???????????????????????????????????????? Thai Qualifications Framework for Higher Education

1
????????????????????????????????????????
Thai Qualifications Framework for Higher
Education ?
?????????????????????? ?
?????????????? ??.????? ???????????
?????????????? ????????????????????
???? ?????????????????????? ???????
2
?????????????? ??.????? ???????????
??.?.?????, MSc Ncle, PhD Manchester
??????????????? ?????????????? ???????????????????
?????
????????????????? ?.?. ?.?.2511/2548 ? ????????
????????
??.?. -???????????????
? ?????????????????????? (6 ??)
? ??????????????????? (4 ??)
MSc Applied Entomology
? ??????????????????????????? (1 ??)
PhD Behavioral Ecology
? ????????????????????????????????????????????
(6 ??)
? ????????? (2540-2543)
3
???????????????

• 1. ??????????????????????????
• 2. ?????????????????? ??????????????????-??????
  ????????????????(Thai Qualifications Framework
  for Higher Education TQF HEd)
• 3. ???????????????????????????????
• 4. ??????????????????

??.??.????? ??????????? ??????????????
???????????????????????? ??.??????? ?? ?.?.
????
4
???????????????

• 1. ??????????????????????????
• 1.1 ???????? -???????????????
  ??????????????
• 1.2 Environmental scanning ?
  Positioning
• 1.3 ??????????????? ??????????????????
• 1.4 ?????????????????????????????????????

??.??.????? ??????????? ??????????????
???????????????????????? ??.??????? ??
?.?. ????
5
? ?????????????????????? -???????????????????????
???????? ?????? ??????? ???????? ??????????
?????
? ??????????????????(???????)????? ?
Success is not a destination it is a journey.
Arthur Ashe
? ????????????????????????????????? ?
6
Why change?

• Ref Rowley, DJ et al 1997. Strategic Change
  in College and Universities.
• Adam Urbanski If you always do what you have
  done, youll get what you always got.
• Albert Einstein is purported to have put this
  more elegantly that the significant problems we
  have cannot be solved at the same level of
  thinking with which we created them. Replication
  is useful, but risk and experimentation are
  imperative in the house of learning.

Change
7
???????????????????
???????????
? ????????????? ? ???. ?
??????????? ? ??????? ?
??????? ? ??????

• ? Do as best as you can.
• ? Optimal use of resources
• ? Report to the paymaster

1. ????? ? respect for the paymaster
2. Professional Ethics (????????????????)
3. An instinctive response to
competition/survival
4. Government/Institutional policy
(????????????/??????/?????????
??)
(Council of Vice-Chancellors and Principals
CVCP)
8
Accountability
accountable
responsible for your decisions or actions and
expected to explain them when you are asked

• Accountable to public
• Accountable to profession

??.??.????? ??????????? ??????????????
???????????????????????? ??.??????? ?? ?.?.
????
9
????? ? ??????????????????
?.?.?.???????????????? ?.?. ????

• ???????? ??????? ? ??????????????????????????
  ??????????????????????????? ? ???????????????????
  ? ?????? ??????? ????????????????????
  ?????????????????????????????????????????
  ???????????????????????????????????-???????????
  ???????????????? ???????????????????????????????
  ????????????????? .........

10

• Purpose and Expectations

• Universities should seek to foster generally
  accepted values and behaviors such as honesty and
  racial tolerance. Within this mandate, several
  aims seem especially important
• Ability to communicate
• Critical thinking
• Moral reasoning
• Living with diversity
• Living in a global society
• A breadth of interest
• Preparing citizens

Derek Bok Our Underachieving Colleges (2006)
11
??????????????????????

• ??????? (an intellectual) ???????????????????????
  ??????? ????? ??? ???????? ???????????????????????
  ????????
• ????????? ??????????????????????????????
• ????????????? ??????? ???????????????????????????
  ?????????????/?????????? ?????????????? ??????
  ???????????????????????????????????????? (the
  life of the mind.)
• ??????????? ??????? ???????????????????????????
  ????????????? ????????? ????? ????????????????????
  ???
• ??????????? ????????????? ????????????????????
  ??????????? ????? ????????????????????????????????
  ????????????????????????????

