National Qualifications Framework Research Articles

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.

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.

China-ASEAN Qualifications Framework: Pathways to mutual recognition

Developing a mutual recognition mechanism for China-ASEAN qualification framework of vocational education is essential for creating a fair, freely mobile lifelong learning system that will enable learner to carry and accumulate their learning outcomes across the region. By formulating and implementing unified standards, mutual recognition of qualifications across domains, industries and regions will be promoted, fostering greater collaboration and mobility between educational institutions and workplaces. To achieve this objective, China and the Association of Southeast Asian Nations (ASEAN) have undertaken extensive preparations and explorations at the policy, organizational and functional levels. The development commitments outlined in the “Vision 2030 of China-ASEAN Strategic Partnership” provide a framework for the establishment of a mutual recognition mechanism, while the existing promotion measures of all parties demonstrate their commitment to realizing this vision. This paper proposes the concept of five development stages of mutual recognition of national qualification frameworks (NQFs) in vocational education, which will gradually establish the mutual recognition mechanism of regional NQFs. This mechanism will not only promote greater collaboration and mobility between learners, educational institutions, and workplaces but also achieve the ultimate goal of comprehensive development of people and society in the region.

Strategi Pengembangan Program Studi Komunikasi Penyiaran Islam Melalui Inovasi Kurikulum

The aim of the research is to explain the strategy for developing an Islamic broadcasting communication study program. Qualitative research method through literature study. Data collection techniques with documentation and data processing with data reduction and presentation. Research results: strategies for developing the Islamic communication and broadcasting curriculum: sending professional da'wah personnel to remote areas, sending students to Islamic boarding schools to prepare professional da'wah personnel, assigning students to manage radio as a medium for da'wah, strengthening courses that lead to the Islamic broadcasting communication study program, core communication science, especially material on journalism and broadcasting, a plus da'wah-based curriculum and a balanced portion of the curriculum between theory, practice, Indonesian national qualification framework, curriculum concentration on journalism, broadcasting, public relations, plus competency in the field of counseling based on an Islamic world-view, communication technology competency and competence in managing mass media.

NQF기반 대학 역량기반교육체계 설계 이슈 고찰

This study comprehensively analyzed domestic and overseas cases implementing the National Qualifications Framework (NQF) and explored design issues that could be linked to the competency-based education system of domestic universities. To this end, we suggested the educational system design characteristics of domestic and overseas NQFs and suggest a way to link the results to the design of competency-based education systems in domestic universities. The main research results were that the NQF education system design was analyzed into 5 areas and 11 characteristics, and 3 improvement issues were presented to reflect this in the design of competency-based curriculum in domestic universities. First, there is a need to establish a competency qualification system required by the national-regional level and design a competency-based education system in connection with it. Second, it is necessary to design a curriculum completion system based on the 'competency qualification achievement system' so that learners can achieve their learning goals and acquire competency levels. Moreover, it is necessary to design a completion system so that the learning time required to reach the learning goal is calculated as credits, and learning experiences outside of school can also be recognized as qualifications. Third, it is necessary to establish and implement a system of 'regional governance' for matching industrial talents between universities and companies. In other words, the university is a center that can form various partnerships between the region and companies, and it can nurture local talents.
 In short, by applying the competency-based education system design issues derived from this study, it is expected to contribute to an educational mechanism that can solve the mismatching of talents between universities and companies by transforming the competency-based education system of domestic universities into a competency qualification system (RQF) linked to regions and industries.

Publipreneur based Language Learning (PBLL) as Thematic Approach in Teaching English for Creative Industry

The purpose of this study is to evaluate the effectiveness of Publipreneur Based Language Learning (PBLL) as a thematic approach in teaching English, particularly for the creative industry. In finding the right way to design English materials for the creative industry, researchers conducted a student needs assessment through questionnaires, interviews, and classroom observation (simulation) in the learning process. The research questions were answered through eight items of respondents' understanding, namely: 1) Lecturers' perception of the creative industry; 2) Lecturers' institutional awareness; 3) The role of students in learning activities; 4) The role of lecturers in the learning process; 5) Evaluation in the learning process; 6) Difficulties in designing English materials; 7) Solutions in problem solving; 8) Designing PBLL Materials for Creative Industries. The findings of this study include three main points. First, to meet the needs, the design of English learning materials should be formulated according to the competency level of the Indonesian national qualification framework approach. Second, to meet the needs of the industry, the design of English learning materials should be able to encourage them in performing various technical skills and competencies needed by the industry. Third, to improve one's proficiency in understanding EOP materials, the design of English learning materials can elaborate Kathelen Graven's model with its modification by prioritizing concept actualization after content conceptualization.

