3)



The team found that the Competencies of ASEAN Medical Education framework (ASEANMed) cover all the competencies for General Medical Doctor/General Practitioner. Anyways, we found missing competence in the General Medical Doctor/General Practitioner program is “Ability to demonstrate leadership attributes” which has to be added in our program. The team has also proposed to integrate Inter-professional education (IPE) in to this program. Conclusion ASEAN Medical Education framework (ASEANMed) is useful and is taken into consideration to foster quality and harmonization at UHS. The Core Competency for General Medical Doctor/General Practitioner at UHS has a set of strengths on which to build and a mission to fulfill. Both elements, give identity to the degree profile in terms of local and institutional perspective. Leadership and integrate Inter-professional education (IPE) has to be add in to the General Medical Doctor/General Practitioner program. Appendix: Core Competency Framework of New General Practitioner Graduates in Cambodia Domain I: Scientific Foundations for Medical Practice A GP possesses specialized body of knowledge in order to provide competent clinical care, by demonstrating his/her knowledge on/about/of: A. Biomedical Sciences A GP applies biomedical sciences including anatomy, biochemistry, biology, genetics, histology, immunology, microbiology, nutrition, pathology, pathophysiology, pharmacology and physiology to: 1. Explain normal human structure and functions. 2. Explain the scientific bases for common disease presentations. 3. Justify the selection of appropriate investigations for common clinical cases based on (i) the prevalence of the disease, (ii) treatability, feasibility and accessibility of treatment, and (iii) urgency to treat. 4. Explain the fundamental principles underlying such investigative techniques. 5. Select appropriate forms of management for common diseases, and ways of preventing common diseases, and explain their modes of action and their risks from first principles. 6. Demonstrate knowledge of drug actions: therapeutics and pharmacokinetics; drug side effects and interactions, including for multiple treatments, long term conditions and non-prescribed medication; and also including effects on the population, such as the spread of antibiotic resistance. 7. Make accurate observations of clinical phenomena and appropriate critical analysis of clinical data. B. Behavioural Sciences A GP applies psychological and social science principles, method and knowledge to: 1. Explain normal human behaviour at an individual and societal level. 2. Discuss psychological and sociological concepts of health, illness and disease. 3. Apply theoretical frameworks of psychology and sociology to explain the varied responses of individuals, groups and societies to disease. 4. Explain psychological and sociological factors that contribute to illness, the course of the disease and the success of treatment. 5. Discuss psychological and sociological aspects of behavioural change and treatment compliance.



6. Identify appropriate strategies for managing patients with dependence issues, self-harm, and behaviours subject to stigma and discrimination (such as sex work, homosexual) C. Public Health A GP applies principles, knowledge and methods in Public Health including epidemiology /population health issues and social determinants of health, disasters and global health issues to: 1. Educate patients and relatives on diseases determinants, health promotion and disease prevention, and help patients to modify behavior; 2. Participate in disease surveillance and screening as directed by the MoH; 3. Undertake primary, secondary and tertiary prevention of disease; 4. Manage healthcare for the individual and the community; 5. Implement effective interventions and risk reduction strategies for individual patients and the community; 6. Prevent and Control infection and communicable diseases in hospital/clinic and community settings; and 7. Record and report diseases and conditions using the surveillance system required by the Ministry of Health. D. Information and Communication A GP applies knowledge and skills in computing, information and communication to: 1. Make effective use of computers and other information systems, including storing and retrieving information. 2. Access information sources and use the information in relation to patient care, health promotion, giving advice and information to patients, and research and education. 3. Undertake clinical and health research and disseminate research findings E. Organization, Management and Research. A GP applies principles, knowledge and methods of organization, management and health research to:

1. Interpret the results of relevant diagnostic, prognostic and treatment trials and other qualitative and quantitative studies as reported in the medical and scientific literature.

2. Formulate simple relevant health research questions and design appropriate studies to address the questions.

3. Use findings from the literature to answer questions raised by specific clinical problems. 4. Comply with the ethical and governance issues involved in medical research.

Domain II: Provision and Management of Patient Care This domain is related with the role of GP as medical practitioner. AGP should be able to perform appropriate diagnostic and therapeutic procedures in order to provide a consistent and holistic care of patients. A. General Principles of Diagnostic and Therapeutic Procedures 1. Appropriate choice and use of procedures; 2 Requesting investigations according to local protocols / guidelines; 3 Obtaining informed consent for investigations and therapeutic procedures; 4 Ensuring proper patient identification; 5 Preparing patients for investigations practically and with adequate information; 6 Communicating the results of investigations to patients / relatives; 7 Interpreting reports / results of investigations; 8 Providing all necessary demographic and clinical information on request forms;



9 Hand washing 10 Personal protective equipment uses; 11 Infection control when performing diagnostic and therapeutic procedures; 12 Safe disposals of clinical waste, needles and others B. Diagnostic of Disease and Conditions 1. History Taking: A GP takes and records a patient's medical history, including family and social history, talking to relatives or other care givers where appropriate, in a sensitive, structured and thorough manner. 2. Physical and Mental State Examination A GP undertake physical and mental state examination in a thorough, sensitive, efficient and systematic manner. Common patient examination includes auscultation, palpation and percussion, eye, ear, nose and throat exam, neurologic exam (e.g. checking reflexes), internal exam (for females), rectal exam, and vital signs measurement (body temperature measure, pulse rate, blood pressure, respiratory rate). 3. Patient Investigation A GP performs a range of patient investigation and diagnostic procedures safely and effectively, and measure and record the findings. 3.1 Laboratory-based investigation: A GP is able to identify the circumstances in which laboratory-based investigations such as biochemistry, hematology, microbiology, pathology, cytology, genetics, immunology, virology and toxicology are indicated and to perform the procedures required to obtain the necessary material for investigation. 3.2. Radiological investigations A GP is able to select common radiological investigations available and their appropriate use in different circumstances such as X-rays of chest, abdomen and bones. 3.3 Clinical investigations A GP is able to identify the circumstances in which clinical investigations are indicated and to perform a number of common system-specific clinical investigations such as: -Aspiration of fluid collections including pleural puncture, lumbar puncture, and joint aspiration, - Biopsy of tissue, - Laryngoscopy, -Electrolytes, complete blood count, blood gas, -Tourniquets’ test for dengue -Venepuncture -Blood samples management -Taking blood cultures -Blood glucose measurement and interpretation -Electrocardiograph measurement and interpretation; -Urinalysis using Multistix -Taking nose, throat and skin swabs - Taking a cervical smear -Nutritional assessment/ Growth chart interpretation -Pregnancy testing 4. Diagnosis



A GP: 4.1 Interprets findings from the history, physical examination and mental-state examination, appreciating the importance of clinical, epidemiological, psychological, spiritual, religious, social and cultural factors. 4.2 Makes an initial assessment of a patient's problems and a differential diagnosis based on disease prevalence, urgency to treat and effectiveness of treatments available. 4.3 Undertakes further investigation when such is available and necessary to support diagnosis and treatment. 4.4 Synthesises a full assessment of the patient's problems and define the likely diagnosis. 5. Management Plan A GP: 5.1 Makes clinical judgements and decisions, based on the available evidence, in conjunction with colleagues and as appropriate for the GP’s level of training and experience. 5.2 Formulates a plan for treatment, management and discharge, according to established principles and best evidence, in partnership with the patient, their care givers, and other health professionals as appropriate. 5.3 Identifies cases needing referral to a specialist, and arranges for proper referral of patient including timely referral after stabilization of patient, informing the receiving hospital before referral, arranging for a health care provider to accompany the patient, availability of life-saving drugs and equipment for the transport, and a patient record card with thorough documentation of history and treatments. 5.4 Responds to patients’ concerns and preferences, obtain informed consent, and respect the rights of patients to reach decisions about their treatment and care. 5.5 Records client care and its ongoing evaluation in a clear/legible, accurate, complete and timely manner. C. Patient Management 1. General Patient Management 1.1. A GP provides immediate care in medical emergencies. (a) Assess and recognise the severity of a clinical presentation and a need for immediate emergency care. (b) Diagnose and manage acute medical emergencies. (c) Provide basic first aid. (d) Provide immediate life support. (e) Provide cardio-pulmonary resuscitation or direct other team members to carry out resuscitation. 1.2. A GP prescribes drugs safely, effectively and economically. (a) Establish an accurate drug history, covering both prescribed and other medication. (b) Plan appropriate drug therapy for common indications, including pain and distress. (c) Provide a safe and legal prescription. (d) Calculate appropriate drug doses and record the outcome accurately. (e) Provide patients with appropriate information about their medicines. (f) Access reliable information about medicines. (g) Detect and report adverse drug reactions. (h) Demonstrate awareness that many patients use complementary and alternative therapies, and awareness of the existence and range of these therapies, why patients use them, and how this might affect other types of treatment that patients are receiving. 1.3. A GP performs appropriate therapeutic procedures safely and efficiently.



1.4. A GP uses every contact with patients to provide education for health promotion and disease prevention. 1.5. A GP properly fills out medical records, e.g. patient charts, birth and death certificates, in accordance with Cambodian laws and hospital/clinic guidelines. 2. Specific Patient Management: 2.1. Medicine A GP identifies common medical problems and complications and remedies, and provides appropriate medical case management for a given clinical condition in medicine 2.2. Surgery A GP recognizes indications for intervention and available surgical interventions, identifies common surgical problems and complications and remedies, and provides appropriate case management and pre-, peri and post-operative care for a given clinical condition in surgery. 2.3. Pediatric A GP identifies common pediatric problems and complications and remedies, and provides appropriate case management and age-appropriate counseling for a given clinical condition in pediatrics. 2.4. Gynecology and Obstetrics a. For a given clinical condition in gynecology, a GP identifies common gynecology problems and complications and treatments, and provides appropriate case management according to national standards. b. For a given pregnant woman in any clinical setting, a GP, with assistance from midwifes: -Identifies the common presenting symptoms and signs of pregnancy and the physical examination findings. -Selects the appropriate diagnostic and laboratory examinations needed in the diagnosis and monitoring of pregnancy -Provides adequate prenatal care -Recognizes complications that occur during pregnancy. -Clinically manages the course and conduct of normal labor and delivery -Recognizes the complications that occur during the course of normal labor and delivery -Identifies the situations during labor that need referral to a specialist, and arranges for proper referral of patient including timely referral after stabilization of patient, informing the receiving hospital before referral, arranging for a health care provider to accompany the patient, availability of life-saving drugs and equipment for the transport, and a patient record card with thorough documentation of history and treatments. -Provides adequate postnatal care Domain III: Professional and Personal Behaviors A-Professional and Legal/ethical Practice This domain covers standards that underpin physicians’ responsibilities, among others, to uphold legal, ethical and professional responsibilities of the medical practice. The four standards which are considered relevant to uphold to this requirement are listed below: 1-Legal and Ethical Practice A GP: -Is familiar with all aspects of Cambodian medical law and its related Krams and Prakas, etc and their amendments as they become available, from time to time.



-Practices in a manner that is consistent with applicable national codes/ethical standards and guidelines that are part of the national legal requirement covering the medical practice. -Complies with the statutory Code of Conduct for Physicians and ethical concepts related to medical practice e.g. patient confidentiality, privacy, and consent 2- Good Standing and Reputation of the Profession A GP: -Demonstrates personal and professional integrity -Contributes to enhanced quality of services -Maintains and enhances the quality of service 3- Safe Medical Practice A GP: - Accepts responsibility for identifying and responding to personal circumstances that could impair professional performance - Acts promptly in the event of a therapeutic incident to minimize harm and/or prevent recurrence - Understand the responsibility to inform patient of the therapeutic incidents likely to impact on their health or well-being - Documents therapeutic errors including actions taken to minimize the impact on patients and/or prevention of recurrence 4-Collaboration and Team Working A GP: -Uses effective verbal, non-verbal, listening and written communication skills to communicate clearly, precisely and appropriately with patients and their carers, with other healthcare professionals, other support staff, and other relevant third parties -Demonstrates the ability to build positive relationships with patients, carers, colleagues and other healthcare professionals -Participates, collaborates and advises on therapeutic decision-making and uses appropriate referral in a multi-disciplinary team -Collaborates with other healthcare professionals to manage the care of a patient B-Maintaining and Improving Professional Competence A GP understands and accepts the responsibility of continuous (life-long) learning for the purpose of improving their skills or competencies as a means of advancing their practice and professional roles in the community. It is expected that in the future this requirement will be mandatory for all medical practitioners in Cambodia. Curriculum and measures for continuous education will be maintained and executed by the Medical Council of Cambodia. Every registered physician will be required to comply with this requirement and must be able to provide, to the Council evidence of continuous education credits in order to maintain their names in the list of registered physicians in Cambodia, periodically as shall be decided by the Council. A GP: -Commits to life-long learning; -Identify learning and development needs; -Engages in Continuing Professional Development; -Undertakes appropriate learning activities to meet identified learning needs; and -Updates knowledge and skills. C-Critical Analysis, Research and Education



Competencies under this area seek to underpin GPs’ competency in (a) analysing and synthesizing information from medical literature; (b) conducting relevant research in the area of medicine and to serve as an educator of others. 1-Access, Analysis and Synthesis of Information A GP: -Accesses, analyses, interprets and synthesizes clinical and health information; -Applies insights gained to develop sound objectives and balanced written and/or verbal responses to inquiries/requests for information received either on a daily basis during normal practice or formally and/or to support research activities 2-Research and Education A GP: -Undertakes research activities -Applies principles of scientific enquiry to investigate medical practice related issues -Understands and adheres to ethical research principles -Applies and communicates research findings -Educate and train medical students and health care colleagues D-Communication A GP communicates effectively with: 1. Patients (and relatives) by: -Giving explicit explanations and/or instructions, and obtaining informed consent; -Dealing effectively with complaints and other difficult circumstance including breaking bad news, discussing sensitive issues, and discussing with difficult/ violent patients. - Counseling patients in different health matters and disease prevention. 2. Colleagues by: -Passing on and sharing information orally, in writing and electronically; -Writing a good discharge summary and patient referral; -Providing all necessary clinical information on request forms to laboratory-based colleagues



Learning outcomes of ASEAN doctors Bru= Brunei, Cam=Cambodia, Ind = Indonesia, Lao= Laos, Mal= Malaya, Man= Mandalay, NUS=Singapore, Phi= Philippines, Tha= Thai, Viet= Vietnam, Yang=Yangon

Bru Cam Ind Lao Mal Man NUS Phi Tha Viet Yango

Clinical competence ✓ ✓ ✓ ✓ ✓ ✓ ✓

Patient care ✓ ✓ ✓ ✓ ✓ ✓

Medical knowledge ✓ ✓ ✓ ✓ ✓ ✓ ✓

Effective communication skills

✓ ✓ ✓ ✓ ✓ ✓ ✓

Adherence to ethical, professional and legal standards

✓ ✓ ✓ ✓ ✓ ✓ ✓

Self-awareness and professional development through lifelong learning

✓ ✓ ✓ ✓ ✓ ✓ ✓

Bru Cam Ind Lao Mal Man NUS Phi Tha Viet Yango

Cultural competency ✓ ✓

✓ ✓

Evidence based practice ✓ ✓ ✓ ✓ ✓

Systems-based approach to health care

✓ ✓

✓ ✓ ✓ ✓

Medical informatics/Information management/ IT

✓ ✓ ✓ ✓ ✓

Social accountability

✓ ✓ ✓ ✓ ✓

Population health ✓ ✓ ✓ ✓ ✓

Leadership and management of health care teams

✓ ✓ ✓ ✓ ✓ ✓

Emergency and disaster management

✓ ✓ ✓

Patient safety

✓ ✓ ✓ ✓ ✓

English

✓ ✓ ✓

Research skills

✓ ✓ ✓ ✓ ✓

Critical appraisal skills ✓ ✓

Teaching & organizing skills

✓



UNIVERSITAS PADJADJARAN

1. The Process The process for making this bridging consist of two steps

• Presentation of meta-profile for lectures and other academics in Faculty Meeting (29th December 2017). In this presentation the researcher team gathering some general suggestion and opinion from the lecturers regarding the profile

• Focus Group Discussion from the academic consulted (31st January 2018). This late FGD was occurred because we have new reorganization in early January 2018

2. Presentation of the Degree Profile The manager for Tuning SAG Unpad present the profile in 29th December 2017 at Faculty meeting and present also this profile to the Rector at 4th January 2018

3. Coincidence Indonesia have a national standard for medical doctor and it is called Standar Kompetensi Dokter Indonesia (Indonesian medical doctor competency standard)-SKDI. We already have SKDI from 2006 (SKDI 2006, SKDI 2012 and now we are moving forward to SKDI 2018). All medical faculties in Indonesia are under Higher Education Ministry of Indonesia and so we have to obey this SKDI as our guidance in curriculum development and quality assurance. SKDI 2012 have listed the core competencies for Indonesia medical doctor as listed below:

• 1. Professionalism • 2. Common sense and self-development • 3. Effective communication • 4. Information management • 5. The scientific support of medical science • 6. Clinical Skills • 7. Management of health problems

Draft of SKDI 2018 will revised those list above and added some core competencies:

Communication QualityAssurance

Ethics&Professionalism

Knowledge&Skills

Patientcare

G6,G11,G12

G5S7,S8

G9,G13S2,S3,S4,S5

G2,G3,G7S13

S11,S12,S14

G=GenericS=Specific

G10

G1,G4

G8

S6,S9

S1

SEAMedFramework

S10



• scientific literacy

• finance literacy

• innovation and creativity

• technology information literacy

• collaboration and teamwork

• patient safety and health services quality assurance Since our school is using SKDI as our foundation to build the curriculum, all of the SeaMed framework metaprofile have similarity and fit in properly in our school profile

4. Differences with meta-profile Differences with SeaMed metaprofile are might due to language or redaction matter. Other than that our school do not have major differences with SeaMed metaprofile

5. People consulted and reflections 1. Dean of Faculty Medicine 2018 – now, also member of SKDI working team (Dr.med.

Setiawan MD) 2. Head of Medical Education Research and Development Unit FK Unpad (Enny

Rochmawati, MD.,PhD) 3. Member of Medical Education Research and Development Unit FK Unpad (Pandji

Fortuna, MD.,PhD) 4. Member of Medical Education Research and Development Unit FK Unpad (Prof

Johanes Mose, MD) 5. Vice Dean for Academic and Research 2015-2017 ( Prof. Danny Hilmanto MD) 6. Headmaster of Bachelor Degree Programme (Achadiyani PhD.,MD) 7. Headmaster of Clerkship Degree (Susi Susanah PhD.,MD)

6. Profile adjustment

The profile adjustment may be needed after SKDI 2018 implementation started in our school especially regarding the additional core competencies and local wisdom value

7. Conclusions Curriculum and the profile in SeaMed Framework already fit in properly in our school, some minor adjustment may be needed after SKDI 2018 implementation and local wisdom value such as sundaneese culture and religion




Prepared By Dr Muhamad Saiful Bahri Yusoff, Universiti Sains Malaysia, Medicine SAG

1. Description of the process followed Medical degree profiles of Universiti Sains Malaysia (USM) were extracted from the School of Medical Science USM Document 2016 submitted to the Malaysian Qualification Agency. Based on the narrative analysis done on the document, there were 11 generic competences and 8 specific competences. The generic and specific competences of USM medical degree were mapped to the meta-profile and presented to 8 medical educationists in a focus group discussion. The medical educationists were asked to compare, discuss and scrutinize the medical degree profiles in relation to the meta-profile based on the following questions:

• Any coincidences?

