Chapter II  STRENGTHENING THE EXISTING STUDY PROGRAM
	ELECTRICAL ENGINEERING STUDY PROGRAM	  

A.	BACKGROUND
After it moved to the new campus with all new facilities in 1985, the Electrical Engineering Study Program of Hasanuddin University, Makassar (occasionally in this Chapter and in the corresponding Chapter III is referred to as "the Study Program") stated its vision and mission as follows:

The Study Program’s VISION is to be the Center of Development and Implementation of the Electrical Engineering Technology and to become a leading engineering education institution in the country. Its MISSION is to graduate professionals who are able to advance their own technical skills and knowledge, and to adopt the development of technology.

The mission was carried out very well especially when a 10-year-long project called the Engineering Acceleration Project (Proyek Percepatan Insinyur, PPI) was launched in 1986. However; since the project ended in 1996, the Study Program has been constantly suffering from the quality degradation. The vision has become so blurring and the mission is so impossible; so only its long history, the high quality it used to have and the perseverance of all staffs that have helped maintaining the Study Program's performance up to a certain level. Without a careful rescue plan, the Self-Evaluation Report has shown that the performance will not last long in the future.
	As has been concluded from the SWOT and Force-Field Analysis in Chapter III.B.1. (see page III.B.1-1 to III.B.1-4 ), there are 3 (three) major obstacles - among others - that are supposed to be controllable factors of  improving the quality of the Study Program, i.e.: 
•	The obsolescence of the laboratory equipment and laboratory course materials for advance laboratory courses,
•	Inadequate quantity of the laboratory equipment and laboratory course materials for basic laboratory courses, and 
•	The problem of teaching staff composition and qualification.
Those 3 (three) main issues above are the core of problems the Study Program is facing, and have been translated into strategic issues to develop several proposed activities (see Strategic Issues in Chapter III.B.2 Revised Inception Plan on page III.B.2-1) that will be detailed in the following Section C IMPROVING RAISE++ .
  
B.	THE STRATEGY AND THE OBJECTIVES
All the staff's high motivation to work together is the primary asset the Study Program has. This has been shown by the staff's response to the announcement of this project (see Appendix III.2 on page III-Ap-3). At all socialization events mentioned, 90% of the staff were in attendance. Even in the very early stage of the Self-Evaluation Report preparation for the TPSDP Batch 1, the process has reflected the firm commitment to come together. This should be carried on to the next stage, i.e. the preparation of this Sub-Project Proposal of the TPSDP Batch 2 and - if the project is granted - to the implementation of the project. The main strategy is to harvest the participation of all components to produce a list of activities - not a "list of wants" or a "procurement list" - as early as possible. For instance, on the issues regarding the laboratories, each laboratory was asked to start by preparing the list of experiments for laboratory courses, then based on each experiment, a list of equipment required was developed (see Appendix II.H. on page II-Ap-10 for details). No equipment procurement is supposed to be proposed by any laboratory without a proposed experiment for a laboratory course. 

Implementation Plan

R

A

I

S

E

+

+

Performance Targets

Proposed Budget

PROJECT BENEFIT 
and ECONOMIC ANALYSIS

SE-REPORT
SWOT

Force-Field
Analysis

R.1.

R.2.

R.3.

R.4.

A.1.

A.2.

E.1.

E.2.

E.3.

AE

IMO

PROPOSED ACTIVITIES

STRATEGIC
ISSUES

Figure II-1 Line of Thought of the Preparation of the Sub-Project Proposal

 

	

Figure II-1 shows the line of thought in preparing this Sub-Project Proposal. After a long series of discussions on the results of the self-evaluation process, the Study Program came up with 11 (eleven) proposed activities:
•	To improve relevance: 4 (four) activities
•	To improve academic atmosphere: 2 (two) activities
•	To improve efficiency and productivity: 3 (three) activities
•	To improve access and equity: 1 (one) activity
•	To improve internal management and organization: 1 (one) activity
The general outcome of those eleven proposed activities will be quality improvements that are indicated by performance targets as shown in Table II-1. The increase of average NEM is believed to be influenced mainly by improving access and equity as well as the quality enhancement as the consequences of the implementation of other activities. 
Activities to improve efficiency and productivity will be directly and indirectly indicated by the increase of the graduates’ average GPA. These activities are also supposed to shorten the length of study as indicated by the average length of study. The average TOEFL scores, the graduates’ waiting time before getting the first job and the first job salary will indicate the improvement in relevance.

Table II-1  Indicators for performance targets
Indicator	Baseline	Midterm	Final	
Average NEM score/standard of deviation	47.1/6.0	47.4/5.8	47.7/5.5	
Graduates’ GPA (average)	2.94	3.00	3.10	
TOEFL score (average)	403	410	415	
Graduates’ average length of study (average)	5.67 years	5.6 years	5.4 years	
Graduates’ waiting time before getting  the first job	11 months	9 months	6 months	
First job salary	Rp.712.400	Rp.862.000 	Rp.1.043.000	
Study Program accreditation	B		A	

C.	IMPROVING RAISE++
C.1. Improving Relevance
Code	Name of Activity	
R.1.	Improving, updating and renewing the quality of the modules, materials and delivery of the advance laboratory courses: Laboratory III and Laboratory IV (including the improvement of the qualifications of the Laboratory Assistants).	
R.2.	Enhancing the industrial relation in the surrounding area:	
	R.2.1.	Developing Apprenticeship Programs in Industry	
	R.2.2.	Developing Curriculum and Syllabus with a close cooperation with Industry	
	R.2.3.	Developing Industrial Training and Studies Programs	
R.3.	Developing NEW Classroom/Laboratory Teaching Materials:	
	R.3.1.	Cellular Telecommunication	
	R.3.2.	CISCO Certified Network Associate Training Center Development	
	R.3.3.	E-Learning System and Web-based Learning Material Development	
R.4.	Enhancing Students’ Co-Curricular Activities and Additional Skills and Competencies:	
	R.4.1.	English Competency	
	R.4.2.	Computer and Internet Skills	
	R.4.3.	Students’ Workshop	
	R.4.4.	Students’ Personality Enhancement and Entrepreneurship Training Programs	

C.1.1. Name of Activity:  R.1. Improving, updating and renewing the quality of the modules, materials and delivery of the advance laboratory courses: Laboratory III and Laboratory IV (including the improvement of the Laboratory Assistants qualifications). 	
Background: The structure of curriculum requires advance laboratory courses Laboratory III and Laboratory IV to be taken at the fifth and the sixth semester by the students of different Sub-Study… 	
	
