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QUALIFICATION FRAMEWORK

QUALIFICATION FRAMEWORK. Andi Ansharullah Medical Education Unit Fakultas Kedokteran Universitas Brawijaya.

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QUALIFICATION FRAMEWORK

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  1. QUALIFICATION FRAMEWORK Andi Ansharullah Medical Education Unit Fakultas Kedokteran Universitas Brawijaya

  2. Kepercayaan masyarakat terhadap standar akademik suatu institusi pendidikan tergantung pada pemahaman terhadap prestasi (achievement ) yang dicapainya ditandai oleh Kualifikasi Pendidikannya

  3. Qualification framework( Bulogna Declaration , 2005 ) • A national qualifications framework is the unequivocal description at the national level of the educationsystem, which is internationally understood, which describes all qualifications and other demonstrablelearning achievements (based on certificates) in higher education and relates these to each other in a • coherent way, and which defines the relationship between higher education qualifications.

  4. FUNGSI • Pedoman Implementasi Prodi • Memperjelas Standar Kompetensi • Acuan kepada dunia internasional tentang pembandingan Standar Akademik • Meningkatkan daya saing internasional • Memfasilitasi mobilitas mahasiswa san lulusan dalam Cross Border Education • Kejelasan bagi seluruh stakeholders • Memudahkan Audit

  5. Cycles

  6. Kredits Kredit Pendidikan Kebidanan Indonesia ekuivalen dengan ----- Kredit Pendidikan Kebidanan Asia Pasifik , meliputi Workload 1 tahun akademik penuh, biasanya 1500-1800 jam

  7. Tujuan QF • Memberikan kepada siapa saja ( stakeholders, masyarakat luas, dunia internasional, dunia usaha, dll ) referensi tentang penyelenggaraan dan pencapaian standar akademik institusi bersangkutan • Membantu mengidentifikasi alur potensial pendidikan khususnya dalam rangka Lifelong-Learning • Memperjelas kualifikasi institusi penyelenggara pendidikan yang serupa dengan menggunakan secara konsisten judul kualifikasi institusi yang serupa itu.

  8. Dampak QF • Penyelenggara pendidikan dapat mengkomunikasikan secara konsisten Judul kualifikasi pendidikannya kepada pasar kerja, orang tua, sekolah, calon mahasiswa, dsb. • Internal/external auditor menggunakan QF sebagai referensi dalam mengaudit atau mereview standar akademik suatu institusi pendidikan

  9. “Level” dan “ Qualification Descriptor “ dalam NQF • Level adalah tiap tahap dari QF • Deklarasi Bulogna : Level = Cycle • Tiap level mempunyai kualifikasi tipikal • Pendidikan Nasional Kebidanan Indonesia mempunyai / terdiri dari 4 “level “  2 level undergraduate, dan 2 level postgraduate • Tiap Level mempunyai atau ditentukan oleh Qualification Descriptor  Pendidikan Kebidanan Nasional mempunyai descriptor yang secara jelas membedakan kualifikasi masing-masing level • Tiap Descriptor dapat diberi Credit

  10. Deskriptor Kualifikasi • Deskriptor level 4 : Sertifikat • Deskriptor level 5 : Diploma • Deskriptor level 6 : Sarjana • Deskriptor level 7 : Master • Deskriptor level 8 : Doktoral

  11. Certificate (4) diberikan kepada mahasiswa yang : • Mampu memahami konsep dan prinsip kebidanan serta mampu mengevaluasi dan menginterpretasi hal-hal terkait dengan itu. • Mampu menampilkan, mengevaluasi/ interpretasi data kualitatif/kuantitatif terkait teori, prinsip dan konsep kebidanan

  12. Diploma (5) diberikan kepada mahasiswa yang : • Memiliki pengetahuan dan pemahaman kritis terhadap prinsip-2 Kebidanan yang sudah jelas dan bagaimana prinsip itu dikembangkan. • Mampu mengimplementasikan Prinsip kebidanan dalam praktek • Memahami metoda inquiry dan problem-solving • Menyadari keterbatasannya dalam menguasai ilmu yang berpengaruh pada kemampuan analisis dan interpretasinya

  13. Sarjana ( 6 ) diberikan kepada mahasiswa yang : • a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline • an ability to deploy accurately established techniques of analysis and enquiry within a discipline • conceptual understanding that enables the student: • to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline • to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline • an appreciation of the uncertainty, ambiguity and limits of knowledge • the ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline).

  14. Magister (7) diberikan kepada mahasiswa yang • the qualities and transferable skills necessary for employment requiring: • the exercise of initiative and personal responsibility • decision-making in complex and unpredictable situations • the independent learning ability required for continuing professional development.

  15. Doktor (8) diberikan kepada mahasiswa yang : • the creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication • a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice • the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems • a detailed understanding of applicable techniques for research and advanced academic enquiry

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