• Any elements that differ?

• Analysing the weight of the different dominant elements:

• Are there elements which are not considered in our medical degree profile?

• Which would be the explanation and justification for these differences?

The final consensus were achieved at the end of the focus group discussion. The findings were discussed in the following sections.

2. Presentation of the degree profile of the University

Table 1: The USM medical degree competence profiles

Generic competences of USM medical degree

Specific competences of USM medical degree

• Knowledge (MyG1)

• Practical skills (MyG2)

• Social skills and responsibilities (MyG3)

• Values, attitude, professionalism (MyG4)

• Communication (MyG5), leadership (MyG6), teamwork (MyG7)

• Problem solving (MyG8) & scientific skills (MyG9)

• Information management (MyG10) & life-long learning skills (MyG11)

• Medical knowledge (USMS1)

• Clinical skills (USMS2)

• Clinical decision (USMS3)

• Clinical management (USMS4)

• Conduct professionally (USMS5)

• Establishing rapport with patients in planning their care (USMS6)

• Appreciate the social and cultural background of patients (USMS7)

• Uphold continuous professional development (USMS8)

The medical degree competence profiles were mapped to the meta-profile and the results were as illustrated in Figure 1.

3. Coincidences with the meta-profile (agreed at Subject area level)

Figure 1 clearly demonstrated that the generic and specific competence profiles of USM medical fit nicely into the meta-profile constructs except for the patient care construct.



Figure 1: The mapping of USM medical degree competence profiles to the meta-profile.

4. Differences with the meta-profile

The only difference that was noted in the patient care construct (Figure 1), in which it was not clearly spelled out in the USM medical degree profiles even though in the real practice it is done.

5. People consulted and reflections

8 medical educationist were consulted and they were happy with the meta-profile because it represents the competence of future medical doctors. However, they suggest to rename the knowledge and skills construct as ‘knowledge and clinical skills’ construct because it better represents the elements of the meta-profile. They also echoed that the patient care construct should be clearly spelled out in the USM medical degree profiles so that it will better reflect the real outcomes of the medical degree.

6. Profile adjustments/Profile suggested for the university

It was suggested to present these findings to the academic and student affair committee to consider the improvement in the patient care construct.

7. Conclusions The meta-profile and USM medical degree profiles were constructively aligned, however some

improvement in the meta-profile and USM medical degree profiles were recommended.



UNIVERSITY OF MALAYA

Report of Task 2 Degree at University related to the subject area: SAG Medicine Name of Degree: Bachelor of Medicine and Bachelor of Surgery (MBBS) i) Description of the process followed The SEAMed Framework and the findings of the survey conducted were shared with medical teachers in the Faculty of Medicine, University of Malaya over a period of 5 days where the Meta-profile was presented to the medical teachers who gave valuable feedback on the coincidences or differences which may arise. ii) Presentation of the degree profile of the University The structure of the MBBS programme is a matrix of Stages (Time) and Themes (Curriculum content). With regards to Duration, the program is divided into the following Four Stages: MIA 1001: Medical Sciences 1 (Stage 1) MIA 2001: Medical Sciences 2 (Stage 2) MIA 3001: Practice of Clinical Medicine 1 (Stage 3.1) MIA 4001: Practice of Clinical Medicine 2 (Stage 3.2) The content is divided into Four Themes across the four stages: Basic and Clinical Sciences Theme (BCS) Patient and Doctor Theme (Pt-Dr) Population Medicine Theme (Pop Med) Personal and Professional Development Theme (PPD) iii) Coincidences and differences with the meta-profile (agreed at Subject area level)

Domains Coincidences Differences

Patient care Implemented variably across all departments Patient care is the utmost important

No differences

Family, community & population care

Implemented variably across all departments and is one of the themes in the programme

No differences

Ethics & professionalism

Implemented variably across all departments during clinical immersions Health law and ethics are addressed

Little importance is placed on having role models for the students. The focus should be on how students learn. I.e. Having the role model for the students . Ultimately behaviour of the students is the most important focus and supersedes all other domains.



Ethics and professionalism between departments requires consistency Delivery of this domain to produce the desired outcome and the governance of this area is still a gap to be addressed

Knowledge & skills

Implemented variably across all departments for pre-clinical and clinical years

Overemphasis have been given on the knowledge component

Communication Implemented variably during clinical immersion Communication skills workshops are organised for students

No differences

Quality assurance

Accreditation process is carried out Audits are continuously conducted

- Quality assurance could include patient education, cost benefits, cost efficiency In depth description of quality vs costs vs effectiveness and health economics is proposed

iv) People consulted and reflections We have invited academic staff/ medical teachers from various clinical departments involved in teaching and learning of the programme. Medical teachers from the following clinical departments participated in the discussion:

Anaesthesiology

Ophthalmology

Surgery

Paediatrics

Medicine

Primary Care Medicine

Obstetrics and Gynaecology

vi) Profile adjustments/Profile suggested for the university From the analysis of the coincidences and differences on the programme and the meta-profile of the SAG Medicine, the university is proposing to embed a patient safety module to be implemented as part of the TA-SE Project. The details of the adjustments were discussed in the Implementation meeting in Bibao 15-19th of January 2018. vii) Conclusions To address to the emerging needs and gaps in medical education, it is proposed that a patient safety module to be implemented. As such, audits will also be carried out at different level of medical education in a scaffolding manner.



Mapping of the program with SEAMed Framework



UNIVERSITY OF MEDICINE MANDALAY

Degree of University of Medicine, Mandalay, Myanmar M.B.,B.S – Degree Six years + One year internship course Target Groups of Consultation

1- Academic persons

2- Students

3- Graduates

Consultation process was done with the above target groups after discussion with Rector and Pro-rector (Academic) from University of Medicine, Mandalay, Myanmar. Methodology Consultation on Academic Persons (n = 12) was done with academic staff from the University of Medicine, Mandalay. There are six domains (departments) of respondents of academic staff from 1) Physiology department, 2) Medicine department, 3) Surgery department, 4) Obstetrics and Gynaecology department, 5) Paediatrics department and 6) Orthopedics department. There were two academic staff from each department who were selected randomly and data were collected after discussion with generic and specific competencies survey form. Consultation on Students (n = 10) was done from the final part II (Pre Internship) students of the University of Medicine, Mandalay. The respondents were selected randomly and data was collected after discussion with generic and specific competencies survey form. Consultation on Graduates (n = 10) was done on the people who are in medical professional and/or non medical professional at the present time but who were graduated from the University of Medicine, Mandalay last five years ago. The respondents of graduates were selected randomly and data will be collected after discussion with generic and specific competencies survey form.

To analyze M.B.,B.S degree profile comparatively between the Meta-Profile agreed in Kuala Lumpur and University of Medicine, Mandalay, Myanmar on the weight of identifying coincidences and differences on the generic and specific competencies, the following points were considered.

- What measurable learning outcomes (subject, year, course and exit) comprise a particular generic or specific competency?

- What learning and teaching methods (subjects, modules, internships, lecture, TBL, PBL, OSCE, etc.) ensures the achievement of learning outcomes?

- What are the criteria, grading and methods used to assess the achievement of learning outcomes? Result Table 1. Percentage of coincidence on generic competencies between Meta-Profile and University of Medicine, Mandalay, Myanmar



Generic competencies description Percentage of coincidence by academic persons

Percentage of coincidence by students

Percentage of coincidence by graduates

Average percentage of coincidence of competencies


68 72 70 70


65 68 70 67.7

3. Ability to uphold professional, moral and ethical values

68 70 74 70.7


52 58 56 55.3

5. Ability to communicate clearly and effectively

75 70 70 71.7

6. Ability to think critically, reflectively and innovatively

63 60 65 62.7


54 52 58 54.7


62 64 68 64.7

9. Demonstrate problem solving abilities

68 65 70 67.7

10. Ability to initiate, plan, organise, implement and evaluate course of actions

52 46 54 50.7

11. Ability to conduct research 24 16 20

20.0

12. Ability to demonstrate leadership attributes

16 14 20 16.7

13. Ability to apply knowledge into practice

68 64 70 67.3

Table 2. Percentage of coincidence on specific competencies between Meta-Profile and University of Medicine, Mandalay, Myanmar

Specific competencies description Percentage of coincidence by academic persons

Percentage of coincidence by students

Percentage of coincidence by graduates

Average percentage of coincidence of competencies



1. Ability to practice according to good clinical practice (GCP) in various clinical settings

40 32 42 38.0

2. Ability to appropriately perform history taking

86 92 90 89.3

3. Ability to appropriately perform physical examination

84 90 92 88.7

4. Ability to appropriately perform diagnostic investigation

80 78 84 80.7

5. Ability to integrate clinical and work-up information to make diagnosis and differential diagnosis

78 72 80 76.7

6. Ability to provide appropriate therapy with a biopsychosocial approach

64 62 72 66.0

7. Ability to explain the benefit and risk of any therapeutic options

70 68 72 70.0

8. Ability to perform consultation with patients and family with empathy

72 78 80 76.7

9. Ability to manage medical record appropriately

56 48 50 51.3

10. Ability to ensure and maintain patient safety

84 92 90 88.7

11. Ability to promote health and preventive medicine

82 80 80 80.7

12. Ability to recognize and address public concerns and controversial issues related to health

68 56 70 64.7

13. Ability to demonstrate a balanced dedication to serve the interest of individual patient and the commitment to social justice and the common good

52 40 50 47.3

14. Ability to recognize and estimate the health risks and healthcare needs of a defined population, particularly of vulnerable groups

48 42 46 45.3

It was found that: the generic competencies 11 and 12 were less (<50% of coincidence)

percentage (20% and 16.7%) of coincidence with Meta-Profile and University of Medicine, Mandalay, Myanmar. It was due to not mentioned in course and exit outcomes of these generic competencies at the University of Medicine, Mandalay, Myanmar reflected by respondents or faculty. In regard of specific competencies, the Meta-Profile competencies 1, 13 and 14 were less (<50% of coincidence) percentage with University of Medicine, Mandalay, Myanmar. There may be



due to less practice and not included in the outcomes of M.B.,B.S degree profile at the University of Medicine, Mandalay, Myanmar reflected by the faculty. Profile adjustments/Profile suggested for the University of Medicine, Mandalay, Myanmar

It was suggested to add the generic competency on “Ability to conduct research”, specific competencies on “Ability to practice according to good clinical practice (GCP) in various clinical settings”, “Ability to demonstrate a balanced dedication to serve the interest of individual patient and the commitment to social justice and the common good” and “Ability to recognize and estimate the health risks and healthcare needs of a defined population, particularly of vulnerable groups” at the M.B.,B.S degree profile of University of Medicine, Mandalay, Myanmar by the faculty of University of Medicine, Mandalay, Myanmar. Conclusions

The consultation process was done to contrast the University of Medicine, Mandalay, Myanmar, M.B.,B.S current degree profile with the Meta-Profile agreed in Kuala Lumpur. This process allowed to reflect on the percentage of coincidences on generic and specific competencies between University of Medicine, Mandalay, Myanmar and Meta-Profile and found to add one generic competency on “Ability to conduct research” and specific competencies on “Ability to practice according to good clinical practice (GCP) in various clinical settings”, “Ability to demonstrate a balanced dedication to serve the interest of individual patient and the commitment to social justice and the common good” and “Ability to recognize and estimate the health risks and healthcare needs of a defined population, particularly of vulnerable groups” at the M.B.,B.S degree profile of University of Medicine, Mandalay, Myanmar.




8. Process Used

• Presentation of meta-profile for lectures and other academics in Faculty Meeting. Discussions were made and suggestions were gathered

9. Degree Profile and its Comparison to the SEAMed Profile The BS Pharmacy program of the University of San Agustin will be shifting to a five-year degree program as stipulated in the proposed Commission on Higher Education Memorandum Order to be released in March 2018. In the past years, students of the BS Pharmacy program enter into medicine school after graduation. About 38% of the BS Pharmacy graduates enter into med school each year.

Program Outcomes According to the Commission on Higher Education of the Philippines, the minimum

standards for the BS Pharmacy program are expressed in the following minimum set of program outcomes:

A. Common to all programs in all types of schools a) The ability to engage in lifelong learning and understanding of the need to

keep abreast of the developments in the specific field of practice. (PQF level

6 descriptor)

b) the ability to effectively communicate orally and in writing using both English

and Filipino

c) The ability to work effectively and independently in multi-disciplinary and

multi-cultural teams. (PQF level 6 descriptor)

d) A recognition of professional, social, and ethical responsibility

e) An appreciation of “Filipino historical and cultural heritage” (based on RA

7722)

B. Based on HEI type (CHED Implementation Handbook for OBE and ISA, 2013)

Graduates of universities participate in the generation of new knowledge or in research and development projects - Ability to conduct research.

C. Common to all health-related professions

Graduates of the BS Pharmacy program shall have the following attributes common to all health-related professions:

a) Demonstrate competence in handling health problems of individuals, families, communities

b) Demonstrate higher order thinking skills, problem solving, decision-making, logical and critical thinking skills

c) Subscribe to professional, legal, and ethical practice d) Work collaboratively with inter- and multi-professional teams e) Communicate proficiently f) Engage in self-directed lifelong learning, and g) Promote the use of health system approach in the delivery of service



D. Specific to the BS Pharmacy Program compared with the SEAMed Framework

10. Faculty Profile

Dr. Melvin Sumagaysay Dr. Adeno Bermejo

Dr. Armie Gutierrez Shiemee Joenim Schlieske, PharmD NIlita Sirikit Villanueva, RPh Jesusima Monserate, RPh Mary Anne Corpus, RPh Melissa June Paderog, RPh Miriam Nica Grace Nuñez, RPh, MBM Klint Jun Ganancial, RPh

11. Conclusions As much as our University does not have a medical program, our pre-med course (BS Pharmacy) outcomes also fit within the SEAMed Profile. Quality Assurance is not vividly described in our curriculum, thus, is needed to be incorporated in it. Prepared by: Remi Charlene M. Salvilla SAG – Medicine University of San Agustin

SEAMed Framework

Commission on Higher Education (CHED) Specific Outcomes for BS

Pharmacy

Patient Care Provide pharmaceutical care Practice pharmacy in a professional and ethical manner

Family, Community & Population care

Provide pharmaceutical care Practice pharmacy in a professional and ethical manner

Knowledge & Skills Apply managerial and entrepreneurial skills Conduct relevant research and disseminate findings

Communication Communicate and facilitate effectively.

Ethics & Professionalism Practice pharmacy in a professional and ethical manner Apply managerial and entrepreneurial skills

Quality Assurance Needed to be included in the curriculum



WEST VISAYAS STATE UNIVERSITY

The Doctor of Medicine Program at the West Visayas State University- College of Medicine is a four –year bi-semestral program which adapted the Outcome-Based Curricular framework. This curriculum utilizes the problem-based learning strategy as one of the vital teaching-learning activities for the students supplemented by lecturettes, correlate activities and actual ward preceptorials where patient-doctor/student encounter actually occurs. The program incorporates into the curriculum the 10 outcomes proposed by the Technical Committee on Medical Education of the Philippines enumerated as follows.

