National Qualifications Framework Research Articles

ПІДГОТОВКА МАЙБУТНІХ ДОКТОРІВ ФІЛОСОФІЇ ЗА ОСВІТНЬО-НАУКОВОЮ ПРОГРАМОЮ «ТЕОРІЯ ТА МЕТОДИКА НАВЧАННЯ ХІМІЇ»

The article reveals the issue of training doctors of philosophy as an important condition for the development of the scientific and educational potential of modern society. The purpose of the article is to focus on the objective need to train Doctors of Philosophy in the subject specialty 014.06 Secondary Education (Chemistry) to ensure further development of the field of theory and methods of teaching chemistry and to reveal the content and structure of the educational and scientific programme «Theory and Methods of Teaching Chemistry», which is designed to ensure it. The statistical analysis of the provision of educational and scientific institutions of our country with highly qualified specialists in the theory and methodology of teaching chemistry demonstrates the objective need to train Doctors of Philosophy in the subject specialty 014.06 Secondary Education (Chemistry) of the field of knowledge 01 Education / Pedagogy both to ensure the quality of educational services at all levels of higher education and to promote the development of the scientific field of the theory and methodology of teaching chemistry as a whole. The article describes the educational and scientific programme «Theory and Methods of Teaching Chemistry» in the subject speciality 014.06 Secondary Education (Chemistry), field of knowledge 01 Education / Pedagogy, which is implemented at theVinnytsia Mykhailo Kotsiubynskyi State Pedagogical University . The purpose of the educational and research programme is to train specialists at the third (educational and research) level of higher education (eighth qualification level according to the National Qualifications Framework) who are able to formulate and solve complex scientific and practical problems in the field of theory and methods of teaching chemistry, organise and carry out research and educational activities. The programme defines the integral, general and special competences and formulates the learning outcomes to be demonstrated by a Doctor of Philosophy in the subject speciality 014.06 Secondary Education (Chemistry). The content of the educational and scientific components of the programme «Theory and Methods of Teaching Chemistry» is also revealed and the educational components that ensure the achievement of the programme learning outcomes are described.

Defining competencies in curriculum and instruction and developing a new competency model

This research aims to define competencies and propose a new competency model based on expert opinions. Using the Delphi technique, a qualitative research approach was employed. Data were collected through three rounds of Delphi surveys from 29 experts at universities with doctoral programmes in the field of Curriculum and Instruction (CI), who hold doctoral degrees in this area. In the first round, open-ended questions enabled experts to identify key competencies for CI. The subsequent rounds refined these competencies into a 7-point Likert scale questionnaire. Content and descriptive analysis were applied to the first round, while measures of central tendency and dispersion analysed the second and third rounds. The study culminated in a model encompassing 22 competencies: 5 in knowledge, 10 in skills, and 7 in attitudes and values. The knowledge domain includes sub-competencies such as possessing and deepening knowledge. The skills domain covers areas like teamwork and leadership, knowledge dissemination, independent working, problem-solving, and critical thinking, along with innovative and analytical thinking. The attitudes and values domain comprises professional sensitivity, lifelong learning, and commitment to ethical principles and values. This competency model aligns with the European Qualifications Framework (EQF) and the National Qualifications Framework for Higher Education in Türkiye (NQF-HETR), offering a robust framework for CI doctoral programmes. This model not only enhances the quality of CI education but also ensures alignment with international standards.

Revisión de las cualificaciones y competencias para la adopción de la Logística 4.0 en el contexto empresarial colombiano

This article presents a quantitative and qualitativeanalysis through the application of a questionnaire whose purpose is to identify the qualifications required for positions in the Logistics and Transportation sector in the Colombian business sector, identifying the educational level for the different positions reported by the companies and presenting the salary range. Additionally, information is sought on practices in the sector associated with the control of logistics costs and an identification of the technical skills necessary to adopt logistics 4.0. Evidence is obtained that, although the National Qualifications Framework for the Logistics and Transportation sector reports necessary qualifications up to the university undergraduate level, Colombian companies already have staff at the master's level. Additionally, it is reported that the practices for cost control are improvement projects in both processes and the use of technology and optimization. ILIA: Investigaciones Latinoamericanas en Ingeniería y Arquitectura, No. 01, 2024: 140-145.