Bun-yat al-Manhâj Syibhu al-Muwâziyah li Qismi Ta’lîmi al-Lughati al-Arabiyyati bi Jâmi’ati Maulânâ Mâlik Ibrâhim al-Islâmiyati al-Hukûmiyati Mâlang

The frequent changes in government policies regarding higher education curricula pose a problem for many universities. One recent policy that has caused issues is the "MBKM" curriculum, which also influences State Islamic Religious Colleges. This study aims to reveal how the Arabic Language Teaching Department of UIN Maulana Malik Ibrahim Malang developed a semi-parallel structure by combining parallel and serial structures. A case study approach was employed, with the Arabic language teaching department of UIN Maulana Malik Ibrahim Malang as the main research subject. Data was collected through interviews and documentation. The data analysis consisted of three stages: data reduction, data presentation, and conclusion drawing. The findings revealed that the semi-parallel curriculum structure implemented by the Arabic language teaching department fulfills two curriculum standards. Firstly, it meets the demand for curriculum standardization based on the Indonesian National Qualifications Framework (KKNI) outlined in Higher Education Regulation No. 44, 2015. Secondly, the semi-parallel curriculum structure corresponds to the curriculum standards set forth by the Indonesian Arabic Teachers Association (IMLA) in 2019. So, the development of a semi-parallel curriculum structure for the Arabic Language Teaching department has proven to be following national standards, even though policies often change.

Model concepts to support the improvement of students' skills in learning tasks

This article aims to design a concept model that can support learning to improve students' ability in learning tasks to deal with problems that exist in the real world. Based on KKNI (Indonesian National Qualification Framework), there are six tasks in learning, namely routine tasks, critical book reports, critical journal reports, idea engineering (scientific or creative writing), mini research, and projects. Therefore, the learning process must be able to increase student learning motivation. In addition, it must also develop their competencies and skills to think critically, have high creativity, be able to work together in teams, be disciplined, be responsible, and be able to create frameworks and solve problems in life and the environment. Therefore, it is necessary to develop a learning model that is in accordance with these objectives. In this case, it is a learning model designed to encourage students to learn and practice, so that they are skilled in responding to problems based on their experience in learning. The approach in this development research was carried out using the ADDIE model. The design concept of this development model is done by combining a project-based learning model with six tasks based on KKNI (Indonesian National Qualification Framework). The results of the design concept of this development model consist of seven syntax stages, namely: material explanation, material review and formulation of problem formulation, study and review of book and journal literature, idea engineering (scientific or creative writing), mini research, project design and implementation, and presentation and evaluation.

De/colonising Theoretical Literatures and the Educational Qualifications to Unpack the Grotesque Skills Gap in South Africa

The research uses decolonial theory to delineate the conceptualisation of the academic qualifications provided by South African tertiary institutions and their relevance to closing the national skills gap. Decolonising the South African educational system represents a progressive approach that is new to both students and educators. Both government and employers acknowledge a skills shortage in South Africa. However, the question of where the skills should be provided is unanswered. Graduates are expected to have specific skills before entering the labour market. The study uses desktop research that focuses on secondary data to explore the phenomenon. The research has two objectives: to present a decolonial explanation of the relationship between academic qualifications and national skills needs and to explore ways of integrating current academic qualifications offered by educational institutions in South Africa to address the national skills gap. The study explores how the content of the National Qualification Framework and its relevance in skills development can be decolonised. The study found that the existing educational qualification programmes in South African tertiary institutions are unable to address the skills gap effectively due to emerging needs highlighted in recent literature. To address this issue, there is a need to restructure academic qualifications to better align them with the country's skill shortages or explore alternative approaches to aligning knowledge and skills. The study recommends examining the national skills shortage beyond the higher education institutions’ academic structure and looking at other factors, such as workplace discrimination in training and development. Collaboration between stakeholders, employers and tertiary education institutions should be encouraged for curriculum development and alternative means of skills acquisition.