12
???????????????
??????????????????????????????????????????????????
??????????? 3 ???????? (??????????? ??????????
2536. ???????? ??????????-????????????????????)

• 1. ?????????????? ????????????????????????
  ??????? ????????? ????????????????????????
  ??????????????????????????????????????
  ??????????????????????????????????? ????????
  ??????????????
• 2. ?????????????????? ??????????????????????
  ?????? ??????????????????????????????
  ??????????????????????????????????????????????????
  ???????? ?????????? ?????????? ????? ???????????
  ??????????????????????????????????????????????????
  ???????? ??????????????? ?????????????
• 3. ?????????????? ??????????????????????????
  ????????????????????????????????????????????????
  ??????????????????????? ????????? ?????? ???????
  ????????????????????????????????
  ??????????????????????????????????????????????????
  ??????????????????????? ??????????????????????????
  ?????????????? ??????????????????????????
  ??????????????????????????????
  ???????????????????????????????-??????????????????
  ????????????????????????????????????????????????
  ?????????? ??????

13
??? ?????????????????????????????????????????????
???????????????????????????????????
( Ref. Krishnamurthy, K. 1995. Krishnamurti for
beginners an anthology. ) b.1895- d. 1986

• ? ??????????????????????????????????????????
  ???????- ??????????????????????
  ???????????????????????????
• ??????????????????????? ??????????????????????
  ??????????????????????? ????????????
• ? ???????????????????????????????????
  ??????????????????????????????????????????????????
  ?????????? ????????????????????????????
  ???????????????????????????????
• ??????????????????????????????
• ? ???????????????????????????????????????
  ??????????? ??????????????? ?????????????????????/
  ????????

14
Plato (c427-347 BC) A Greek philosopher/
ALLEGORY OF THE CAVE
15
Challenges in Scientific Inquiry
16
?????????????????? 4 ????(????? ???? ??????????
2545. ????????????. ??????????????? ???.)

• ???????????? (quality)
• ??????????????????? (pertinence)
• ???????????????????????????? (equity based on
  merit)
• ?????????????????????????????????????(competitiven
  ess)

??.??.????? ??????????? ??????????????
???????????????????????? ??.??????? ?? ?.?.
????
17

• ????????????????????/????? ?
  ?????????????????(graduate)??????? ??????
  (pundit) ? ???????????????????????????????
  ?????? ?????? ??????? ?????????????
  ???????????????????????????? ?
  ?????????????????????? ? ??????????
  (???????/??????) -????????????????????????????????
  ????? ? ???????????????? 3 ??? ???????????
  ???????????? ??????????????? ? ?????????????

1. Ethical moral development 2. Knowledge 3.
Cognitive skills 4. Interpersonal relationship
responsibility 5. Analytical communication
skills
18
??????????????????
??????????
Level of problem (E - R) x Concern
????? E expectation R reality
???????????????, ?????????, ???????,?????????
19
???????????????
???.
?????????????????????????????/ ??????????????????
???????????????????
2560
?????
????????????????
????
20
? Think first, then do, because thinking is
less costly than doing. (i.e. Work Smarter, Not
Harder)
PLAN Design or revise business process
components to improve results DO Implement the
plan and measure its performance CHECK Assess
the measurements and report the results to
decision makers ACT Decide on changes needed to
improve the process
21
Good governance is, in short, anti-corruption
whereas authority and its institutions are
accountable, effective and efficient,
participatory, transparent, responsive,
consensus-oriented, and equitable. These are the
major characteristics of good governance as
outlined by the United Nations.
22
Dr. Kaoru Ishikawa once remarked
Quality begins with education, develops through
education, and will never be ended with education.
23
Management Resources

