National Qualifications Framework Research Articles

Teaching young scientists how to write abstracts for presentations at conferences

The article is devoted to the description of a set of tasks for teaching bachelor, master and postgraduate students to write abstracts of speeches at scientific and scientific-practical conferences. Studies and publications on the formulated problem are analyzed, and a conclusion is made about insufficient attention of researchers to the practical side of the issue. Three stages have been introduced in the preparation of young scientists for writing abstracts in accordance with the qualification levels recorded in the National Qualifications Framework: preparatory (providing conceptual and methodological knowledge in the field of abstracts writing), main (development of special skills in the field of writing abstracts in the sphere of teaching foreign languages methods) and the final one (development and improvement of the skills of editing and text design, compliance with the norms of academic integrity, self-analysis). Each of the stages includes a series of tasks. In general, the tasks are developed from providing knowledge about the types of abstracts to teaching self-analysis of the prepared for publication abstracts quality. Completion of tasks involves the widespread use of various Internet services.

Development of Geography Learning Tools Based on The Indonesian National Qualification Framework (KKNI) Curriculum

<p><em>The development of learning tools is one of the efforts to improve the quality of education as an effort to provide complete and systematic learning tools. One of them is the development of learning tools including (RPS) Semester Learning Plans and (RTM) Student Assignment Designs according to the KKNI in introductory geography courses. The development of learning tools in this study used the ADDIE (Analysis, Design, Development or Production, Implementation or Delivery, and Evaluations) model, with data collection instruments through questionnaires and validation sheets with descriptive analysis techniques. The results of the needs analysis showed that 74.4% needed an RPS adjustment and 78.9% needed the development of teaching materials in a social study program (PIPS), while the evaluation of the development validity (RPS) of Semester Learning obtained an average score of 3.59 while for the average instrument assessment (RTM) the Student Assignment Plan was obtained. the mean score is 3.75 with a mean value of 3.67 with valid criteria. These results indicate that the development of learning tools is following the KKNI and is ready to be implemented in learning activities.</em></p>

Exploring INQF-Based Curriculum in English Education Study Programs: Investigation of Curriculum Implementation

This study is about implementing the higher education curriculum based on the Indonesian National Qualification Framework (INQF). It was done at Universitas Kristen Indonesia strictly in the English Language Education Study Program. This study aims to find out how the implementation of the higher education curriculum based on INQF is. The study method used was a qualitative study with a descriptive design. The data of the study were collected through interviews. The instrument of the study was the interview sheet. The informants of the study were the head of the Quality Assurance Agency of Universitas Kristen Indonesia, the head of the Faculty Quality Assurance Agency, and the lecturers of the English Language Education Study Program. The data taken through interviews were analyzed descriptively through transcribing the interview data, data reduction, data display, and drawing conclusions. The result of the study is that the implementation of the learned curriculum is found to be through applicable, simple, and appropriate syllabus content, adding new information, and achieving goals and objectives, according to curriculum planning and quality standards. However, it requires improvement in certain parts of the curriculum implementation that some of the lecturers did not adjust the INQF-Based curriculum into the course they taught. Then it is concluded that although the INQF-Based curriculum has been structurally and well organized, it needs to be implemented by the whole lecturers in their learning and teaching. These findings suggest to the leadership of the University through the Quality Assurance Agency to control the implementation of the curriculum both at the Study Program level and at the lecturer level in carrying out the teaching and learning process.

Faculty perceptions of the implementation of the United Arab Emirate's qualifications framework (QF Emirates) in federal higher education institutions