To be continued in the next page …….	
Activity R.1. (continued)	
Background (continued): …… Programs in different 11 (eleven) laboratories. These two laboratory courses are designed to support the core and advance courses provided by each Sub-Study Program (see Chapter III.1.B. Section 11 Curriculum on page III.B.1-16). There has been no serious updating of both laboratory teaching materials and laboratory equipment since 15 years ago when the Study Program moved from the old campus. The obsolescence of both the teaching materials and the equipment is apparent, which makes the laboratory courses irrelevant to the rapid progress of electrical engineering technology as well as the demand of the job-market. Lack of sufficient funding to maintain and update old equipment has made most laboratory equipment and instruments are not functioning appropriately as they are supposed to be.  	
Rationale: Upgrading, repairing and updating laboratory teaching materials in accordance with the rapid progress of electrical engineering technology will improve the competitiveness of the graduates  These activities are necessary in order to develop the graduates’ technological and professional skills which are closely related to the job-market demand. 	
Objective : The improvement of the graduates’ competitiveness in the job-market.	
Mechanism and design :
R.1.1. Evaluating of the existing laboratory courses materials.
R.1.2. Detailing the design of the laboratory courses and experiments update. 
R.1.3. Detailing need assessment and specifications of components, equipment and instruments based on experiments.
R.1.4. Procurement of equipment (see Appendix II.H.3. to II.H.7 on page .. and Appendix II.15. on page …….. for details)
R 1.5. Experiment modules development and laboratory assistant training
R 1.6. Experiment guides development and laboratory assistant training
R 1.7. Building renovation and room reposition	
Resources required:  	
Sub-activity	Cost Components	Rp	US $	Source of Funding	
R.1.1.	Program Development	 2.200.000,00		TPSDP   		
R.1.2.	Program Development	 4.000.000,00		TPSDP  		
R.1.3.	Program Development	1.000.000,00		TPSDP  		
R.1.4.	Furniture	 30.167.500,00		TPSDP  		
R.1.4.	Equipment 		289,508.05	TPSDP  		
R.1.5.	Program Development	40.000.000,00		TPSDP  		
R.1.6.	Instructional Materials	13.260.000,00		TPSDP  		
R.1.7.	Civil Works	118.316.874,00		TPSDP  	DRK	
	Total	208.944.374,00	289,508.05		
Implementation Schedule (By Quarter):	
Sub-activity	Yr 1	Yr 2	Yr 3	Yr 4	
R.1.1.																	
R.1.2.																	
R.1.3.																	
R.1.4.																	
R.1.5.																	
R.1.6.																	
R.1.7.																	
Performance indicators of Activity :	
Indicators	Baseline	Mid	Final	
Experiment modules in good condition	25%	50%	100%	
Appropriate measurement instruments	0%	50%	100%	
				
	To be continued in the next page …	
Activity R.1. (continued)				
Performance indicators of Activity (continued) :	
Availability of materials and components	0%	100%	100%	
New experiment modules developed	0%	50%	100%	
Experiment guides updated	0%	50%	100%	
Room reposition and renovation design	0%	-	100%	
Implementation of the laboratory room repositioning and renovation	0%	-	100%	
Sustainability : The sustainability of this activity will be guaranteed by establishing:
1.	Routine maintenance and repair works by laboratory assistants and technicians who acquire the skills from appropriate training programs.
2.	Practical training programs for technical high school and/or D-3/Polytechnic students in laboratory routine maintenance and repair works
3.	Cooperation with private universities in surrounding area for laboratory assistant training programs 
4.	Collaboration with industry in joint-research programs.	
Person in charge: Ir. Hj. Nien K. Nauman	

C.1.2. Name of Activity:  R.2. Enhancing the industrial relation in the surrounding area.
Background: 
1.	The Study Program has a very limited collaboration with local companies and industries yielding no solid linkage with the surrounding environment
2.	Job-market in most industries requires industrial experience in the recruitment of fresh graduates
3.	There is an indication that a number of alumni were fired from work right after their probation
4.	Many fresh graduates were not sufficiently confident to enter the job-market due to their very low experience in industrial world 	
Rationale :
1.	The apprenticeship program designed in this activity will enhance the industrial relation of the Study Program that will be expanded into close collaboration with industry in curriculum development, training and studies.
2.	This activity will provide the students and the fresh graduates some industrial certifications that will be useful for entering the job-market
3.	This activity will improve the fresh graduates’ self confidence in entering the job-market
4.	Closer relation with industry will give a better shape of the curriculum design and course syllabi in terms of the industrial relevance.     	
Objective : The establishment of a strong industrial apprenticeship program in order to strengthen the industrial relation of the Study Program and to enhance relevance in terms of industrial relation 	
Mechanism and design :
•	R.2.1. Developing Apprenticeship Programs in Industry
•	R.2.2. Developing Curriculum and Syllabus with a close industrial cooperation 
•	R.2.3. Developing Industrial Training and Studies Programs	
Resources required :	
Sub-activity	Cost Components 	Rp.	Funding Source 	
R.2.1.	Program Development	30.000.000,-	TPSDP 	
R.2.2.	Program Development	19.000.000,-	TPSDP 	
R.2.3.	Program Development	20.000.000,-	TPSDP 	
	TOTAL	69.000.000,-		

To be continued in the next page …	

Activity R.2. (continued)	
Implementation Schedule (By Quarter) :	
Activities/Sub-activities	Yr 1	Yr 2	Yr 3	Yr 4	
R.2.1																	
R.2.2																	
R.2.3																	
Performance indicators of Activity :	
Indicators	Baseline	Mid	Final	
Percentage of alumni participating in the industrial apprenticeship program every graduation	0%	5%	10%	
The frequency workshops on curriculum development with active industrial participation (events/year)	0	1	2	
Graduates’ waiting time before getting  the first job	11 months	9 months	6 months	
First job salary (in Rupiahs)	712.400,-	862.000,- 	1.043.000,-	
Sustainability : To continue with this apprenticeship program and the industrial relation after the final year of the project term, the following efforts could be done:
1.	Each participant is asked to contribute for this program
2.	Alumni Association could adopt this program 
If the industrial world can be convinced that this program is beneficial, the collaboration with the industrial world will continue. 	
Person in charge: Ir. A. Toyib Rahardjo, M.Sc.	
	
C.1.3. Name of Activity:  R.3. Developing NEW Classroom/Laboratory Teaching Materials:	
Background: Due to the lack of adequate courses materials, laboratory equipment, information access and advance technology skills; the alumni seem to lost the self-confidence specially  to penetrate job market.	
Rationale: With this activity, hopefully the alumni will have more ability and knowledge to compete with others to get their jobs.	
Objective: The activity proposed below will provide an opportunity for the lecturers and students to keep up with the current technological development. The alumni will have some opportunity to get world wide accepted certificates.  	
Mechanism and design:
R.3.1. Improving the knowledge and skills of staff and student in the progress of cellular technology development:	
	R.3.1.1: Practical skills and knowledge improvement for staff through an industrial apprenticeship program	
	R 3.1.2: Study Program staff will do design of developing hardware and software for Cellular Telecommunication. 	
	R 3.1.3: Developing required Hardware and Software.	
	R 3.1.4: Developing Laboratory Instructional Material	
	R 3.1.5: Laboratory Course Development	
	R 3.1.6: Research Grant	
R.3.2.  Acquiring the CISCO Certified Network Associates (CCNA): 	
	R.3.2.1: Instructors in-country training for CCNA. Candidates will be sent to an in-country CCNA Center to participate in a two- month training to obtain the Certificate of Instructor.	
		
