National Qualifications Framework in Practice
Problematising an Initial Teacher Education (ITE) Curriculum from a Curriculum Ergonomics Perspective
DOI:
https://doi.org/10.35961/salee.v3i2.517Keywords:
curriculum ergonomics, curriculum reform, initial teacher education, national qualifications frameworkAbstract
Claimed by some to be a successful policy tool to connect education with the industrial world, a body of research has documented issues on adapting and adopting the National Qualifications Framework (NQF), a worldwide policy phenomenon. However, there are fewer studies on implementing this framework in initial teacher education (ITE). Therefore, to fill this gap, this paper explores and contextualises the enactment of NQF within the ITE sector from a curriculum ergonomics perspective, a novice concept of analysis on the interactions between curriculum design and its use. This paper contributes to the existing research on curriculum studies, especially in the ITE sector. Implications and recommendations are also discussed.
References
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Bohlinger, S. (2008). Competences as the core element of the European Qualifications Framework. European Journal of Vocational Training, 42/43(1/2), 96–118. https://files.eric.ed.gov/fulltext/EJ791000.pdf
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Cedefop, ETF, UNESCO, and the UNESCO Institute for Lifelong Learning. (2019). Global inventory of regional and national qualification frameworks. Volume II. National and Regional Cases. Unesco Institute for Lifelong Learning. https://www.etf.europa.eu/sites/default/files/2019-12/global_nqf_inventory_2019_vol._2.pdf
Choppin, J. (2011). The role of local theories: Teacher knowledge and its impact on engaging students with challenging tasks. Mathematics Education Research Journal, 23(1), 5–25. https://doi.org/10.1007/s13394-011-0001-8
Choppin, J., McDuffie, A., Drake, C. and Davis, J. (2018). Curriculum ergonomics: conceptualising the interactions between curriculum design and use. International Journal of Educational Research, 92, 75–85. https://doi.org/10.1016/j.ijer.2018.09.015
Craig, C. (2016). The structure of teacher education. In J. Loughran & M. L. Hamilton (Ed.), International Handbook of Teacher Education. Springer.
De Anda, M. L. (2011). Implementing competence frameworks in Mexico. Journal of Education and Work, 24(3-4), 375–391. https://doi:10.1080/13639080.2011.584698
Directorate General of Higher Education (DGHE). (2011). Kualifikasi D-IV sama dengan S1 [The qualifications of D-IV equals to bachelor's degree]. http://luk.staff.ugm.ac.id/atur/SEDirjen498-E-T-2011.pdf
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Flores, M.A. (2017). Practice, theory and research in initial teacher education: international perspectives. European Journal of teacher Education, 40(3), 287-290, https://doi.org/10.1080/02619768.2017.1331518
Gravemeijer, K. (2004). Local instruction theories as means of support for teachers in reform mathematics education. Mathematical Thinking and Learning, 6(2), 105–128. https://doi.org/10.1207/s15327833mtl0602_3
Gueudet, G. and Trouche, L. (2009). Towards new documentation systems for mathematics teachers? Educational Studies in Mathematics, 71(3), 199–218. https://doi.org/10.1007/s10649-008-9159-8
Hollnagel, E. (1997). Cognitive ergonomics: It's all in the mind. Ergonomics, 40(10), 1170–1182. https://doi.org/10.1080/001401397187685
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Law No. 14 of 2005 on teachers and lecturers. https://jdih.setkab.go.id/PUUdoc/16701/PP0372009.htm
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Marock, C. (2011). The NQF in Mauritius. Journal of Education and Work, 24(3-4), 409–427. https://doi:10.1080/13639080.2011.584700
McGrath, G. M., Blaer, M., Williams, M., Wilson-Evered, E. and Whitelaw, P. (2019). A suite of system dynamics T&L simulations and games based upon the Australian Qualifications Framework (AQF). Journal of Hospitality & Tourism Education, 1–12. https://doi.org/10.1080/10963758.2019.1685890
Mikulec, B. (2016). Impact of the Europeanisation of education: Qualifications frameworks in Europe. European Educational Research Journal, 16(4), 455–473. https://doi:10.1177/1474904116673645
Ministry of Education and Culture. (2014). Panduan penyusunan capaian pembelajaran lulusan program studi [A guide to design graduate learning outcomes].