Assessment of Epidemiology Courses in Health Management Undergraduate Education in Turkey

Abstract
 
 Objective: In today’s ever-changing health sector, health managers need to focus on promoting the health of populations, therefore they need a specialized understanding of epidemiology, as a necessary requirement for population-based management. Epidemiology is acknowledged as an important component of health management undergraduate education, which provides the knowledge and skills that health managers use in their efforts to promote quality of health. This cross-sectional descriptive study aims to assess the extent to which epidemiology is conducted in health management undergraduate programs in Turkey.
 Material and Method: The current curricula of 75 health management undergraduate programs, listed on the Program Atlas of the Higher Education Council, are reviewed through universities' Information Package for National Qualifications Framework for Higher Education to profile the characteristics of epidemiology courses. Descriptive statistics was expressed as mean±standard deviation for continuous variables, frequency and percentage values were used for categorical variables.
 Findings: A total of 60 (80.0%) programs have epidemiology in their curricula, yet the characteristics of these courses, such as their core/elective status, the semesters they are conducted, the weekly contact hours and ECTS credits, and the topics covered in the syllabus vary across programs.
 Conclusion: The findings of this study reveal that there are variations regarding how epidemiology courses are conducted across health management undergraduate programs in Turkey. Apparently this poses a challenge against all efforts to ensure the uniformity of the minimum core competencies among all health management program graduates; and although the Health Management National Core Education Program has been a great starting point towards standardization, there are further steps to be taken to improve the health management undergraduate curricula in Turkey.

Implementation of UPBJJ-UT Governance Policy Innovations Based on the Indonesian National Qualifications Framework in East Nusa Tenggara Province: Strategic Collaboration Approach Perspective

Government policy in improving the quality of higher education and the quality of graduates through the Ministry of Research, Technology, and Higher Education's policies continues to experience significant development. One of the innovation policies for Higher Education governance is the realization of the Indonesian National Qualifications Framework (KKNI) which adapts to current developments in the current era of digitalization. This research seeks to see how the strategic collaboration approach is in developing the capacity of "quality UPBJJ-UT Governance Innovation based on KKNI" with the UPBJJ-UT analysis unit in East Nusa Tenggara. This research was carried out using a mixed method, where the methods used in this research were qualitative and quantitative. The results of the research gave birth to a recommendation model for the implementation of quality UPBJJ-UT Higher Education development policy innovations in East Nusa Tenggara Province.

Legislative and organizational provision of continuity of professional training of future Physical Education teachers

The article analyzes the legislative basis for the introduction of levels of education in Ukraine, the adoption of organizational measures to implement the concept of level education, as well as the requirements for educational levels and degrees as elements of the concept of continuous professional education. Special attention is paid to the expediency of the sequence of the continuous educational process, starting from the stage of preliminary education and ending with the master's degree, in relation to the traditions and innovations of the world educational practice. The features of professional pre-higher education, opportunities for its students, advantages of implementation and development in the context of continuous education declared in Ukraine are analyzed in detail. At the same time, some shortcomings are emphasized: in particular, the lack of a legally established definition of the category of vocational pre-higher education. The advantages and problems of the training of junior bachelors are highlighted separately, the relationship between the content of their training and the content of the training of junior specialists and bachelors is revealed. The debatable opinion of specialists regarding the expediency of introducing the junior bachelor's training level is reflected. The main focus of the article is on the phasing of the training of future teachers of Physical Education - from the professional junior bachelor's level to the master's level - in the aspect of continuous education in accordance with the normative documents in force in Ukraine - the standard of the new generation teacher, the standard of professional preliminary education, the standards of professional training, as well as in accordance with educational programs and the National Qualifications Framework. The volume of ECTS credits for educational-professional and educational-scientific programs for the training of Physical Education teachers is shown. Attention is focused on the content of dual education in the Physical Culture teacher training system. Directions for further research are outlined: in particular, the need for a comparative analysis of all aspects of educational programs for training Physical Culture teachers in various higher education institutions is noted.