	To be continued in the next page ……	
		
Activity R.3. (continued)	
Mechanism and design (continued):	
	R.3.2.2: Hardware and Software development and installation. To establish a licensed CCNA, CISCO require certain amount of hardware to be installed as well as permanent Internet link . CISCO gives special discount prices for these equipment.	
	R 3.2.4: Instructional Material development. Instructors on returning from training will develop 3 sets of Instructional material. 	
	R.3.2.5: Local Assistants Training (3 persons/year). The Instructor with other staff will conduct 1 training/year for local assistant. The best 3 assistant from each training will be appointed to act as Local Instructor for students training.  	
	R.3.2.6:  Qualified Students Funding for CCNA Certification (20 student/year). Local CCNA will conduct up to 2 (two) standard tests/year for Certification and in each test 10 students will get a US $ 50 fund for certificate.   	
R.3.3 Developing E-learning & Web Based Instructional Materials:	
	R.3.3.1: Collection of hand-out and lecturers’ notes. These materials will be evaluated to find out the quality of the material. Staff meeting will evaluate and select the materials that will be used for developing Web-based Instructional materials	
	R.3.3.2: Web-based Instructional material development. 20 selected material each year will be developed. 	
	R.3.3.3: 64 Kbps Internet link contract. This link will be a permanent access to the Internet through Wave-LAN or another similar system leased from a local Internet Service Provider.	
	R 3.3.4: Teaching Grants awarded through competitive contests. The qualified Web-based teaching materials will be evaluated by the staff meeting to award  this Teaching Grant (5 of Rp.20.000.000 grants/year)	
Resource Required:  	
Activity	Sub-Activity	Cost Component	Rp.	US$	Funding Source	
R 3.1	R 3.1.1	Prog. Dev	11.000.000		TPSDP	
	R 3.1.2	Prog. Dev	 3.000.000		TPSDP	
	R 3.1.3	Equipment		11,213	TPSDP	
	R 3.1.4	Inst. Material	   4.000.000		TPSDP	
	R 3.1.5	Prog.Dev.	1.000.000		TPSDP	
	R 3.1.6	Tea&Res Grant	 25.000.000		TPSDP	
R. 3.2.	R 3.2.1	Staff Dev.	 17.200.000		TPSDP	
	R 3.2.2	Equipment		13,700	TPSDP	
	R 3.2.3	Equipment	 17.200.000		TPSDP	
	R 3.2.4	Inst. Material	 2.000.000		TPSDP	
	R 3.2.5	Staff Dev.	 3.000.000		TPSDP	
	R 3.2.6	Staff Dev		2,000	TPSDP	
R 3.3	R 3.3.1	Inst. Material	  5.000.000		TPSDP	
	R 3.3.2	Inst. Material	 40.000.000		TPSDP	
	R 3.3.3	Equipment		40,000	TPSDP	
	R 3.3.4	Tea&Res Grant	 200.000.000		TPSDP	
		Total Cost	329.400.000	66,913		
Implementation Schedule:	
Activity	Sub-Activity	Yr 1	Yr 2	Yr 3	Yr 4	
R 3.1	R 3.1.1																	
	R 3.1.2																	
	R 3.1.3																	
	
To be continued in the next page ……	
Activity R.3. (continued)	
Implementation Schedule (continued):	
R 3.1.
(cont.’d)	R 3.1.4																	
	R 3.1.5																	
	R 3.1.6																	
R.3.2.	R 3.2.1																	
	R 3.2.2																	
	R 3.2.3																	
	R 3.2.4																	
	R 3.2.5																	
	R 3.2.6																	
R .3.3.	R 3.3.1																	
	R 3.3.2																	
	R 3.3.3																	
	R 3.3.4																	
Performance indicators of Activity:	
Activity	Indicators	Baseline	Mid	Final	
R 3.1.	Number of Apprenticeship
a. Staff
b. Student				
		-	2 persons	5 persons	
		-	8 persons	16 persons	
	Realization of equipment development	-	100 %	-	
	Laboratory Inst. Material	-	100 %	-	
	Number of student participated in the laboratory work	-	50 persons	100 persons	
	Number of grant recipients: 
a. Staff
b. Student				
		-	1 persons	3 persons	
		-	3 persons	9 persons	
R 3.2.	Number of CCNA Instructors	-	2 persons	2 persons	
	Realization of hardware and Software development and Installation		100 %	100 %	
	Availability of Internet link 	-	64 Kbps	64 Kbps	
	Number of Instructional Materials 	-	3	3	
	Number of local Assistant Training	-	2	4	
	Number of Students getting supporting fund 	-	20	40	
R 3.3	Collection of written materials	-	40	80	
	Number of Web-based Instruction Mateials	-	40	80	
	Number of Teaching Grant awarded	-	4	8	
Sustainability: In the future, these activities will become sources of revenue for the Study Program. Local private universities and industries, as well as students and alumni, are expected to participate in the local training, to use the laboratories and to obtain the International Certification through these programs.	
Person in charge : Ir. H. Tahir Ali.	

C.1.4. Name of Activity:  R.4. Enhancing Students’ Co-Curricular Activities and Additional Skills and Competencies	
Background: A plan to enhance the student additional skills and competence should be proposed to improve the students English competency, computer and internet skills. The establishment of student workshop facilities is also a part of this plan. From the polling (see the analysis at the end of Section 2 Environmental Setting, page III.B.1-8 and appendix III.10, page III-Ap-9) only about little bit more than 10 % of the students intended to work as entrepreneurs (8,71 %) or freelance workers (2,70 %) after they graduated. Training programs should be proposed to enhance the students personality entrepreneurship as another part of the plan.    .     	
Rationale: These training will assist students to improve their skills in English, computer, internet, entrepreneurship, and self-personality.	
Objective: To produce graduates who master English, computer, Internet, entrepreneurship, and self-personality that will enable them to compete well in the job market.	
Mechanism and design :
•	R.4.1. English Competency 
•	R.4.2. Computer and Internet Skills:
•	R.4.2.1.  Programmer Contest
•	R.4.2.2.  Web Design Competition
•	R.4.2.3.  Computer Courses
•	R.4.3. Student Electrical Workshop
•	R.4.3.1. Equipment
•	R.4.3.2. Data Books and References
•	R.4.4. Self-personality and Entrepreneurship Program	
Resources required :	
Activity	Sub-activity	Cost Components 	Rp.	Funding Source 	
R.4.1.		Program Development	 9.600.000,-	TPSDP	
		Teaching & Research Grant	.   5.000.000,-	TPSDP	
R.4.2.	R.4.2.1.	Program Development	 27.000.000,-	TPSDP	
	R.4.2.2.				
	R.4.2.3.	Teaching & Research Grant	 23.000.000,-	TPSDP	
R.4.3.	R.4.3.1	Equipment	 31.875.000,-	TPSDP	
	R.4.3.2.	Instructional Material	  6.000.000,-	TPSDP	
R.4.4.		Program Development	 28.900.000,-	TPSDP	
		Teaching & Research Grant	 18.960.000,-	TPSDP	
		TOTAL:	145.335.000,-		
Implementation Schedule (By Quarter) :	
Activity	Sub-activity	Yr 1	Yr 2	Yr 3	Yr 4	
R.4.1.																		
R.4.2.	R.4.2.1.																	
	R.4.2.2.																	
	R.4.2.3.																	
R.4.3.	R.4.3.1																	
	R.4.3.2.																	
R.4.4.																		

To be continued in the next page …….	