• THINKERS
• George Box Philip Crosby W Edwards
  Deming John Dewey Frederick Herzberg Kaoru
  Ishikawa Joseph M Juran Kurt Lewin Lawrence D
  Miles Alex Osborne Walter Shewhart
• Genichi Taguchi Frederick W Taylor J
  Edgar Thomson

BS (Minnesota) Electrical
Engineering
PhD Physics, Yale
Dr Karoru Ishikawa
24
?????????????????? ???????????????????????
??????
??????????? ????? (Heart )
?????????? ???? (Head)
????? ??????? (Hands)
?????????????? ???????????????
P-D-C-A Plan Do Check - Act

Created by A. Prasert / IE Chula / 15 Jan. 2004
25
??????????
???????????????????????????????????????
??????/???????/????????????????
???. /?.?.?.????????? 2542, ??????????????????????
??
????????

??????????? ??????? ??????? ????????
??????????? ? ???????????
??.??.????? ??????????? ???????????????
?????????????? ???????????????????????? ??
?.?. ????
26
Why change?

• Broken repair
• Old stale renewal
• Environmental change adaptation
• Possibility creativity
  innovation

27
??????????? ??????

• ? Quality is performance excellence as viewed
  by all stakeholders.This is a Baldrige influenced
  definition and has profound implications. We know
  that meeting end user needs relative to
  competitors is good but not enough. ? We must
  also meet societal, producer, owner and supplier
  needs.  ? Further, these needs reflect future as
  well as present needs.  Our smaller world
  requires this system view of quality. 

28
The key steps in implementing university-wide
strategic goals are

• Identify customers and their needs both
  internal and external ? and work to meet those
  needs .
• Create measures of quality, establish optimal
  quality goals and organise to meet them.
• ? Create processes capable of meeting quality
  goals in real operating conditions.

29
?????????????????????
? ?????????? ? ??????? ? ???????? ?
???????????????? ? ???????? ? ?????????? ?
????? ? ?????? ? ???????????? ?
????????
30
????????????????????? (???)

• ICT ?????????????????????????????????????????????
  ?????????? ???????????????????????????????????????
  ?????????????????????????? ???? ????????????
  ??????????????? ??????????????????
  ?????????????????
• ????????????????? -???????????????????????????????
  ??????????
• ? ??????????????????????????????????????????????
  ????????????????
• ? ??????????????????????????????????????????????
  ???????

31
?????????????????????????

• ??????????????????????
• ? Bologna process
• ? European Qualifications
  Framework (EQF)
• ? National Qualifications
  Framework (NQF)
• ?????????????????????? ????
• ? ?????????? ???????? ?????????? ??????
  ????
• ?????????? ?????????? ?????????
  ???????
• ? ???????????? ???????? Learning
  Outcomes