Facing Global Challenges and a New Post Pandemi Era in Indonesia: Curriculum Changes and Innovations in the Bachelor of Islamic Education Management Program

Purpose: This paper aims to describe several curriculum innovations in the Islamic Education Management Study Program, the case in Indonesia. Curriculum changes and innovations are unavoidable due to the rapidly changing global situation. Method: The implementation of innovations has been rather slow due to complicated bureaucracy and overlapping government regulations and the uncertainty of the social situation due to the Covid-19 pandemic. This research method describes sequentially, real and precisely about the characteristics of the subject and object, the situation being studied, especially with regard to innovation and curriculum development, in the context of challenges in the Islamic Education Management Study Program in Indonesia. Results and conclusions: This study uses a qualitative approach. Data collection was carried out through documentation studies, observations, and in-depth interviews. The triangulation technique is used to ensure the validity of the research data. The collected data were analyzed qualitatively using data reduction methods, data presentation, and drawing conclusions Research implications: The results of the research show that curriculum changes and innovations are oriented towards three things; First, the absorption of graduates in employment (referring to the Indonesian national qualifications framework); second, the flexibility of the learning process (based on borderless learning); the third gets international recognition (international certification or accreditation). Originality/value: Methodit is more realistic than policy and its orientation is not just materialistic or pragmatic. free markets and international recognition of universities.

Economics Modules for Students of the Economics Study Program, State University of Medan T.P. 2022/2023

Learning during COVID-19, which is conducted through online tutorials, provides limited access to students to get information about teaching materials, including economics teaching materials, especially essential materials. As faculty, we are required to be more creative in anticipating this problem, so that the quality of learning has improved. For this reason, it is necessary to compile a module that can be prepared by students, especially modules of the economics course that are in accordance with the requirements of the curriculum of the Indonesian national qualification framework. This research aims to make a module that is relevant and suitable for use in the learning process. The method used is the research and development of Borg and Gall. This research was conducted with students of the Economics Studies Program of the Faculty of Economics of Medan State University with a population of all students who took the Microeconomics course 2022/2023. With samples divided into three, that is, 3 people for individuals, 6 people for small groups and 30 people for field groups. To see the feasibility, this draft of the module was validated by validators who are experts in their fields, and to see the technicality, this module was tested to the students. The results of this study show that this developed module should be used in economic

An analysis of interaction patterns in students’ research essay guidance to build six main parameters of the Indonesian National Qualification Framework: Covid-19 pandemic period

This study aims to reveal the interaction patterns and inhibiting factors for the final project guidance in the Mathematics and Natural Sciences Education Department, Universitas Lampung, to develop the six main parameters of the Indonesian National Qualifications Framework (INQF). The study employed a mixed method involving 67 students who composed the final project for the 2021/2022 academic year selected from 314 final project students using the cluster random sampling technique. The data in this study were primary and secondary data obtained by questionnaires, interviews, and documents, analyzed qualitatively, quantitatively, and descriptively. The closed-response questionnaire was used regarding the interaction pattern, the INQF parameters achievement, and perceptions of the achievement of students' core competencies. An open-response questionnaire regarding the inhibiting factors for the final project guidance was used to provide the qualitative data. Descriptive analysis was conducted to determine the profile and interaction pattern of the final project guidance, while the qualitative analysis using Miles and Huberman model was to reveal the inhibiting factors of the final project. The results show that: (1) the dominant interaction pattern that occurred was an associative pattern originating from the factors of suggestion, identification, and sympathy; (2) the INQF parameter with the best score is the science parameter with an average parameter achievement of 9.97 from the lowest score 3.00 until the highest score 12.38; and (3) the perception of achieving the highest core competency of students is the aspect of soft skills, both personal and interpersonal, with the highest average perception of achieving core competency being 59.71 out of 80.