I I –Introduction:basic concepts are merely introduced P –Practice :the concepts & principles are presented with applications D – Demonstrate : I+P+ with kills acquisition 10 OUTCOMES proposed by CHED ( Commission on Higher Education) 1. Clinical competence 2. Communication skills 3. Lead & Manage Health Care Teams 4. Engage in research activities 5. Interprofessionalism 6. Utilize systems based- approach 7. Engage in Continuing professional development 8. Adherence ethical, professional and legal standards 9. Nationalism 10. Social Accountability The SEAMed Framework – the Metaprofile proposed by the SAG Medicine group embodies the next generation physician who is patient centered, community and family focused at the same time possesses the following characteristics. 1. Patient care 2. Family, Community and Population care 3. Knowledge and Skills 4. Communication 5. Ethics and Professionalism 6. Quality Assurance. The West Visayas State University College of Medicine curriculum stands by its mission vision statement of training a community of physicians who are socially accountable and professionally competent who are committed to deliver primary health care with compassion and devoted to serve the health care needs of the Filipino people.

WVSU Curriculum SEAMed Framework

Patient Care Core outcome for the curriculum

Central to the Framework

Family, Community & Population care

Horizontally integrated from year level 1 - family Yr level 2 – Community Yr level 3 – Population Yr level 4 – Community emersion x 2 months

Core to the care of patients Including his family, community and the population as a whole



Knowledge & Skills Basic Clinical Sciences in Yr Level 1 integrating anatomy, physiology & biochemistry in the different organ systems Followed by clinical competence involving the different systems from Yr Level 2-3 interweaving case scenarios utilizing the problem based learning approached supplemented by laboratory and ward preceptorial activities with actual patients

Knowledge and Skills of medical principles

Communication Inherent in the PBL strategy Communication Skills

Communication Skills

Ethics & Professionalism Interprofessionalism, Adherence to ethical, professional and ethical standards

Necessary component of the framework

Quality Assurance Not vividly described in our curriculum but slowly being acknowledged as another perceived important outcome

Introduce into the framework

Nationalism is part of the outcomes perceived important by the different medical schools in the country. The college is a state funded institution and with the lack of available doctors serving the geographically dis advantaged areas of the archipelago we took it as a serious concern as well a big challenge to equip our students with the basic competencies to serve these areas who lack medical care or are far from well equipped hospital facilities and state of the art medical centers. The Family & Community Medicine curriculum in our institution is both horizontally and vertically integrated from Year Level 1 – 4 with adequate time devoted to community emersion and community exposure allowing them to diagnose problems in the community as they find solutions to these problems. They are trained to be community leaders and advocates . We put equal weight to knowledge and skills but we label it as clinical competence. It is an integration of the basic principles in anatomy, physiology and biochemistry as well as basic clinical skills in eliciting a good clinical history, performing basic physical examination as well as applying all the principles in microbiology, parasitology, clinical diagnosis, radiology and other basic sciences as applied togrowth and development from womb to tomb as well as the disease conditions of the different organ systems ( heart, lungs, endocrine, musculoskeletal, hematopoietic, renal and special senses) . Basic knowledge discussed in the classroom are tackled further in the small group discussions with patient triggers adapting the problem based learning approach further allowing our students actual patient encounter for the application of knowledge.



The new generation of learners poses a greater challenge in terms of teaching professionalism and ethics. We believe that this aspect of the outcome we wanted our students to achieve still needed strengthening and more opportunities to enhance the actual skills in dealing with the issues governing the practice of medicine. We feel this is still deficient in our curriculum. Quality Assurance is a new knowledge we all agreed during the different interactions with the SAG members. But we feel this is one emerging competency that needed to be explored and incorporated into the curriculum. Quality Assurance is discussed in our curriculum but actual application of what quality assurance embodies is new to us and need to be further strengthened in our curriculum. For the West Visayas State University –College of Medicine a focused group discussion was done among 6 invited faculty members three from the basic sciences, 2 from the clinical areas and 1 from the ethics & research department to join me and Dr Villaruz ( SAG Coordinator) as well as a recorder to document the process. I presented the SEAMed Framework to the faculty members and we tackled each individual component in the Venn Diagram in terms of the enumerated generic and specific competencies found in the area presented. A lot of discussions emerged in terms of where the proper place of each competency should be and we agreed to propose the following recommendations: 1. That research be emphasized and label be changed to Research & Quality Assurance 2. That S8 and G2 & G7 be moved common to both Communication & Ethics & Professionalism. 3. That S9 and G11 should be common to both Knowledge & Skills and Quality Assurance. 4. The rest of the components of the framework seem to be in place. The faculty are looking forward to adopt the SEAMed framework into our curriculum and is looking forward for the adoption of the framework TO the rest of Southeast Asia. FACULTY PROFILE ( Focused Group Discussion):

1. Myrna L. Abello MD

Former Dean – West Visayas State University Professor of Pharmacology Family & Community Medicine Practitioner Member: Unified Biomedical Research Ethics Review Committee

2. Purisima B. Atas, MD

Head, Section of Pharmacology Former Associate Dean for Academics Practicing Thoraco-Vascular Surgery

3. Celina Cordero-Gellada, MD

Associate Dean for Academics Former Chairman- Department of Pediatrics WVSUMC Developmental Pediatrician

4. Ma. Pilar S. Malata MS. MPH

Head, Office of Research Member, Unified Biomedical Research Ethics Review Committee Public Health Practitioner

5. Edna A. Medez, MD

Head, Section of Physiology Member, Animal Safety & Biohazard Committee Member: Unified Biomedical Research Ethics Review Committee

6. Ruth Mary S. Pada, MD, Faculty, Family & Community Medicine



ATENEO DE MANILA UNIVERSITY

Report submitted by Manuel M. Dayrit MD, MSc Ateneo School of Medicine and Public Health Ateneo de Manila University Task: Compare and contrast the ASMPH MD, MBA degree profile with the Tuning Metaprofile for Medicine agreed in Kuala Lumpur: • Identify coincidences • Identify elements that differ. Give explanations for any differences. • Are there elements in the meta-profile which are not considered in the degree profile of ASMPH? Analyze the weight of the different dominant elements Write down the results of the exercise Methodology:

1) Presented Tuning Metaprofile in ASMPH Academic Council which is composed of 16 senior

faculty members and administrators of the School

2) Analysis of ASMPH MD, MBA Degree Profile and Tuning Metaprofile by Curriculum

Development Committee

3) Drafting of Report by Manuel M. Dayrit

What are the Coincidences and Differences between the Tuning Metaprofile for Medicine and the ASMPH Degree Profile MD, MBA (Dual Degree)?

Ateneo School of Medicine and Public Health Degree Profile: MD, MBA

Tuning Academy TA-SE Metaprofile for Medicine

1. Demonstrate clinical competence

G5 Communicate clearly and effectively G6 think critically, reflectively and innovatively G13 Apply knowledge into practice S1 Practice according to good clinical practice in various clinical settings. S2 Perform history taking S3 Perform physical examination S4 Perform diagnostic investigation S5 Integrate clinical and work-up information to make diagnosis and differential diagnosis S6 Provide appropriate therapy with a biopsychosocial approach S7 Explain the benefit and risk of any therapeutic options S8 Perform consultation with patients and family with empathy S10 Ensure and maintain patient safety S11 Promote health and preventive medicine 13 Competencies



2. Communicate effectively G5 Communicate clearly and effectively G2 Use information and communication technology purposefully and responsibly S2 Perform history taking S8 Perform consultation with patients and family with empathy S9 Manage medical record appropriately S11 Promote health and preventive medicine 6 Competencies

3. Effectively lead and manage healthcare teams, organizations and programs

G6 think critically, reflectively and innovatively G10 Initiate, plan, organize, implement and evaluate G12 Demonstrate leadership attributes S11 Promote health and preventive medicine 4 Competencies

4. Engage in research activities G11 Conduct research S14 Recognize and estimate the health risks and healthcare needs of a defined population, particularly of vulnerable groups. 2 Competencies

5. Collaborate within allied health and non-health interprofessional teams

G1 Work collaboratively and effectively in diverse contexts G7 Understand, value and respect diversity and multiculturalism S9 Manage medical record appropriately S11 Promote health and preventive medicine 4 Competencies

6. Utilize system-based approach to healthcare

G2 Use information and communication technology purposefully and responsibly S10 Ensure and maintain patient safety S14 Recognize and estimate the health risks and healthcare needs of a defined population, particularly of vulnerable groups. S11 Promote health and preventive medicine 4 Competencies

7. Engage in continuing personal and professional development

G8 Carry out lifelong learning and continuous professional development G13 Apply knowledge into practice 2 Competencies

8. Adhere to ethical, professional, and legal standards

G3 Uphold professional, moral and ethical values G6 think critically, reflectively and innovatively G9 Demonstrate problem solving abilities S7 Explain the benefit and risk of any therapeutic options S8 Perform consultation with patients and family with empathy S9 Manage medical record appropriately S10 Ensure and maintain patient safety



S11 Promote health and preventive medicine S12 Recognize and address public concerns and controversial issues related to health S13 Demonstrate a balanced dedication to serve the interest of individual patient and the commitment to social justice and the common good. S14 Recognize and estimate the health risks and healthcare needs of a defined population, particularly of vulnerable groups. 11 Competenices

9. Demonstrate nationalism, internationalism, and dedication to service.

G7 Understand, value and respect diversity and multiculturalism S13 Demonstrate a balanced dedication to serve the interest of individual patient and the commitment to social justice and the common good. 2 Competencies

10. Practice the principles of social accountability.

G4 Demonstrate responsibility and accountability towards the society and environment S8 Perform consultation with patients and family with empathy S9 Manage medical record appropriately S10 Ensure and maintain patient safety S11 Promote health and preventive medicine S12 Recognize and address public concerns and controversial issues related to health 6 Competencies

11. Demonstrate Ignatian values Ignatian values include: Being a contemplative in action, Magis, Cura Personalis (Care for the total person), Examen

NO EQUIVALENT GENERIC OR SPECIFIC COMPETENCIES IN TUNING METAPROFILE. Ateneo de Manila University is a Catholic University which includes Ignatian values in the MD, MBA degree profile towards the formation of its students. This competence is distinctive to AdMU education. 0 Competencies

Conclusions:

1. The Tuning Metaprofile has a more detailed list of competencies than the ASMPH degree

profile.

2. The generic and specific competencies of the Tuning Metaprofile can be grouped within

the broader headings of the ASMPH degree profile. There is high coincidence/concordance

between the ASMPH MD, MBA Degree Profile and Tuning Metaprofile.

3. The ASMPH Degree Profile differs from the Tuning Metaprofile in the former’s emphasis

on Ignatian values which derive from the distinctive character of a Catholic and Jesuit

University. The emphasis on Ignatian values is absent in the Tuning TA-SE Metaprofile for

Medicine. This is because the Tuning Metaprofile did not identify religious values

specifically.



4. In terms of weight, the ASMPH degree profile in the 2 areas of Clinical Practice (#1) as well

as Ethics and Professionalism (#8) have the highest number of Tuning competencies

assigned to them. On the other hand, the 3 areas of Research (#4), Continuing Professional

Education (#7), and Nationalism/Internationalism (#9) each has the smallest number of

competencies.



THE UNIVERSITY OF MEDICINE & PHARMACY AT HO CHI MINH CITY

Report Medical degree profile at University of Medicine and Pharmacy at Ho Chi Minh City in comparison

with the Meta-Profile agreed in Kuala Lumpur 1. Description of the process followed

- Identified the medical profile at University of Medicine and Pharmacy at Ho Chi Minh City (UMP).

- Introduced the medical meta-profile agreed in Kuala Lumpur (ASEAN) to consulted faculty members: the six domains and the process the meta-profile was developed.

- Eight faculty members reflected on the coincidences and differences. - Summarized the reflection and suggestion in Appendix 1. - Wrote this report. - Sending report to faculty for feedback (not getting feedback yet).

2. Presentation of the degree profile of the University of Medicine and Pharmacy at Ho Chi Minh City In 2003, the UMP has identified six core competences for medical graduates as the following: - Medical knowledge - Patient care - Communication skills - Practice-based learning - System-based practice - Professionalism

3. Coincidences with the medical meta-profile agreed at Kuala Lumpur

- There are 4 domains which are coincident with the medical meta-profile agreed at Kuala Lumpur including Patient care, Medical Knowledge and Skills, Communication Skills, Ethics and Professionalism.

- One similar domain: System-based practice (of UMP) vs. Family, Community and Population Care (of ASEAN).

4. Differences with the meta-profile - The Quality Assurance is total missed in UMP’s profile, however, part of the competences

in Practice-based learning (of UMP) are identical to competences 6.4 and 6.6 in meta-profile (of ASEAN).

- Competences 6.1 is being introducing into the new curriculum. - Competences 6.2 needs to be improved. - Competence 6.3 and 6.5 are totally missed in the UMP medical profile.

5. People consulted and reflections - Eight faculty members with different expertise are consulted (1 Internal medicine, 1

Surgery, 1 OBGYN, 1 Pediatrics, 1 Basic Medical Sciences, 1 Skills-lab, 1 Testing Expert, 1 faculty in charge of new curriculum which is on the process of reforming).



6. Profile adjustments/Profile suggested for the UMP - Please see Appendix 1.

7. Conclusions - In general, there are many coincidences of medical profile of UMP and ASEAN. - Although the six core competences of UMP are not exactly identical to the six domains of

the proposed ASEAN meta-profile, there are many competences overlapped in these two profiles.

- Difference in Quality Assurance is most obvious, and UMP’s faculty agreed to consider introducing into the new curriculum.

APPENDIX 1. COMPARISON OF META-PROFILE IN MEDICINE OF UMP AND ASEAN

No. Contents Coincidence with UMP* Differences Explanation and Suggestion

1 2 3 4 5 6 7 8

1 Patient Care

1.1. Ability to ensure and maintain patient safety (S)

3 3 3 3 3 4 3 3 Considerable Can be improved in the new curriculum

2 Family, Community and Population Care

2.1. Ability to promote health and preventive medicine (S)

2 3 3 3 3 3 3 3 Considerable, but not enough

Have to introduce this issue more into the undergraduate curriculum

2.2. Ability to recognize and address public concerns and controversial issues related to health (S)

1 1 1 2 1 2 2 2 The issue contents focused only on the principles

Primary idea only, introduction status, not in depth The issue contents focused only on the principles

2.3. Ability to recognize and estimate the health risks and healthcare needs of a defined population, particularly of vulnerable groups (S)

1 1 1 1 1 2 1 2 The issue contents focused only on the principles

Primary idea only, introduction status, not in depth Mostly in post-graduate programs (little in medical curriculum)

3 Ethics and Professionalism

3.1. Ability to use information and communication technology purposefully and responsibly (G)

3 4 4 3 4 4 4 4

3.2. Ability to uphold professional, moral and ethical values (G)

2 3 3 4 3 2 3 3 Considerable, have to be more focused and in depth

UMP new curriculum shown important efforts aiming to accomplish this issue

3.3. Ability to understand, value, and respect diversity and multiculturalism (G)

3 3 2 3 2 2 1 2 Not enough Primary idea only, introduction status, not in depth

3.4. Ability to demonstrate a balanced dedication to serve the interest of individual patient and the commitment to social justice and the common good (S)

2 2 2 3 2 1 3 3 Not enough Have to be introduced into the UMP new curriculum

3.5. Ability to work collaboratively and effectively

3 3 3 3 3 2 3 3 Mostly in post-graduate programs




in diverse contexts (see No. 5) (G)

3.6. Ability to demonstrate responsibility and accountability towards the society and environment (see No. 5) (G)

3 3 3 2 3 2 3 3 Mostly in post-graduate programs


3.7. Ability to carry out lifelong learning and continuous professional development (see No. 6) (G)

2 4 3 4 4 2 3 3 Active and lifelong learning actually in run-stage, to be improved.

Active and lifelong learning not equally applied between disciplines, in the whole setting.

3.8. Ability to practice according to good clinical practice (GCP) in various clinical settings (see No. 6) (S)

3 3 3 2 3 3 4 3 Evidence-based medicine and lifelong learning actually in run-stage, to be improved.

Evidence-based medicine teaching not equally applied between disciplines, in the whole setting.

