National Qualifications Framework Research Articles

Achievements and Problems of Modernization of Higher Education in Ukraine

The article considers the state of implementation of the provisions of the Law of Ukraine «On Higher Education», focused on the modernization of domestic education, assesses the European integration orientation of the implemented measures and tools used. The presented material is based on the results of applied research «Study of modernization of the structure and content of higher education in the context of the implementation of the Law of Ukraine On Higher Education», which is performed at SSI «Institute of Education Content Modernization» during 2016-2021. In the course of the work all components of the higher education system were comprehensively studied: quantitative and qualitative indicators of the network of educational institutions and contingents of participants in the educational process, the structure of higher education and modernization of the methodology of education content (introduction of modern level and degrees; list of specialties, introduction of new standards and education programs). The level of updating the National Qualifications Framework and bringing it in line with the Qualifications Framework of the European Higher Education Area has been assessed.
 The process of solving a key educational problem - the creation of a transparent and effective system of quality assurance in higher education, including the National Agency for Quality Assurance in Higher Education is studied. It is established that the NAQA, as a new governing body in the field of higher education, plays a significant role in creating a quality system, ensuring its effectiveness, promotes the development of the market of quality educational services, the introduction of a mechanism of healthy competition in higher education.

Analysis of Teacher Training Program in The Perspective of Knowledge

The main concern of National Qualification Framework is to standardize the qualification at higher level. Secondly, the teacher education comes under the domain of higher education which the NQF describes from 5-8 levels. The curriculum of B.Ed. (Hons) falls under 6th level of the framework and revised in 2010. To analyze the alignment between compulsory subjects of B.Ed. (Hons) program with the aspect of “knowledge” given in the NQF was the focus of this research. Data collection were made through Content analysis and alignment matrix. For analyzing the alignment of the compulsory courses of B.Ed. (Hons) program with the component of “knowledge”, alignment matrix was used. Three types of categories were developed i.e., aligned, partially aligned and not aligned. These three categories were assigned codes such as 1 for aligned, 2 for partially aligned and 3 for not aligned. The categories and sub-categories of “knowledge” which were simply defined with little explanation in the courses were considered as partially aligned while the detailed discussion on the sub-categories of “knowledge” in the courses was considered as fully aligned under alignment matrix. But the sub-categories not discussed at all were considered as not aligned during analysis of compulsory courses of B.Ed. (Hons) elementary program through alignment matrix.

The Influence of Curriculum Based on the Indonesian National Qualifications Framework (KKNI) on the Quality of Student Learning (Studies on Students at the State University of Medan)

The curriculum is one of the supporting factors of successful learning and of course the curriculum is structured to be able to improve the quality of each student. Currently the current curriculum is being discussed, namely the curriculum based on the Indonesian national qualification framework (KKNI). This curriculum is very closely related to the HOTS system (High Order Thinking Skill), where this system requires students / students to think high-level that requires a variety of different learning and teaching steps by just learning facts and concepts alone. The KKNI curriculum requires students to go directly into the real world / field. This curriculum is also expected to be able to harmonize cognitive, psychomotor, and affective. The purpose of this study was to find out and analyze how the influence of KKNI on the quality of student learning. Data collection techniques are by distributing questionnaires to respondents as many as 40 respondents. The research method used in this study is by using a correlational method that is related to the descriptive method, where the writer will look for the relationship between the variables studied, namely the KKNI towards the quality of student learning. The research approach used by the writer is by using qualitative and quantitative approaches. The results showed that there was an influence of the KKNI curriculum on the quality of student learning. The research method used in this study is by using a correlational method that is related to the descriptive method, where the writer will look for the relationship between the variables studied, namely the KKNI towards the quality of student learning. The research approach used by the writer is by using qualitative and quantitative approaches. The results showed that there was an influence of the KKNI curriculum on the quality of student learning. The research method used in this study is by using a correlational method that is related to the descriptive method, where the writer will look for the relationship between the variables studied, namely the KKNI towards the quality of student learning. The research approach used by the writer is by using qualitative and quantitative approaches. The results showed that there was an influence of the KKNI curriculum on the quality of student learning.
 Keywords: Curriculum, HOTS, KKNI