32
?????????? NQF ?????????????????????????????????
???
GREENLAND
ALASKA (USA)
SWEDEN
ICELAND
RUSSIA
FINLAND
NORWAY
CANADA
ESTONIA
LATVIA
DENMARK
LITHUANIA
BELARUS
REPULIC OFIRELAND
UNITEDKINGDOM
POLAND
GERMANY
NETHERLANDS
BELGIUM
CZECHREPUBLIC
UKRAINE
KAZAKHSTAN
SLOVAKIA
AUSTRIA
HUNGARY
MONGOLIA
SWITZ.
FRANCE
ROMANIA
ITALY
UZBEKISTAN
BULGARIA
GEORGIA
KYRGYZSTAN
SPAIN
NORTHKOREA
PORTUGAL
UNITED STATES of AMERICA
GREECE
TURKEY
TURKMENISTAN
TAHKISTAN
CHINA
SOUTHKOREA
JAPAN
SYRIA
AFGHANISTAN
IRAN
IRAQ
MOROCCO
TUNISIA
PAKISTAN
ALGERIA
NEPAL
LIBYA
EGYPT
WESTERN SAHARA
SAUDIARABIA
MEXICO
TAIWAN
UAE
INDIA
OMAN
VIETNAM
CUBA
MYANMAR
MAURITANIA
LAOS
MALI
NIGER
CHAD
SUDAN
THAILAND
YEMEN
HONDURAS
GUATEMALA
SENEGAL
PHILIPPINES
NICARAGUA
CAMBODIA
BURKINA
GUINEA
NIGERIA
COSTA RICA
ETHIOPIA
VENEZUELA
PANAMA
GHANA
SRILANKA
COTEDIVOIRE
CENTRALAFRICAN REPUBLIC
LIBERIA
GUYANA
FRENCHGUIANA
CAMEROON
COLOMBIA
MALAYSIA
SURINAME
SOMALIA
UGANDA
KENYA
GABON
CONGO
ECUADOR
DEMOCRATICREPUBLIC OFCONGO
TANZANIA
PAPUANEW GUINEA
INDONESIA
BRAZIL
PERU
ANGOLA
ZAMBIA
BOLIVIA
MOZAMBIQUE
MADAGASCAR
ZIMBABWE
NAMIBIA
BOTSWANA
PARAGUAY
AUSTRALIA
REPUBLICOF SOUTHAFRICA
URUGUAY
CHILE
ARGENTINA
NEWZEALAND
?????http//www.adeanet.org/adeaPortal/adea/Bienn
ale202008/Documentation/Powerpoints20Biennale/Pr
esentations20 Session207/Session
20720presentation201.20SAMUELS20Joel20ENG.ppt
256,1,A Critical Reflection on Qualifications
Frameworks and Possible Future Directions
33
Status of NQFs in the Asia-Pacific Region
Source DEEWR. (March,2008) p.16 Department of
Education Employment and Workplace Relations
34
Status of Implementation of NQFs (worldwide)
Source DEEWR, (March 2008)
1st generation implementation started between
the late 1980s and mid 1990s 2nd generation
implementation and development started in the
late1990s or early 2000s 3rd generation
currently under consideration
35
???????????????

• 2. ????????????????????????????????????????????
  (Thai Qualifications Framework TQF)
• 2.1 ?????????????????????????????
  ???????
• 2.2 ???????????????????????
• 2.3 ???????????????? TQF
• 2.4 ?????????????????????????
  ???

??.??.????? ??????????? ??????????????
???????????????????????? ??.??????? ?? ?.?.
????
36
A tree is known by its fruits.
????????????????????????? ????????????
???????????? ?.?. ????
?????????????? ????????????????????????
37
???????????????? -?????????????/?????????????????
??

• 1. ????????????
  12. ???????
• 2. ??????????
  13. ?????????????
• 3. ????????????????????. 14.
  ???????????????????????
• 4. ????????????????????? 15.
  ????????
• ???????????
  16. ????????
• 5. ??????????????? 17.
  ????????
• 6. ????????????????????????
  17.1 ????????????????????
• 7. ???????????????????????
  17.2 ?????????????????
• 8. ????????????
  17.3 ???????
• 9. ????????????????
  17.4 ???????????
• 10. ?????????????????
  17.5 ???????????????
• 11. ??????????? 18.
  ???????????????????????
• ?????????????????

38
?????????? TQF HEd ??????

• ????????? ? Qualifications framework
• ?????????????? ? all specifications, reports

39
???????????????????????????????????

• 1. ???????????????????????????????????????????????
  
• - ?.?.?.???????????????? ?.?. 2542
  ????????????????????(??????? 2)?.?. 2545
• - ?????????????? ?????????? ???????
  ????????
• - ??????????????????????????
  ??????????????????????
• - ????????????????????????????????????????
  ????????
• - ?????????????????????????????????????
• 2. ???????????????????? ?????????? ????????
• 3. ????????????????????????? ?????????????????????
  ?????

??????????
40
????? ? ??????????????????
?.?.?.???????????????? ?.?. ????

