AUN-QA "Green Jacket" Ceremony

The idea of "green jacket" was mooted in 1937 and has become a tradition in golf to honour Masters Champions. Borrowing the idea of "green jacket", the AUN-QA Network confers "green jacket" to lead assessors who have made positive and tireless contributions to AUN-QA network, and have led at least 20 AUN-QA assessments. The "green jacket" is a mark of excellence and a role model for younger AUN-QA assessors.

The first "green jacket" ceremony was announced at the 20th AUN-QA Anniversary Gala Dinner and the "green jacket" awarding ceremony was held at the AUN-QA Assessors meeting on 27 March 2018. Ten lead assessors were conferred the "green jacket" and Mr. Johnson Ong Chee Bin, AUN-QA expert was one of the ten lead assessors to receive the "green jacket" at the ceremony.

AUN-QA International Conference and Annual Meetings 2018

The AUN-QA International Conference 2018, AUN-QA Council, AUN-QA CQOs and AUN-QA Assessors Meetings were held from 25 March to 29 March 2018 in Bangkok, Thailand. The conference and the meetings were jointly hosted by AUN-QA Network and Mahidol University.

The AUN-QA International Conference (26 and 27 March) was graced by the Deputy Minister of Education, Thailand with distinguished speakers from UNESCO, INQAAHE, QAA and TEQSA. The conference was attended by more than 400 participants. 

The annual meetings of AUN-QA Council, CQOs and Assessors were held before and after the conference. The next AUN-QA International Conference and Meetings will be held in Manila, the Philippines and jointly hosted by University of the Philippines and De La Salle University.

Opening of the AUN-QA International Conference

Johnson Ong, Moderator for the Panel Discussion "How QA Helps to Engage Quality Education for All"

AUN-QA COQs Meeting

AUN-QA CQOs

AUN-QA Assessors

23rd AUN-QA Workshop for Accomplishing Programme Assessment

The 23rd AUN-QA Workshop for Accomplishing Programme Assessment was held in Bangkok, Thailand from 6 to 9 March 2018.

The 31/2-day workshop aims to introduce the AUN-QA framework and enhance quality assurance practices based on the 3rd version of the AUN-QA framework at programme level. The content of the workshop encompasses:

• Quality assurance in higher education
• AUN-QA framework and criteria at programme level
• AUN-QA quality assessment process
• PDCA Approach to self-assessment
• Self-assessment report (SAR) writing
• Change Management

The workshop was facilitated by Mr. Johnson Ong Chee Bin, AUN-QA Expert together with Prof. Arnulfo Azcarraga from De La Salle University (Philippines) and Prof. Satria Bijaksana from Institut Teknologi Bandung (Indonesia). The workshop was attended by 36 participants from 18 universities and institutions in Cambodia, Indonesia, Philippines, Thailand and Vietnam.

An Integrated AUN-QA and OBE Framework for Programme QA

Outcomes-based education (OBE) and the AUN-QA framework at programme level are principles-based quality assurance frameworks which can be integrated as an ecosystem for education programmes as illustrated below.

An education programme ecosystem consists of internal and external environment. The design of the programme is influenced by external environment which comprises stakeholders’ needs, context & environment where the institution operates. These often serve as inputs to the design of the education programme following the PDCA cycle encompassing:

• Plan - stakeholders’ needs analysis;
• Do - design & development;
• Check - analysis and evaluation; and 
• Act - standardisation & improvement.

It is critical that the new or revised education programme should be aligned to the vision, mission and educational philosophy of the institution. The programme objectives should address the needs of the stakeholders and the institution. From the objectives, a set of programme learning outcomes (PLOs) is formulated using an educational taxonomy. These PLOs serve as a guide in the design and development of the curriculum and its course learning outcomes. 

Constructive alignment of the learning outcomes with the teaching and learning and assessment is key to ensure the achievement of the learning outcomes and programme objectives. A conducive educational environment including resources should be designed or planned to facilitate the implementation of the education programme and constructive alignment of the learning outcomes, teaching & learning and assessment.