4 Knowledge and Skills

4.1. Demonstrate problem solving abilities (G)

3 4 3 4 4 4 3 4 Skills to be improved

4.2. Ability to apply knowledge into practice (G)


4.3. Ability to appropriately perform history taking (S)


4.4. Ability to appropriately perform physical examination (S)


4.5. Ability to appropriately perform diagnostic investigation (S)


4.6. Ability to integrate clinical and work-up information to make diagnosis and differential diagnosis (S)

3 4 4 4 4 3 4 4 Impaired in terms of teaching and applying evidence-based medicine in integrated contexts

More evidence-based medicine teaching required

4.7. Ability to initiate, plan, organize, implement and evaluate course of actions (see No. 6) (G)



4.8. Ability to provide appropriate therapy with a bio-psychosocial approach (see No. 5) (S)



4.9. Ability to manage medical record appropriately (see No. 5) (S)



5 Communication

5.1. Ability to communicate clearly and effectively (G)

4 4 3 3 4 3 3 4 Active learning and evidence-based medicine actually in run-stage

In-depth investigation required, aimed to improve the current status

5.2. Ability to explain the benefit and risk of any therapeutic options (S)

4 3 4 3 4 3 4 4 Active learning and evidence-based medicine actually in run-stage

In-depth investigation required, aimed to improve the current status

5.3. Ability to perform consultation with patients and family with empathy (S)

3 4 4 4 3 3 4 3



5.4. Ability to work collaboratively and effectively in diverse contexts (see No. 3) (G)


Have to introduce this issue more into the undergraduate curriculum (multidisciplinary)

5.5. Ability to demonstrate responsibility and accountability towards the society and environment (see No. 3) (G)

3 3 3 3 3 2 3 3 Student accountability still the major issue

Improving student accountability becomes the most “imperative” learning goals

5.6. Ability to provide appropriate therapy with a bio-psychosocial approach (see No. 4) (S)



5.7. Ability to manage medical record appropriately (see No. 4) (S)



6 Quality Assurance

6.1. Ability to think critically, reflectively and innovatively (G)

2 4 3 3 4 2 3 3 One-way transmission instead of active communication

UMP new curriculum shown important efforts aiming to improve this issue

6.2. Ability to conduct research (G)

2 2 2 2 2 2 2 2 Impaired status Students must be involved

6.3. Ability to demonstrate leadership attributes (G)

2 2 2 2 2 1 2 2 Partly thanks to the Youth and Student Association

Teaching leadership must be part of the UMP new curriculum

6.4. Ability to carry out lifelong learning and continuous professional development (see No. 3) (G)

3 4 3 4 4 2 3 3 Active and lifelong learning not equally applied between disciplines, in the whole setting

UMP new curriculum shown important efforts aiming to improve this issue

6.5. Ability to initiate, plan, organize, implement and evaluate course of actions (see No. 4) (G)

3 3 3 3 3 1 3 3 Impaired status Have to introduce this issue into the undergraduate curriculum (multidisciplinary)

6.6. Ability to practice according to good clinical practice (GCP) in various clinical settings (see No. 3) (S)



*Weight of coincidence with UMP’s medical profile in scale from 8 faculty members: 1 = none 2 = weak 3 = considerable 4 = strong G (General competence), S (Specific competence).



TEACHER EDUCATION

UNIVERSITAS SANATA DHARMA

1) Choose a degree at his/her University related to the subject area to which he/she belongs. English Education Department, Faculty of Teacher Training and Education, Sanata Dharma University. 2) Identify which is the profile for this degree at his/her University. The profile for English education graduate is an Educator in the field of English teaching, intelligent, humanist, creative and love students, generous, dignified and strong character with respect for diversity. The are competent in four areas namely:

1. Attitudes and Values (12 specific competencies) 2. Content Subject areas (5 specific competencies) 3. Professional skills (6 specific competencies) 4. Managerial skills (6 specific competencies)

3) Analyse this degree profile comparatively with the Meta-Profile agreed in Kuala Lumpur: • Identifying coincidences. There four group of competences in the English Education meta profile with 29 specific competences. In the TASE teacher education SAG there are 3 groups of meta profile with 28 specific competences. Most of the specific competences are similar. However, there are some elements or details that are different. • Focusing on those elements that differ. Leadership is not stated explicitly in the English Education Department profile. Networking is not stated explicitly in the English Education Department profile. Critical thinking and Problem Solving are not stated explicitly in the English Education Department profile. There are some subjects adopt the name of critical such as Critical Listening and Speaking (CLS) but the subject have not yet adopt the principles of critical thinking and critical pedagogy. • Analysing the weight of the different dominant elements: Are there elements which are not considered in the degree profile of my university? Commitment TO PROFESSION is not stated explicitly in the English Education Department profile is not in any subjects or specific subject taught. And which would be the explanation and justification for these differences? Terlalu banyak konten yang harus dimasukkan dan dikuasai mahasiswa. AMT lebih ttg belief dan bagaimana belief tsb diterjemahkan dalam pembelajaran. 4) Select six academics from your subject area at your University and discuss the differences. The team invited academics to have a focused group discussion dicussing the meta profile of Tuning TASE agreed in Kuala Lumpur and the meta profile of English Education Department of Sanata Dharma University.



1. Yohana Veniranda, M.A., Ph.D (Department Chairperson)

2. Christina Lhakmita Anandari, M.Ed. (Vice Chairperson)

3. Barli Bram, M.Ed., Ph.D

4. Carla Sih Prabandari, S.Pd., M.Hum

5. Priyatno Ardi, M.Hum

6. Markus Budiraharjo, Ed.D

7. Mega Wulandari, M.Hum

Tuesday, 5 December 2017 at 12.00 – 14.00 5) Write a short report (around 2 pages) with the following points: • Profile adjustments suggested for the university After comparing the meta profiles the academics at the English Education Department of Sanata Dharma University agree to sugest that the courses related to the ones that directly intended to develop students’ critical thinking be revitalized. These courses are Critical Writing and Reading 1, 2, Critical Listening and Speaking 1, 2. • Conclusions The four courses or modules aforementioned need to be revitalized. The syllabi and course outlines have included some critical thinking aspects. However, the teaching materials and methods need to be reviewed. All the academics agreed that the teaching materials do not reflect yet critical thinking approach or critical pedagogy. The revisions of the teaching materials and method will be conducted sequencially. Critical Reading and writing 1 is considered as the module that needs to be revised first.



UNIVERSITAS PENDIDIKAN INDONESIA

PREPARED BY DINN WAHYUDIN ( UNIVERSITAS PENDIDIKAN INDONESIA) BANDUNG

1) THE DEGREE OF UNIVERSITY RELATED TO THE SUBJECT AREA TO WHICH I BELONG DEPARTMENT OF LIBRARY AND INFORMATION SCIENCES, FACULTY OF EDUCATION, UNIVERSITAS PENDIDIKAN INDONESIA, VISION AND MISSION

Vision : Be a leading and outstanding in Library and Information Sciences Department with Education Character in Indonesia 2020. Mission :

a. Conducting education program in library science, documentation, communication and information to produce scholars who believe to God Almighty, and having excellent, competent, independent, integrity, and responsible in competencies they have achieved.

b. Conducting research to support the development of library science, documentation, communication and information.

c. Conducting programmed community service activities consistently and emphasizing to the study of library science, documentation, and communication and information for the benefit of society.

d. Establishing collaboration and efforts in developing institution as well as qualified, and highly human resources in the field of library science, documentation, communication and information.

2) THE PROFILE OF DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE, UPI The objectives of Library and Information Department are as follows: a. to produce graduates who believe to God Almighty and having superior,

competent, independent, integrity, and responsible in the field of library, documentation, communication and information;

b. to produce research and development of science and technology in the field of library, documentation, communication and information;

c. to generate services to the community in the form of training, research, consultation, and other services relevant to the fields of libraries, documentation, communication and information;

d. to generate cooperation with various parties, both government and private, domestic and foreign in the field of education, research, and development of library, documentation, communication and information field.

GRADUATE PROFILE

Graduate Profil Description

(School ) Librarian A competent librarian that having extensive dedication in various types of libraries and information institutions according to established qualification and stanfdard competencies.



Information Manager

A professional and competent leader, managers of organizers and conveyors of information, knowledge in library organizations, information institutions, archives, documentation and museums;

ICT Designer In Library

A Professional And Competent in Designing, Using And Designing ICT Application Libraries And Information Agencies.

Learning Outcomes/Competenci

Code Learning Outcome (Competencies)

Attitude

A 1 Believe to God Almighty and able showing a religious attitude

A 2 uphold the value of humanity in carrying out the task based on religion, morals, and ethics;

A 3 internalize academic values, norms, and ethics;

A 4 acting as a good citizen and love of the country, has nationalism and a sense of responsibility to the state and nation

A 5 appreciate cultural diversity, views, religion, and belief, as well as the original opinions of others

A 6 contribute to improving the quality of life of society, nation, state, and progress of civilization based on “Pancasila”;

A 7 cooperate and have social sensitivity and concern for society and environment

A 8 maintain lifestyle, law-abiding and discipline in life social and state;

A 9 internalize the spirit of independence, struggle, and entrepreneurship

A 10 show a responsible attitude towards the work in the field expertise independently

Knowledge

K 1 Mastering theories of libraries and information, communication theories, and other theories of science that are relevant to the development of libraries, information, archives, documentation and museum

K 2 Mastering social research methods (quantitative and qualitative) by combining data types (quantitative and qualitative) of survey techniques and in-depth interviews with approaches inter and interdisciplinary education, sociology, politics, communications, public policy, and other relevant subjects.

K 3 Mastering theories of information behavior in context social harmonization at the local, national, regional and international levels

K 4 Mastering theoretical knowledge of the development of libraries and information agencies of local, national, regional and international levels;

K 5 Mastering theoretical concepts of libraries and institutions ICT-based information in contemporary (recent) constellations;

K 6 Mastering general education and inclusion, curriculum, instruction, bibliotherapy in schools or other education institutions.

General Skills



GS 1 develops logical, critical, systematic, and creative thinking in the fields of science, technology or art in accordance with the fields of libraries, information, documentation, archives and museums, through scientific research, the creation of designs or works of art and the creation of scientific conceptions and the results of its study based on rules, ordinances, and scientific ethics and scientific work;

GS 2 develops and communicates ideas, ideas and scientific arguments responsibly and is based on academic ethics to the academic community and society large;

GS 3 takes decisions in the context of solving problems of science, technology or art development based on analysis of data and information;

GS 4 documenting, storing, securing, and rediscovering the study data to ensure validity and avoiding plagiarism;

GS 5 managing, develops and maintains networking with colleagues, peers within institutions and the wider community;

GS 6

Identifing the field of science which is the object of studying the field of libraries, information, documentation, archives, and museums and position it into a map of the study developed through an inter-or multi-disciplinary approach.

Specific Skills

SS 1 Be able to conduct research with quantitative and qualitative approaches in library, information, documentation, archive, and museum;

SS 2 Be able to organize information systematically for specific study areas of library and information science;

SS 3 be able to develop and maintain library and information collections;

SS 4 be able to manage, organize and convey information as part of knowledge in library organizations, information, archives, documentation and museums;

SS 5 be able to manage library, information, documentation, archives and museum, with knowledge approach management

SS 6 be able to design and organize library, information, documentation, archive and museum services system, creatively and proactively to the community;

SS 7 Be capable of conducting education activities and training in library areas, information, documentation, archives and museums;

SS 8 be able to conduct infometric studies on library and information field by using scientific approach;

SS 9 be able to perform library managerial activities and information;

SS 10 be capable of designing, using and designing ICT application libraries and information

3) Analyzing of Degree Profile comparatively with the Meta Profile agreed in Kuala

Lumpur



a) Identification of Coincidences

Based on discussion the Meta profile agreed in KL are as the following :

Knowledge Skills Attitudes, Ethics, Morality

Content

Pedagogy

Classroom management skills

Professional skills

Networking Skills

Commitment

Professional ethics

S1, S4, S5, S8,

S2,S3, S6, S9,

S14, S15 S7, S10, S11, S12, S13, S16, S17, S19, S25, S28

S26,S27 S18, S20, S24

S21, S22, S23

Knowledge : S1. Having meaningful and comperehensive knowledge of the subject matter they will teach, S 4. Comprehend concepts of testing, assesment and evaluation of learning S 5 . Understand the curriculum development process, its tructure, contrent, and learning Outcome. S8. Demonstrate understanding of theories of multiculture and learning. Pedagogy : S 2 . Able to understand educational philosophy S 3. Understand pedagogy and learning approcahes S6. Understand the difference of learners characteriozation S9. Demonstrate understanding of different theories. Skills Classroom management

S 14. Ulilize of appropriate strategies for managing student behaviors S 15Ensure a safe and conducive learnuing environment Professional Skills S7. Able to use riesearch findings S10 Ability to select teaching methods S11 Ability to implement curriculum S12 Ability to facilitate learners potential development S13 Ability to appropiratelu utilize information

S16 Ability to use appropriate assessment S17 Ability to use assessment Networking S26 Ability to engage fellow teachers and other professional to enhance teaching S27 Ability to inniate and maintaion mutual benefiacial linkages Attitude, Ethics, Moral S21 Willingness to apply innovation to teaching learning process S22 Ability to respect diversity in working with students, colleagues, communities



S23 Willinglness to learn from students, colleagues and other professionals. a. Coincidences in Attitude, ethics, Moral Ability to respect diversity in working with students, colleagues, communities Willinglness to learn from students, colleagues and other professionals. b. Coincidences in Knowledges Having meaningful and comperehensive knowledge of the subject matter. Comprehend concepts of testing, assesment and evaluation of learning Understand the curriculum development process, its structure, content, and learning outcome. Demonstrate understanding of theories of multiculture and learning. Able to understand educational philosophy Understand pedagogy and learning approches Understand the difference of learners characterization Demonstrate understanding of different theories. c. Coincidences in Skils

Utilize of appropriate strategies for managing student behaviors Ensure a safe and conducive learning environment Able to use research findings Ability to select teaching methods Ability to implement curriculum Ability to facilitate learners potential development Ability to appropriate utilize information

Ability to use appropriate assessment Ability to use assessment Ability to engage fellow teachers and other professional to enhance teaching Elements Meta Profile that Differ

1) Agreed in KL : Able to understand educational philosophy Demonstrate understanding of theories of multiculture.

Ability to inniate and maintain mutual benefiacial linkages 2) Profil of Department of Library and Information -Believe to God Almighty and able showing a religious attitude -Uphold the value of humanity in carrying out the task based on religion, morals, and ethics; -Contribute to improving the quality of life of society, nation, state, and progress of civilization based on “Pancasila” (Five Principles]. -Internalizing the spirit of independence, struggle, and entrepreneurship -Documenting, storing, securing, and rediscovering the study data to ensure validity and avoiding plagiarism.



Brief Analysing The degree profile of Department of Library and Information Science, previously

was prepared to produce professional school libarian as partner of classroom teachers and subject matter teachers serving students in getting learning sources. But since several years ago, wider mandate of Library Department is not only for providing school libarian and learning resources specialist in school setting but also preparing professional librarian in public libraries as well as documentalists in research center. Consequently, The curriculum is designed not only for preparing teacher school librarian but also preparing profssional librarian and documentalists (not as teachers). As a wider mandated higher education, Universitas Pendidikan Indonesia serves for preparing future profesional teachers in schools as Teachers Education Institutions (education), and also serves non education department for preparing professional graduates in different subjects.

In terms of comparison between degree profile and meta profile agreed in KL, it can be described as follows :

1. As Teacher education program, at least there are four agreed components or domains: (i)subject content knowledge; (ii) pedagogical knowledge; (iii) Teachers and non teachers Skills; and (iv) Attitude and Disposition

2. In Indonesia, attitude or Affective is also included “Believed in God” as a foundation of good citizens. Consequencies, the subject of Religions (whatever the religions) is a compulsary subjects and given since kinder garten until Higher Education, whatever the department or subjects area they learn in university.

3. Moral is important for graduates. Therefore , morality, moral values, teachers ethics are put as the important things in teacher education programs,.

4. Content and pedagogical knowledge are dominant domains of the meta profil and degree profile even the term of “ how to teach” is described in more broad terms not only how to teach directly certain subject in teaching learning situation, but also how to fasilitate and guide students in getting information as done by school librarian ( as degree profile in my Department).

5. Soft skills are also significant, as they reflect the important competenecies of future teachers in guiding students to be succces in living in 21st century skills. They shall have 4 Cs skills ( Communication, Critical thinking, Creative, andCollaboration).

Bandung, Januari 31, 2018 Dinn Wahyudin Universitas Pendidikan Indonesia




Tuning Asia - South East Subject Area Map

TASK 2 ACTIVITY 1 Choose a degree at his/her University related to the subject area to which he/she belongs.

1. Subject area (please choose only one): Civil Engineering Medicine Teacher Education

2. Country (please choose only one):

Cambodia Indonesia Malaysia Myanmar Philippines Thailand Vietnam

3. Degree programmes of your subject area IN YOUR UNIVERSITY.

Please fulfil the table (example is shown below) for each of degree programme of your subject area offered IN YOUR UNIVERSITY.

ACTIVITY 2 Identify which is the profile for this degree at his/her University.

Table 1 : Programme SPL

Title Bachelor of Education (TESOL)

Length (years) 4 years

Level Bachelor Degree

Occupations/jobs

Qualified to teach at secondary schools, matriculation colleges, community colleges, and teaching or research officers at higher education institutions.

Location of relevant files

http://www.usm.my/images/pdf_ijazah/26pendidikantesol.pdf http://www.admissions.usm.my/index.php/undergraduate-international-student/programmes/arts/423-st39-bachelor-of-education-honours-tesol http://www2.mqa.gov.my/QAD/garispanduan/Education%20Program%20Standard%20(EPS).pdf http://www2.mqa.gov.my/QAD/

http://www.usm.my/images/pdf_ijazah/26pendidikantesol.pdf

http://www.admissions.usm.my/index.php/undergraduate-international-student/programmes/arts/423-st39-bachelor-of-education-honours-tesol

http://www.admissions.usm.my/index.php/undergraduate-international-student/programmes/arts/423-st39-bachelor-of-education-honours-tesol

http://www2.mqa.gov.my/QAD/garispanduan/Education%20Program%20Standard%20(EPS).pdf

http://www2.mqa.gov.my/QAD/garispanduan/Education%20Program%20Standard%20(EPS).pdf

http://www2.mqa.gov.my/QAD/



http://www.mqa.gov.my/portalmqav3/red/en/mqf.cfm

Description of Programme

NAME OF PROGRAMME : Bachelor of Education(TESOL) DURATION OF PROGRAMME : Full Time 4 years (8 semester) TOTAL UNITS (CREDITS) ; 130 Units PROGRAMME OBJECTIVES PO 1 : The TESOL Program aims to provide teachers who are professional, dedicated, innovative and critical thinkers. They would also be able to practice the concept of sustainability and collaboration; possess broad and comprehensive perspectives on research as well as having deep knowledge in the process of teaching and learning. PO2 : They should be equipped with flexible and adaptable teaching skills suited to different situations. PO 3 : The program is also aimed at producing educators who are equipped with positive attitudes towards school, education and society. PO 4 : In addition to providing professional training in the field of education, the program is structured to give emphasis to scientific specialization in academic fields. PO 5 : The emphasis and exposure to some of the other academic disciplines are aimed at providing the students with more comprehensive knowledge on education.