Self-Perception About Digital Skills of Pre-Service Teachers in a Thailand University Context

The digital revolution has significantly impacted education, with digital technology becoming an integral part of teaching and learning, resulting in the emergence of a digital society. Educational institutions at all levels currently demand new qualifications and knowledge from modern-day teachers, including digital skills for effectively transmitting knowledge to learners to ensure that learning outcomes align with societal needs. Developing pre-service teachers poses a challenge in being educators who effectively transfer knowledge to learners. This study examined the digital skills competence required for future teachers, linking these skills with Thailand’s National Qualifications Framework for Higher Education, Professional Teacher Standards, and National Educational Standards. A total of 36 competencies across six areas have been identified. This paper analyzed 360 responses from a convenience sample of undergraduate education students in Thailand based on this validated instrument. The research findings indicated that users prioritize information technology and communication skills, necessitating a diverse range of skills, including search, tool usage, communication, and collaboration through technology. This data can be used to design learning management systems to develop digital skills aligned with the evolving needs and essential skills of future teachers.

Toward the Definition of a Repertoire of Technical Professional Specialist Competencies for Operating Room Nurses: An Ethnographic Study.

Registered nurses in the operating room require specialized competencies that surpass basic educational training. Existing national and international documents attempt to outline these competencies but often lack comprehensive details. To address this, a repertoire of technical and professional competencies for operating room nurses, aligned with European and National Qualifications Frameworks, is proposed. Aim: Develop a repertoire of technical and professional competencies for perioperative and perianesthesiological specialist nursing roles. Methods: An at-home ethnography design was employed, utilizing participant observation, interviews to the double, and focus groups. Convenience sampling included 46 participants from a university and a public hospital in northern Italy. Data were collected from September 2021 to June 2023 and analyzed using inductive content analysis and data triangulation. Results: Identified 17 specialized technical professional competencies for perioperative and perianesthesiological nursing, divided into 6 areas of activity. These competencies encompass 19 learning outcomes, 152 tasks, 222 knowledge elements, and 218 skills. Conclusions: This competency repertoire aids in the public recognition of qualifications and serves as a valuable tool for identifying, validating, and certifying competencies. Future research should focus on exploring the competencies of central sterilization nurses and transversal competencies.

Exploring experiences of TVET graduates’ work-integrated learning in a rural ecology: the case of TVET colleges in KwaZulu-Natal

This study investigates the experiences of Technical and Vocational Education and Training (TVET) graduates in rural ecology with work-based education (WBE), commonly known as work-integrated learning (WIL). The study was conducted at two campuses of Umfolozi TVET colleges in northern KwaZulu-Natal, focusing on post-graduation experiences. The National Certificate Vocational (NCV) qualification, introduced in January 2007, was the focal point, offered at Levels 2, 3, and 4 of the National Qualifications Framework, equivalent to Grades 10, 11, and 12. NCV graduates were selected as participants to explore their encounters with work-integrated learning during employment. Employing a qualitative case study design, the study utilized purposive sampling to identify six participants. Findings revealed systemic challenges faced by NCV graduates, particularly concerning the alignment of the curriculum with the needs of TVET students from rural areas. Additionally, it was noted that college management appeared unaware of the severity of the challenges encountered by students in securing in-service training opportunities. These findings underscore the need for educational institutions and policymakers to address curriculum alignment issues and enhance support mechanisms for TVET students, particularly those from rural backgrounds, to ensure the effectiveness of work-integrated learning initiatives.