Crediting worker education? Insights from South African experiences

ABSTRACT This paper explores South African experiences in using formal credentials in worker education. In specific, it analyses the value and use of the outcomes-based, unit standards-based qualifications registered on the South African national qualifications framework for “trade union practice.” Creating formal qualifications for worker education programmes was hotly debated for many years in the labour movement. The paper finds little evidence of positive achievement of the creation of a formal qualification route for trade unionists. The main stated reason for the introduction of the formal qualification route was to support the educational and labour market mobility of union activists. There is no evidence of this to date, and the paper argues that the design of the qualification makes it unlikely to become a possibility. The existence of the qualification has facilitated funding for worker education, but a greater success would have been to convince public bodies to fund worker education according to its intrinsic logic. The paper also finds that to date the negative consequences that many unionists predicted in these debates have not arisen. However, this seems to be in spite of and not because of the qualification model and may be attributable to the strength of the single provider of the qualification.

Preparing for advanced practice radiation therapy in South Africa: Conceptual and curricular considerations.

The higher education landscape in South Africa has recently changed with the new National Qualifications Framework, leading to the introduction of four-year degrees in all four radiography disciplines. Additionally, there have been developments in the extension of roles in radiography, while the need for interdisciplinary practice has also been emphasised. The Professional Board for Radiography and Clinical Technology (PBRCT) of the Health Professions Council of South Africa is currently revising the scope of the profession which will now include extended roles. However, the extended role concept in radiation therapy has not received the attention similar to Diagnostic/Medical Imaging. The aim of this paper is, therefore, to provide concept clarification and key considerations for developing a postgraduate curricular framework for training radiation therapists to practise in the envisaged extended roles. For this narrative review, a Boolean search for advanced practice and role extension in radiation therapy was done on all databases (43) available on EbscoHost to source for peer-reviewed articles published between January 1950 and September 2020. A total of 17 articles met the inclusion criteria and were used to frame the discussion. Advanced practice emerged as the more suitable concept as it goes beyond an extension of tasks to include critical characteristics that are necessary to drive transformation in the local social, professional and educational arenas. It is envisaged that some of the key points discussed in this paper could assist the PBRCT in thinking about the implementation of the proposed extended roles for radiation therapists in South Africa.

Peningkatan Produktivitas Kerja Dengan Pendekatan KKNI Menggunakan Metode Full Time Equivalent (Studi Kasus di PT. Rosy Ceramindo)

Human Resources (HR) has an important role in a company. PT. Rosy Ceramindo is one of the companies engaged in manufacturing tableware. So we need to optimize the number of employees in accordance with their workload through workload analysis. Mapping employee competencies is made based on the job description of each position then compared to the Indonesian National Qualification Framework (KKNI). The method used is the Full Time Equivalent method using Java. The optimal number of employees based on FTE calculations for the Production Department is 94 people. Mapping of competencies based on job description and KKNI for the position of Section Chief is at level 6 equivalent to S1 or D4. For the positions of Mold Operators, Body Raw Material Milling Operators, Glaze Raw Material Milling Operators, Painting Operators, Pressure Casting Operators, Casting Operators, Finishing Operators, Decal Operators, Glazing Operators, and Roll Kiln Operators and Packing Operators at the levels. 2 is equivalent to SMA / SMK / MA.Keywords : FTE, SDM, JAVA, KKNI, Productivity .

АЛГОРИТМ ВЫБОРА МЕТОДА ДЛЯ ОПТИМАЛЬНОГО УПРАВЛЕНИЯ ЦИФРОВЫМ ДВОЙНИКОМ ПРЕДПРИЯТИЯ

The volume of processed information increases when analyzing and control the activities of anenterprise as a system. The amount of processed information directly depends on the dimension ofthis system. In the work, the activity of the enterprise is formalized as a digital twin of the enterprise.The digital twin of the enterprise is analyzed as a dynamic system. The enterprise was identified as adynamic system. The digital twin of the enterprise is formalized as V. Leontiev's balance model. Analgorithm for optimal control of the digital twin of the enterprise has been created.The following functions are considered as parameters of optimal control: the trajectory of the system,the execution time of the algorithm and the indicator of the state of the system. In the algorithm forenterprise control, the following methods were used: Bloom's taxonomy, the competence of graduatesin the SFU specialties and the National Qualifications Framework of the Russian Federation. Theidentification of the enterprise processes is carried out by the method for which the patent has beenobtained. The algorithm is implemented in the author's software package for analyzing a system witha dimension of 1.2 million values. The study showed significant changes in the values of the optimalcontrol functions characterizing the states of a dynamic object, depending on the selected techniques.Calculations have shown how the choice of control method affects the optimality of decisions. Thestate of the enterprise is displayed through the competencies of the personnel: psychomotor, cognitiveand affective. It was found that with low cognitive and affective abilities of the staff, psychomotoractivity begins to prevail, which leads to little result. With the growth of the cognitive abilities of thepersonnel, psychomotor activity becomes more adequate to the internal tasks and the influence of theparameters of the external environment. An integral indicator was used to assess the implementationof methods in enterprise control. The estimation of the optimality of the solution for control the digitaltwin of the enterprise as a dynamic system is carried out.