Mirmani, A. and Surtikanti, R. (2018). Universitas Indonesia archives office as a place for performing educational practicum activities for students of archives vocational education program at Universitas Indonesia. Journal of Archival Organization, 15(3-4), 133-144. https://doi.org/10.1080/15332748.2019.1613318
Mitrofanova, E. A., Mitrofanova, A. E. and Simonova, M. V. (2019). Sectoral framework of qualifications as a tool for the integration of educational and business spheres of Russia. Studies in Theoretical Psycholinguistics, 275–296. https://doi.org/10.1007/978-3-030-11754-2_21
Oktadiana, H. and Chon, K. (2017). Vocational versus academic debate on undergraduate education in hospitality and tourism: The case of Indonesia. Journal of Hospitality & Tourism Education, 29(1), 13–24. https://doi.org/10.1080/10963758.2016.1266942
Pepin, B., Gueudet, G. and Trouche, L. (2017). Refining teacher design capacity: Mathematics teachers' interactions with digital curriculum resources. ZDM Mathematics Education, 49(5), 799–812. https://doi.org/10.1007/s11858-017-0870-8
Sancho-Gil, J. M., Sancho-Valero, J. A. and Domingo-Coscollola, M. (2017). Research-based insights on initial teacher education in Spain. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2017.1320388.
Smith, T. J. (2007). The ergonomics of learning: educational design and learning performance. Ergonomics, 50(10), 1530–1546. https://doi.org/10.1080/00140130701587608
Tamronglak, A. (2020). Impacts of the Thailand qualification framework: Public administration on public. Journal of Public Affairs Education. https://doi.org/10.1080/15236803.2020.1771991
Valeeva, R. A. & Gafurov, I. R. (2017). Initial teacher education in Russia: connecting theory, practice and research. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2017.1326480
Wheelahan, L. (2011). From old to new: the Australian qualifications framework. Journal of Education and Work, 24(3-4), 323–342. https://doi:10.1080/13639080.2011.584689
Widodo, H. P. and Allamnakhrah, A. (2020). The impact of a blended professional learning community on teacher educators' professional identity: towards sustainable teacher professional development. Journal of Education for Teaching. International research and pedagogy. https://doi.org/10.1080/02607476.2020.1761249
Allais, S. (2017). What does it mean to conduct research into Quali?cations Frameworks? Journal of Education and Work, 30(7), 768?776. https://doi.org/10.1080/13639080.2017.1380751
Allais, S. M. (2011). The impact and implementation of national qualifications frameworks: a comparison of 16 countries. Journal of Education and Work, 24(3-4), 233–258. https://doi.org/10.1080/13639080.2011.584685
Bohlinger, S. (2008). Competences as the core element of the European Qualifications Framework. European Journal of Vocational Training, 42/43(1/2), 96–118. https://files.eric.ed.gov/fulltext/EJ791000.pdf
Bohlinger, S. (2012). Qualifications frameworks and learning outcomes: challenges for Europe's lifelong learning area. Journal of Education and Work, 25(3), 279–297. https://doi:10.1080/13639080.2012.687571
Cedefop, ETF, UNESCO, and the UNESCO Institute for Lifelong Learning. (2019). Global inventory of regional and national qualification frameworks. Volume II. National and Regional Cases. Unesco Institute for Lifelong Learning. https://www.etf.europa.eu/sites/default/files/2019-12/global_nqf_inventory_2019_vol._2.pdf
Choppin, J. (2011). The role of local theories: Teacher knowledge and its impact on engaging students with challenging tasks. Mathematics Education Research Journal, 23(1), 5–25. https://doi.org/10.1007/s13394-011-0001-8
Choppin, J., McDuffie, A., Drake, C. and Davis, J. (2018). Curriculum ergonomics: conceptualising the interactions between curriculum design and use. International Journal of Educational Research, 92, 75–85. https://doi.org/10.1016/j.ijer.2018.09.015
Craig, C. (2016). The structure of teacher education. In J. Loughran & M. L. Hamilton (Ed.), International Handbook of Teacher Education. Springer.
De Anda, M. L. (2011). Implementing competence frameworks in Mexico. Journal of Education and Work, 24(3-4), 375–391. https://doi:10.1080/13639080.2011.584698
Directorate General of Higher Education (DGHE). (2011). Kualifikasi D-IV sama dengan S1 [The qualifications of D-IV equals to bachelor's degree]. http://luk.staff.ugm.ac.id/atur/SEDirjen498-E-T-2011.pdf
Flores, M. A, Viera, F., Silva, J. L. and Almeida. (2016). Integrating research into the practicum: Inquiring into inquiry-based professional development in Post-Bologne Initial Teacher Education in Portugal. In M.A. Flores & T. Al-Barwarni (Ed.), Redefining Teacher Education for the Post-2015 Era: Global Challenges and Best Practices. Nova Science Publisher.
Flores, M. A. (2016). Teacher Education Curriculum. In J. Loughran & M. L. Hamilton (Ed.), International Handbook of Teacher Education. Springer.