MANAJEMEN KURIKULUM DAN SISTEM PENILAIAN KURIKULUM BERBASIS KKNI

This study aims to analyze the preparation, implementation and evaluation of curriculum development based on the Indonesian National Qualifications Framework (KKNI) at the Agribusiness Study Program, Wiralodra Indramayu University. This study uses a qualitative approach with descriptive analysis method. Interviews were conducted directly with informants, consisting of the Dean, Deputy Dean, Head of the Agribusiness Study Program. The results of observations and documentation were obtained from various studies of documents, manuscripts, and archives related to the IQF-based curriculum management. The data analysis technique uses data reduction, data display and verification. The results of this study indicate that: a) The curriculum of the Agribusiness Study Program at Wiralodra Indramayu University is in accordance with the applicable KKNI curriculum reference and every component of curriculum management consisting of planning, implementation and evaluation of the curriculum has been going well, although there are still shortcomings and weaknesses of each the process carried out; b) Development of curriculum management must pay attention to SOPs and regulations for the IQF curriculum, but in practice it is still not fully based on the IQF. Keywords: Curriculum Management, Indonesian National Qualifications Framework

Students' Academic Procrastination in Writing a Thesis Reviewed from Academic Resilience and Grit

Superior human resources determine the progress of a country. Universities are the highest education providers that are expected to produce quality resources. The master's study program is at level 8 of the KKNI (Indonesian National Qualifications Framework). As a conclusion to studies in the master's program, students must write a thesis. Some students experience obstacles in writing their thesis. One of them is that most master students study while working. These two conflicts of interest often lead to academic procrastination, especially in thesis writing. This research examines the role of academic resilience and grit as barriers to academic procrastination. In other words, this research aims to determine the role of the two predictors of academic procrastination. A total of 123 students at a university in Jakarta who were working and randomly selected were involved in this research. This research used three scales, namely the academic resilience scale, grit scale and procrastination scale. The results of data analysis found that the two predictors, namely academic resilience and grit, had a negative role or influence on academic procrastination with R2 of 0.357 and p<0.05. This research also found that grit is the most dominant predictor in negatively influencing academic procrastination.

Indonesian National Job Qualifications: Literature Review

The promise of the future can be anticipated by preparing superior and competent human resources. One effort can be made to build standards for developing Indonesian human resources. The Indonesian National Qualifications Framework (KKNI) is used as a reference to recognize work competencies by job structures in various sectors. This research aims to conduct a review of the KKNI. This study uses a qualitative method. The research approach was carried out descriptively, including policy and literature studies. Data comes from regulations, journal articles, and reference books. This research found that the KKNI refers to Presidential Regulation Number 8 of 2012 concerning the Indonesian National Qualifications Framework. The KKNI consists of nine qualification levels, from level 1 as the lowest to level 9) as the highest. The KKNI drafting team needs to use this policy as a reference when preparing the KKNI. The government and strategic stakeholders must continue collaborating to develop superior and competent human resources supported by national programs and budgets.

Challenges in the Implementation of Curriculum Based on the Indonesian National Qualification Framework

This study was intended to find out the challenges faced by lecturers and students in the implementation of the Indonesian National Qualification Framework Curriculum (INQF) in the English Education Department of IAIN Parepare in three aspects: learning plan, learning process standard, and learning evaluation standard. The questionnaire data were analyzed using the Rasch model to know the item difficulty of curriculum implementation indicators. The data were elaborated through interviews, FGD, and documentation. The study showed that in the learning process aspect, lecturers perceived some items of interactive, holistic, and collaborative indicators were difficult to implement. In addition, in the learning plan, they perceived that compiling lesson plan was easy to implement. They also found no difficulties in implementing the learning process standard indicators such as scientific, effective, and student-centered. Likewise, they found no problems in implementing the learning assessment standard, especially in the techniques and procedures of assessment indicators. Students also perceived some indicators item of the learning process standard were difficult to implement such as holistic, collaborative, contextual, and thematic. In addition, they perceive the assessment procedures indicators items of the learning evaluation standard were not implemented by lecturers. These data suggested that lecturers did not implement these indicators items in the classroom. The research also showed the causes of the difficulties of curriculum implementation: student factors, lecturer factors, and institutional factors.