• ???????? ??????? ? ??????????????????????????
  ??????????????????????????? ? ???????????????????
  ? ?????? ??????? ????????????????????
  ?????????????????????????????????????????
  ??????????????????????????????????????????????
  ???????????????? ?????????????????????????????????
  ??????????????? .....

41
??????????????????????????????????????????????????
?????? (Thailands National Qualifications
Framework for Higher Education NQF) (?????
???????????????????????????????????? NQF ??? ???.)

• ??????????????????????????????????????????????????
  ??????????????????????????????????????????????????
  ????????? ?.?. 2542 ????????????????????
  (??????? 2) ?.?. 2545 ????????????????????????????
  ??????
• ??????????????????????????????????????????????????
  ??????????????????????????????????????????????????
  
• ??????????????????? ????? ????????????????
  ?????????? ????????????????????????????????
  ??????????????????????????????????????????????????
  ?????????????????????????????

42
???????????????????????????????

• Doing the right thing - ?????????????????????????
  ?
• Doing it the right way ???????
• Doing it right the first time and every time
  ??????????/?????????????????????
• Doing it on time -??????????????????????????

??.??.????? ??????????? ???????????????
?????????????? ????????????????????????
??.??????? ?? ?.?. ????
43
? National Qualifications Framework OR ?
National Framework of Qualifications ? Thai
Qualifications Framework TQF
General
Specific ?
What is this thing called TQF?
??.??.????? ??????????? ???????????????
?????????????? ?.????????????? ??????? 17
?.?. 2552
44
TQF chain system
????????????????????? (program specifications)
????????????? ???????
(course specifications)
????????????????????????????????(Qualifications
framework)
?????????????????? (standards of discipline)
????????????? ??????????-???????
???????????????
??????????????
??????????????
????????????????.????? ???????????
?????????????? ????????????????????????
??.??????? 27 ????????? 2552
45
Educational environment
? Curriculum ? Teachers
? Learning resources ?
Teaching aids, scientific instrument, etc.
? Supporting facilities
What to learn? (contents)
Support
?
Learning outcome
Do they learn? Assessment
?
Input
How to learn? (methods strategies)
Process
(????? ??????????? ?.?.?????? ??????????
????????? ?????????????????????)
46
?????????? ???????????????????????????(?????
HEFCE Higher Education Funding Council of
England)

• 1. What are you trying to do? ???????????
• 2. Why are you trying to do it?
  ??????????????????
• 3. How are you doing it? ?????????
• 4. Why are you doing it that way?
  ?????????????????
• 5. Why do you think that is the best way of
  doing it?
• 6. How do you know it works?
  ???????????????????????????????
• 7. How do you improve it? ??????????????????

???????????????????????/ ???????????????????? ?.
????????????????????????????????? (?.?)
?????????????????????? ??? (?.?) ???????????
-???????????????????? ?. ???????????????????????
????????????? ?. ??-????????????? ?????????
???????? ???????????????? ???????????????? ?.
???????????????? ????????????????????????????
47
National Qualifications Framework
Any degree, diploma, or other certificate issued
by a competent authority attesting that
particular learning outcomes have been achieved,
normally following the successful completion of a
recognised education programme of study
The structure of a particular system a set of
beliefs, ideas or rules that is used as the
basis for making
judgements, decisions, etc.
National framework of qualifications (higher
education) the single description, at national
level or level of an education system, which
is internationally understood and through which
all qualifications and other learning
achievements in higher education may be described
and related to each other in a coherent way and
which defines the relationship between higher
education qualifications. (Ref A National
Frameworks of qualifications in higher education
2005, Bologna Working Group on Qualifications
Framework, p. 29)
??.??.????? ??????????? ???????????????
?????????????? ????????????????????????
??.??????? ?? ?.?. ????
48
Main components of qualifications framework
(Source Dr Ian Allens presentation )