Unit standards to occupational qualifications: South African vocational policy reform stuck in reverse

ABSTRACT This paper argues that the recent policy reform of occupational qualifications in South Africa is not substantially different from previous qualifications composed of unit standards and learning outcomes. The transition to democracy in the 1990s saw the introduction of a National Qualifications Framework (NQF) for post-school education. The framework adopted a model similar to competency-based training (CBT), where qualifications used unit standards and learning outcomes as a design template. Many problems ensued; amongst other concerns, researchers demonstrated that unit standards fragment learning by focusing on task performance at the expense of knowledge. Substantial changes were made in 2009, including the introduction of the Occupational Qualifications Sub-Framework of the revised NQF. Occupational qualifications are designed using a template to standardise the format of occupational standards and knowledge, practical skills, and work experience modules for the curriculum framework. For policymakers, occupational standards represent broad notions of competence based on occupational practice. The development of an occupational qualification is guided by a template for the process of deriving the curriculum framework from occupational standards. However, my research suggests that occupational qualifications based on occupational standards are further elaborated work tasks that are then used to develop curriculum framework contents, which further entrenches CBT approaches and their associated problems.

The Global Micro-credential Landscape: Charting a New Credential Ecology for Lifelong Learning

This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) what are micro-credentials? (ii) why micro-credentials? (iii) who are the key stakeholders? (iv) what is happening globally? and (v) what are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st Century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic.

Implementation of Indonesian National Qualification Framework Based Curriculum in Higher Islamic Education

The era of globalization requires various sectors to make changes, including in the world of education. In higher education, the curriculum should be designed to comply with the Indonesian National Qualifications Framework (KKNI) to respond these changes. The curriculum is based on the framework of qualification levels which equalize, juxtapose, and unify learning outcomes with work experience into the types, forms and levels of higher education. This study aims to describe the implementation KKNI based curriculum for postgraduate program at the State Islamic Religious Institutions (PTKIN) in East Java. It applied descriptive-qualitative. The data were collected using observation, interview, and documentation techniques. The data were analysed using descriptive-qualitative analysis. The results shown that the implementation of KKNI based curriculum in postgraduate at PTKIN institutions in East Java took place from 2016 to 2020. The implementation began with socialization in the form of curriculum workshops. In those workshops, a curriculum draft and guidelines for its implementation were prepared. However, there were some in the implementation. One of them is that most of the lecturers did not understand the basic concepts of curriculum. To overcome this, intensive workshops were held to prepare syllabus, semester program plans and courses for each semester.

CURRICULUM ANALYSIS OF MASTER PROGRAM IN ISLAMIC HIGHER EDUCATION

The purpose of this research is to analyze the construction and content of the curriculum of Postgraduate, especially on Master Program in Islamic Religious Education at two Islamic Higher Education – private and public. The method used in this research is a descriptive qualitative method by focusing on curriculum construction and then analyzingit using content analysis.The results of this research show that the curriculum construction of the Master Program in Islamic Religious Education at UIN Maulana Malik Ibrahim and UNISMA Malang is based on the grouping of subjects according to the demands of the Indonesian National Qualification Framework at the 8 level. The curriculum content is mainly dominant in strengthening Pedagogical Content Knowledge (PCK). Second, Postgraduate does not provide alternative curriculum so there is no flexibility. Curriculum of the master program in Islamic Religious Education must be able to strengthen the content knowledge of Islamic education.

