Wound curriculum for student nurses: - European Qualification Framework Level 4

This curriculum presents a framework and key content on skin interity and wound care thay is recommended for inclusion in student nurse curricula (general nurse education). With this curriculum, EWMA aims to provide a starting point for increased and standardised education in wound care. This EQF level 4 curriculum was published as a supplement to the Journal of Wound Management in December 2021.

Technology of modeling current and prospective roles and responsibilities of teaching staff for general education settings

Introduction. This study analyses how changing requirements for results and processes of general education determine new or updated roles and responsibilities of teachers in the context of building a qualification framework in the field of education. The purpose of the research is to develop and test a technology for modeling roles and responsibilities and corresponding professional qualifications of general education teachers determined by changing requirements of the labor market and employers. Materials and Methods. The study follows the process approach and methodology of structural and functional analysis of professional practice. The authors applied the following research methods: modeling, questionnaires, approbation, comparative analysis, generalization, classification, interpretation as well as methods of graphical representation of information in data processing and interpretation. In order to collect empirical data, the authors developed a questionnaire through modeling roles and responsibilities of teaching staff based on legislative materials as well as theoretical and practical evidence reflecting the requirements for processes and results of general education in the Russian Federation. Results. The article presents a technology for modeling prospective roles and responsibilities and corresponding professional qualifications of general education teachers developed and tested by the authors. The system of current roles and responsibilities of subject teachers, class teachers and academic counselors has been established. The authors developed a set of prospective roles and responsibilities for education practitioners, the institutionalization of which is required for an appropriate response of a general education setting to changing requirements for processes and results of its work. The study reveals how employers evaluate the importance of current roles and responsibilities of education practitioners and the demand for prospective ones. The authors summarize the ideas of employers about pursuing a career in the field of education. The study reveals an apparent discrepancy between the employers’ recognition of diversification of professional activities within educational settings and the stable professional and social stereotype of a ‘universal teacher’. The hypothesis about the hybridization of teachers’ roles and responsibilities as a basic way of developing the qualification framework in the field of education has been tested and confirmed. Conclusions. The efficiency of the developed technology for modeling prospective roles and responsibilities and corresponding professional qualifications of general education teachers in accordance with the changing requirements of the labor market has been proved.

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>

Learning outcomes: The long goodbye: Vocational qualifications in the 21st century

This article describes the origins of learning outcomes-based qualifications in England in the 1980s. It describes the design philosophy and evolution of National Vocational Qualifications (NVQs) which are contrasted with content-led frameworks and qualifications such as the English National Curriculum. The design flaws of the NVQ are noted and some policy implications of the NVQ experience are remarked on. It goes on to consider the adoption of learning outcomes approaches to qualifications in the European Union, first through the introduction of the European Qualification Framework (EQF) and then of European Skills, Competences, Qualifications and Occupations (ESCO). First, it is argued that the EQF serves as an umbrella for qualifications fundamentally incompatible with each other. Second, it is maintained that although ESCO has certain design features that liken it to the NVQ, it is also compatible with non-learning outcomes-based qualifications. Its assumptions about qualification design, based on task analysis, render it unsuitable as a template for the development of advanced vocational qualifications. The decline and fall of the NVQ and its replacement by standards-based qualification in England is described and some lessons that can be learned by policymakers are outlined. Learning outcomes-based qualifications are not fit for purpose.

INTERNATIONAL QUALIFICATION REQUIREMENTS AND STANDARDS FOR THE FOREIGN LANGUAGE TEACHER TRAINING IN THE EUROPEAN EDUCATIONAL AREA