Activity R.4. (continued)	
Performance indicators of Activity :	
No.	Indicators	Baseline	Mid	Final	
1	Frequency of English Competency Tests	1 time for TPSDP	every other year	every year	
2	TOEFL Score	403	410	415	
3	Percentage Internet users among students	no data	50%	95%	
4	Frequency of Computer and Internet Contests/Competition	0	every year	every semester	
5	Participation in the National Technical and Scientific Contests/Competition	0	every other year	every year	
Sustainability : The activity would become regular student activities, and expected to generate revenues to support the continuity of student extra-curricular activities.	
Person in charge: Ir. Ansar Suyuti	

C.2. Improving Academic Atmosphere
Code	Name of Activity	
A.1.	Planning and Holding Regular Academic Meetings:	
	A.1.1..	Faculty and Teaching Assistants Biweekly Academic Meetings	
	A.1.2.	Staff-Students Monthly Meetings: "Academic Dialogue"	
	A.1.3.	Laboratory (Laboratory Staff and Assistants) Bimonthly Meetings	
A.2.	Enhancing student's learning skills and reading habits	

C.2.1. Name of Activity:  A.1. Planning and Holding Regular Academic Meetings
Background: The relation among students, lecturers and staff is an essential factor of academic atmosphere. Due to heavy loads and tight class schedule, the interaction between students and lecturers is generally very limited, except in the supervision of the skripsi . The relation between the Electrical Engineering Student Association (HME) and the academic staff does not seem as having created a conducive environment to build healthy and productive teaching-learning process.	
Rationale: Regular academic meetings between academic staff and students will enhance the relationship among all components of the Study Program. 	
Objective: To build a strong relationship among all components of the Study Program in order to develop a healthy academic atmosphere.	
Mechanism and design :
•	A.1.1. Faculty and Teaching Assistants Biweekly Academic Meetings
•	A.1.2. Staff-Students Monthly Meetings: "Academic Dialogue"
•	A.1.3. Laboratory (Laboratory Staff and Assistants) Bimonthly Meetings
•	A.1.4. Informal events, sport tournament, etc. 
•	A.1.5. Establishing the best lecturer, the best administrative staff and the best student awards to build a strong motivation among them 	
Resources required :	
Activity	Cost Components 	Cost (Rp.)	Source of  Funding	
A.1.1.	Program Development	24.000.000,-	TPSDP  	
A.1.2.	Program Development	12.000.000,-	TPSDP  	
A.1.3.	Program Development	24.000.000,-	TPSDP  	
A.1.4.	Program Development	28.200.000,-	TPSDP  	
A.1.5.	Program Development	21.400.000,-	TPSDP  	
	TOTAL	109.600.000,-		
To be continued in the next page ……	
Activity A.1. (continued)	
Implementation Schedule (By Quarter) :	
Activities	Yr 1	Yr 2	Yr 3	Yr 4	
A.1.1.																																	
A.1.2.																	
A.1.3.																									
A.1.4.					
A.1.5.						
Performance indicators of Activity :	
Indicators	Baseline	Mid	Final	
Frequency of the meetings	Very rare	Often	Routine	
Awards	None	1 or 2 awardees	2 or 3
awardees	
Frequency of Social Events	Hardly ever	Once in a while	Often	
Sustainability : Well planned activities of this kind will become a culture, therefore after the project is ended in four years, the people will find their way to keep these meetings and events running regularly and periodically.	
Person in charge: Ir.H.Muslimin Marappung	

C.2.2. Name of Activity:  A.2. Enhancing student's learning skills and reading habits 
Background: The condition of the Study Program’s library is not favorable for the advancement of student’s learning skills and reading habits indicated by the low percentage of students coming in for reading or checking-out books. The explanation behind this condition is that the library has:
•	Very limited collections of references, those that are available are out of date (11 to 20 years old)
•	Limited capacity of bookshelves, so many collections are not kept in order.
•	Reading room is cold, humid and very inconvenient 	
Rationale :
•	The library needs to improve its collection to attract students to come and to improve their learning skills
•	The library needs more bookshelves to keep all book well and neat, otherwise there will be many books spread over the floor and on the table
•	The library needs fixing and renovation in order to create a better and more convenient learning environment.  	
Objective :  To enhance the students’ learning skills and makes reading as their primary habit and to reduce the length of study  	
Mechanism and design :
A2.1. Improving the room condition by repairing the ceiling and completing it for reading convenience
A2.2. Facilitating  bookshelves for book arrangement especially for the new editions.
A2.3. Enriching  book collections and the last-published journals..
A2.4. Facilitating hardware, software and library database program. 
A2.5. Implementing the learning skills training for new students.	
Resources required :	
Activities	Cost Components 	Rp.	US$	Funding Source 	
A.2.1.	Civil Works	6.380.000,-		TPSDP	DRK	
A.2.2.	Furniture	13.100.000,-		TPSDP		
A.2.3.	Instruction Materials		47,000.-	TPSDP		
A.2.4.	Equipment	11.050.000,-		TPSDP		
A.2.5.	Program Development	48.000.000,-		TPSDP		
	TOTAL	78.530.000,-	47,000.-			
Activity A.2. (continued)	
Implementation Schedule (By Quarter) :	
Activities	Yr 1	Yr 2	Yr 3	Yr 4	
A.2.1.																	
A.2.2.																	
A.2.3.																	
A.2.4.																	
A.2.5.																	
Performance indicators of Activity :	
Indicators	Baseline	Mid	Final	
 The number of students visiting in the library (students/day)	10	15	22	
The number of books check out(books/day)	9	15	18	
The number of students reading in the library (students/day)	2	5	10	
Sustainability: All facilities and infrastructures are a long term investment that will still exist even after the project is over. For the continuity of  the learning skills training program after the project is over, contribution from the students’ parent is expected.	
Person in charge: Ir. Sri Mawar Said	

C.3. Improving Efficiency and Productivity
Code	Name of Activity	
E.1.	Improving the quality of the classroom teaching and learning process (including the improvement of the qualifications of the Teaching Assistants) 	
E.2.	Expanding the Capacity of the Basic Laboratory Courses: Laboratory I and Laboratory II (Including the Improvement of the Qualifications of the Laboratory Assistants) 	
E.3.	Improving the Teaching Staff’s academic qualifications and the  Administrative Staff’s competency and skills:	
	E.3.1.	Domestic Degree Programs S2, S3		
	E.3.2.	Overseas Degree Programs S2, S3		
	E.3.3.	Domestic/Overseas Non-Degree Programs, Sitting-In Programs, Seminars, Conferences, Workshops, Professional Upgrading and Trainings	 	

C.3.1. Name of Activity:  E.1. Improving the quality of the classroom teaching and learning process (including the improvement of the qualifications of the Teaching Assistants) 
Background: Since the end of the Engineering Acceleration Project, the quality of the classroom teaching and learning process tends to decline. This is - among others - due to the increasing number of student population. Moreover, the bureaucracy of the university does not allocate sufficient funding for lecturers’ overtime and incentives. For this particular reason, lecturers used to try to avoid burden they have by accommodating larger students in one class.	