• ? Levels standard or complexity of learning
  corresponding to qualification titles
• ? Credits amount of time or work
  requirements, or volume of learning
• ? Descriptors/domains of learning kinds of
  knowledge and skills to be developed.
• ? Purpose academic, professional,
  vocational, etc.
• ? Conditions of learning the most important
  requirements for effective teaching in each of
  the domains

??.??.????? ??????????? ??????????????
???????????????????????? ??????? ??
?????? ????
49
????????????????????????????????????????Thai
Qualifications Framework HEd
Multiple purposes of higher education
as viewed by the Bologna Process
Broad advanced knowledge base
Personal development
Preparation for labour market
Active citizens in a democratic society
50
?????????????????????????? 5 domains of
learning
Ethical moral development
Knowledge
Cognitive skills
Interpersonal skills responsibility
Analytical, communication IT skills
51
Thai Qualifications Framework for Higher
Education (TQF HEd)
Domains of Learning

• 1. Ethical moral development
• 2. Knowledge
• 3. Cognitive skills
• 4. Analytical communication IT skills
• 5. Interpersonal skills responsibility

These domains and the learning outcomes
associated with them apply to all fields of
study. In addition, there are some fields in
which highly developed physical skills are also
necessary.
52
????????????? domain

• Ethical and Moral Development development of
• - habits of acting ethically and
  responsibly in personal and public life
• in ways that are consistent with high moral
  standards.
• - ability to resolve value conflicts
  through application of a consistent system of
  values.
• Knowledge
• - knowledge of specific facts,
• - knowledge of concepts, principles and
  theories and
• - knowledge of procedures.
• Cognitive skills -the ability to
• - apply knowledge and understanding of
  concepts, principles, theories and procedures
  when asked to do so and
• - analyze situations and apply conceptual
  understanding of principles and theories in
  critical thinking and creative problem solving
  when faced with unanticipated new situations.

53
Domains of Learning (contd)

• Interpersonal skills and responsibility -the
  ability to
• - work effectively in groups, and exercise
  leadership
• - accept personal and social
  responsibility, and
• - plan and take responsibility for their
  own learning
• Analytical and communication skills -the ability
  to
• - use basic mathematical and statistical
  techniques,
• - communicate effectively in oral and
  written form, and
• - use information and communications
  technology

54
???????????????????????????????
?????????????????
??????????????????
??????????????????????????????????
??????????????????
(Assessment procedures)
????????????????????
(Performance criteria)
????????????????????????????????
???????????????????????????????? 19
??????? 2549
55
????????? ????????????????????????????????????
????????????????????????
Reference Quality Assurance Agency for Higher
Education 2000. Subject Benchmark Statement.
Academic standards Chemistry. QAA for Higher
Education, Glouchester, UK

• 1. ???????????????????????????????????????
  (???????? ? ??????? ???? ????? ?????????? )
• 2. ?????????????????? (????????? learning
  outcome ???????????????)
• 3. ????????????????? (Subject knowledge)
• 4. ?????????????????? ?????????????-??????????
  (Assessment procedure and performance criteria)

Allen, Ian 2005. National Qualifications
Framework for Higher Education in Thailand
implementation handbook. Commission for Higher
Education, Ministry of Education.
56
??????????????????????? B.Sc.University of
Chicago
? ? ? ? ? ? ? ? ?

• ? To provide factual and conceptual knowledge
• ? To give an integrated overview of the central
  tenets of modern science
• ? To afford experience in obtaining and
  interpreting scientific hypotheses and
• ? To develop thinking and writing skills

57
The Scottish Bachelors Degree with Honours

• Characteristic outcomes of the BSc degree with
  Honours
• a systematic, extensive and comparative knowledge
  understanding of the subject (s) as a whole and
  its links to related subject (s), a detailed
  knowledge of a few specialisms developments,
  some of which are at, or informed by, the
  forefront of the subject.
• A critical understanding of the established
  theories, principles and concepts, and a number
  of advanced emerging issues at the forefront of
  the subject
• A critical understanding of the uncertainty and
  limits of knowledge and how it is developed and
  an ability to deploy established techniques of
  analysis and enquiry within the subject
• A comprehensive knowledge familiarity with
  essential advanced materials, techniques and
  skills including some at the forefront of the
  subject
• Skills in identifying information, needs, and in
  the systematic gathering, analysis and
  interpretation of ideas, concepts and qualitative
  data and information from a range of evaluated
  sources including research, scholarly, and/or
  professional literatures.