Mapping Of Occupation In Quality Management Within National Qualification Framework To Close The Gap Between Education And Industry Needs

In the face of rapid industrial changes and globalization, there is a growing demand for highly skilled professionals in quality management within Indonesia. The Indonesian National Qualifications Framework (IQF) seeks to align vocational education with industry demands by establishing a clear framework of work competency standards. However, discrepancies persist between the competencies taught in vocational programs and those required in the industry, particularly in advanced areas such as data analysis and strategic quality planning. This study undertakes a systematic occupational mapping in the quality management sector to identify these gaps and develop strategies to address them. Utilizing methodologies like the Rapid Assessment Process (RAP), Gall and Borg's educational research methods, and Regional Model Competency Standards (RMCS), the study formulates a comprehensive occupational matrix. This matrix serves as a crucial tool for planning human resources, developing relevant educational and training curricula, and fostering career development aligned with market trends and needs. The research outcomes are aimed at enhancing the alignment of vocational education with industry standards, thereby increasing the employability and effectiveness of graduates in the quality management sector.

Perceptions of Apprentices on the Dual Apprenticeship Programme in Benin: A Narrative Inquiry

This study explores the perceptions and experiences of apprentices of the dual system in Benin. This system has been traditionally built up and with the TVET reforms in 2005, it has been formalized which led to the dual apprenticeship programme. Every year, thousands of apprentices are admitted to the programme. The dual apprenticeship programme combines educational institution’s instruction and workplace training. Likewise, several similar practices exist around the world and the Benin dual apprenticeship model is partly inspired by the Swiss dual VET model according to our context and realities. However, some shortcomings are linked to the lack or insufficiency of training manuals and tools and the distribution of apprentices in training centres located very far from their homes. Those issues oblige some apprentices to drop out of the programme before their graduation. Even those who complete the programme do not have enough job opportunities. In light of such a situation, this study explored how apprentices perceived and experienced the dual system with their expectations of the programme in Benin. Based on the nature of the study, I used a narrative inquiry which helped me to use the framework under the interpretive paradigm to investigate the ways apprentices perceived and experienced the dual system through their stories. Due to the COVID-19 pandemic, I could not have physical interactions with my participants. The study was conducted in Benin and my participants were purposefully selected until the data saturation. They (my participants) were interviewed online through WhatsApp audio calls and the information accumulated was analyzed and interpreted using the expectancy-value and social capital theories. The findings of the study show that apprentices choose the apprenticeship for various motivations such as passion, economic reasons or promising expectations. Likewise, my participants recognize the relevancy, usefulness and opportunities of this programme, which allows them to learn new knowledge using many new tools which they have never experienced before in their ii craft occupations. Similarly, after their graduation, apprentices’ social networks have been broadened and they receive full consideration from their parents as well as their fellow master craftsmen. However, they have been facing some challenges such as the long distances between the vocational training centres and their homes, lack or insufficiency of training manuals, lack of training monitoring and evaluation, lack of financial resources to purchase the appropriate tools and set up their workshops after their graduation. To overcome these challenges, the apprentices suggested the decentralization of training centres in all localities of the country, the extension of the programme to all craft occupations, the strengthening of training monitoring and impact evaluation, the provision of sufficient training manuals, the authorization of master craftsmen who were trained in the traditional system and wish to graduate from the dual apprenticeship programme and the organization of a periodical skills development programme for the graduates. Finally, the implications of this study can help policy-makers and Benin TVET stakeholders to take provisions to come up with a new National Qualification Framework, create graduates’ allowance fund, extend the dual system to other sectors such as commerce, hotels, restaurants, tourism, health, arts, fish farming and information and communication technology and recognize the CQP certificate in the formal education system and thus allow graduates to return to school for further education.