To be continued in the next page ……	
	
Activity E.1. (continued)	
Rationale : The first thing to do to increase the quality of the classroom teaching and learning process is to socialize the vision and mission of the Study Program to all part of departments (lecturers, students, and staffs). Providing high quality classroom facilities, upgrading students-to-lecturer ratio gradually,  and decreasing the number of incoming students may also help the situation. In addition to that, high quality teaching-assistantship is a very important factor to support the quality improvement effort.	
Objective: To develop effective classroom teaching and learning process that will produce higher quality graduates.    	
Mechanism and design : 
E.1.1. Identifying problems and socialize them to all components in meeting and discussion. 
E.1.2. Providing training and selection for teaching-assistant. The number of recruited students should match the number of subjects. 
E.1.3. Optimizing room utilization.   .
E.1.4. Providing training programs and workshops for teaching improvement, especially in using communication media..
E.1.5. Detailing subjects materials of in transparency, short-paper, hand out and lecture-notes. 	
Resources required :	
Activity	Cost Components 	Rp	US$	Funding Source 	
E.1.1.	Program Development	97.000.000,-		TPSDP		
E.1.2.						
E.1.4.						
E.1.3.	Civil Works	197.674.826,-		TPSDP	DRK	
	Furniture	37.388.000,-		TPSDP		
	Equipment		24,670.-	TPSDP		
E.1.5.	Instructional Materials	89.280.000,-		TPSDP		
	TOTAL	421.342.876,-	24,670.-			
Implementation Schedule (By Quarter) :	
Activity	Yr 1	Yr 2	Yr 3	Yr 4	
E.1.1.																	
E.1.2.																	
E.1.3.																	
E.1.4.																	
E.1.5.																	
Performance indicators of Activity :	
Indicators	Baseline	Mid	Final	
Meeting and discussion (times/month)	-	2	4 	
Recruited Teaching Assistants (students/year)	-	30 	50	
Classroom facilities procurement	-	100 %	100 %	
Participation in trainings (persons/year)	-	20 	40 	
Hand-out (pages)	-	4,464 	8,928 	
Student-to-lecturer ratio	25:1	18:1	12:1	
Excess loads per semester (SKS)	150 	75	0 	
Classrooms (rooms)	5	9	9	
Sustainability: The improvement of efficiency and productivity of the classroom teaching and learning process will reduce educational costs, so in the long run the benefit will return to the Study Program and to the community.	
Person in charge: Ir.H.Subaer Kanata 	

C.3.2. Name of Activity: E.2. Expanding the Capacity of the Basic Laboratory Courses: Laboratory I and Laboratory II (Including the Improvement of the Qualifications of the Laboratory Assistants) 
Background: Basic laboratory courses  (Laboratory I and II) provide 31 experiments in 4 (four) laboratories, i.e. Basic Circuit Laboratory (9 exp.), Radio Telecommunication and Microwave Laboratory (10 exp.), Computer Software Laboratory (3 exp.), and Electrical Machines Laboratory (6 exp.) [see Appendix III.37 on page III-Ap-20]. These laboratory courses are very crowded, they are always conducted in 1 or 2 shifts per day by a group of 4 to 10 students per experiment using very limited modules and equipment – both in terms of the quantity and quality – and limited laboratory spaces experiments. The facilities were intended to accommodate only 100 admitted student  per year, but since 1995 have been forced to accept three times the capacity.  Moreover, the schedule of those laboratory courses is very tight causing Laboratory I and III (odd semester) and Laboratory II and IV (even semester) unable to be committed at the same time, as the consequence of that, supported equipments should be used almost continuously.  The laboratory courses do not serve their purpose to provide students with practical experiences because they have very short time in the laboratory. Upgrading and repairing the number of modules, equipments and renovation and reposition of the room's function, will enable the provision of laboratory courses to reach an almost ideal circumstances in order to get 1 shift/day, 3 students/group, and Laboratory I and III (odd semester) and Laboratory II and IV (odd semester) can be conducted at the same time.    	
Rationale 
1.	Repairing/increasing/additional number of modules/equipments will enable to :
a.	change the number of shifts from 2 to 1 shift per day.
b.	change the number of students per group from (4-10) students to (3-6) students per group.
2.	Renovating and reposition of room's function will enable to :
a.	increase the number of groups/experiment/day from 1 group/experiment/day to 2 groups/experiment/day.
b.	make shorter time range of experiments because Laboratory (I and III) and laboratory (II and IV) are running together.	
Objective: To equip of graduates with a practical understanding of Basic Electrical Engineering courses.    	
Mechanism and design :
E.2.1. Evaluating of Laboratory I&III courses materials (31 exp. On 4 Labs)
E.2.2. Detailing the design of the laboratory I&II courses materials
E.2.3. Listing of devices or equipments needs of Laboratory I&II
E.2.4. Procurement of equipments
E.2.5. Making modules/equipments of Laboratory I&II
E.2.6. Arrangement/multiplication of Laboratory I&II guideline
E.2.7. Laboratory Assistant Training
E.2.8. Optimizing the spaces of available rooms	
Resources required :	
Activity	Cost Components	Rp.	US$	Funding Source 	
E.2.1	Program Development	20.000.000,-		TPSDP  	
E.2.2					
E.2.3					
E.2.6					
E.2.7					
E.2.4.	Equipment & furniture	16.689.000,-	93,072.57	TPSDP	
E.2.5.					
E.2.8.	Civil Works	117.777.000,-			
	TOTAL	154.466.000,-			
To be continued in the next page ……	
Activity E.2. (continued)	
Implementation Schedule (By Quarter) :	
Activities	Yr 1	Yr 2	Yr 3	Yr 4	
E.2.1																	
E.2.2																	
E.2.3																	
E.2.6																	
E.2.7																	
E.2.4.																	
E.2.5.																	
E.2.8.																	
Performance indicators of Activity :	
Indicators	Baseline	Mid	Final	
Number of students per-group	4-10	3-6	2-4	
Number of shifts per-day	1-2	1	1	
Time and Space	Crowded	Loose	Roomy	
Sustainability : Staff, students and laboratory assistants are expected to maintain and develop these basic laboratory in the long run. They should be self-sufficient in repair and maintenance.	
Person in charge: Ir. A. Rasjid Muhammad	

C.3.3. Name of Activity: E.3. Improving the Teaching Staff’s academic qualifications and the  Administrative Staff’s competency and skills
Background: 32.61% of the Study Program’s teaching staff are above 50 years old, 84.78% are alumni, only 4 (four) Ph.D.’s and only 2 (two) of those four Ph.D.'s are Professors. Teaching loads are very high due to the student-to-lecturer ratio, which is about 36.7. The composition and the qualifications of the teaching staffs do not support efficient and productive teaching and learning process.	
Rationale: This activity will include both degree training and non-degree training programs, both domestic and overseas, for the teaching staff as well as for the administrative staff. One of the features of this proposed activity is the "sitting-in" program that will allow a number of teaching staff to actually participate in other universities' (in the country or abroad) similar classes. This program is expected to improve their own classes back home	
Objective: Increasing the number of Master’s and Ph.D.-degree holders to make up the composition and the qualifications of the staff. Other than that, for non-degree programs, sitting-in other universities' classes will give a new experience for the staff. Non-degree programs for administrative staff and laboratory technicians will up-grade their skills and knowledge.	
Mechanism and design:
•	E.3.1. Domestic Degree Programs S2 and  S3 (see Appendix II.1. on page II-Ap-19 for detail)	
•	E.3.2. Overseas Degree Programs S2 and S3 (see Appendix II.3. on page II-Ap-19 for details)	
•	E.3.3. Domestic/Overseas Non-Degree Programs, Sitting-In Programs, Seminars, Conferences, Workshops, Professional Upgrading and Trainings (see Appendix II.4. and II.2 on page II-Ap-19 and 20 for details)				
Resources required: 	
Activity	Cost Components 	Rp.	US $	Funding  Source 	
E.3.1.	Staff Development	152.000.000,-		TPSDP  	
E.3.2.	Staff Development		430,000.-	TPSDP	
E.3.3.	Staff Development	201.800.000,-	14,000.-	TPSDP	
	TOTAL:	353.800.000,-	444,000.-		
To be continued in the next page ……	
Activity E.3. (continued)	
Implementation Schedule (By Quarter)	
Activity	Yr 1	Yr 2	Yr 3	Yr 4	
E.3.1.																	
E.3.2.																	
E.3.3.																	
Performance indicators of Activity	
Indicators	Baseline	Mid	Final	
Number of staff holding Ph.D. (S-3 Degrees)	4	5	8	
Number of staff holding Masters Degree	16	25	35	
Non-degree trainings, “sitting-in” programs, etc.	0	22	50	
Sustainability : Staff Development is always a long term investment that will last. 	
Person in charge: Prof.DR.Ir.Muh.Tola, M.Eng	