4. Are there a typical curriculum or educational standard(s)/regulations for your subject area IN YOUR COUNTRY? If so, please describe this typical curriculum including core and optional components.

Before any programme can be offered in USM it must undergo a series of evaluation and assessment. The stages are as follows:

a. Proposed to the School Board. b. Conduct a market survey. c. Proposed to the University Senate d. If approved a Study Board is formed. e. If approved by the Study Board bring back to Senate.

http://www.mqa.gov.my/portalmqav3/red/en/mqf.cfm



f. Proposal sent to Malaysian Qualifying Agency (MQA) for accreditation. g. If met all MQA requirement the programme can then be offered.

It is actually a very rigid system aim at ensuring quality. A new programme must meet the standards and requirement set by:

a. The school / faculty b. The university c. Professional bodies if the programme wants its graduate to be certified by these bodies d. MQA requirements The quality evaluation process covers the following nine areas: 1. Vision, mission, educational goals and learning outcomes; 2. Curriculum design and delivery; 3. Assessment of students; 4. Student selection and support services; 5. Academic staff; 6. Educational resources; 7. Programme monitoring and review; 8. Leadership, governance and administration; and 9. Continual quality improvement

MQA set a nimimum 120 credit or unit for a bachelor degree. In 2011, MQA introduced a policy to enhance the quality assurance protocols of programme standards by identifying the core body of knowledge within each discipline. This policy direction is indeed a challenging and exciting task, because the discipline of education is vast, holistic and pluralistic. To ensure that the task of developing an Education Programme Standard (EPS) is, relevant, practical, and manageable five components of the core body of knowledge in education are identified, as follows: 1. The education foundations component 2. The professional practice component 3. The school subject content component 4. The educational electives component 5. The education specialization component The tables below represent the basic requirements for bachelor of education qualifications. They indicate the body of knowledge required as well as the allocation of credits and percentages at each level.

Table 2 : Basic Requirements for Bachelor of Education in Malaysia

MINIMUM GRADUATING CREDIT - 120

COMPONENT CREDITS % REMARKS

HEP Compulsory Courses 12-18 10-15 Please refer to MOE’s and HEP’s Policies.



Education Foundation 21-30 17-25 Please refer to pages 7-11 of the text for body of knowledge details

Discipline Core 34-43 28-36 School Subject Content or Specialization

Professional Practice 8-14 7-12 Attachment at relevant workplace

Elective

Related to Discipline Core *

18-21

15-18

Open**

9-12

7-10

TOTAL 120 100

* The “discipline core” is used interchangeably with “major,” and, “elective” with “minor” ** Open electives may be offered from within the broad area of education disciplines or from other disciplines. Universiti Sains Malaysia Bachelor of Education [TESOL] Structure This programme contains four main components covering 130 units. The distribution of units is as follows: - Table 3 : USM’s Bachelor of Education Distribution of Units

COURSES UNITS

Course Core School 12 unit

Core Courses (Specialized PPIP) 29 units

Core Courses (PPIK Specialization) 34 units

Minor Course 20 units

Elective Course 15 unit

TOTAL 130

Core Components of School [12 units] Courses in this component are offered by the School of Educational Studies. It provides exposure and pedagogical experience to enable teachers to teach the subject at school. It is also to develop professional teachers' personality in the face of future educational challenges. Core Component Specialization [63 units] This component comprises compulsory courses from two schools namely the School of Education Studies [29 units] and the School of Humanities [34 units]. Mandatory courses are courses that provide core knowledge and skills for those involved in the TESOL program. Minor Component [20 units]



For the Bachelor of Education (TESOL) program, it is suggested that the most appropriate minor field is the Interactive Multimedia field to enrich the English language proficiency and knowledge by integrating information technology in the R & D process, in line with the rapid development in the use of multimedia and hypermedia at schools. Hence the courses of Multimedia Interactive specialization have been packaged as a Minor package for this program. Elective Courses [15 units]

▪ Elective courses are courses that deepen or support a particular or major subject within a Study Plan. These include TESOL's [4 units] choice courses that enrich students' knowledge and skills in TESOL. The Educational Component consists of courses:

▪ Core Course of School = 12 units ▪ Core Course Specialization (Mandatory Course) = 19 units ▪ Teaching training = 10 unit ▪ Elective Course = 15 units

Any other comments related to your subject area degree programmes and related occupations/jobs IN YOUR COUNTRY.

SEPARATION OF RESPONSIBILITIES 1. In this program, the professional and pedagogical components are under the School of Educational Studies while the subject-matter component is under the School of Humanities. 2. The students will take multimedia courses as their minor. These courses are offered by the Centre for Instructional technology and Multimedia

ACTIVITY 3 Analyse this degree profile comparatively with the Meta-Profile agreed in Kuala Lumpur: • Identifying coincidences. • Focusing on those elements that differ. • Analysing the weight of the different dominant elements: Are there elements which are not considered in the degree profile of my university? And which would be the explanation and justification for these differences? The following table tries to draw the generic and specific competencies profile by the Education group as against the current Bachelor of Education (TESOL) Programme at USM. The table tried to plot the coincidences of the GENERIC and SPECIFIC Competencies of the USM Bachelor of Education (TESOL) to the generic and specific competencies profile developed. Table 4 : Identifying Coincidences

COURSE / CODE COMPONENT OBJECTIVES

GENERIC COINCIDENCES

SPECIFIC COMPETENCIES

Core Components of School

Courses in this component provides exposure and

2. Ability to use information and communication

3. Understand pedagogy and learning approaches



pedagogical experience to enable teachers to teach the subject at school. It is also to develop professional teachers' personality in the face of future educational challenges.

technology purposefully and responsibly 3. Ability to uphold professional, moral and ethical values 6. Ability to think critically, reflectively and innovatively 8. Ability to carry out lifelong learning and continuous professional development 9. Demonstrate problem solving abilities 10. Ability to initiate, plan, organize, implement and evaluate course of actions 13. Ability to apply knowledge into practice

related to a specific specialization 2. Able to understand educational philosophy 3. Understand pedagogy and learning approaches related to a specific specialization 4. Comprehend concepts of testing, assessment and evaluation of learning 5. Understand the curriculum development process, its structure, content and expected learning outcomes 8. Demonstrate understanding of theory of multiculturalism and learning. 10. Ability to select teaching methods, learning activities, and instructional materials or resources appropriate to learners and aligned to the objectives of the lesson

Core Component Specialization

These are mandatory courses are courses that provide core knowledge and skills for those involved in the TESOL program.


1. Have a meaningful and comprehensive knowledge of the subject matter they will teach 5. Understand the curriculum



3. Ability to uphold professional, moral and ethical values 5. Ability to communicate clearly and effectively 6. Ability to think critically, reflectively and innovatively 7. Ability to understand, value, and respect diversity and multiculturalism 8. Ability to carry out lifelong learning and continuous professional development 10. Ability to initiate, plan, organize, implement and evaluate course of actions 13. Ability to apply knowledge into practice

development process, its structure, content and expected learning outcomes 6. Understand the different characteristics of learners 7. Able to use research findings to improve teaching and learning 9. Demonstrate understanding of different theories on learner’s developmental process 10. Ability to select teaching methods, learning activities, and instructional materials or resources appropriate to learners and aligned to the objectives of the lesson

Minor Component To enrich the English language proficiency and knowledge by integrating information technology in the R & D process, in line with the rapid development in the use of multimedia and hypermedia at schools. Hence the courses of Multimedia Interactive specialization have been packaged as a

1. Ability to work collaboratively and effectively in diverse contexts 2. Ability to use information and communication technology purposefully and responsibly 8. Ability to carry out lifelong learning and continuous professional development

1. Have a meaningful and comprehensive knowledge of the subject matter they will teach 7. Able to use research findings to improve teaching and learning 8. Demonstrate understanding of theory of multiculturalism and learning. 9. Demonstrate understanding of



Minor package for this program.

9. Demonstrate problem solving abilities 13. Ability to apply knowledge into practice

different theories on learner’s developmental process 10. Ability to select teaching methods, learning activities, and instructional materials or resources appropriate to learners and aligned to the objectives of the lesson

Elective Courses Elective courses are courses that deepen or support a particular or major subject within a Study Plan. These include TESOL's [4 units] choice courses that enrich students' knowledge and skills in TESOL. The Educational Component consists of courses: ▪ Core Course of

School ▪ Core Course

Specialization (Mandatory Course)

▪ Teaching training

▪ Elective Course

1. Ability to work collaboratively and effectively in diverse contexts 2. Ability to use information and communication technology purposefully and responsibly 3. Ability to uphold professional, moral and ethical values 4. Ability to demonstrate responsibility and accountability towards the society and environment 5. Ability to communicate clearly and effectively 6. Ability to think critically, reflectively and innovatively 7. Ability to understand, value, and respect diversity and multiculturalism 8. Ability to carry out lifelong learning and continuous

1. Have a meaningful and comprehensive knowledge of the subject matter they will teach 2. Able to understand educational philosophy 3. Understand pedagogy and learning approaches related to a specific specialization 9. Demonstrate understanding of different theories on learner’s developmental process 10. Ability to select teaching methods, learning activities, and instructional materials or resources appropriate to learners and aligned to the objectives of the lesson



professional development 12. Ability to demonstrate leadership attributes 13. Ability to apply knowledge into practice

Focusing on those elements that differ All our programmes at the School of Educational Studies including the BEd. (TESOL) are dynamic in nature. This is because our programmes are always undergoing adaptation, modifications and changes to suit the times. We are always monitoring our program and every 3-5 years we bring in an external examiner to evaluate our programme. Currently we are undergoing a curriculum evaluation involving all our programmes to meet the standard set by the Ministry of Higher Education. Among the main differences are:

1. There actually more similarities than differences actually. But the meta-profile has a focus on research which is only limited to action research in our programme. The meta-profile would like future teachers to 'initiate and maintain mutually-beneficial linkages and networks' which is not articulated as a direct goal of our programme. This is perhaps just a by-product of our programme. Our programme has a direct emphasis on ICT and online literacies and the employment of these digital literacy skills in teaching (the art of teaching has been neglected) and learning of English in the 21st century.

2. Not much attention is given on professional support and networking. Our programme should emphasize the importance of professional support and prepare students to network professionally with practitioners (local and overseas). Our programme should also have the component of Research. Students can then learn how to conduct educational research and utilize research findings (both theirs as well as the findings from the literature) to improve the teaching-learning process as well as assessment of students' knowledge and skills. Their investigation is not limited to action research only.

3. Emphasis on entrepreneurial skills – as the government believes it is not their responsibility to provide jobs for the graduates. The graduates are now trained to be job creators and not job seekers.

4. The curriculum should be based more on educating and not training as educating them would be more sustainable. Training is good for immediate needs but as situation changes retraining and retooling need to be conducted and this is becoming very expensive.

5. The profile should also express what it means to be an English teacher, like "being" an English teacher and the values of an English teacher. Add the emphasis on research and networking. Good too to articulate specifically in terms of generic and specific competencies like the meta-profile given. But adapt it for TESOL.

6. Both our current curriculum and the meta-profile did not emphasise on commitment to the profession and responsibility to the community. These are important aspects that have been forgotten.



ACTIVITY 4 Select six academics from your subject area at your University and discuss the differences. Table 5 : Academics Identified

No.

name POSITION AREA OF SPECIALIZATION

ANSWERS

WRITTEN INTERVIE

W

FORUM

1. Prof. Muhammad Kamarul Kabilan

Professor Teaching of English as a Second Language

2. Dr. Mohd. Jafre Zainol Abidin Associate Professor

Teaching of English as a Second Language

3. Dr. Shaik Abdul Malik Mohamed Ismail

Associate Professor

Curriculum and Teaching of English as a Second Language

4. Dr. Tan Kok Eng Associate Professor


5. Dr. Al-Amin Mydin Senior Lecturer

Educational Management and Leadership

6. Dr. Amelia Abdullah Senior Lecturer


7. Dr. Leong Lai Mei Senior Lecturer

ICT in Education

8. Dr. Low Hui Min Senior Lecturer

Special Education

9. Dr. Rohaya Abdullah Senior Lecturer


10. Dr. Yasmin Binti Othman Mydin

Senior Lecturer

Special Education



ACTIVITY 5 Write a short report (around 2 pages) with the following points: • Description of the process followed Figure 1 : Description of the Processhid

SUMMARY OF THE OPIONS OF THE ACDEMICS INVOLVED (compile from the pre-discussion documents and forum) 1. Differences our BEd. (TESOL) Programme against the TA-SE Meta-Profile

The comparison of objectives and learning outcomes in BEd.(TESOL) program (USM) and the generic competencies in the meta-profile (refer Table 1) revealed that the objectives and learning outcomes in BEd.(TESOL) program (USM) encompass four focuses in the generic competencies, namely (1) technology application, (2) professionalism, (3) communication skills, and (4) leadership. The BEd.(TESOL) program (USM), at the current point, has yet to include the other four focuses, (1) inclusive education (collaboration and embracing diversity), (2) professional development and lifelong learning, (3) critical thinking skills, and (4) research and knowledge transfer. The comparison of objectives and learning outcomes in BEd.(TESOL) program (USM) and the specific competencies in the meta-profile (refer Table 5) revealed that the objectives and learning outcomes in BEd.(TESOL) program (USM) encompass three focuses in the generic competencies, namely (1) technology application, (2) professionalism, and (3) pedagogy. The BEd.(TESOL) program (USM), at the current point, has yet to include the other four focuses, (1) inclusive education (collaboration and embracing diversity), (2) assessment and evaluation, (3) critical thinking skills, and (4) research and knowledge transfer.



2. Profile adjustments needed to be done to be aligned with the TA-SE Meta Profile To add the following competencies:

(1) knowledge and skills in inclusive education (collaboration and embracing diversity), professional development and lifelong learning

(2) professional development and lifelong learning, (3) critical thinking skills, (4) research and knowledge transfer skills, and (5) knowledge and skills in assessment and evaluation

3. Profile suggested for our BEd. (TESOL) Programme To develop a more holistic profile which include the following competencies:

(1) knowledge and skills in inclusive education (collaboration and embracing diversity), (2) professional development and lifelong learning, (3) critical thinking skills, (4) research and knowledge transfer skills, and (5) knowledge and skills in assessment and evaluation (6) professionalism (7) pedagogy knowledge (8) communication skills (9) leadership

Table 5 Comparison of objectives and learning outcomes in BEd. (TESOL) program (USM) and the generic competencies in the meta-profile

Generic Competencies Match Themes


Absent Inclusive education


L6 Technology Application

3. Ability to uphold professional, moral and ethical values

O2 Professionalism


O1 Professionalism

5. Ability to communicate clearly and effectively O5 Communication

6. Ability to think critically, reflectively and innovatively

Absent Critical thinking skills




Absent Professional development and lifelong learning



9. Demonstrate problem solving abilities Absent Critical thinking skills

10. Ability to initiate, plan, organize, implement and evaluate course of actions


11. Ability to conduct research Absent Research and knowledge transfer

12. Ability to demonstrate leadership attributes O5 Leadership

13. Ability to apply knowledge into practice Absent Research and knowledge transfer

O= Objective, L=Learning Outcome The comparison of objectives and learning outcomes in BEd.(TESOL) program (USM) and the generic competencies in the meta-profile revealed that the objectives and learning outcomes in BEd.(TESOL) program (USM) encompass four focuses in the generic competencies, namely (1) technology application, (2) professionalism, (3) communication, and (4) leadership. The BEd.(TESOL) program (USM), at the current point, has yet to include the other four focuses, (1) inclusive education (collaboration and embracing diversity), (2) professional development and lifelong learning, (3) critical thinking skills, and (4) research and knowledge transfer. Table 6 Comparison of objectives and learning outcomes in BEd.(TESOL) program (USM) and the specific competencies in the meta-profile

Specific Competencies Match Themes

1. Have a meaningful and comprehensive knowledge of the subject matter they will teach

L1 Pedagogy

2. Able to understand educational philosophy L1 Professionalism

3. Understand pedagogy and learning approaches related to a specific specialization

L4 Pedagogy

4. Comprehend concepts of testing, assessment and evaluation of learning

Pedagogy

5. Understand the curriculum development process, its structure, content and expected learning outcomes

L3 Pedagogy

6. Understand the different characteristics of learners

O1 Pedagogy

7. Able to use research findings to improve teaching and learning

Absent Research and knowledge

transfer

8. Demonstrate understanding of theory of multiculturalism and learning.


9. Demonstrate understanding of different theories on learner’s developmental process

O1 Pedagogy

10. Ability to select teaching methods, learning activities, and instructional materials or resources appropriate to learners and aligned to the objectives of the lesson

L4 Pedagogy



11. Ability to implement curricula related to assigned fields of study

L3 Pedagogy

12. Ability to facilitate learners’ potential development to actualize their various potentials and build students’ understanding of different cultures and global citizenship.


