Quality Standards 5.1 Curriculum Design and Development
Quality Standards 5.1 Curriculum Design and Development
Quality Standards Type Input
Quality Standards Description:
Although all curricular programs that are offered by educational institutions must be approved by the Office of the Higher Education Commission, and updated every 5 years, administrators must take responsibility for seeing that course contents are up-to-date and keep pace with constantly changing technology. The courses offered – both required and elective – should be managed in a learner-centered manner in order to satisfy student and labor market needs. For graduate programs, the emphasis should be in developing student research skill and self-directed learning
When reporting operations for this indicator, describe processes or show operational results covering at least the following issues:
5.1.1 Curriculum Design and Development in accordance with Context, Innovation and Changing Technology
5.1.2 Stakeholders Participation
5.1.3 Data Utilization from Assessing the Success according to the objectives of the Curriculum to Develop the Curriculum
In evaluating a suitable scoring level, consider the big picture and overall operational results that enable a program to keep up-to-date, and aligned with labor market and national demands.
| 0 |
– No system – No mechanism – No concept of overseeing, tracking, and improving – No information or evidence |
| 1 | – A system and mechanisms are in place – System and mechanisms are not put into practice, implemented |
| 2 | – A system and mechanisms are in place – The system and mechanisms are put into practice, implemented – The process is assessed – There are no improvement/developments integrated into the process |
| 3 | – A system and mechanisms are in place – The system and mechanisms are put into practice, implemented – The process is assessed – There are improvement/ developments integrated into the process from assessment results |
| 4 | – A system and mechanisms are in place – The system and mechanisms are put into practice, implemented – The process is assessed – There are improvement/developments integrated into the process from assessment results – There are concrete results from the improvements that can be clearly seen |
| 5 | – A system and mechanisms are in place – The system and mechanisms are put into practice, implemented – The process is assessed – There are improvement/developments integrated into the process from assessment results – There are concrete results from the improvements that can be clearly seen – There are good practice with support evidence, assessment committee can clearly explain why these are good practice |
Operational Result
5.1.1 Curriculum Design and Development in accordance with Context, Innovation and Changing Technology
Study of the reason and necessity in curriculum development
The Graduate Diploma in Teaching Profession (International Program) was approved in 2015. The Program Committee wrote all the course descriptions of professional courses to meet the standards set by the Kurusapha (Teacher’s Council), Ministry of Education (MOE) and Office of the Higher Education Commission (OHEC). The College appoints highly qualified members which will compose the Curriculum Development Committee. The committee designed the curriculum; develop the curriculum structure, courses content, and curriculum mapping. The committee must check and recheck that the curriculum is agreed with the TQF 1 and Kurusapha’s standards for teaching profession. The curriculum is sent to the external advisers for review. The curriculum development committee processed the curriculum to the Academic Board and to the College Council for approval. The new curriculum is sent to OHEC for approval before its implementation. Furthermore, if there are some modifications being proposed by instructors, department head and the dean in terms of the course descriptions of the courses, these will be subject for the approval of the college council. However, on the other hand, when there are major changes in the curriculum, the committee and the college council must also approve them but subject for the approval of the OHEC. Formal and major revisions of the curriculum are usually done on the fifth year after the last revision.
Process
Intensified Curriculum Mapping for Integration of 21st Century Teaching Pedagogies
The following steps were followed in the mapping process:
- The composition of the curriculum development committee was reviewed.
- The members of the committee convened through organizing a meeting.
- The committee discussed about the incorporation of the suggestions from the previous year’s internal QA assessment which is the classification of teacher activities in accordance with 21st century learning management skills and teacher professional standards expected of professional teachers.
- Student activities were also reviewed.
- The minutes of the meeting was done and reviewed.
- The minutes of the meeting was approved by the committee.
Assessment of the Process
The Program Committee evaluates the system and the process of curriculum development and adjusted which includes the representative committee from Kurusapha to be in the curriculum development committee and also in the external advisory committee. This can assure that the new curriculum will be in the professional council’s standard.
Process improvement
The program developed systems and processes for curriculum mapping which are as follows:
- There was an exploration of problems and needs.2. There was an increase in the practice of professional experience during the course, so that students apply the theory to practice and strengthen their experiences sharing with friends and create a self-knowledge.3. There was a conduct of quarterly meeting in order to monitor and evaluate the curriculum mapping process.4. During the meeting, the committee members reviewed the course contents if these are updated and keep pace with constantly changing technology.
- The program committee wrote all course description of professional courses to meet Kurusapha’s standard.