The Integration of KKNI, SNPT, and the Integration-Interconnection Paradigm in Curriculum Development at PTKI

This study aimed to explain the development of the Islamic Religious Education (PAI) curriculum in Islamic religious higher education which refers to the Indonesian National Qualifications Framework (KKNI), the National Higher Education Standards (SNPT), and the Science Integration-Interconnection Paradigm as an orientation for scientific development at UIN Sunan Kalijaga. This research used qualitative methods with a naturalistic qualitative approach. The research took place at the Faculty of Tarbiyah and Education (FITK), UIN Sunan Kalijaga Yogyakarta with a focus on the study program of PAI. The subjects of this study consisted of the Dean, Deputy Dean, and Chair of the Study Program, lecturers, and students of PAI. The research procedure was taken in four steps: observation, in-depth interviews, and documentation. Meanwhile, the data were analyzed by using the inductive model. The findings of the study indicated as follows; first, curriculum development emphasizes the clarity of the graduate profile, learning outcomes, the PAI field of study as the scope of development, the weight of the semester credit units. Second, curriculum development accommodates professional teacher competencies with four competencies; pedagogic, personality, social and professional. Third, curriculum development in the PAI Study Program emphasizes aspects of Islamic Education with its main sources, namely the Al-Qur'an and Al-Hadith.

The Competency Assessment Model for Public Transport Drivers based on the Indonesian National Qualifications Framework (KKNI) uses Analytical Hierarchy Process

This driver behavior assessment model discusses the expertise of public transport drivers based on the national Work Qualification with graduate competency standards (SKL). Graduate competency standards have parameters, namely competence, competency elements and graduation indicators. From these three parameters, the competency unit is abbreviated as UK, the competency element is abbreviated as EK, and the graduation indicator is abbreviated as IK. Assessment of the first competency unit is upon attitudes and values, the second competency unit is upon the ability in the field of work, the third competency unit isupon the area of ​​knowledge mastered and the fourth competency unit is upon the rights and responsibilities. The first competency unit has 6 competency elements and 6 graduation indicators, the second competency unit has 27 competency elements and 41 graduation indicators, the third competency unit has 6 competencies and 11 graduation indicators, the fourth competency unit has 2 competency elements and 4 graduation indicators. The first unit is abbreviated as UK1, the first competency element is abbreviated as EK1, while for the first indicator of graduation is abbreviated as IK1. The combination of UK1, EK1 and IK1 becomes UK1EK1. The combination of the first competency unit becomes the first competency element and combined to become the first graduation indicator then becomes UK1IK1, and so do the next competency unit up to the fourth competency unit. The completion stages of this discussion is carried out in four steps, namely problem identification, model design, implementation and system evaluation. The calculation process uses Analytic Hierarchy Process (AHP).

Transition from master craftsman to engineering degree

There is a great need for Master-Craftsmen who are highly valued in industry locally but are not afforded the same recognition as in Germany, so in order to encourage more applicants a bridging progression to a Bachelor’s degree should be devised. There are several paths to the education of engineers. Traditionally students of engineering attend secondary school from which they matriculate to a tertiary institution. In many countries candidates may opt to do an Associate degree articulating to a Bachelor’s degree. However, in some countries, it is possible to become an engineer without a traditional degree, usually in a more practically-oriented apprenticeship programme. In Britain for example, such candidates complete National Vocational Qualifications (NVQs) in engineering while working at a company. NVQs typically range from Level 1 to Level 8, Levels 6 and 7 being equivalent to Bachelor’s and taught Master’s degrees respectively. In Germany, there is also an alternative qualification to the Bachelor’s degree, the more practically-oriented Meister (Master-Craftsman in English), both of which are equally recognized and respected professionally and are both pegged at Level 6 in the 8-Level German National Qualifications Framework (NQF). The MIC Institute of Technology has adopted a Master-Craftsman programme which is accredited by the German Chamber of Crafts and Trades. Candidates have to first complete the (trimester) Journeyman programme comprising three years, about 50% of which comprise industrial attachments/internships. Successful Journeyman graduates can progress to the Master-Craftsman qualification by completing an extra (trimester) year of study. This paper deals with the progression of Master-Craftsman graduates, through advanced placement, in a Bachelor of Technology programme. The Master-Craftsman curricula have to be mapped against a typical Bachelor of Technology programme to determine the gaps in mathematical, theoretical and other areas and mechanisms to fill any gaps.