PurposeThe purpose of this study is to examine faculty perceptions of the aim/structure of the United Arab Emirate's Qualifications Framework (QF Emirates) and its impact on academic practices in order to support policymakers on how to better implement the framework.Design/methodology/approachThe study applied a mixed-methods approach to obtain quantitative and qualitative feedback from faculty members from two of the largest higher education institutions in the United Arab Emirates (UAE), namely the UAE University (UAEU) and the Higher Colleges of Technology (HCT). A questionnaire was used to capture broad insight from a sample of 788 faculty members from both institutions. In addition, semistructured interviews were conducted with 20 faculty members to offer more in-depth analysis of how to improve QF Emirates strategies in light of the current challenges and future aspirations.FindingsThe study revealed that faculty members have an overall “average” to “high” perceptions of the general aim/structure of the QF Emirates and its impact on teaching, learning and assessment. Moreover, the study revealed that faculty from the HCT have a significantly higher perception of the QF Emirates implementation compared to faculty from the UAEU. The study concluded with proposing a number of solutions to support in improving the QF Emirates implementation, including raising awareness across stakeholders, identifying and communicating faculty roles in the process, and developing polices, guidelines and systems to support consistent integration of QF Emirates into academic practices.Originality/valueThe outcomes of this study would add to the existing body of knowledge pertaining to the role of stakeholders (e.g. faculty members) in the implementation of the national qualifications framework. It addition, it can drive future professional development activities and add to the discourse around the conceptual framework of NQFs. Outcomes of the study could also provide additional information on the use of the QF Emirates as a supporting instrument. Last but not least, this work could provide insight to policymakers in regard to institutional support that would promote effective adoption of the QF Emirates.

Blurred identities: the hybridisation of post-secondary education and training in Cambodia

ABSTRACT This study intends to identify existing permeability pathways between post-secondary education and training in Cambodia and to highlight hindrances that hamper the smooth permeability between the two systems. Adopting a hybrid process, the study combines both inductive and deductive thematic analysis approaches in coding transcribed interviews at 15 sampled training institutions and universities. The study finds that the most common route to higher education and training is through the higher qualification programmes under the same track. Although a transfer mechanism between education and training is in place thanks to the establishment of the national qualifications framework and credit transfer system, it is still a much complicated and less utilised pathway. Challenges that thwart the mobility of students include the lack of inter-ministerial collaboration and coordination, issues related to the assessment of students’ prior qualifications, and differences in quality assurance mechanisms between the two tracks. Be it more or less, these barriers have contributed to the academisation of technical training and the vocationalisation of higher education in the country.

СТРАТЕГІЧНИЙ АНАЛІЗ РОЗВИТКУ ВИЩОЇ ОСВІТИ УКРАЇНИ В КОНТЕКСТІ ЗБАЛАНСУВАННЯ ПОПИТУ ТА ПРОПОЗИЦІЇ НА РИНКУ ПРАЦІ

The article carries out a strategic analysis of the development of higher education in Ukraine in the context of balancing supply and demand in the labor market using the SWOT analysis method. The following strengths in the functioning of higher education institutions of Ukraine were identified: updating of higher education standards and national qualifications frameworks; changing approaches to learning; practice of dual form of education; introduction of new rules for assigning professional qualifications; improvement of higher education quality assessmentsystems; implementation of corporate strategic management practices in the Higher Education Institutions and approval of development strategies. At the same time, a number ofweaknesses,which are exacerbated by the challenges of the external environment, make it impossible to solve the problem of providing the labor market of Ukraine with specialists with the necessary professional qualifications. Despite European integration, which contributed to the strengthening ofstrengths, problems of providing the market with the necessary specialists can be traced in the practice of higher education institutions (lack of opportunities to finance innovative and research activities, duplication of training areas, excessive load on scientific and pedagogical staff, insufficient consideration of the interests and opinions of interested parties, weak feedback and its formality, etc.). Keywords: system of higher education, imbalance of supply and demand, educational and qualification disparities, needs of the labor market

Exploring the alignment of first-year summative assessments with Bloom’s Taxonomy: A longitudinal study

