Indicator 3.1 Curriculum or Program (Program structure and Content)
For criteria 8 and 9, it is assessed using the Office of Permanent Secretary of Higher Education, Science, Research, and Innovations standards.
| Score 1 | Score 2 | Score 3 | Score 4 | Score 5 |
| Has action 1 item | Has action 2 item | Has action 3-4 item | Has action 5-6 item | Has action 7-9 item |
For AUN-QA, criteria 1 to 7 are assessed at 7 levels.
Performance
1. Up-to-date and modern, and industry-related programs
The program is scheduled to review every 5 years according to the regulations of Higher education standards. The current program (2018) was revised and included more concepts of Outcome Based Education (OBE) which were stated in the objectives and desired characteristics of graduates. Each course was designed to formulate clear learning outcomes which congruent with the objectives and desired characteristics of graduates. However, the program was also updated at the end of every academic year via the assessment of TQF3, 4, 5, and 6 and academic staff and other stakeholders to see if the learning outcomes meet the needs of stakeholders and any changes in society. Some changes will be notified and communicated to all stakeholders via a digital platform.
2. Comprehensive and modern program; and communication to all stakeholders.
Since the revision of the program is annual, all information is updated and communicated effectively on the website of the college, the faculty of Education, and other publications after the improvement of issues are approved by the program.
3. The design of the curriculum is constructively aligned with achieving the expected learning outcomes
The contents of the program were designed in accordance with the stakeholders’ needs which were collected prior to constructing the program. through various methods. The needs of stakeholders were brought to formulate the objectives, learning outcomes, and courses. The stakeholders are included internal stakeholders (current learners, academic staff) and external stakeholders (school administrators, professional organization (TCT), employer, community, and parents)
4. The design of the curriculum includes feedback from external stakeholders
The program has the responsibility to check each course is designed in accordance with the expected learning outcome of the course to achieve the objectives of the program.
5. The curriculum is logically structured, properly sequenced
The needs of stakeholders were brought as the basis of course design. The program has set up a sequence of courses for the whole program starting from the foundation’s courses to the advanced course due to the learners in this program were not graduated from the Education field. The program courses are composed of Teaching Profession courses and professional practices and internships courses.
6. The curriculum has the option(s) for students to pursue major and/or minor specializations.
The program offered 7 credits for practicum and internship courses to develop the skills of learners to be professional teachers. The practices and internship counts require learners to perform under the supervision of school mentors, school administrators, and academic staff from the college. Professional teachers are based on professional standards.
The program also offered courses to serve the needs and interests of learners in some other professional practices, e.g. information technology application e-portfolio).
This course will be a benefit for them that they can apply in their teaching at schools
7. The curriculum is reviewed periodically to be up-to-date and relevant to the industry curriculum
As the Ministry of High Education, Research, Science and Innovation. regulations, the program had called for meeting regularly to discuss the management of the program, the current situation in Education fields, and the stakeholders’ feedback and the progress of learners in the program. At the beginning of the Academic year, the result of the last academic year’s quality assessment will be brought into the meeting in order to improve according to the comments from the assessment committee.
8. The curriculum is aligned with the Higher Education Qualification Framework Standards’ learning outcomes
The program has checked and monitored all standards in accordance with the TQF of the Ministry of Higher Education, Research, Science and Innovation, especially in 4 new aspects
(Knowledge, Skills, Ethic, and Moral, Learners Characteristics ).
9. The Higher Education Qualification Framework Standards’ learning outcomes result from curriculum management
The program has managed all activities in order to collect the 4 new Learning outcomes of learners in accordance with the Thailand Qualification Framework of Higher Education from stakeholders.
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
||
|
…5 item… |
IQA(1-9) |
1,2,3,8,9 |
….5…item |
…4..mark |
|
AUN-QA(1-7) |
1(4), 2(4), 3(4) |
level……3……. |
||
Evidence
| Evidence No. | List of evidences |
| 3.1.1.1 | TQF 2 TQF 3 |
| 3.1.1.2 | website of the college |
| 3.1.1.3 | TQF 2 |
| 3.1.1.4 | TQF 2 |
| 3.1.1.5 | TQF 2 |
| 3.1.1.6 | TQF 2 |
| 3.1.1.7 | TQF 2 |
| 3.1.1.8 | TQF 2 website of the college |
| 3.1.1.9 | TQF 2 |
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 3.1 | …4… | …3… |