The signs of frenetic standstill: The concept of change in the discourse of lifelong learning and the tempo of the Czech National Qualifications Framework

The aim of this study is to interpret recent developments in the field of adult education in the Czech Republic through the theory of social acceleration. The study is designed as focused ethnography, drawing upon observation, interviewing, and document analysis. The material is read through the concepts of acceleration and frenetic standstill and contextualized in the discourses on industry 4.0 and recognition of prior learning. The study shows how the notion of constant technological change drives the Czech discourse of adult education, introducing a sense of urgency and pressing for faster developments in the further education of adults. However, the field of adult education exhibits a lack of consistency in its development, translating into absenting sense of progress. Within this context, the Czech National Qualifications Framework (NQF) has produced a steady output of qualification standards even though its internal processes have been prolonged. The tempo of the NQF and the absenting sense of progress can be read as signs of a frenetic standstill, accompanied by a high fluctuation of individuals on all levels of an organizational hierarchy. The study argues that acceleration is not driven by technological change in the observed context as the examined discourses expect. Instead, social acceleration seems to be perpetuating itself as a relatively independent force, eroding institutions that are seen as key in adapting to the incoming transition.

The religion in higher education curriculum referring to Indonesian qualification framework: The inclusion of neuroscience and anti-corruption education

The research aims to develop the curriculum of the Higher Education Curriculum, specifically Islamic religion, referring to the Indonesian National Qualification Framework (KKNI). The problem raised in this research is the redesign of the curriculum in Indonesia, especially the formation of new courses such as the neuroscience of Islamic education and anti-corruption education, which have not considered the breadth of study material and calculation semester credit units that are not accountable. This research was conducted in three stages: curriculum analysis, curriculum matrix design, and curriculum matrix experimentation. The research subjects involved 133 lecturers in the Higher Education Institutions of Religion, both Islamic, Catholic, and Hindu in Indonesia. The findings indicate that the developed matrix design can be used as an integrative tool for forming subjects and calculating semester credit unit weights in a mathematical and accountable manner, and accommodating the development of Islamic education, particularly neuroscience and anti-corruption education. This matrix can complement Kim's research on syllabus ontology identification and lesson study innovation developed by E. Purwaningsih and D. Nurhadi.

Development of Knowledge Test Instruments of Prospective Bachelor of Biological Education Based on TPACK and KKNI Framework

This research is a descriptive study that aims to produce a test instrument for the knowledge of candidates for Biology Education undergraduate candidates for the Technologhy Pedagogy and Content Knowledge (TPACK) and Indonesian National Qualifications Framework. The study was a development with plomp models conducted at the stage of development. Data collection was done by validation and testing. Validation aims to look at the alignment of experts' opinions, while testing serves to see the handling of the problem by analyzing the test results. Data obtained from test results analysis using rasch modelling with the help of the winstep software. The results of the analysis are in the form of the value of reliability, unidimensionality, level of difficulty, distinguishing power, distractor and person - item map. The results showed that the number of valid questions was 63 items, the number of questions that were invalid or not accepted was 17 items. Invalid questions must be followed up in order to produce a good knowledge test instrument so that it can be used in measuring the mastery of TPACK for prospective teachers and biology teachers.

A Comparative Analysis of Higher National Diplomas Awarded in Kenya in Reference to Kenya National Qualifications Framework

A Comparative Analysis of Higher National Diplomas Awarded in Kenya in Reference to Kenya National Qualifications Framework

Developing Core Competencies for Islamic Higher Education in Indonesia in the Era of Industrial Revolution 4.0

The curriculum has a role as an instrument to conserve the culture of a nation. Without a good curriculum, the culture of a nation can be extinct right away because there are no preservation efforts. By way of inclusion of culture in the curriculum, it is hoped that it can be passed on to the next generation. Then they will know at least their ancestors’ culture. It is called a conservative role. This research uses a quantitative approach with a case study method. Data collection was carried out by a questionnaire and in-depth interviews. Data were analyzed using an interactive model. This analysis technique started from data collection. Data was reduced after it had been collected. The next step was to presenting the data, verifying and drawing a conclusion. Based on the description above, this research is considered important to be carried out being an addition for existing policymakers in order to organize higher education. Moreover, it is in response to the demands and basic guidance of compiling a curriculum based on the Indonesian National Qualifications Framework (KKNI) which is being and will be implemented in higher education in Indonesia especially in Islamic colleges.

Assesment for plumbing competency instrument

This study aims to determine the quality of the compiled plumbing work competency instrument on clean water. This research was conducted from January to February 2020. This research instrument involved 3 validators each of the test construction and plumbing material. This instrument’s assessment involved three elements of competency, such as skill, knowledge of installation and plumbing system, and plumbing worker attitude. This research method is based on a descriptive design. Use the 4 expert assessments within the national qualifications framework as a guide. The results of this research will be used as the basis for the improvement and development of the plumbing instrument on clean water.