C.4. Improving Access and Equity
Code	Name of Activity	
AE.	Improving the access and equity of the Study Program for students originated from remote areas in the Eastern Region of Indonesia and other less economically advantageous communities.	
	AE.1	Recruiting and Socializing in Remote Areas in the Region of Indonesia 	
	AE.2.	Developing a Matriculation Program for New Students from Remote Areas 	
	AE.3	Administering and Mediating Student Financial Aids Programs 	

Name of Activity:  AE. Improving the access and equity of the Study Program for students originated from remote areas in the Eastern Region of Indonesia and other less economically advantageous communities.
Background:  The function of a higher education institution is to accommodate the needs of the people to acquire the skills and knowledge. This should include the people from the less economically advantageous and from remote areas. It is a well known fact that there is a significant gap in the mastery of basic sciences between potential students from suburb and rural area, from down-town and remote places. This gap has made a inequality of opportunity among people to access a higher institution.	
Rationale: It is a social obligation for the Study Program to make an effort to close the gap mention in the background. Socialization of the Study Program will open the opportunity wider to any potential student coming from the remote area and lower economic level, particularly in the Eastern Regionof Indonesia. Developing materials and methods of matriculation sessions intended primarily for recruited students are necessary to be committed in order to equalize their basic scientific knowledge. Negotiating and persuading local government or companies to set up funding for those student is also needed.	
Objective: To close the gap of opportunity among people in acquiring knowledge and skills from a higher education institution.	
Mechanism and design :
•	AE.1. Recruiting and Socializing in Remote Areas in the Eastern Region of Indonesia
•	AE.2. Developing a Matriculation Program for New Students from Remote Areas 
•	AE.3. Administering and Mediating Student Financial Aids Programs	
To be continued in the next page ……	
Activity AE (continued)	
Resources required :	
Activity	Cost Components 	Rp.	Funding Source 	
AE.1., 2 and 3	Program Development	163.000.000,-	TPSDP 	
Implementation Schedule (By Quarter) :	
Activities	Yr 1	Yr 2	Yr 3	Yr 4	
AE.1.																	
AE.2.																	
AE.3.																	
Performance indicators of Activity :	
Indicators	Baseline	Mid	Final	
Percentage of students admitted from remote areas	No data	5%	10%	
Academic performance of matriculation program participants (average first year GPA)	No data	2.75	3.00	
Number of fellowships for students from remote area	0	4	8	
Sustainability: At the end of the project, it is expected that co-operations with the external parties such as provincial governments, NGOs, companies,  alumni, professional association, etc. to take care of this program will continue.	
Person in charge: Ir. Gassing, MT	

C.5. Improving Internal Management And Organization
Code	Name of Activity	
IMO	Improving the Department’s administration system 	
	IMO.1.	Developing the Study Program’s Management Information System and   Database 	
	IMO.2.	Developing an Effective Teaching-Learning Process Monitoring and Evaluation System 	

Name of Activity: IMO Improving the Department’s administration system
Background: One of the problems faced by this Study Program is in handling and processing data for academics and students administration needs. Only 5 (five) department administrative staffs daily serve the needs of around 1000 students. Data lost, improper handling, and inaccuracy are not uncommon problems.  	
Rationale: The advantages of having an automatic and integrated  management information system and database are:
•	Easier to make data updating.
•	Faster academic data processing
•	Accessible from the network	
Objective: To develop a management information system and database for academics and students.	
Mechanism and design :
•	IMO.1.   Developing the Study Program’s Management Information System and Database
•	Designing the networking topology
•	Procuring hardware and accessories
•	Installation and network setting, monitoring, performance test	
To be continued in the next page ……	

Activity AE (continued)	
•	Database design , setting of web-server, domain + internet access
•	Database planning for the department, web-server of department electrical
•	Staff Training for the Department 
•	Integrating with the Hasanuddin University MIS
•	IMO.2.   Developing an Effective Teaching-Learning Process Monitoring and Evaluation System 	
Resources required :	
Activity	Cost Components 	Rp	Funding Source 	
IMO.1.	Program Development	100.000.000,-	TPSDP 	
IMO.2.	Program Development	27.625.000,-	TPSDP 	
	TOTAL:	127.625.000,-		
Implementation Schedule (By Quarter) :	
Activities	Yr 1	Yr 2	Yr 3	Yr 4	
IMO.1																	
IMO.2.																	
Performance indicators of Activity :	
Indicators	Baseline	Mid	Final	
Service time	SLOW		FAST	
Data Archive	MESSY		NEAT	
Monitoring and Evaluation	Non available		Available	
Sustainability : Students participation in system maintenance and development	
Person in charge: Ir. H. Muh. Roseno Makmur, MT	