The correlation between the level of difficulty of assessments, Bloom’s Taxonomy as well as pass rates of courses has been a seriously under-researched area in South Africa. In this study, we proposed the revised Bloom’s taxonomy level of difficulty index, before we examined 112 first-year 2017‒2019 final and supplementary assessment papers from the Economic and Management Sciences Faculty of a university in Western Cape. The descriptive statistics showed that these assessment papers are different in terms of duration, total marks, type of questions asked as well as pass rates. It was also found that these first-year summative assessments asked questions mainly at levels two (understand) and three (apply) of the revised Bloom’s Taxonomy. In addition, the correlation and econometric analysis did not find a strong correlation between the level of difficulty index and pass rates. Nonetheless, the above-mentioned results need to be interpreted with great caution, because strictly speaking, one should also control for differences in other characteristics (e.g., students’ personal characteristics, school characteristics and lecture attendance). To conclude, there is no explicit national policy that guides higher education institutions (HEIs) on how to use Bloom’s or any other taxonomy to assess students at the appropriate National Qualifications Framework (NQF) level. Hence, our findings suggest that there is a need for a national assessment policy framework to guide HEIs on how to assess undergraduate students at different cognitive levels as required by the NQF. Keywords: Revised Bloom's Taxonomy, assessment, undergraduate first-year studies

MARKERS OF PROFESSIONAL COMPETENCE OF TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE

Introduction. The article is dedecated to the study of markers of professional competence of Ukrainian language and literature teachers. The pedagogue-philologist must master the art of speech, develop artistic and aesthetic taste, form moral and spiritual values, develop critical thinking of pupils in the institution of general secondary education on the lessons of Ukrainian language and literature. A philologist in the 21st century is a creative, professionally mobile and competitive person. In addition, he has an arsenal of all tools of competency-oriented approach to lessons of Ukrainian language and literature, which are implemented in the innovative content of education in the New Ukrainian School. Purpose. The purpose is to outline and explore markers of professional competence of Ukrainian language and literature teachers, which are indicators of modern quality education in the process of professional training of bachelor students. Methods. Such methods as analysis, synthesis, comparison, formalization and modeling has been used in the article. Results. Professional training of a teacher of philology is a thorough knowledge, skills and abilities in folklore, methods of teaching the Ukrainian language and methods of teaching the Ukrainian literature. The level of teacher’s professionalism is based on personal experience, on the unity of theoretical and practical training for educational activities, on the annual training, ie planning an individual trajectory of development. The study of academic disciplines in the Free Economic Zone is analyzed: folklore, methods of teaching the Ukrainian literature, methods of teaching the Ukrainian language; qualimetric approach to the selection of NUS textbooks for 5th grade and the use of certain services and platforms during the distance lesson. The study of Ukrainian literature and folklore in general secondary education is based on linguistic, historical and ethnographic, national-aesthetic and individual-psychological aspects. In the XXI century society dictates the requirements for teachers, educators, linguists, philologists as a moderator (administrator), a tutor (mentor), a facilitator (a person who provides group communication) in the modern educational space. The study of theoretical material plays an important role in mastering the methodology of teaching the Ukrainian language in higher educational establishment, but of particular importance is the practical and independent work of the student, various types of practice in institution of general secondary education, which qualitatively increases the level of professionalism. Accordingly, in the curricula language didactic readiness of future teachers to teach students in institution of general secondary education defined as a set of scientific language didactic knowledge and the formation of professional speech skills. Components of linguodidactic readiness of students in higher educational establishment: linguistic, speech, communicative, methodical, evaluative-regulatory, cross-cultural competences. For the future teacher of Ukrainian language and literature it is important to have folkloristic competence (folklore); pedagogical, literary and methodological competencies (methods of teaching Ukrainian literature); pedagogical, linguistic and methodological competencies (methods of teaching the Ukrainian language) to realize their own professionalism and competitiveness of the individual. Originality. The scientific novelty of the research results consists in the fact that for the first time the formation of key competencies of Ukrainian language and literature teachers has been analyzed on the basis of the study of mutual influence of such disciplines in higher education as folklore, Ukrainian language teaching methods, Ukrainian literature teaching methods. Special attention was also paid to the role of personal student’s experience. Also, for the first time, these competencies of the future teacher has been considered through the prism of the requirements of the New Ukrainian School. Conclusions. Thus, the professional competence of the future Ukrainian language and literature teacher is: a holistic system of thorough professional knowledge, methodological skills and abilities in various disciplines, a special role is played by folklore, methods of Ukrainian literature and the Ukrainian language; ensuring the replenishment of professional personal knowledge of the Ukrainian language and literature; flexibility of application of innovative methods of theoretical and methods of practical activity; critical thinking; self-reflection; desire for self-education as a continuous professional growth; qualimetric approach to the choice of textbooks. Formation of professional competencies of the future Ukrainian language and literature teacher of the New Ukrainian School in Kremenets Taras Shevchenko Regional Academy of Humanities and Pedagogy is in accordance with the requirements of European Standards EGS 2015, the Law on Higher Education, the National Qualifications Framework, the recommendations of the National Agency for Quality Assurance in Education (provided during the accreditation of the educational program Secondary Education (Ukrainian Language and Literature)). In the process of professional training of future teachers of Ukrainian language and literature, we must form both general and subject competencies during the study of disciplines from the cycle of professional training. It is proved that Ukrainian language and literature teacher needs to have a system of professional knowledge, methodological skills and innovative learning technologies.