- The committee reviewed the teaching pedagogies of the instructors if they managed a learner-centered environment to satisfy students and the labor market.5. The committee secretary recorded the minutes of the meeting.6. The secretary submitted the minutes to the committee for approval.
- There was an enhanced monitoring and evaluation tool in order to determine the strengths and weaknesses of the curriculum mapping process. This tool must include the essential criteria for assessment.
Best Practices:
-Well-prepared Google Classroom(Complete GC that is approved by faculty)
-Work-Integrated learning Projects (WIL) of any semester
-PLC Room via Facebook group or Line group
Result
Formulated recommendations for curriculum development at the micro-level.
5.1.2 Stakeholders Participation
Process
-Meeting and Conference with School Directors, Principals and Department Heads
-Coordinating with them during the quality assurance audit and accreditation endeavors.
Process Assessment
Based on the results of the employer’s survey, the external stakeholders suggested that there should be a meeting/conference/orientation prior to the classroom teaching supervision and observation as part of the students’ internship requirements.
-Pre and post-conference with internship supervisors on teaching performance supervision and observation were conducted.
-Involvement of the external stakeholders in organizing community projects with the Graduate Diploma students was also done.
Process Improvement
-The school directors, principals, and department heads were involved in the evaluation of the teaching performance of their teachers as part of the internship requirements.
Results
-Student-teachers were able to improve their teaching performance.
Best Practices
– Established a network of educators and administrators from different schools in Thailand.
Plan for future improvement
-Design an established Stakeholder Communications Plan
-Benchmarking with partner-international universities
5.1.3 Data Utilization from Assessing the Success according to the objectives of the Curriculum to Develop the Curriculum
System and Mechanism
The Appointment of Qualified Committees for Program Improvement
- Appoint 3 qualified specialists in Teaching Profession fields in order to obtain suggestions and directions in improving the programs and the new subject descriptions.
- Some programs should be stopped in teaching including improving learners’ abilities in accordance with the National Higher Educational Standards Framework.
Modernization and Improvement of the Program
- The Program Administrator Committees revised old programs and bring survey information from Alumni to support in considering adjust-add-reduce the substance of programs.
- The responsible program committees drafted the new improving programs and arrange for qualified personnel conferences, presented comments and suggestions to adjust the program, and presented to the qualified team for approval.
- The responsible program committees arranged for the program according to TQF 2.
- The teaching lecturers arranged for TQF 3 to the responsible committees to consider and give comments on the program and forward to the responsible one to amend according to comments and suggestions.
- The responsible committees analyze the curriculum mapping program. Overall, by arranging group meetings to analyze again, in order to have the program cover the learning outcomes.
- Arranged to analyze chart to compare the old and new subjects. Analyze each subject’s credit. Adjust-add and reduce required subjects and elective subjects. Hence, Practicum and Teaching Professional Internship were included in the core courses.
Program Adjustment
- The knowledgeable people discovered that the present Graduate Diploma in Teaching Profession Program should focus more on the structure details of theory and stress more on skills management in the education field. Subjects that are related to managing programs and educational institutions should be included in the core courses in order to learn, distinguish, and put into practice the best strategies there is to educational administration. For learning and teaching skills, it should focus on Analysis Learning. In case the learner learns by himself, try to bring the concept to match with the teachers in order to enhance self-learning skills. Besides, the learning and teaching should also focus more on bringing technology to improve self-learning because technology is always advanced, and dynamic, and learners will enhance their self-development practices.
- The result of the new amended/ draft program was done. The responsible committee has adjusted the subject that is related to the Graduate Diploma in Teaching Profession Program such as Practicum which would help the graduate students to know and learn the best practices in teaching and learning.
- The new subject is adjusted from 3 credits to 120 hours of Teaching Professional Internship in order to tighten up the substance of the teaching practicum. There was also an adjustment in the description of the course, “Self Actualization for Teachers.” Finally, an adjustment was made to the Educational Philosophy course as it is already integrated with the Principles of Teaching Profession (146 101).
Process improvement and Best Practice
The subjects being studied each term are arranged properly in the manner that they are all related and can link topics from one course to another. Integrated projects were also designed to meaningfully verify the attainment of learning outcomes.
Results
Courses of the curriculum were well-designed and implemented through an enhanced, established, and systematic Online Learning Platform (Complete Google Classroom) in the New Normal Learning Environment. These courses are delivered effectively through Project-Based Learning (PBL), Work-Integrated Learning (WIL), integrated Projects within Core Courses, and KM-PLC Online Room via Facebook and STIC E-Learning Group).
Evidence
| Self-Assessment | Score |
| 5.1 | 4.00 |