D.	PERFORMANCE TARGETS
All proposed activities in this project are generally planned to boost most of the performance target indicators to yield a better result. These performance indicators are summarized in Table II-1 on page II-3. The average of NEM score's baseline data is 47.1 with standard of deviation 6.0. This can be increased to 47.4 at the end of second year and to 47.7 at the end of TPSDP. This target can be achieved by improving the relevance (R) of the educational process to the job-market and industrial needs. Naturally, when the relevance (R) is improving, the number of applicants to the Study Program will increase, resulting tougher competition at the new student admittance. A larger number of new students with high NEM scores will be admitted, and this will affect the academic atmosphere (A) at the Study Program. Another way of achieving this target is by creating some campaign programs about the Study Program to the High Schools at the surrounding area.
The average of graduates' GPA taken from the last 4 (four) academic years is 2.94. This score is expected to increase to 3.00 at the mid-Project term and to 3.10 at the end. This performance target indicates the improvement of the academic atmosphere (A) (e.g. by upgrading teaching facilities and classroom-facilities, developing lecturers' teaching skills and students' learning skills and creating competitiveness among students) 
Encouraging students to read more reference books in English and urging lecturers to use English in their classes - among others - will help to improve students' English proficiency indicated by their TOEFL scores. This is a part of activities that will improve the relevance (R) of the Study Program. At the beginning of the project, the average of TOEFL scores of students whose credit earnings are 120 sks or more is 403, this is fairly high, considering that the students did not make any preparation due to the very short notice before the test. The average of the TOEFL scores is projected to increase up to 410 at the mid-Project-term and to 415 at the end of TPSDP by the implementation of a special program proposed as a student co-curricular activities (see Activity R.4.1 on page II-9).
The average graduates' length of study is 5.8 years at the beginning of the project. This can be shortened to 5.7 years at the mid-Project-term and to 5.4 years at the end of project by improving the efficiency and productivity (E) of the educational process.  This target can be achieved by improving the teaching and learning process (see Activity E.1. on page II-12) and to create more effective laboratory scheduling. In fact, the length of study has 2 (two) components, i.e. the classroom-courses study time and the final undergraduate project (skripsi) time. In order reduce the latter, the intensive interaction between supervisors and students should be enforced and the adequate laboratory equipment should be available. The baseline data of standard deviation can be reduced by continuous academic advisors' supervising on their students' study program planning and monitoring in order to detect the weak students. Special attention must be given to this kind of students to push them to study harder. Another factor that could influence the length of study time was the student academic leaves, which in most cases were caused by the lack of funding. Students' involvement in research and teaching grant activities are expected to be one of the possible remedies to reduce student academic leaves. An aggressive program to collect student scholarships (e.g. from alumni, industry, local and regional government) should be planned to help this problem out. 
Survey and direct interviews have shown that the waiting time to get the first job is 11 months in average, which is a rather long time. This indicator is influenced heavily by the unemployment rate in the market, which is closely related to the country economic situation. Assuming a better economic growth, then additional efforts to improve the students' English proficiency and computer skills, as well as continuous adjustments of the curriculum toward industrial world orientation, will give the graduates a strong penetration to the job market.  This will automatically reduce the waiting time to the first job.
Table II-2.  Additional indicators for performance targets
Indicator	Baseline	Midterm	Final	
Ratio between applicants and admissions 	9.3%	9%	8%	
Average duration of completing skripsi	9 months	 8 months	6 months	
Average active students with GPA less than 2.5  	4.8%	4.6%	4.3%	
Average drop out students  	1.66%	1.60%	1.50%	
Productivity (Graduates/Population) 	11.08%	15.5%	17%	
Average teachers attendance at classroom	85%	87%	90%	

The factors that have affected the graduates' first job salary, such as the national and local economic growth, were beyond the Study Program's scope of control, but improving the relevance (R) of the Study Program in many ways will give the competitive advantages to the graduates so that they could ask for a higher salary on their first jobs.
The Study Program was accredited C in 1998, and only recently it was up-graded to B. It is strongly believed that if all activities are implemented in the TPSDP according to the proposed plans, the Study Program will be accredited A. 
Additional indicators as presented in Table II-2 are thought to be the direct impact of all proposed activities as described in details previously in Section C. Each proposed activity has its own performance indicators. 

E.	IMPLEMENTATION PLAN
E.1. PROJECT ORGANIZATION
	The organizational set-up of the Project will reflect the on-going process that has been started since the preparation of the Self-Evaluation Report of the TPSDP Batch 1 in the year 2000. The structure of the organization is clearly described in Figure II-2. There are 11 (eleven) Persons in Charge, each one for each activity. Those Persons in Charge produced the list of sub-activities to improve RAISE++ as elaborated previously in Section C, so it is clear that they have been involved since the planning stages of this project. 

The Study Program Coordinator
Dr. Ir. H. Nadjamuddin Harun, MS	
		
Project Treasurer:
Ir. Zaenab Muslimin			Project Secretary: 
Dr.Ir.H. Rhiza S. Sadjad, MSEE	

ACTIVITIES	PERSONS IN CHARGE:	
R.1. Advance Laboratory Courses Update	Ir. Hj. Nien K. Nauman	
R.2. Industrial Relation Programs	Ir. A. Toyib Rahardjo, M.Sc	
R.3. NEW Teaching/Laboratory Courses Development	Ir. H. Tahir Ali	
R.4. Student Co-Curricular Activities 	Ir. Ansar Suyuti	
A.1. Departmental Meeting and Dialogue	Ir. H. Muslimin Marappung	
A.2. Student’s Learning and Reading Skills Enhancement  	Ir. Sri Mawar Said	
E.1. Classroom Teaching-Learning  Process Improvement	Ir. H. Subaer Kanata	
E.2. Basic Laboratory Courses Expansion and Quality Improvement	Ir. A. Rasjid Muhammad	
E.3. Staff Composition and Qualification Improvement	Prof. Dr. Ir. M. Tola, M.Eng.	
AE  Remote Area “Reaching-Out” Program	Ir. Gassing, MT	
IMO  Department’s MIS and Database Development	Ir. H. M. Roseno Makmur, MT	
		
Figure II-2 
The Organizational Structure of the Project at the Study Program level	

The person who is now the Chairperson of the Department will lead the organizational structure of the project at the Study Program level as the Project Coordinator. He will be responsible also as a contact person or representative of the Study Program at the University level. He is helped by a Project Treasurer in handling the financial matters and a Project Secretary for other administrative aspects of the project. Those three personnel have involved in the project since the preparation process of the TPSDP Batch 1. The Project Secretary has chaired the Task Force that was formed by the Department to take care of the preparation of the Study Program’s Self Evaluation Report and the TPSDP Sub-Project Proposal, both Batch 1 and Batch 2. 
Since this project is an activity-based project then the main parts of the project organization are the Persons in Charge of all activities. All the persons in charge have been involved at the preparation stage of this Sub-Project Proposal. They started by writing the background and the rationale of each activity they are going to take care of whenever the project is granted. After those were clear, then they continued with the planning of the activities, including preparing the budget allocation plan. The brief curriculum-vitae of all personnel of the organizational structure of the future project as well as the members of TPSDP Task Force (see the Department Chairperson’s Decree in Appendix II-A on page II-Ap-1) are listed alphabetically in Appendix II-B on page II-Ap-2.

E.2. ACTIVITY and SCHEDULING
Details of all planned activities in this project have been thoroughly discussed in previous sections in terms of the sub-activities. Appendix II.C. Table 7c. on page II-Ap-7 summarizes the implementation schedule of these sub-activities in a time diagram. Basically, the first year will be spent for the preparation, redesigning and detailed planning stages of all sub-activities, including the bidding process of the laboratory equipment procurement for the basic laboratory courses in 4 (four) laboratories. Staff who are planning to take Doctoral Degrees should leave in September 2002 at the latest. All civil works and procurement of furniture should be done in the first year also.  
In the second year, the laboratory renovation will continue to enhance the advance laboratory courses in 11 (eleven) laboratories. The 3 (three) new laboratory and teaching materials and methods (Activity R.3., see page II-6) will be introduced in the second year also. 
The third and the fourth years will be spent for routine maintenance, teaching material and laboratory guides development, and so forth.