ЗАБЕЗПЕЧЕННЯ ЯКОСТІ В НАЦІОНАЛЬНІЙ СИСТЕМІ КВАЛІФІКАЦІЙ: ПИТАННЯ СТАНДАРТИЗАЦІЇ

The article presents a study of quality assurance problems of the National Quali­fications System of Ukraine by reforming the domestic standardization system in the context of its integration into the European Qualifications System. In view of this, three components of the quality system were identified, namely, quality of standardization, quality of assessment and quality of documentation. The study is also focused on issues of legal regulation of the quality of professional and educational standards. In particular, differences in the legal regu­lation of educational standards of vocational pre-higher and higher education were identified. A certain legal uncertainty in the use of the terms "learning outcomes" and "competencies" and the inconsistency of the use of these terms with the EU Council Recom­mendations of 2017 and international and national standards were revealed. Along with this, a number of short­comings were found. Particularly, there is an unresolved problem of assigning professional qualifications to the levels of the National Qualifications Framework (NQF). The need for independent review (expertise) of projects of professional standards was emphasized. The issue of assessment standards was considered. For instance, the lack of such standards poses a threat to the quality of professional qualifications, especially qualifications of levels 2-4 of the NQF of Ukraine, since educational institutions have the right to assign such qualifications, in addition to qualification centers. Examples of corporate assessment standards, in particular, by the American Psychological Association, were considered. It is noted, that the formation of motivation of young people and employees to obtain modern and competitive skills оn the labor market is not enough. The outdated approach to personnel training by providers of educational services also needs to be reviewed. It is shown that the National Qualifications System of Ukraine requires quality assurance tools and the use of terms harmonized with EU legislation and practice.

ФОРМУВАННЯ В МАГІСТРАНТІВ СПЕЦІАЛЬНОСТІ 011 МОТИВАЦІЙНИХ КОМПЕТЕНТНОСТЕЙ ДЛЯ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

The article analyzes the requirements of the National Qualifications Framework of Ukraine, the Standard of the second (master's) level of higher education, specialty 011, and the professional standard for the group of professions "Teachers of higher education institutions". The requirements of these documents regarding the formation of competencies and program results of training for masters in the specialty 011 educational, pedagogical sciences, which are related to the readiness of future specialists to rely on the human factor in their activities: the level of qualification, social activity, industrial initiative, professional and general training, are defined. civic responsibility, state of health, physical training of people. It has been clarified to what extent these requirements are reflected in the description of the educational program "Pedagogy of the Higher School", which is implemented at the Department of Pedagogy of Taras Shevchenko Kyiv National University. Competences and program results of training of students of higher education in specialty 011 were ranked and on this basis the place of those related to the ability to motivate participants in the educational process during training and the main types of methodical, scientific and organizational work was determined. The curriculum of the educational program has been analyzed, the educational components have been determined, within the framework of which the formation of motivational competences in the students during the training process should be ensured. An approach to the meaningful filling of the educational components of the educational program is proposed for students to understand the needs, motives, goals and attitudes that contribute to or hinder the formation of the participants of the educational process, first of all, internal motivation, which is a necessary condition for productive activity.