58
Masters Degree

• A thorough understanding of the relevant
  techniques in the field demonstrated both by
• ? a thorough review of the literature
• ? competence in judicious selection
  and application of methodology to yield
  fruitful results, and
• ? has the capacity to present
  well-written work

(Extensive intensive reading critical reading
critical thinking ??????????? ????????????)
59
Characteristics of a PhD

• ? A PhD thesis is an in-depth, focused piece of
  work on one topic.
• ? A PhD is an academic training or academic
  apprenticeship.
• ? A PhD is about the generation of new knowledge
  ? originality independence)
• ? A PhD involves the incremental development of
  a range of generic and specific research skills

60
Policy Statement The Doctor of Philosophy
Degree, Council of Graduate School, USA
The doctoral program is designed to prepare a
student for a lifetime of intellectual inquiry
that manifests itself in creative scholarship and
research.
The program emphasizes freedom of inquiry and
expression and development of the students
capacity to make significant contributions to
knowledge. An essential element is the
development of the ability to understand and
evaluate critically the literature of the field
and to apply appropriate principles and
procedures to the recognition, evaluation,
interpretation, and understanding of issues and
problems at the frontiers of knowledge. All of
this is most effectively accomplished in close
association with those experienced in research
and teaching.
61
Doctor of Philosophy

• This degree provides training and higher
  education with the objective of producing
  graduates with the capacity to conduct research
  independently at the highest level of originality
  and quality. Students ought to be capable by the
  end of their candidatures of conceiving,
  designing and carrying to completion a research
  program without supervision. The PhD is thus
  largely scholarly in nature and should uncover
  new knowledge either by the discovery of new
  facts, the formulation of theories or the
  revision of old ideas. Examiners will expect a
  thesis to be well written and to reveal clearly
  an independence of thought and approach and a
  deep knowledge of the field of study. (Univ. of
  Wollongong Calendar)

62
????????????????
??????????
????
????????
???????
????????????????????????
?????????????? pundit
(???????????/??????????????????)
63
?????????????????????????????????
1. ???????????????????
(curiosity)
2. ??????????????????? (creativity)
3. ???????????????????????????????
?????????????????????????????????????????????????
?????? (skepticism ? empirical logical adequacy)
4. ??????????????????????????????? (commitment
to hard work)
5. ??????????????????????????
?????????????????? (professional ethics)
64
Levels of cognitive development based on Bloom
s Taxonomy of learning 1956 revised. Anderson
and Krathwohl (2001) have made some apparently
minor but actually significant modifications, to
come up with
????????? ?? ?????? ??????????????????????????????
?????????????????????
????
?????? 1
?????? 2
65
Verification of standards

• ? TQF HEd ????????????
• ? ????????
• ? ????????
• ? ??????????
• ? ????????????????
• ?????????????????????? ????? ?????????????????????
  ????????????????????????????

?
? Qualifications framework ? Standards
of discipline ? Program
specifications ? Course
specifications
66
???????????????

• 3. ??????????????????????????????????????
• 3.1 ??????????????? National
  Qualification Framework ? Standards of discipline
  // ? Program specifications ? Course
  specifications ? Field experience specifications
  ? Reports

??.??.????? ??????????? ???????????????
?????????????? ????????????????????????
??.??????? ?? ?.?. ????
67
??????????
?????????????????????????????????????????
??????/???????/????????????????
???. /?.?.?.????????? 2542, ??????????????????????
??
????????

??????????? ? ???????????
68
??????????
?????????????????????????????????????????
??????/???????/????????????????
???. /?.?.?.????????? 2542, ??????????????????????
??
??????????????????????????
??????????????????
?????????????????
???????????????
????????