DIGITAL TOOLS FOR MATCHING QUALIFICATIONS TO THE LEVELS OF THE NATIONAL QUALIFICATIONS FRAMEWORK

Mutual compatibility of different national qualifications frameworks (NQFs) based on their compatibility with the European Qualifications Framework (or another international one) is crucially important for the effective recognition of qualifications between states. In turn, it depends on the quality of “filling” NQF levels with qualifications. Right comparing professional (occupational) qualifications with NQF level is a non-trivial problem for standard developers. The quality of any national system of qualifications depends on the comparability of qualifications with the level of the NQF so the comparison process should be strongly argued to secure the comparability. For qualification standard developers (especially for occupational standard developers) there were no strictly justified recommendations on how to compare qualification with the NQF level. Th. Saaty’s Analytic Hierarchy Process (AHP) is developed to resolve the problem of evidence-based comparing educational or professional (occupational) qualifications with the level of the National Qualification Framework (NQF). Research results give standard developers software tools based on a strong mathematical background to determine NQF level for developed standards. It is shown that Th. Saaty’s Analytic Hierarchy Process (AHP) is close to optimal for solving the problem of qualifications comparing and therefore looks like the best option for such methods. However, AHP demands non-trivial qualifications in mathematics and computing. The key problem resolved by this research is simplifying procedures to ensure effective access to the tool for qualification standard developers with minimal qualification in mathematics and computing. It is proven that each problem of qualification comparison with NQF level may be reduced to three options of decision. At the lower level of the decision-making process, there are 3-4 descriptors of qualification. Therefore, a user should be capable of forming at most four matrices of judgments and computing the main eigenvectors with some level of accuracy. The maximal dimension of matrices is four (for example it's true for the Ukrainian case). But for some national qualification frameworks that use only three descriptors maximal dimension of matrices equals three. Therefore, some simple approximation methods for eigenvector computing may be applied using only minimal means of Microsoft Excel or analogous applications. For the most general case of four NQF descriptors, Microsoft Excel macro is developed to secure achieving any level of accuracy. Corresponding API is developed by PHP programming language. Both Excel and API are accessible for users at the website of the Institute of Educational Analytics in Kyiv. The novelty of the article is that for the first time in national and international practice, it proposes an alternative/supplementary algorithmic method for determining the level of certain full and/or partial professional qualifications by the National Qualifications Framework, thus creating prerequisites for further automation of the activities of professional standards developers.

Study on Mapping of Qualification, Occupation, and Competence in Human Resources Management to Improve Link and Match Between Industry and Education Program

This study aims to map qualifications, jobs, and competencies in the field of Human Resource Management (HRM) to improve compatibility between industry and educational programs. Using the Rapid Assessment Process method, this study identifies job structures that can be described in accordance with regional competency standards and national qualification frameworks. The results showed that there is a match between industry needs and educational outcomes in the field of HRM. The research successfully formulated an interface model between the structure of the job map, skill sets in the educational operational curriculum and certification schemes, allowing the identification of links and fits between industry needs and educational outcomes. Recommendations for advanced research include increased collaboration between educational institutions and industry in curriculum development, using competency-based approaches, and implementing standardization and accreditation for qualifications and competencies in various industries. This research presents important contributions in mapping qualifications, occupations, and competencies in HR relevant to current and future industry needs.