АНАЛІЗ РОЗВИТКУ КОМПЕТЕНТІСНОГО ПІДХОДУ В СИСТЕМІ ВИЩОЇ ПРОФЕСІЙНОЇ ОСВІТИ УКРАЇНИ

The article investigates the development of the competence approach in the system of higher professional education of Ukraine. To specify the content of the concepts of «competence» and «competence» in the framework of this approach in the pedagogical field in Ukraine used the method of comparative historical analysis. Using this method, the works of domestic scientists in the period of formation of the competence approach in Ukrainian pedagogy are analyzed. The works of Ukrainian scientists who worked in various fields of knowledge: philology, management, theory of management and personnel management, law, pedagogy are considered. The chronology of the emergence of the concept of «competence» in Western scientific thought, its development and transformation into an educational standard. For an in-depth understanding of the concept of «competence», the process of appearance of the term in the regulatory framework of Ukraine, the genesis of its transformation into a standard of higher education in the domestic field is analyzed. The structure of qualification levels of the National Qualifications Framework is described. The main descriptors of the National Qualifications Framework are defined: knowledge, skills (cognitive and practical), communication, autonomy and responsibility, integral competence. The article mentions the comparison of the system of descriptors of the Ukrainian National Qualifications Framework with the European Qualifications Framework for lifelong learning, with the Qualifications Framework of the European Higher Education Area. integral competence The essence of competences and competences as components of the description of qualifications in the National Qualifications Framework is revealed. Differences of competences from the previous indicators of assessment of quality of training are allocated. The peculiarities of integral competencies are defined as those that reflect the ability of a person with a qualification of a certain level to perform tasks and solve problems of a certain level of complexity in the learning process or in professional activities. General competencies are considered as tools for assessing the maturity of the individual, his opportunities for self-improvement and growth. It is emphasized that professional readiness and professional suitability should be established with due regard to the moral and value qualities of the individual. General competencies are offered. which can improve professional selection and positively influence the development of the healthcare sector. Key words: competence, competencies, higher education, learning outcomes, competence approach, national qualifications framework, sectoral qualifications framework.

Pedagogical component of educational and scientific programs aimed at training a Doctor of Philosophy

The urgency of the study is due to the need to provide graduates of the Doctor of Philosophy educational and scientific programs with the mastery in methodology of pedagogical activities. The purpose of the article is to analyze the content, scope, components of the pedagogical component of educational and scientific programs aimed at training a Doctor of Philosophy. To achieve the purpose of the article we used these general scientific methods: analysis, synthesis, comparison, specification, generalization, content analysis to identify and characterize the peculiarities of developing the ability to teach students of the third (educational-scientific) level within the educational process of modern higher education institutions. The importance of the formation of teaching competence in the context of compliance with the provisions of legal documents related to the training of Doctors of Philosophy, descriptors of the National Qualifications Framework, criteria for assessing the quality of the educational program and professional standards is substantiated. It is emphasized that relevant competences, programme learning outcomes and educational components providing student’s development as a representative of academic staff are normative provisions of the programme under focus. It is emphasized that the formation of the pedagogical component of educational and scientific programs aimed at training a Doctor of Philosophy depends on the policy of an institution of higher education, which determines the scope of pedagogical (teaching) practice, sets disciplines prerequisites. Some possibilities of non-formal education for the development of the future PhD’s teaching competence are outlined. The conclusion about the role and importance of the pedagogical component of educational and scientific programs aimed at training a Doctor of Philosophy is made.