Flores, M.A. (2017). Practice, theory and research in initial teacher education: international perspectives. European Journal of teacher Education, 40(3), 287-290, https://doi.org/10.1080/02619768.2017.1331518
Gravemeijer, K. (2004). Local instruction theories as means of support for teachers in reform mathematics education. Mathematical Thinking and Learning, 6(2), 105–128. https://doi.org/10.1207/s15327833mtl0602_3
Gueudet, G. and Trouche, L. (2009). Towards new documentation systems for mathematics teachers? Educational Studies in Mathematics, 71(3), 199–218. https://doi.org/10.1007/s10649-008-9159-8
Hollnagel, E. (1997). Cognitive ergonomics: It's all in the mind. Ergonomics, 40(10), 1170–1182. https://doi.org/10.1080/001401397187685
Indonesian Qualifications Framework (IQF). (2020, June). Indonesia referencing report: Final & endorsed. http://kkni.kemdikbud.go.id/asset/pdf/INDONESIA_Referencing_Report_-Final&Endorsed-JUNE_2020.pdf
Law No. 14 of 2005 on teachers and lecturers. https://jdih.setkab.go.id/PUUdoc/16701/PP0372009.htm
Marcondes, M. I., Leite, F.A.V. and Ramos, K. R. (2017). Theory, practice and research in initial teacher education in Brazil: challenges and alternatives. European Journal of Teacher Education, 40(3), 326–341. https://doi:10.1080/02619768.2017.1320389
Marock, C. (2011). The NQF in Mauritius. Journal of Education and Work, 24(3-4), 409–427. https://doi:10.1080/13639080.2011.584700
McGrath, G. M., Blaer, M., Williams, M., Wilson-Evered, E. and Whitelaw, P. (2019). A suite of system dynamics T&L simulations and games based upon the Australian Qualifications Framework (AQF). Journal of Hospitality & Tourism Education, 1–12. https://doi.org/10.1080/10963758.2019.1685890
Mikulec, B. (2016). Impact of the Europeanisation of education: Qualifications frameworks in Europe. European Educational Research Journal, 16(4), 455–473. https://doi:10.1177/1474904116673645
Ministry of Education and Culture. (2014). Panduan penyusunan capaian pembelajaran lulusan program studi [A guide to design graduate learning outcomes].
Mirmani, A. and Surtikanti, R. (2018). Universitas Indonesia archives office as a place for performing educational practicum activities for students of archives vocational education program at Universitas Indonesia. Journal of Archival Organization, 15(3-4), 133-144. https://doi.org/10.1080/15332748.2019.1613318
Mitrofanova, E. A., Mitrofanova, A. E. and Simonova, M. V. (2019). Sectoral framework of qualifications as a tool for the integration of educational and business spheres of Russia. Studies in Theoretical Psycholinguistics, 275–296. https://doi.org/10.1007/978-3-030-11754-2_21
Oktadiana, H. and Chon, K. (2017). Vocational versus academic debate on undergraduate education in hospitality and tourism: The case of Indonesia. Journal of Hospitality & Tourism Education, 29(1), 13–24. https://doi.org/10.1080/10963758.2016.1266942
Pepin, B., Gueudet, G. and Trouche, L. (2017). Refining teacher design capacity: Mathematics teachers' interactions with digital curriculum resources. ZDM Mathematics Education, 49(5), 799–812. https://doi.org/10.1007/s11858-017-0870-8
Sancho-Gil, J. M., Sancho-Valero, J. A. and Domingo-Coscollola, M. (2017). Research-based insights on initial teacher education in Spain. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2017.1320388.
Smith, T. J. (2007). The ergonomics of learning: educational design and learning performance. Ergonomics, 50(10), 1530–1546. https://doi.org/10.1080/00140130701587608
Tamronglak, A. (2020). Impacts of the Thailand qualification framework: Public administration on public. Journal of Public Affairs Education. https://doi.org/10.1080/15236803.2020.1771991
Valeeva, R. A. & Gafurov, I. R. (2017). Initial teacher education in Russia: connecting theory, practice and research. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2017.1326480
Wheelahan, L. (2011). From old to new: the Australian qualifications framework. Journal of Education and Work, 24(3-4), 323–342. https://doi:10.1080/13639080.2011.584689
Widodo, H. P. and Allamnakhrah, A. (2020). The impact of a blended professional learning community on teacher educators' professional identity: towards sustainable teacher professional development. Journal of Education for Teaching. International research and pedagogy. https://doi.org/10.1080/02607476.2020.1761249
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Published
2022-07-22
How to Cite
Yanda, F., Khoiriyah, K., Thamrin, N. S., Ruminar, H., & Humaera, I. (2022). National Qualifications Framework in Practice: Problematising an Initial Teacher Education (ITE) Curriculum from a Curriculum Ergonomics Perspective. SALEE: Study of Applied Linguistics and English Education, 3(2), 265–281. https://doi.org/10.35961/salee.v3i2.517
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