Analysis of Cultural and Political Geography Learning Concept Design Based on Case Method and Team-Based Project

This study investigates the implementation of the Case Method and Team-Based Project learning approaches within the context of the Geography Education Department's cultural and political geography courses at Universitas Negeri Medan. These methods, relevant to the Merdeka Belajar - Kampus Merdeka (MBKM) program, aim to enhance student skills through active, applied learning. Employing a qualitative descriptive approach, the research gathered data via questionnaires distributed through Google Forms to a sample of 67 students out of a total population of 454 from the 2019-2022 academic cohorts. Findings indicate that the duration required for the Case Method varies with the complexity of the cases, ranging from 15-30 minutes for simpler issues to over 60 minutes for more intricate problems. The Team-Based Project approach necessitates 7 to 8 meetings, including initial planning and subsequent implementation phases, monitored by lecturers through direct communication or digital platforms like LMS forums or Zoom channels. However, the study reveals inefficiencies in applying these learning methods within the department, attributed to the substantial workload imposed by the Indonesian National Qualifications Framework (KKNI) and a lack of student engagement in assignments. It suggests a comprehensive revision of IQF assignments towards more discussion-oriented and field-practical approaches to address these challenges.

STRUCTURE OF THE HIGHER EDUCATION APPLICANTS’ ACADEMIC INTEGRITY COMPETENCE

The article analyzes various aspects of the academic integrity problem facing higher education students. An overview of the main state documents on the specified problem has been made: laws, codes, regulations, letters, methodological recommendations, etc. The points of view regarding the relevance and essence of the problem are based on the publications of domestic and foreign scientists. Attending online webinars and lectures on the sought-after problem on the Coursera and Prometheus platforms, familiarization with the scientific and practical conference programs, online courses on teaching academic integrity, surveying the teachers’ and students’ results on awareness of the issue of academic integrity lead to the conclusion about the relevance of the problem and the feasibility of its research. The study of scientific articles over the past five years allows to state that the problem of the academic integrity competence structure of higher education students remains relevant, but insufficiently researched, which has negative impact on the effectiveness of its formation. The concept of the academic integrity competence is clarified, and its structure based on the National Qualifications Framework (2020) is substantiated. We believe that the above-mentioned competence should consist of four sub-competencies; knowledge in academic integrity in the field of education, skills in academic integrity in the field of education, communication based on the principles of academic integrity in the field of education, responsibility and autonomy in compliance with academic integrity in the field of education. The structure of each of the subcompetencies, which consists of microcompetencies for a specific level of education and for each of the training courses, is defined according to the Academic Integrity Competency Resource Map (University of Waterloo, 2023). For example, sub-competency 1 “Knowledge in the field of academic integrity in education” covers 4 microcompetencies, the first of which is “Knowledge in the field of academic integrity in education” for undergraduate (first, second, third and fourth years), for master’s (first and second years), and postgraduate studies (first and second years). Subcompetencies two, three and four are similarly structured. The next step in the study of the mentioned problem is to specify the content of each of the microcompetencies.

Evolution of quality assurance in higher education from INQAAHE GGP to ISGs − Are quality assurance agencies in Asia ready to the emerging modules?

PurposeIn 2022, the International Network for Quality Assurance (QA) Agencies in Higher Education (INQAAHE) published the new guidelines by adding three QA modules in response to the changing higher education landscape. The paper aims to investigate the transformative focus of quality assurance in higher education globally as well as Asian response to three new QA modules according to the INQAAHE ISGs.Design/methodology/approachThe research conducted a quantitative approach for data collection. An on-line survey was conducted to perceive QA practices, perceptions toward new emerging QA modules and challenges encountered. In total, there were 26 responses from 18 territories with 22 QA agencies. A total of 13 out of them have a national qualifications framework in place.FindingsThree are three major findings in the study. First, national policy and criteria and standards in distance education have been developed in the majority of Asian nations. Second, non-signatories of the Tokyo Convention had a higher proportion of having related policies, regulations and criteria in CBHE and distance education. Third, national policies and regulations; and lack of professional staff are two common challenges implementing QA in new types of providers.Originality/valueThe findings are of value for policymakers, QA agencies and universities to advocate the new QA model as a systematic approach in response to changing higher education landscape in the post pandemic era.