FORMATION OF SOFT SKILLS OF STUDENTS IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTION

The article is devoted to the characteristics of the peculiarities of the formation of soft skills of higher education in the educational process of higher education. To achieve this goal, general scientific methods were used: analysis, synthesis, comparison, concretization, generalization, content analysis. The following essential features of soft skills are singled out: coverage of competencies that contribute to the self-realization of future professionals and are individualized in terms of content, target, time and personal dimension; complexity, etc. Emphasis is placed on the need for active formation and intensive development of soft skills in students at the stage of study in higher education institutions. The importance of soft skills formation in the context of criteria for assessing the quality of the educational program and descriptors of the National Qualifications Framework is substantiated. It is emphasized that the formation of soft skills of students in the educational process depends on the policy of free economic education. Positive practice includes the pervasiveness of soft skills formation both within certain educational components (compulsory and optional) and extracurricular activities of higher education institutions. It is stated that the organization of the educational process in higher education institutions does not yet have universal technologies for the formation of soft skills. Teaching methods such as small group work, creative exercises, case method, role and business games, debate, discussion, interactive method, brainstorming, project method, facilitation, training, personal and professional portfolio creation, independent research, heuristic method – should be used in the educational process of modern universities for the formation and development of soft skills. Possibilities of non-formal education for self-development of soft skills are analyzed.
 Keywords: soft skills; educational process; teaching methods; learning technologies; personal development; educational program; professional training; non-formal education; self-development.

The Impact of Slovenian Qualifications Framework: Stakeholders’ Perspective

This paper examines the impact of the national qualifications framework on the education and training system in Slovenia in the context of the European qualifications framework for lifelong learning and its influence on the design of the Slovenian qualifications framework. Although the role of the European Union in educational policy-making has received considerable attention, of which national qualifications frameworks are part of, only a few studies have focused on measuring the impacts of the European qualifications framework influenced national qualifications frameworks in Europe. By drawing on the theoretical concept of policy transfer in the analysis of European/global education policies, the study shows how European qualifications framework policy transfer influenced Slovenian qualifications framework development through soft instruments. Furthermore, this study examined the extent to which the Slovenian qualifications framework’s objectives have been achieved according to key stakeholders (n = 50) using a quantitative research approach. The findings indicate that, unlike objectives related to the Slovenian qualifications framework’s reform role, i.e. support for lifelong learning, the objectives related to the Slovenian qualifications framework’s communication role, i.e. recognisability, understanding and transparency of qualifications and coordination of the qualifications subsystems, are mostly being met from the stakeholders’ perspective.

COMPETENCY-BASED EDUCATION: THEORY AND PRACTICE

This study aimed to reach a pro on Competency-Based Education (CBE) through the opinions of Educational Sciences experts and to review the literature on CBE. In this study, convergent design, one of the mixed methods research, was used, and a semi-structured questionnaire was used to collect data. The sample was selected through convenience sampling and consisted of 28 participants. In the study, the documents related to National and International Qualifications Frameworks, history of CBE, its comparison with traditional education, its implementation, and the challenges of CBE practices are reviewed. The findings revealed that there is a conceptual consensus among the experts on the concepts of skill and learning outcome, but no agreement on the use of “competence,” “proficiency,” and “qualification.” The study showed that the experts adopt the most up-to-date definitions of CBE, but it is often confused with Proficiency-Based Education. The study revealed that CBE focuses on the demonstration of competence when considering students’ progress and measures it by formative assessments and that, in CBE, students’ learning gaps are eliminated by supporting them at each stage.

A Critical Thinking Skill Profile of Science Education Undergraduate Student in Basic Physics

An undergraduate student should have ability to make the right decision based on data analysis and information able to provide instructions in choosing various alternative solutions independently and in groups. This is an important point in the Indonesian National Qualification Framework at the undergraduate level. One of the skills that must be possessed by students who are part of 21st century skills is critical thinking skills. The aim of this research is to analyze the critical thinking skills profile of science education undergraduate students in basic physics. Subject of this research were undergraduate students with sample of 109 undergraduate students determined by purposive sampling. The instruments have fulfilled the validity requirements (rα = 0.26) and reliability (α = 0.99). Result of this research that the profile of science education undergraduate students is very low level. The students’ critical thinking skills need to be improved based on that level.