The scientific article is devoted to the formation of the international qualification requirements list and general and specific standards for the foreign language teacher training in the European model of teacher education. The author highlights the state of research and analyzes the European requirements for the profession of teacher in general and foreign language teachers in particular, which provided an opportunity to explore key aspects of the profession and ways of its development in the nearest future. The topicality of the researched question,which consists of the introduction and observance of the international requirements in the course of foreign languages teacher training during formal pedagogical education, is defined. The publication also defines the concept of “professional foreign language teacher training”, as a result of which the compliance of teacher training programs and international requirements with standards which are implemented in the European educational area is analyzed.The article reviews the stages of creating an international qualifications framework, and the preconditions for its emergence, as well as clarifies which framework were the basis and the time of its adoption and implementation. The author reveals the features of the national qualifications framework of European countries, their purpose and function.The publication identifies the stages of creating a list of international requirements for the quality of specialist qualifications, describes their essence and features. The study revealed the structural components of the qualification framework, including knowledge, skills, and competencies. The structure of qualification requirements for the foreign language teacher profession is also exposed.In the process of reviewing the qualification framework, the requirements for professional training, which are specified in the educational standards of the countries and the concept of standard in teacher education, are revealed. There are four main goals of international standards for FL teacher training and their types. The list of standards for the future foreign language teacher training is defined, which are divided into three basic sections: professional values and qualities; professional knowledge; professional skills. As a result of the qualification requirements, the qualification framework study, international requirements and standards of foreign language teaching, a positive impact on the quality of foreign language teacher training in pedagogical education of the European educational area was revealed.Key words: qualification requirements, professional training standards, national qualification framework, professional foreign language teacher training, quality of formal pedagogical education, European educa-tional area. Наукова стаття присвячена питанню формування переліку міжнародних кваліфікаційних вимог та загальних і специфічних стандартів до підготовки вчителів іноземних мов у європейській моделі педагогічної освіти. Авторка висвітлює стан дослідження питання та здійснює аналіз загальноєвро-пейських вимог до професії педагога загалом та вчителя іноземних мов зокрема, який дав можливість дослідити ключові аспекти професії та шляхи її розвитку у найближчій перспективі. Визначено актуальність досліджуваного питання, яка полягає у впровадженні та дотриманні запропонованих міжнародних вимог у процесі підготовки вчителів іноземних мов протягом формальної педагогічної освіти. У публікації наведено визначення поняття «професійна підготовка вчителя іноземних мов», унаслідок чого аналізується відповідність програм підготовки вчителів міжнародним вимогам та стандартам, які впроваджені у європейському освітньому просторі.У статті здійснено огляд етапів створення міжнародної кваліфікаційної рамки та передумов її виникнення, а також з’ясовано, яка рамка було базовою, час її прийняття й запровадження. Авторка розкриває особливості національних кваліфікаційних рамок країн Європи, їх мету створення та функції.У публікації визначено етапи створення переліку міжнародних вимог до якості кваліфікацій фахівців, описано їхню сутність та особливості. У результаті дослідження виявлено структурні компоненти кваліфікаційної рамки, серед яких слід назвати знання, уміння, компетентності. Також наведено структуру кваліфікаційних вимог до професії вчителя іноземних мов.В процесі огляду кваліфікаційної рамки у питанні якості підготовки фахівців виокремлено вимоги до професійної підготовки, які зазначені в освітніх стандартах окремих країн, а також розкрито поняття стандарту у педагогічній освіті. Виокремлено чотири основних цілі укладання міжнародних стандартів для підготовки вчителів та їх види. Визначено перелік стандартів для підготовки майбутніх учителів іноземних мов, які поділяються на три базові секції, такі як професійні цінності та якості; професійні знання та вміння; професійні навички. У результаті дослідження кваліфікаційних вимог кваліфікаційної рамки, міжнародних вимог та стандартів навчання іноземних мов виявлено позитивний виплив на якість підготовки вчителів іноземних мов у педагогічній освіті Європейського освітнього простору.Ключові слова: кваліфікаційні вимоги, стандарти професійної підготовки, національна кваліфікаційна рамка, професійна підготовка вчителя іноземних мов, якість формальної педагогічної освіти, Європейський освітній простір.

Police education and role play: Insights from the literature

This article provides a literature review into the utilisation of role play and reflection, as valuable teaching strategies which should be considered for implementation, within the Police Education Qualification Framework. The aim of this article is to challenge the current pedagogical teaching methods utilised as part of the National Policing Curriculum, by highlighting the benefit of a more experiential-based learning strategy, for Professional Policing Degree students, based within England and Wales.

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.

Development of online learning course in combating human beings trafficking for border guard officers of Ukraine

The article outlines the important role of training the border guard agencies personnel to prevent and combat trafficking in human beings. The course development methodology included defining the professional competencies according to the Sectoral Qualification Framework for border guarding in European Union, determining the level of the course and learning outcomes, elaborating learning and assessment strategies. The online course was organized in 3 main stages: self-paced (asynchronous), synchronous and reflective. During the reflective learning stage the participants analysed and systematized the course materials and studied the cases of human trafficking, prepared reports with analysis of how the victims of human trafficking were identified, the way profiling was carried out and what indicators helped in this.