13. Ability to appropriately utilize information and communication technologies to support teaching/learning activities

L6 Technology application

14. Utilize appropriate strategies for managing student behavior

O1 Pedagogy

15. Ensure a safe and conducive learning environment


16. Ability to use appropriate assessment tools and methods to assess, and evaluate learning processes and outcomes

Absent Assessment and evaluation

17. Ability to utilize assessment data to improve the teaching-learning process

Absent Assessment and evaluation

18. Ability to demonstrate commitment to develop students to reach their potential


19. Ability to demonstrate self-evaluation and use the results for improvement


20. Ability to demonstrate integrity and professionalism

L1 Professionalism

21. Willingness to apply innovations to the teaching and learning process

L6 Pedagogy

22. Ability to respect diversity in working with students, colleagues, families, community members and other stakeholders


23. Willingness to learn from students, colleagues, and other professionals


24. Ability to demonstrate commitment to the teaching profession

L1 Professionalism

25. Ability to practice reflective thinking to improve their teaching practices


26. Ability to engage with fellow teachers and other professionals to enhance the teaching-learning process


27. Ability to initiate and maintain mutually-beneficial linkages and networks


28. Ability to conduct action research Absent Research and knowledge

transfer

O= Objective, L=Learning Outcome The comparison of objectives and learning outcomes in BEd.(TESOL) program (USM) and the specific competencies in the meta-profile revealed that the objectives and learning outcomes in



BEd.(TESOL) program (USM) encompass three focuses in the generic competencies, namely (1) technology application, (2) professionalism, and (3) pedagogy. The BEd.(TESOL) program (USM), at the current point, has yet to include the other four focuses, (1) inclusive education (collaboration and embracing diversity), (2) assessment and evaluation, (3) critical thinking skills, and (4) research and knowledge transfer. CONCLUSION Our take on this matter (to answer the questions as a whole) we would rate our programme above average and satisfactory. Many of the concerns addressed and our curriculum and is “good to go” while the schools later on can fill the gap to “value add” students’ professionalism through a series of professional development, accreditation, and licensing formalities training (as research indicated novice teachers need 5 to 8 years to be proficient, efficient in the nitty-gritty of the teaching profession and professionalism). Upon scrutinizing the questions posed particularly how do we differ from the meta-profile of TA-SE we would say we followed the school system (as opposed to the faculty system) whereby, we received English Language competency from the School of Humanities and we can safely say it is well taken care off. However, one issue remains i.e., the selection or variety of subject matter of choice can be challenged as currently it is from one particular school (i.e., humanities). Even the choice of subjects is based on availability (both the course and lecturers). While most of other concerns are all being addressed by our very own school and we would say it an ongoing process. Only thing there may be label issues and positioning ourselves to address the statements frontal. But, we have diligently covered all the matters by making our programme mandatory to have one semester of teaching practice where theory put to practice executed (plus many teaching related professional skills can be acquired in the field) and one other thing it is also mandatory for all of our students to take up between 6 to 10 units of co-curriculum (uniform unit packages – which will cover so many of the professional skills related to collaboration, team work etc. can be informally acquired). Nonetheless, we do agree with profile adjustments as it is inevitable and necessary at many intervals but we based it on OBE (Outcome Based Education). Outcome-based methods have been adopted in many education systems around the world and at multiple levels. Australia and South Africa adopted OBE policies in the early 1990s however, they have since been phased out. The United States has had an OBE program in place since 1994 which they have been adapted over the years. As recently as 2005, Hong Kong adopted an outcome-based approach for its universities. Malaysia on the hand, implemented OBE in all of their public schools systems in 2008. It must be noted that that the European Union has proposed an education shift to focus on outcomes, across the EU. In an international effort to accept OBE, We must not also forget about the Washington Accord which was created in 1989 as an agreement to accept undergraduate engineering degrees that were obtained using OBE methods. As of 2017, the full signatories are Australia, Canada, Taiwan, Hong Kong, India, Ireland, Japan, Korea, Malaysia, New Zealand, Russia, Singapore, South Africa, Sri Lanka, Turkey, the United Kingdom, Pakistan, China and the United States.



UNIVERSITI TEKNOLOGI MALAYSIA

1. Degree program selected: Bachelor of Technology with Education (Mechanical Engineering). The acronym given to this program’s profile is BTE. 2. Six academicians involved are Assoc Prof Dr Yusri Karmin, Dr Mahyudin, Dr Nur Fadillah Mohd Amin, Dr Adibah Abdul Latiff, Dr Halim Abdullah, and Mr Hassan Hushin. 3. Short Report a. Description of the process followed Two meetings have been organized with 6 colleagues. First meeting was meant to provide the overview of the meta-profile followed by the selection of the academic program and its profile. The first meeting lasted for 90 minutes while the second meeting took about 3 hours. In the second meeting, the participants zoomed on the category of competencies of the meta-profile: teacher skills, pedagogical and content knowledge, and attitude and disposition. In contrast to the meta- profile, the BTE program used the following labels: professional attributes, professional knowledge, and professional practices. The details of the discussion are elaborated in the subsequent subtopics. b. Presentation of the degree profile of the university The teacher education program chosen, Bachelor of Technology with Education (Mechanical Engineering) (BTE), is a 4-year Bachelor degree program. This program prepares potential students to be teachers at vocational schools and colleges. The program requires a total of 128 credits, which is divided into 8 semesters. Yearly, this program received about 40 students from the Ministry of Higher Education. The program’s profile used the following 3 labels: professional attributes, professional knowledge, and professional practice. There are 7 competencies for professional attributes, 6 competencies for professional knowledge, and 5 dimensions of competencies for professional practices which each dimension contains two to four specific competencies. c. Coincidences with the meta-profile (agreed at subject level) All participants agreed with all the competencies listed in the meta-profile. They, however, cautious the ways some of the competencies were written. A few competencies are too vague and has limited focus. For example, the ability to conduct action research. Why limits it to action research only? This limits the teachers’ potential. The participants claimed that the BTE program includes research components to ensure that student teachers used research to rectify problems and find solutions. d. Differences with the meta-profiles Labels used to describe three categories of competencies are different than the meta-profiles. The participants maintained that 7 competencies for professional attributes of the BTE profile matched with the meta-profile. In contrast, the participants disagree with the competencies in the professional knowledge. They claimed that the meta-profile lack of three important elements. The BTE profile has three more additional competencies which is different from meta-profile: Familiarity with key concepts related to inquiry process, proficient with laws and regulations that



affecting education system and teachers’ work, and sensitivity with government’s policy. The meta- profile was silent on these aspects. Finally, meta-profile used the term teacher skills while BTE profile used the term professional practices. While meta-profile itemized all affected items of teachers’ skills, BTE profile lump many items into 5 dimensions. Each dimension has its own functions such as follow: Dimension 1 focuses on facilitating student learning, dimension focuses on assessing and reporting student learning outcomes, dimension 3 focuses on involvement in learning community for professional development, dimension 4 focuses on involvement in curriculum development and practices, and dimension 5 on forming partnership at school level. With the exception of dimension 4, which touches on involvement in curriculum development and practices, each dimension of professional practices matched well with competences listed in the meta-profile. Vast number of competencies were listed under dimension 1 that is facilitating student learning. The participants coined that facilitating student learning is their biggest competencies required and needed. Refer to appendix for detail. e. People consulted and reflections The 6 participants involved were 2 young lecturers with less than 5 years of teaching experience, 2 senior lecturers with 10 years of teaching experience, and 2 associate professors with more than 20 years of teaching experience. All participants were directly involved in teaching the academic program selected. Two participants are from mechanical engineering faculty, two lecturers from educational foundation department, and two lecturers from mathematics and science background. The participants commented that the meta-profile is too details to certain elements but lacking in local context needs, that are key concepts related to inquiry processes, rules and regulations that governing the education system, sensitivity to government policies, and teacher involvement in curriculum development and management at school level. f. Profile adjustments/profile suggested for the university The participants suggested that the university change the labels assigned to categories of competencies by dropping the term ‘professional’ in each of the labels. All the participants agreed that teaching is not considered a ‘profession’ by the ministry. Secondly, there is no standardization in the used of the term ‘professional attributes, professional knowledge, and professional practice’. Right now, other institutions in the same countries may use different terms. The participants agreed to re-visit to discuss and fine-tuning the competencies listed in the meta-profile. The existing profile of the program has not been re-visit for more than 10 years. The participants re- assured that they will re-write the competencies accordingly. As for now, they settled with the terms ‘educator attributes, educator knowledge, and educator practices. They would retain the 5 dimensions but surely will re-visit the competencies. g. Conclusion The participant coined they will arrange and re-categorize of the listed competencies into more appropriate categories. The coming focus would be more on the content of the competencies to ensure that accurate emphasis is taken care of.



YANGON UNIVERSITY OF EDUCATION

1. A degree of our university related to the subject area we choose is Bachelor of Education (BEd) which is five years’ degree programme (Pre-service raining programme).

2. Identification of the profile for this degree Five-year degree programme (Pre-service training programme producing high school teacher. Foundation Courses - Myanmar language, English, Mathematics Core Courses - Educational Theory, Educational Psychology, Teaching

Methodology Elective Course - Physics, Chemistry, Biology, Geography, History, Economics Special Course - Aspect of Myanmar Non-examination - Physical Education, School Health Education, Life skill,

Computer Science 3. Analysis of the Degree Profile comparatively with the meta-profile agreed in Kuala Lumpur.

Identifying coincidence In both diagrams, teaching and content knowledge are included in professional skills. S1 and S5 still remained in content knowledge in our YUOE diagram. Similarly, G8, G11 and G13 still remained in teaching in our diagram. All the specific competencies S7, S8, S9, S10, S11, S14, S16, S17 and S28 remained in teaching in YUOE diagram. Identify the elements that differ Although G4, G7 and S22 are considered to be social skills we prefer placing than in the overlapping area with professional skill (teaching). Although G8, G9 and S19 are still included in personal skill we move than to the overlapping area with professional skill (teaching). G21 is excluded from the overlapping areas of social skill, personal skill and communication and technology skill. G12 is moved to communication and technology skill. S15, S21 are added to teaching area. S2, S3 and S4 are moved from content knowledge to teaching area.

4. The following six academics from our subject area from our university discussed the differences with me.

(1) Dr. Aye Aye Myint (2) Dr. Naing Naing Maw (3) Dr. Myo Win (4) Dr. Nu Nu Nyunt (5) Dr. Ma San Win (6) Dr. Khin Mar Khine



Diagram of group 3



New Diagram




BEING AN AUGUSTINIAN TEACHER AND STAYING ONE: UNIVERSITY OF SAN AGUSTIN - TEACHER EDUCATION PROGRAM (BACHELOR IN SPECIAL NEEDS EDUCATION) META-PROFILE

The formulation of the new Bachelor of Special Needs Education program meta- profile of the University of San Agustin Teacher Education Program was rooted from the desire to integrate the new national Policies, Standards and Guidelines (PSG’s) in order to create a course which specifically addresses the pressing need for Special / Inclusive Education teachers both nationally and internationally in the 21st century. This meta- profile states that under this new curriculum there will be 5 Majors that are to be offered, namely: Generalist, Early Childhood Education, Elementary School Teaching,



Teaching Learners with Visual Impairment and Teaching Deaf and Hard of Hearing Learners. The meta-profile of Teacher Education - BSNEd program of the University of San Agustin is anchored on Augustinian core values of Christian love, Unity and Truth. These core values will then be translated into the image of an ideal Augustinian Graduate, an Augustinian who has a firm foundation with regards to the three Augustinian Graduate Attributes (AGA): a. Augustinian graduates must be a transformative community builder oriented towards God, b. they should be a critical and creative thinker and lastly, c. Augustinian graduates are expected to be a social communicator of Truth. Although, aside from only being knowledgeable and having a strong background of the Augustinian Graduate Attributes, the journey to becoming the ideal Augustinian Graduate under BSNEd program would require the student to have strong foundations of Augustinian values, as well as both the skills and the knowledge to apply in cognizant with these values which is essential for an Augustinian pre-service teacher to be prepared to address the world of education outside the four walls of the University – that is Inclusive and Equitable. Furthermore, the program navigates within the context of national and international agencies’ policies and principles which help and guide the program to be in place and grounded to the needs of our current and dynamic societal needs, specifically to our 21st century learners. Creating the metaprofile of the BSNEd underwent a collaborative process that required the acute participation of people belonging to the academe such as professionals in the field of Special Needs Education as well as representatives from the many stakeholders which will also be affected by the genesis of this meta-profile, and eventually, the curriculum. The primary purpose of gathering together these selected people is to discuss the new PSG’s with respect to how it can be inculcated in Augustinian Education. The last step that the meta-profile will undergo is for it to be critiqued. The critiquing stage will also undergo various steps and strategies employed in each stage which will include selected students, alumni and employers. The Augustinian teacher education (BSNEd) program meta-profile differs from the TA-SE teacher education meta-profile is that the major elements such as, attitudes, skills and knowledge that do not overlap with each other. But with the ATE-BSNEd program meta-profile, the Augustinian Graduate must forge a strong foundation of the core Augustinian values first, namely the values of Truth, Christian Love and Charity manifested by the intertwining of the Augustinian graduate attributes (AGA) while concurrently honing Skills and Knowledge in teacher education leading to be the ideal 21st century Augustinian teacher. Another distinction between the two is the presence of the major national and international influences that affects teacher education. These very influential agencies in the meta-profile would help streamline and hasten the pre- service Augustinian teacher education nationally and internationally. Frank S. Emboltura



WEST VISAYAS STATE UNIVERSITY

Maria Asuncion Christine V. Dequilla West Visayas State University La Paz, Iloilo City, Philippines February 2018 Situationer The new Teacher Education Program of the College of Education at West Visayas State University (WVSU) being a chartered institution observes the Policy Standard Guidelines (PSG’s) mandated the Commission on Higher Education (CHED) of the Republic of the Philippines. The Commission Memorandum Order (CMO) 70 stipulates the PSGs for the Bachelor in Elementary Education Program. It is made clear, however, that the institution such as WVSU can go beyond the minimum requirements of the CMO but not less that what is projected as the program outcomes. At present, the Philippine educational system is in a transitional phase having the graduates of the K-12 basic education curriculum seek admission to tertiary education in universities. This situation led to the enhancement of the curricular programs in the country. The CHED Technical Panel for Teacher Education designed the programs considering the National Competency-Based Teacher Standards (NCBTS), the Philippine Qualification Standards (PQF), the ASEAN Qualifications Reference Framework, and the Philippine Program Standards for Teachers (PPST) among others. These new designed Programs went through a rigid and rigorous process from conceptualization to curriculum development and subjected to a series of reviews including public hearings in Luzon, Visayas, and Mindanao. Now that the programs are in place for implementation, institutions such as WVSU are now engaged in their respective curriculum mapping activities. At WVSU College of Education, all Teacher Education Programs to be offered in June of 2018 are being reviewed, mapped out and audited. This is an ongoing process at present. There is no better timing than the University accepting the task of becoming an implementing institution of the Tuning Academy TA-SE Project. The situation can actually allow the consideration of the Tuning Academy established competencies to be incorporated into the program to be offered. Furthermore, WVSU has already set the competencies of every learner that undergoes the training in a program of his choice based on the institution’s vision, mission and core values. These institutional competency outcomes are part of the document used in the analysis together with the PSG’s of the Bachelor in Elementary Education (BEED) Program (CHED Memorandum Order 70 s. 2017), and the Philippine Performance Standards for Teachers (PPST). These were the documents that played a major basis in accomplishing this task. The Process



In bridging the agreed meta-profile for Teacher Education which is the output of the Tuning Academy 2GM with the BEED Program offered at WVSU, a series of analysis was pursued. Before the discussion on the issue of selected academics, the group initiated the task by conducting a ‘brain writing’ session. Documents were reviewed, analysed and coded. These points were identified as discussion prompts. The following steps were taken in the process of bridging the meta-profile with the context of WVSU offering the BEED Program. a) Tuning Competencies vis a vis CMO Program Outcomes The first step was to look into the WVSU Teacher Education Program competencies vis a vis Tuning competencies. Using the Teacher Education Program Outcomes, these were mapped out against the established Tuning Academy generic competencies on one side and the Specific competencies on the other. b) The Heat Map The second step was establishing the heat map of the new Teacher Education Bachelor in Elementary Education (BEEd) curriculum. This was again conducted vis a vis the specific and generic competencies established by Tuning Academy through the TA-SE Project. The heat map provides a visual and picture of the curriculum through the color-coded lexical descriptors in the course descriptions that are associated or connected with the competencies in Tuning Academy. c) Tuning Competencies vis-a-vis Course Description in the BEED Program Using the color-coded keywords in the course description, the simple Curriculum Quality Audit (CQA) determined which specific and generic Tuning competencies are being addressed by a particular course inasmuch as some of these competencies were not addressed when compared to the CMO Program Outcomes (i.e. as shown in the first step). The matrix was drawn indicating the courses in the BEED program that were mapped out with the Tuning Academy established Generic and Specific Competencies. The frequency count indicated whether the competency is under-represented or otherwise. With this audit result, the course can actually be enhanced by considering other competencies that can be integrated. The result can guide the curriculum designer to either enrich the coverage or limit the focus of the course. A matrix was drawn indicating the Tuning competencies vis a vis Course Descriptions. d) Crafting the WVSU Teacher Education Meta-Profile Using the new course information, the institutional outcomes and CMO Program Outcomes, keywords were identified and culled out from the documents. These were grouped according to their relationships and connections. Out of these key terms, the categories were drawn and further labeled into themes — Knowledge, Skills, and Attitudes. When compared with the meta-



profile drawn by the SAG for Teacher Education during the 2GM, the categories are apparently similar, however, there is a highlight on the element of being ‘glocal,’ that is the value of being culturally rooted while at the same time capable to meet global standards. In summary, the WVSU Teacher Education program aims to produce locally relevant and globally competitive life-long learners. The graduates should possess dignity and reputation with high moral values as well as technical and professional competence in the practice of the teaching profession, and they strictly adhere to, observe, and practice this set of ethical and moral principles, standards and values (Preamble, Code of Ethics for Professional Teachers). This Code of Ethics is the by-line of every teacher and the aim of becoming a teacher at WVSU and in the Philippines. Academics invited to Review the Analysis and Participate in the Discussion The following members of the WVSU academic community were asked to participate in the discussion:

Family Name First Name Designation

1 Belarga Alona Director of Instruction and Quality Assurance

2 Cañoso Lea Department of Professional Education Chairperson

3 Dequilla Maria Asuncion Christine

Director, Centre for Teaching Excellence

4 Montaño Hilda Dean, College of Education

5 Moreno Ruthell Faculty, College of Education

6 Sajo Sylvia Faculty, College of Education

Coincidences and Differences with the meta-profile and Reflections

In mapping the competencies between the WVSU Teacher Education Program outcomes in relation to the Tuning specific and generic competencies, there were items that were not met by the WVSU Teacher Education Program outcomes. The apparent generic labels used in the WVSU Teacher Education Program Outcomes may not have sufficed. This led into taking account the course descriptions as part of furthering the document analysis. As a result of the simple curriculum quality audit, the Tuning competencies were revealed in one course or more. Somehow, the matrix shows the Tuning competencies are included in a course or courses in the BEED Program. It was noted that some of the Tuning competencies were under-represented in the BEED program. This may mean that a competency is being addressed by only one course. An example is the specific competency #18 which is the ability to demonstrate to develop students to reach their



potential. This competency is integrated into only one course — The Teaching Profession. With this result, all the courses can be reviewed and analyzed further on how that particular competency can be addressed so that there can be more chances for it to be honed. This is the purpose of the Curriculum Quality Audit — to determine the balanced spread and the focus of each courses giving a complete and clear picture of the quality of the program. Inasmuch as Teacher Education institutions in the Philippines are faced with a new Teacher Education Curriculum, we are all currently engaged in curriculum reviews, in conducting curriculum quality audit, and in crafting course syllabi. That is why at this juncture, the present analysis made use of the Program Outcomes and available course descriptions. As soon as course syllabi are crafted, we can further conduct a differentiated audit by considering the alignment of the learning outcomes, content, and assessment of each course which can be mapped with the Tuning competencies. This will still be pursued with the hope to strengthen the bridging of the meta-profile with the context of WVSU. Another clear distinction is the inclusion of leadership as a teacher skill in the new Teacher Education curriculum. The old Teacher Education curriculum did not have any course that addressed this. The distinct mention of school leadership in the course of the current program meets the identified skill included in the TA-SE SAG in Teacher Education meta-profile, and this may be a good point. Another is the ability to preserve and promote “Filipino historical and cultural heritage” (based on RA 7722) which is a learning outcome based on the BEED minimum standards. This is not evident in the SouthEast Asia Teacher Education meta-profile. However, this is a salient standard that has to be considered in the Teacher Education courses. In general, the analysis showed that even if perhaps limited, both generic and specific Tuning competencies were addressed by the BEEd Program that will be offered by West Visayas State University in June 2018.



UNIVERSITY OF SAN CARLOS

Jugar, R. February, 2018

Comparison Dynamics

The process of comparing the generated Southeast Asian Teacher Education Program Meta-profile with USC’s teacher education program followed a progressive and sequential series of steps. The first step includes initial consultation with the Office of the Dean of the School of Education for formal approval to initiate the process. The output of this consultation is the identified specific teacher education program, the initial list of colleagues who will participate in the formal consultation process, and the timetable of meetings. During the formal consultation process, the overview of the TASE project was presented as well as the processes and results of the previous General Meetings. This was followed by the explanation of the generated Meta-profile and the intended agendum of the consultation process, which is to identify both coincidences and differences as well as the generation of reflections for program future directions. The method of exchange and collegial input utilized the dynamics of focus group discussion. The entire discussion and ensuing conversations including documentation and transcription was duly moderated by the SAG representative.

Degree Profile: Bachelor of Education in Special Education (BEd-SpEd)

The USC School of Education offers a number of undergraduate programs that may be

tentatively categorized into four basic groups: early childhood education, elementary education, secondary education and special education. For the purposes of comparison, the Bachelor of Education in Special Education (Bed-SpEd) program was chosen as the reference or anchor. The four-year BEd-SpEd program produces graduates who can be employed as teachers in pre-elementary, elementary and secondary education with special emphasis in handling students with special needs. Graduates of this program are generalists in nature, which means that they do not have subject-specific specializations (e.g. mathematics, science etc.). The groups of courses in the BEd-SpEd curriculum follows the typology of a typical teacher education program namely: (a) general education courses, (b) professional education courses and (c) specialization courses – in this case, Special Education courses. The licensure examination for the graduates of this program is essentially the same as that of the graduates of Bachelor of Elementary Education (BEEd) program.

Identified Coincidences with the meta-profile Based on the indicated three areas of the meta-profile, Pedagogical and Subject Matter Knowledge was identified as having the most recognizable coincidence with the current program offering of USC. This high degree of consistency may be attributed to the extent to which the mandated components of the program addresses the indicated competencies of the meta-profile on both content and pedagogy. For the other two aspects of Teacher Skill and Attitude and Disposition, a number of courses and practices were identified but the extent of correspondence between the anchor program and the meta-profile is limited. For instance, the Attitude and Disposition aspect has only one directly identifiable course in the program (The Teaching Profession). Moreover, the consultation participants agreed that only implicit and sporadic activities



were conducted to address this aspect and the absence of an explicit course or program within the curriculum cannot be found. The same observation was forwarded with respect to the identified sets of Teacher Skills in the meta-profile. Identified Differences with the meta-profile In terms of differences, the anchor program essentially has all the identified aspects and components as indicated in the meta-profile. However, it is on the ‘extent of presence, activation, and enabling’ of these aspects and components that the anchor program fall short. For instance, teacher leadership and networking are not explicitly addressed in the current curriculum as evidenced by the lack of a specific course for this purpose. While it may be claimed that the program technically embeds these skill sets through indirect means such as extra-curricular and co-curricular based activities, community extension initiatives, or class-based projects, these venues are non-programmatic in nature and are therefore sporadic and non-assessable. The same is true with both social skills and problem solving/thinking skills. ICT and communication skills on the other hand have directly identifiable courses in the program. However, the teaching of these courses are very content-oriented and the soft skills associated with these courses cannot be readily identified in practice. Finally, with respect to Attitudes and Disposition, the current program only identifies a single course that is of direct relationship to the identified components of ethics, values, commitment to the profession and morality. FGD Composition and Collective Reflections The original composition of the group were the SAG representative and six academics from the Department of Teacher Education in the School of Education of USC. However, two of the academics were unable to attend the final deliberation hence the composition was reduced to five namely the SAG representative, the School Dean, the Research Coordinator, the Department Chair and a regular faculty member. Three of the academics specialize in Special Education while the other two members specialize in cultural education and science education respectively. Based on the individual inputs and collegial deliberations of the members, the following points of collective reflections were identified:

• While the current program generally ascribes itself to the generated meta-profile, some of the aspects and components have no, or very little enabling courses within the program itself.

• Specific practices associated with the aspects and components in meta-profile may be identified but are sporadic and non-programmatic.

• Leveling off among academics teaching the program is important most especially in crafting collective meanings of the identified aspects and components in the meta-profile (e.g. ICT, communication, thinking skills, etc.)

• The meta-profile was useful in assessing the current program especially with respect to the extent to which the components are addressed and enabled in the component courses.

• More sessions dedicated to program identity establishment as well as consistent revisit and revision of program outcomes has to take place to ensure that all decisions, initiatives, and practices are aligned.

Intended Current Profile Adjustments



The current program that was used as anchor belongs to the curriculum that was crafted prior to the implementation of the Philippine Educational Reform. Recently, the Commission on Higher Education Technical Panel for Teacher Education has released a newly-crafted Teacher Education Curriculum. Since this new curriculum will take effect starting the upcoming academic year 2018-2018, the currently used anchor program will likewise morph to ascribe the new mandated order. Utilizing the result of the comparison as well as the collective reflections generated in the process, the operationalization of the new program in USC will technically consider the generated meta-profile in designing additional courses and in the conduct of the teaching learning process. Programmatic inclusion of the Teacher Skills, Attitude and Disposition aspects will also be considered to ensure that the components are well addressed and is explicitly considered in the program itself. Conclusions The current Teacher Education Program of USC has identifiable courses that correspond to the identified aspects and components of the generated meta-profile. However, the extent of correspondents as indicated by directly relevant courses in the program is relatively low most especially in the aspects of Teacher Skills and Attitude and Disposition. With the onset of the newly crafted Teacher Education Curriculum, the identified coincidence and differences between the anchor program and the meta-profile together with the collective reflections will be useful in operationalizing the new curriculum in the university. As a pre-requisite to this process, a common understanding of the aspects and components of the meta-profile has to be established.



PRINCE OF SONGKLA UNIVERSITY

Bachelor of Education Program in Art Education (B.Ed.) (Art Education) Faculty of Education, Prince of Songkla University, Thailand

By Asst.Prof. Ekkarin Sungtong, Ph.D. Faculty of Education

Descriptions of the Process Followed

Details and background of the Tuning Asia-South East and my participation in the project organized in Kuala Lumpur, Malaysia in 2017 was formally presented to the faculty meeting of Faculty of Education, Prince of Sonkgla University. The meta-profile of teacher education was also presented to the meeting as a matter of report. Overall, the committee agreed with the three groups of meta-profile of teacher education including a) pedagogical and subject matter knowledge, b) teacher skills and c) attitude and disposition. They reflected that the developed components of teacher education were practical and comprehensive. To receive more specific feedback from my faculty, I chose six instructors from the Bachelor of Education Program in Art Education (B.Ed.) (Art Education) which is a five-year program under the Department of Education. The final list of 28 specific competencies was presented to them before the focus group took place in the dean office. Each instructor was asked to reflect on the specific competencies and the developed meta-profile of teacher education. My secretary was the note taker and I was the moderator of this focus group which lasted for three hours. Data from the focus group were analyzed by using an inductive approach. The content analysis and the constant comparative technique were also employed in the process of data analysis.

Presentation of the degree profile of the University The philosophy of the Bachelor of Education Program in Art Education (B.Ed.) is to nurture professional teachers in art education who posse research knowledge and educational technology skills and shall adapt their knowledge to develop art education work effectively as well as actively engage with communities in the multicultural society. The objectives of this program are to prepare leading teachers in art education. This includes morality and ethics in teaching profession and competency in creating valued art work. In addition, this program aims to develop six special desired characteristics of students for instance 1) leadership in teacher profession, 2) research competence and research utilization, 3) learning management skills in diverse societies, 4) Thai usage skills and communicative English skills, 5) spiritual skills especially “our soul is for the benefit of mankind” which is the core value of the university, and 6) technology and educational innovation. One year internship at qualified schools is the requirement of this program. The learning standard of the internship includes 1) operational skills in art education with emphasis on theory understanding in art principles, 2) knowledge integration skills in solving art education problems appropriately, 3) human relation skills, 4) be well-disciplined, punctual and honest person, 5) understanding in diversity and cultural differences, and 6) courage and creativity for art education development. Compared with other art education programs in the country, this program has its uniqueness, especially the concentration on the diverse society in Southern Thailand where the majorities are Thai Muslims and the minorities are Thai Buddhism. Besides, the program was developed in accordance with the national standard called “Thailand Qualification Framework” (TQF) which consists of the five main learning outcome development including 1) morality and ethics, 2) knowledge, 3) wisdom skills, 4) international relationship skills and responsibility and 5) arithmetic skills, communication and use of innovation and information



technology. The total credit of this program is 173 composed of 30 credits in general education, 52 credits in teaching profession, 85 credits in specific content, and 6 credits in selective courses.

Coincidences with the meta-profile (agreed at Subject area level) The presentation of the Bachelor of Education Program in Art Education (B.Ed.) shares

similarities in the three components. Compared with the meta-profile of teacher education, it is obvious that the Bachelor of Education Program in Art Education (B.Ed.) focuses on the pedagogical and subject matter knowledge. The weight of the domain is on subject matter knowledge (85 credits) much more than the pedagogical knowledge (52 credits) which indicates that the specific content (what to teach) in art education is a fundamental issue in preparing professional art teacher. In terms of the second domain, “teacher skills”, there is a close similarity with the presentation of the Bachelor of Education Program in Art Education (B.Ed.). This program expects teachers to possess soft skills that help complement their mastery in art education, especially the one year internship at schools. The one year internship (two semesters) will help students promote their pedagogical skills from the authentic situations where they can learn how to solve real problems, communicate with people effectively, engage with communities and parents, take leading roles in assigned activities at schools, as well as use ICT and networking to develop their work. The third domain of the meta-profile highlights attitudes and dispositions of teachers which is similar to the Bachelor of Education Program in Art Education (B.Ed.). This program is tightly embedded to morality, ethics, values, and commitment to the profession which is controlled by Thailand Teacher’s Council (TEC) and Thailand Quality Framework (TQF).

Differences with the meta-profile There are some differences between the meta-profile of teacher education and the focus

of the Bachelor of Education Program in Art Education (B.Ed.). One of the most significant issues is the “spiritual skill” that the program aims to develop teachers based on the core value of the university “Our soul is for the Benefits of Mankind”. Multicultural skills are also critical that the program addresses. Since the program is offered for students in Southern Thailand which is the diverse region, multicultural skills especially cultural sensitivity, cultural awareness, cultural understanding and recognition are essential for teachers. In addition to the overall standards, this program expects to prepare art education teachers who can use arts as a means to bring peace and solve the ongoing insurgencies that have emerged since 2004.

People consulted and reflections Overall, the six instructors from the art education program reflected that the meta-profile

of teacher education was realistic, practical and comprehensive. The most challenging tasks of the university is to prepare students who have balanced skills of the three domains. The instructors also commented that art education speak the same languages. No matter where they are, they can communicate the same languages, so it is important that international network shall be built to work together. Since the world is small and very competitive, the university should prepare teachers who have multi skills to teach students. Entrepreneurship education skills should be a part of the model or addressed as a specific competency. Importantly, the context of teacher education is crucial. The model utilization will work effectively if it is implemented based on understanding of contexts, cultures and identities of the people.

Profile adjustments/Profile suggested for the university



There is no profile adjustment, but the entrepreneurship education may be added as one specific competence. If the profile is saturated and complete, this model can be implemented based on the context of the university.

Conclusions The meta-profile of teacher education developed in Kula Lumper, Malaysia is acceptable,

realistic, and practical. It covers necessary domains that are critical in teaching education. Also, it can be used as an international model for teaching education in Asia and South-East. However, its implementation shall be based on contexts of the country and the university.



CHULALONGKORN UNIVERSITY

By Dr.Penvara Xupravati, Ph.D., Division of Educational Management, Faculty of Education, Chulalongkorn University, Thailand

Degree profile

The degree that chosen to be analysed for Chulalongkorn university against Meta-Profile agreed in Kuala Lumpur is Bachelor degree in Education major in Primary education. The degree profile is framed by Thailand Qualification Framework authorized by the Commission of Higher Education and Professional and Ethical Standards of the Teaching Profession issuing by Teachers Council of Thailand.