Education politics: Learning model through Google Apps in office administration management of diploma students

Digital natives are unlimited digital information sources to provide convenience in accessing of digital information sources. It’s developed in the Industrial Revolution 4.0, which were marked by the rapid advancement of information technology and which had an abundant impact on people accustomed to receiving high-speed information. The government in the Indonesian National Qualifications Framework policy under Presidential Decree No. 8 of 2012 has outlined the importance of fulfilling educational qualifications for each profile of its graduates to have the competencies needed in the world of work. There needs to be a careful and thorough evaluation step to see whether the campus authorities can meet the competency standards and this problem then motivates researchers to conduct little experiments on using Google Apps to manage office administration and non-conventional learning models by looking at the relationship between the required competency standards and the learning received by students.
 
 Keywords: Digital, Educational Politics, Google Apps

Application of SCL Learning Methods and Student Leadership Behavior: A Correlational Study

Background: Competency-Based Curriculum (CBC) is a curriculum that is structured based on the main and supporting competencies used to achieve a competent nursing graduate profile. Leadership is the process of influencing and directing others to be motivated to achieve a goal. This study aimed to determine the relationship between the application of the Student-Centered Learning (SCL) method and the development of student leadership behavior at the Faculty of Nursing, Universitas Syiah Kuala (FON-USK). Methodology: The type of research used is quantitative by using a cross-sectional study design. The sampling technique used in this study is total sampling with a total sample of 382 respondents. The data was collected using a questionnaire sheet, and the data were analyzed using the Pearson Product Moment correlation method. Results: The results show that there is a relationship for the application of all learning methods on the development of student leadership behavior, with p-value are described: small group discussion method (p-value 0.000) and role-play and simulation method (p-value 0.018). Conclusion: It is recommended that FON- USK continue developing various innovative SCL learning methods based on the Indonesian National Qualifications Framework to improve leadership abilities and the achievement of nursing graduates who can compete in the national and international world of work. Keywords: Teacher-Centered Learning; Student-Centered Learning; Learning Methods; Behavior; Leadership; Student.

UNIVERSITY STRATEGY AND IMPLEMENTATION USING THE DAVID STRATEGIC-MANAGEMENT MODEL: A CASE STUDY FROM INDONESIA

<p>The competency standards of university graduates must comply with the National Standards of Education, the Indonesian National Qualification Framework (KKNI), and other criteria set by the university. Universities need to set strategies and implementations to achieve the standard of graduate competence consisting of attitudes, knowledge, and skills stated in the formulation of graduate learning achievements. A case study using a qualitative approach was conducted at the university in Banten, Indonesia. The purpose of this study is to explore academic strategies in university. This includes examining the key drivers for strategic planning, the opportunities pursued in strategic planning, and challenges encountered in the process of strategic planning. The findings suggest that key drivers for strategic planning in the university include market competition and customer requirements. Secondly, the findings are the university should pursue three major strategic planning opportunities, including improved academic operational efficiency, improved student competency, and lecturer’s qualification, as well as improved services of the university. Thirdly, the change management process is reactive and not necessarily transformational in its degree, even though it can involve large-scale changes. The findings integrated into a model contribute to understanding the relationship between the context of strategic planning, the content of strategic planning, and the process of strategic planning in university.</p>

Expected and Actual Learning Outcomes of Teacher Students Based on National Qualifications Framework for Higher Education

The major objectives of the research were to evaluate and compare expected and actual learning outcomes of teacher students based on National Qualifications Framework for Higher Education in Thailand. The key informants were one hundred and eighteen 1st and 2nd year of teacher students from one university in 2020. The research instrument was a questionnaire on five domains of the national qualifications framework for higher education in Thailand. The data were analyzed by a statistical procedure: percentage, mean, and standard deviation. Paired-samples t-test and content analysis were employed for the study. The research findings indicated that the overall expected learning outcomes and actual learning outcomes regarding the five domains of the national qualifications frameworks were at a high level. The expected learning outcomes and actual learning outcomes regarding the comparison of the expected learning outcomes and actual learning outcomes with the national qualifications framework were not different.