General education and training of NDT personnel, including NDT Education at Universities. in South Africa

Following the 16th World Conference in Durban, South Africa, The South African Institute for NDT (SAINT) was mandated to invest the monies made from the WCNDT to establish a professional qualification for NDT personnel. In South Africa, a professional qualification must comply with the national qualification framework (NQF) requirements, which stipulate the rules to assure that qualifications for different occupations are at the same level. For NDT this meant, that the qualifications to ISO 9712 (ISO TC 25107 syllabus) would not suffice to serve as a qualification. There exists a requirement that classroom training, classroom practical training and work integrated practical training should each make up at least 30 % of the work. Anybody who had a look at ISO 9712 will realise that 160 hours of classroom training and 180 days (1080 hours) practical training would not cut it, as the training content for the 1080 hours is not defined in any standard. This state of affairs required the definition (curriculum development) of what has to be taught and how. The paper will elucidate this outcome. Concerning university education in South Africa one has to mention the NDT diploma and advanced diploma in NDT offered by the Vaal University of Technology (VUT). These courses focus on teaching NDT theory across a broad spectrum. Students have to undergo work integrated learning (WIL) and then successfully pass the practical examination at NDT Level II in order to be certificated to perform NDT in line with codes and standards. The Tshwane University of Technology (TUT) offer a subject in NDT as part of the applied physics diploma, where the emphasis is on Nuclear Technology and Photonics. At the University of Cape Town (UCT) in the department of mechanical engineering, digital shearography is offered as a research field for master degree studies. They have a well-equipped optical laboratory for this purpose and have manufactured a shearography system which they support and improve on an ongoing basis. At the University Pretoria (UP) the subject Non-destructive Testing was offered at the post graduate degree level, as part of the course work for Asset Integrity Management. Most practical NDT technology development in South Africa is performed in industry at the company’s own costs. Some examples will be mentioned.

Exploring Stakeholder Perceptions and Implementation Challenges of the National Qualification Framework (NQF) 2015 in Pakistan

Introduction: The Pakistan Qualification Framework (PQF) is a mechanism for classifying qualifications based on learning outcomes such as skills, competence, and knowledge. It is levels-based and outcomes-focused, encompassing quality-assured qualifications in Pakistan. Methodology: This study used qualitative approach to evaluate and analyze reports, policies and studies for the PQF's alignment with international standards, stakeholder engagement, and its impact on quality assurance and educational reform through comparative analysis and stakeholder surveys. Results/Findings: Misalignment with international standards and limited stakeholder awareness were identified as key challenges. Improved stakeholder engagement and alignment practices were recommended. Future Direction: Further research will explore international best practices for PQF alignment and strategies to enhance stakeholder involvement and awareness.

Utilization of neurological dominance science (NDS) to enhance students’ creativity in communication as implementation outcome based education (OBE)

This study aims to investigate the contribution of the Neuro Dominance Science (NDS) program in improving students' creative communication skills and the completion of six tasks as a result of the Indonesian National Qualifications Framework called KKNI, with six (6) tasks of KKNI. This study uses qualitative and quantitative method in analyzing the data. The participants in this study were 50 students of English language and Literature Department, Universitas Negeri Medan that completed NDS workshop as one of the programmed of Creative Innovative Communication (CIC) subject at the fourth Semester. Data was collected through a questionnaire made in the form of a Google form to measure students' creative communication abilities and completion of KKNI assignments. The results of this study indicate that the NDS program has a significant contribution to improving students' creative communication skills. Quantitative data analysis shows an increase in scores on creative communication assessment after students join the NDS program. In addition, the NDS program also assists students in completing the six tasks required by the KKNI, such as problem-solving, critical thinking, and collaboration. This research provides valuable insight into the contribution of the NDS program in improving students' creative communication skills and completing KKNI assignments. The results of this study can be used by policymakers and educators to consider implementing the NDS program in schools as an effort to improve students' skills in creative communication and achievement of KKNI tasks.