E.3. MONITORING and EVALUATION MECHANISM
The principle of the "Total Quality Management" (TQM) will be applied in all monitoring and evaluation mechanism of this project. It means that all monitoring and evaluation mechanism will be embedded in all sub-activities without exception.  
There are at least 2 (two) categories of monitoring activities, namely the monitoring of the physical implementation of the proposed project itself, and the monitoring of the educational process as the result of the project. The latter (including monitoring of the laboratory activities, classroom activities, the teaching and learning process, student extra-curricular and co-curricular activities, etc.) will become parts of the Activity IMO (see page II-17), and the follow-up of this activity will be taken care of by Activity E.1. (see page II-12). The results of this monitoring mechanism will be the mid-term and the final-term data to compute the performance indicators discussed in the previous Section D.
A built-in mechanism will be applied to all activities led by each Person in Charge, including the procurement process of all laboratory equipment and experiment modules, the implementation of staff development sub-activities, administration, civil works and teaching facilities improvement. All procurement within the project plan should be monitored closely. This will include the process of annual budget revisions, the preparation of bidding documents, the bidders selection, up to testing and commissioning and after sales services and user training if necessary. The monitoring mechanism for all civil works implementation, for instance, should include the selection of building consultants, the physical design and cost-estimation, the bidding and selection of contractors, the implementation supervisory activities and commissioning. 
A continuous (at least weekly, or more often if necessary) evaluation mechanism should be applied to the project implementation. All Persons in Charge should prepare their reports at least in a weekly basis to the Project Coordinator. All performance indicators should be compiled every semester and presented in a general staff meeting to determine any progress made. The fourth general staff meeting will be the mid-term project. All mid-term performance targets will be evaluated to determine whether the project should be continued to the next half term or just terminated there. If the project continues, then over-all revisions should be made to secure the achievement of all final performance targets and the sustainability of this project.
At the end of the fourth year of the project implementation, a thorough evaluation should be made in order to guarantee the public accountability of this project. This evaluation may have to involve all stakeholders, including the students' parental-representatives, the industrial world, the local and central government, and all other concerned parties. The Study Program may be planning to implement the international standard of higher education accreditation systems - such as the ABET criteria - at this stage.  The final evaluation will be the commencement of the end of the project and at the same time it will become a mechanism to build the commitment to work together for the long future of the Study Program. 

F. PROPOSED BUDGET
The total amount of the proposed budget is US$ 1,287,121.64 (one million and two hundred eighty seven thousands and one hundred twenty one US dollars and sixty four cents) or Rp. 10.940.533.940,-  (sepuluh milyar sembilan ratus empatpuluh juta limaratus tigapuluhtiga ribu sembilan ratus empatpuluh rupiah). A bit more than Rp. 877.000.000,- or 8.02% of the total amount is committed as the DRK and will be provided by the university as stated in Appendix 5 of Chapter I.
The proposed budget is designed to support all the 11 (eleven) activities. Most expenditure is aimed for the improvement of teaching facilities (including teaching materials development), the staff development programs, the building renovation especially to gain additional space for classrooms and laboratories, and the procurement of laboratory equipment and experiment modules. The total Proposed Budget is summarized in Table 7c in Appendix II.E. on page II-Ap-7. In the first year of the project implementation,  roughly 30% of the total budget will be spent. It is expected that in the first year most activities will be the civil-works and the procurement of laboratory equipment, contacting partner-universities for training preparation, etc., so large portions of the funds will be coming from the DRK. The portion of the budget will be increased considerably in the second year (up to more than 42% of the total 4-year budget) because all the major procurement should be completed by this year. In case of the procurement of laboratory equipment, the reference tables of all expenditure are Table H.1. to Table H.7. in Appendix II.H. starting on page II-Ap-10. The tables listed all names of experiments in 7 (seven) laboratory courses, including 2 (two) basic laboratory courses Laboratory I and Laboratory II involving 4 (four) laboratories, and 5 (five) advance laboratory courses Laboratory III/TE, Laboratory III/TT-TK, Laboratory III/TE, Laboratory  IV/TE, Laboratory  IV/TT and Laboratory IV/TK. All procurement of laboratory equipment should be related to an experiment planned for a laboratory course.
The annual budget scheme for the first year is summarized in Table 9 of Appendix II.G. on page II-Ap-9.  Details of the whole proposed-budget are elaborated in Appendix II.1. to II.15. 

G. PROJECT BENEFIT and ECONOMIC ANALYSIS
The accomplishment of the performance target previously discussed in Section D will certainly make both intangible benefits and tangible benefits to the investment of this project. The intangible benefits are - among others - the improvement of the staff's qualifications, the promotion of the Study Program accreditation and the Study Program's real contribution to the achievement of the university statement of mission to become a research university. 
For the calculation of the annual benefit and the Economic Internal Rate of Return (EIRR), the following parameters are considered as the tangible benefits:
1.	The efficiency and productivity (E) improvement. The shortened average length of study and the reduced number of dropouts will certainly improve the efficiency and productivity (E) of the Study Program because for the same number of student enrollment per-year more graduates will be produced. Assuming the steady new student enrollment per year during the project, one of the tangible benefits is measured by the increase number of graduates at the end of the project as compared to the same number at beginning. 
2.	Higher first-job salary. Improving the relevance (R) of the educational process of the Study Program will shape the graduates' technical and professional skills to comply with the industrial needs and quality standard. The indicator of this improvement is the increase of the first-job salary of the graduates. The increment of the amount at the end of the project as compared to the baseline data can be considered as one of the project tangible benefits.  
3.	Reduced study expenses. The shortened average length of study and the first-job waiting time will inevitably reduce the student's living expenses. The difference that the project will make to those indicators after four years can be formulated as another tangible benefit.
All 3 (three) tangible benefits above are formulated, calculated and analyzed completely in Appendix II.I. on page II-Ap-  to obtain the annual benefit Y(n) consisting of 3 (three) components, namely:
	1. The benefit due to the additional number of graduates only P(n)
	2. The benefit due to the escalation of the first job monthly salary only Q(n)
	3. The benefit due to the drop of the student’s living cost and tuition only R

Table II-3  The computation of P(n),  Q(n) and Y(n)

The nth year	P(n)	Q(n)	R	Y(n)	
1	$13,143.40	$35,467.68	$58,329.62	$106,940.70	
2	$23,361.40	$106,403.04	$58,329.62	$188,094.06	
3	$33,579.40	$177,338.40	$58,329.62	$269,247.42	
4	$43,797.40	$248,273.76	$58,329.62	$350,400.78	
5	$54,015.40	$319,209.12	$58,329.62	$431,554.14	
6	$64,233.40	$390,144.48	$58,329.62	$512,707.50	
7	$74,451.40	$461,079.84	$58,329.62	$593,860.86	
8	$84,669.40	$532,015.20	$58,329.62	$675,014.22	
9	$94,887.40	$602,950.56	$58,329.62	$756,167.58	
10	$105,105.40	$673,885.92	$58,329.62	$837,320.94	
11	$115,323.40	$744,821.28	$58,329.62	$918,474.30	
12	$125,541.40	$815,756.64	$58,329.62	$999,627.66	
13	$135,759.40	$886,692.00	$58,329.62	$1,080,781.02	
14	$145,977.40	$957,627.36	$58,329.62	$1,161,934.38	
15	$156,195.40	$1,028,562.72	$58,329.62	$1,243,087.74	

From the calculation in Appendix II.I., the annual benefit:

Y(n) = P(n) + Q (n) + R

can be tabulated up to the 15th year after the end of the project as seen in the Table II-3.
Assuming that the student population remains the same in four years duration of the project and all performance targets are achieved at the end of the project, with the total amount of USD 1,287,121.64  invested at the end of the project, then it is concluded that the Economic Internal Rate of Return  (EIRR) is 27.81% as shown in Figure II-3, which is sufficiently feasible considering the current bank interest rate.

EIRR=27.81%

Net Present Value Factors at discount rate	
0%	10%	15%	20%	25%	30%	35%	
$8,838,092	$2,784,747	$1,504,428	$714,981	$207,039	($132,802)	($368,414)	
	
Figure II-3 EIRR and NPV