Every of the faculty in Chulalongkorn university must design all programs to meet the university general graduates expected outcome (no.1-9) which is Thailand Qualifications Framework from the Commission of Higher Education The framework is the minimum requirement for the faculty. Therefore, for Faculty of Education, we add specialized expected outcome related to profession which is stated in no.10. All of the Faculty of Education graduates expected outcome are;

1. Having knowledge in broaded and In-depth 2. Having morals and ethics

2.1 Believe in good acts, responsibility, honest, being able to live with others 2.2 Have teachers’ ethics

3. Having thinking skills 3.1 Critical thinking 3.2 Creative thinking 3.3 Problem solving thinking skills

4. Being able 4.1 Have Professions skills 4.2 Have Communications skills:

4.2.1 Excellent in Speaking, listening, reading, and writing in Thai 4.2.2 Good skills of reading, be able to listen and communicate in English, and be able

to write in English. 4.2.3 Being able to use other language interested in a fair level

4.3 Have technology skills 4.4 Have mathematics and Statistic skills 4.5 Have management skills

5. Eager to learn and know how to learn 5.1 Eager to learn 5.2 learning to learn

6. Having public mind and leadership 7. Be healthy: both in physical and mind, Have appropriate manners and appearance for

teacher 8. Having service mind and public mind: as well as devoted him/herself for education and

society 9. Being Thai in the Globalization environment



10. Having teacher service mind: Have a spirit of being a good teacher, love and have merciful to students, committed to develop students to reach their potential, being a good role model, and be brave in doing right thing The Teacher Council of Thailand has developed performance standards of teachers, which

specify that a teacher has to maintain professional standards comprising of teachers’ knowledge, standards of teaching experience, standards of teacher performance and standards of conduct. The details of all the standards that the program needs to follow in order that the graduates will be qualified to apply for the teaching license are as followed 1. Standards of knowledge and professional experience

The requirements of knowledge and experience in learning management or educational management. Those who wish to pursue a professional career must have sufficient capacity to practice their profession. In this analysis will focus on only knowledge content standards which are as follow;

1) Having teacher’s mind 2) Educational philosophy 3) Language and Culture 4) Psychology for Teachers 5) Curriculum 6) Learning Management and Classroom Management 7) Research to enhance learning 8) Innovation and Information Technology in Education 9) Assessment and evaluation of learning 10) Educational quality assurance 11) Moral and Ethics

2. Performance Standards

Specification on features or performances and professional development. Professional teachers must follow in order to achieve the objectives and learning goals. The standard of performance is as follows:

1) Perform academic activities to develop teachers professionally 2) Decide on various activities 3) Develop the learner to grow to the full potential 4) Develop the lesson plan to be practical in the classroom 5) Develop the teaching materials to be effective 6) Organize learning activities for students to think creatively 7) Report on the quality of learners' development 8) Act as a role model for students 9) Cooperate with others in educational institutions creatively 10) Collaborate 11) Seek and use information to develop him/ herself 12) Create opportunities for learners to learn in all situations

3. Behaviour standards



Ethics of the profession is defined as a code of conduct which professional teacher must follow to maintain and promote honour and the status of professional educators as a trustworthy service provider that will bring honour and prestige to the profession.

From all the above standards and expected outcome that every degree area need to

meet. It is basically covered all the meta-profile agreed in Kula Lumpur which comprised of pedagogical and subject matter knowledge, teacher skills and attitude and disposition. There are 3 teacher education profile that are not collaborate in any of the meta-profile which are having mathematics and Statistic skills, eager to learn and know how to learn and being Thai in the Globalization environment. There are stated in Thailand Qualifications Framework that all the graduates from Chulalongkorn university should achieved. However, we are grouping differently from what we do in South-East Asia Teacher Education Meta-Profile agreed in Kula Lumpur. The analysis is summarised in this following table

Table 1. Analysis of the degree profile comparatively with the Meta-Profile agreed in Kuala Lumpur

South-East Asia Teacher Education Meta-Profile agreed in Kula Lumpur

Thailand Qualifications Framework

Performance Standards of Teachers

Pedagogical and subject matter knowledge

Standards of knowledge (and professional experience)

Content Having knowledge in broaded and In-depth

- Language and Culture - Curriculum - Research to enhance

learning - Innovation and Information

Technology in Education - Educational quality

assurance - Moral and Ethics

Pedagogy - Having teacher’s mind - Educational philosophy - Psychology for Teachers - Learning Management and

Classroom Management - Assessment and evaluation

of learning

Teacher skills Performance Standards

Pedagogical Have Professions skills

- Decide on various activities - Develop the learner to grow

to the full potential - Develop the lesson plan to

be practical in the classroom - Develop the teaching

materials to be effective



- Report on the quality of learners' development

- Create opportunities for learners to learn in all situations

Leadership Having public mind and leadership

Social Having service mind and public mind: as well as devoted him/herself for education and society

- Act as a role model for students

- Cooperate with others in educational institutions creatively

Communication Have Communications skills: - Excellent in Speaking,

listening, reading, and writing in Thai

- Good skills of reading, be able to listen and communicate in English, and be able to write in English

- Being able to use other language interested in a fair level

Thinking/ Problem solving Having thinking skills - Critical thinking - Creative thinking - Problem solving thinking

skills

- Organize learning activities for students to think creatively

Networking - Collaborate

ICT Have technology skills

Have mathematics and Statistic skills

Attitude and disposition Behaviour standards

Ethics Having morals and ethics - Believe in good acts,

responsibility, honest, being able to live with others

- Have teachers’ ethics

- Ethics of the profession

Commitment to the profession

Having service mind and public mind: as well as devoted him/herself for education and society

- Perform academic activities to develop teachers professionally

- Seek and use information to develop him/herself



Morality Be healthy: both in physical and mind, Have appropriate manners and appearance for teacher

Values Having teacher service mind: Have a spirit of being a good teacher, love and have merciful to students, committed to develop students to reach their potential, being a good role model, and be brave in doing right thing

Eager to learn and know how to learn

Being Thai in the Globalization environment

Academics members of Division of Primary Education’s reflections

We select six academics from Division of Primary Education to discuss the similarities and differences between Primary Education degree profile and meta-profile agreed in Kuala Lumpur. The name of six academics are as listed.

7. Kirati Khuvasanond , Ph.D. 8. Prof. Somphong Chittradub , Ph.D. 9. Asst. Prof. Yotsawee Saifah , Ph.D. 10. Yurawat Klaimongkol , Ph.D. 11. Chattrawan Lanchawathanakorn , Ph.D. 12. Pavinee Sothayapetch , Ph.D.

The academics members agreed that the meta-profile agreed in Kuala Lumpur are

coincidences with what stated in the curriculum of Primary Education program and what they have taught. However the details of general and specific competencies are not all covered in the curriculum such as diversity and multiculturalism, students’ understanding of different cultures and global citizenship. The faculties said that even though they are not in the curriculum, teacher teaches these content along with his/her subjects. They also agreed that since it is not stated in the curriculum, it is subjective to each teacher whether he/she is going to emphasis in his/ her lesson or not. They said that there should be either meeting, conference or professional learning community within the faculty so that everyone will know the area of skills on competency that they all need to be emphasized to students. Profile adjustments/Profile suggested for the university The academic members suggested that all higher level thinking skills should be included in meta-profile, just only problem solving might not be enough for today’s world. They also mention about time management that should be emphasized in the leadership because teacher’s responsibility is wide range. Therefore professional teachers should manage their time wisely. Lastly, negotiation and ability to speak out their thoughts should also be considered incorporate in



the meta-profile. New teacher usually have pressure from their seniors or superiors. So they should be able to deal with the situation. Conclusions The meta-profile agreed in Kuala Lumpur is mostly coincidences with what stated in the curriculum of Primary Education program. However the details of generic and specific competencies are not all covered in the curriculum. The academic members interview decided to add in higher level thinking skills, time management in the leadership section and negotiation and ability to speak out their thoughts in the meta-profile.



STUDENTS’ WORKLOAD SURVEY

Procedure and questionnaires A) WHAT TO CONSULT? The survey aims to approximate the real volume of work hours needed by a student to pass the unit/course/module from the point of view of teachers’ planning and perception and students’ opinion. This requires that each participating university in each subject area defines an ACADEMIC TERM in the PROGRAMME DEGREE. An academic term consists of a semester the programme degree. For example: the Bachelor in Agricultural Sciences from the University XYZ is structured in 6 semesters (3 years duration). The survey will be conducted with reference to the fifth semester of studies (i.e. people who studied and passed the first semester of the 3rd Year).

The semester marked in red is the academic period selected to implement the survey. In that semester according to this programme (used only as an example) there are 4 units/courses/module:

Year Semester Course/Module Credits

Agricultural Chemistry and Soil Science

6

Animal Production: Principles and Techniques

6

Agronomy and Horticultural Crop Production

6

Applied Economics, Extension and Systems

6

Microbiology and Genetics I 6

Agrometeorology and Climate Change 6

Food Science and Technology 6

Agricultural Engineering and Applications 6

Statistical Methods for Agricultural Sciences 5

Biochemistry and Biotechnology 6

Pests, Diseases and Weeds Control 6

Animal Production and Science I 6

Botany and Crop Physiology 4

Scientific Communication Skills 8

Microbiology and Genetics II 6

Animal Science and Production II 6

Crop Production Technologies 6

Postharvest Management and

Agricultural Produce Processing 6

Project I 8

Agricultural Management and Marketing 6

Entrepreneurship for Small and Medium

Agribusiness 4

Project II 8

Practical Training 10

1st

Semester

2nd

Semester

3rd

Semester

4th

Semester

1

2

3

5th

Semester

6th

Semester



The survey will be conducted for students who have taken and passed the four or one of the four units/courses/modules provided under the semester. Teachers who have taught the 4 units/courses/modules in the semester will also be surveyed. The surveys will be conducted for EACH UNIT/COURSE/MODULE. B) WHO TO CONSULT? The universe of study are the teachers and students of ALL units/courses/modules of the selected academic period just ended. Returning to the example, and since the academic period selected is the fifth semester of the programme (first semester of the 3rd Year), the 4 units/courses/modules provided in the programme will be taken into account. Each of the participating universities in the different subject areas in the Tuning MEDA project will conduct surveys to: 1) Teachers: teachers must be selected (main teachers of the unit/course/module, teaching assistants, etc.) who have taught these units/courses/modules in the academic period. 2) Students: Students must have passed the unit/course/module for which they will be surveyed. It is desirable that the student sample is composed of an equal number of students who have obtained very good grade, medium grade and low grade. C) HOW MANY TO CONSULT? 1) Teachers: Each participating university must apply the survey to ALL teachers who have taught the units/courses/modules that are included in the selected academic period. In the case of the example, the 4 professors who teach the 4 units/courses/modules must be surveyed. If there are other teachers apart from the main ones, the survey should also apply to them. The minimum to survey is one teacher for each unit/course/module, and primarily the main teacher of the unit/course/module. 2) Students: Each participating university survey should be applied to 10 students who have passed each of the units/courses/modules included in the selected academic period (where there are fewer students who passed the unit/course/course, the maximum number who have passed will be surveyed). Following the example, at least 40 students should be surveyed in total. It is important to note that the survey is conducted PER UNIT/COURSE/MODULE. It can be given in many cases that one student who, having passed more than one of the units/courses/modules included in the selected academic term, answers several surveys.

Year Semester Unit/Course/Module

Crop Production Technologies

Posharvest Management and Agricultural Produce

Processing

Project I

Agricultural Management and Marketing

3 5



D) WHAT FORMAT TO USE FOR THE CONSULTATION? The survey will be conducted for EACH UNIT/COURSE/MODULE, both for students and teachers. Annex I is the questionnaire for teachers and Annex II is the questionnaire for Students. Each questionnaire has 6 questions to answer and the duration ranges from five to ten minutes. The questionnaires will be answered on paper and will be applied by the representative of the University in the TA-SE project. E) HOW TO BRING FORWARD THE CONSULTATION? There are 3 steps to follow in relation to the consultation: 1) Preparation of the consultation Survey is organized and supervised by Tuning representative of each participating University – member of project Subject Area Group. This person has to send to the Coordination of the project the following information: 1. Name of the Programme in which the study will be conducted: (eg Bachelor of Education.) 2. Duration of the Programme in years (eg 4 years.) 3. Academic Period: (eg 5th semester.) 4. Number of calendar weeks in the semester: 5. Academic hour in your university is ______ minutes. 5. Name of the Units/Courses/Modules covered in that period: i. Unit/Course/Module a: (eg Crop Production Technologies.) ii. Unit/Course/Module b: (eg Posharvest Management and Agricultural Produce Processing.) iii. Unit/Course/Module c: (eg Project I.) iv. Unit/Course/Module d: (eg Agricultural Management and Marketing.) v. Unit/Course/Module … Upon reception of the information on academic periods and units/courses/modules, the coordination of the project will prepare an on-line application of the two questionnaires. The questionnaires will be sent to each participating University in PDF format for organization of survey in printed-paper format. Same questionnaires will be available on a Web site and access will be possible with a user code that will be supplied. This access is only for Tuning representative of University who will introduce data from paper questionnaire into the system. Each participating university will receive a user code to access the questionnaires. Thus, each of the

Year Semester Unit/Course/Module

Minimum

number of

respondents

(Teachers)

Minimum number

of respondents

(Students)

Crop Production Technologies 1 10

Posharvest Management and Agricultural Produce

Processing1 10

Project I 1 10

Agricultural Management and Marketing 1 10

Total 4 40

3 5



participating universities in each subject area will have one access code to the questionnaires of students and another access code for the teachers’ questionnaires. 2) Conducting the surveys Each Tuning representative in each participating University in each subject area should identify the professors and students undertaking the survey. Tuning representative can save online form as PDF file, print and distribute it to the professors and/or students participating in the survey. Students and teachers should be convened to briefly explain them the project and the purpose of the survey. Once the objectives and characteristics of the survey are explained, the questionnaire should be distributed among the participants in printed form, so that they can complete it before leaving. This procedure facilitates the collection of information, since in a morning or afternoon the explanatory talk and data collection can be easily performed. Fulfilled printed forms have to be finally collected by Tuning representative. 3) Loading surveys in the On-line application The completed questionnaires on paper must be loaded into the on-line application. The Tuning representative in the subject area in each University, in accordance with codes provided by Coordinator, must upload all questionnaires one by one on the website. It must be kept in mind that when loading the questionnaires they need to be identified with the corresponding group code, for example, for loading students’ questionnaires, in order to enter the site of on-line consultation, it will be necessary to use the user code supplied by the University for the student group. Once all students’ questionnaires are loaded, the site must be left and then re-enter with the user code for teachers. No printed questionnaires at all should be sent to the project coordination as everything will be entered in an on-line form. Questionnaire for Teachers (EXAMPLE) Dear Colleague, This study is part of the Tuning South-East Asia project. We are conducting a survey to define the actual workload of students by collecting information from TEACHERS. Please fill out the form and answer the questions in the unit/course/module, which was taught by you during the last academic year. The collected data will be totally anonymous and confidential. The project Tuning South-East Asia appreciates your collaboration in providing us with this information. Instructions for completion: Please underline or circle one answer ("Yes" or "No"), if answer is “Yes” please specify the amount of time.



1. University: ___________________________________________________________ 2. Programme: _________________________________________________________ 3. Unit/Course/Module___________________________________________________

4. How many CONTACT HOURS1 are in total devoted to your unit/course/module along the SEMESTER?

......... hours

5.

Specify the types of INDEPENDENT WORK you promote in the unit/course/module along the SEMESTER. Enter the estimated number of hours which, in your opinion, should the student have in order to complete self-work on unit/course/module.

a. Reading texts or literature Yes, ... hours No

b. Fieldwork (site visits, etc. not supervised) Yes, ... hours No

c. Laboratory work (not supervised) Yes, ... hours No

d. Preparation and execution/presentation of written work (essays, reports, design work, modelling)

Yes, ... hours No

e. Working with Internet sources Yes, ... hours No

f. Preparing for interim assessment, final examinations, tests, etc.

Yes, ... hours No

g. Other (specify): ........ hours No

6.

How many hours does an AVERAGE student need to complete all the requirements of the unit/course/module in this SEMESTER (taking into account CONTACT HOURS and INDEPENDENT WORK)?

........... hours

7.

How many hours per WEEK does an AVERAGE student study (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of the unit/course/module?

........... hours

8. When planning the workload for your unit/course/module, do you consider necessary to include hours for independent work of students?

Yes No

9. Do you take students’ expectations and evaluation into consideration when planning the workload for the course?

Yes No

Thank you for participating in the survey.

Questionnaire for Students (EXAMPLE)

1 Contact hours - the amount of time spent on training in contact with the teacher or other staff of the university in the

study of a particular unit/course/module. It includes lectures, seminars, clinical practices, labs, project work and field work (supervised).



Dear, This study is part of the Tuning South-East Asia project. We are conducting a survey to define the actual workload of students by collecting information from STUDENTS. Please fill out the form and answer the questions in the unit/course/module that you have studied, finalized and passed in the last academic year. The data collected will be totally anonymous and confidential. The project Tuning South-East Asia appreciates your collaboration in providing us with this information. Instructions for completion: Please underline or circle one answer ("Yes" or "No"), if answer is “Yes” please specify the amount of time. 1. University: ___________________________________________________________ 2. Programme: _________________________________________________________ 3. Unit/Course/Module___________________________________________________

4. How many CONTACT HOURS2 in total were you given to study this unit/course/module along the SEMESTER?

......... hours

5.

Specify the types of INDEPENDENT WORK you use to learn the unit/course/module along the SEMESTER. Enter the estimated number of hours that you needed to complete self-work on unit/course/module.

......... hours

a. Reading texts or literature Yes, ... hours No

b. Fieldwork (site visits, etc.) Yes, ... hours No

c. Laboratory work (not supervised) Yes, ... hours No

d. Preparation and execution/presentation of written work (essays, reports, design work, modelling)

Yes, ... hours No

e. Working with Internet sources Yes, ... hours No

f. Preparing for interim assessment, final examinations, tests, etc.

Yes, ... hours No

g. Other (specify): ........ hours No

6.

How many hours did you spend in the SEMESTER to complete all the requirements of the unit/course/module (taking into account CONTACT HOURS and INDEPENDENT WORK)?

........... hours

7. How many hours per WEEK did you spend (both CONTACT HOURS AND INDEPENDENT WORK) to

2 Contact hours - the amount of time spent on training in contact with the teacher or other staff of the university in the

study of a particular unit/course/module. It includes lectures, seminars, clinical practices, labs, project work and field work (supervised).



complete all the requirements of the unit/course/module?

8. Have you been aware of the number of hours planned for the students for independent work in the unit/course/module?

Yes No

9. Has the professor guided you at the beginning of the unit/course/module on the necessary work load of each part of the Independent work?

Yes No

Thank you for participating in the survey.

Second General Meeting

Documents

Transcript of Second General Meeting