???????????????????????????
??????????????????
??????????? ? ???????????
??.??.????? ??????????? ???????????????
?????????????? ????????????????????????
??.??????? ?? ?.?. ????
69
Thai Qualifications Framework

• Standard of discipline
• Program
• Program specifications
• Course specifications
• Field experience specifications
• Reports

Package
???????? ?????????????????????????
??.??.????? ??????????? ???????????????
?????????????? ????????????????????????
??.??????? ?? ?.?. ????
70
National Qualifications Framework
STD. of Discipline
Program specs
Field experience specs
Program
Objective
Course specs
Report loop
Learning
Program specs
Program specs
Evaluation
????????????????????????????????????????? TQF
??.??.????? ??????????? ???????????????
?????????????? ????????????????????????
??.??????? ?? ?.?. ????
71
????????????????????????? ????????????
???????????? ?.?. ????
A tree is known by its fruits.
?
?????????????? ????????????????????????
72
Programme specification

• A programme specification is a concise
  description of the intended outcomes of learning
  from a higher education programme and the means
  by which these outcomes are achieved and
  demonstrated. An outcome is simply a result or
  consequence of an action or process the outcome
  from a learning process is a learning outcome.
• Programme specifications should make explicit the
  intended outcomes in terms of knowledge,
  understanding, skills and other attributes. They
  should help students to understand the teaching
  and learning methods that enable the outcomes to
  be achieved the assessment methods that enable
  achievement to be demonstrated and the
  relationship of the programme and its study
  elements to the qualifications framework and to
  any subsequent professional qualification or
  career path.

73
Remember the intended audience

• The process of programme specification should
  ultimately result in documents that are
  comprehensible to the lay reader, such as a
  potential student or employer. However, the
  process through which programme specifications
  are produced may result in some quite complex
  documents, for example those mapping module
  outcomes to overall programme outcomes. These may
  be of great help to those designing and
  delivering programmes. They can be used for such
  internal processes, and they may be of assistance
  when explaining the design of a programme to
  academic reviewers. However, the end result of
  the process should be a document that meets the
  Dearing expectation of a clear description that
  will facilitate informed student choice.
• Reference the Quality Assurance Agency for
  Higher Education. Guideline for preparing
  programme specifications

74
Course specification

• A course specification is a blueprint for every
  taught course of study at undergraduate and
  masters degree level, which is intended to
  provide you with helpful information about the
  provision offered by the university. Each course
  specification sets out the aims of the course,
  the skills and knowledge a graduate from that
  course will possess, and how it is taught and
  assessed.

75
?????? ??. ?????? ????????????????????????????????
???????? .?.?. 2552
?????????????????? ??????????????????????
?????? ???. ?????? ???????????????????????????????
???????????????????????????? ?.?. 2552
???????????????????????
????????????????????
???.
??????????????????????
????????????????????
5 ??
????????????????????
?????/?????????? ?
???????????
????????????????
????
?????????????? ?????
????????????????????? (Program Specification)
????
??????????????????????????????/??????
(?????) (Course Field Experience Specifications)
???. ?????????????? ??????
?????????????? ??????????????????
(Semester/Annual Program Report)
???????????????????? (????????????????????????????
????????)
????????????? (Course Reports)
?????????????????? ???????????????????????????????
?/??????
(POD Network)
Teaching Unit
???????????????????????? ???????????
????????/?????????????????????????????????????????
??????????????????????????????????????
(????????????????????????????????????????????????
?)
76
??????????????????????????????????????????????????
? (simplified)
????????????????????????????????????????
?
???.
??????????????????????
?
?
????????????????????? (Program specifications)
???????????
??????? ?/? ??????????????
?
????????/?????
??????????????????????????????-??????? (?????)
(Course specifications and Field experience (if
required)
Deming Cycle
???????/???????????????? ???????? ???????
?????????????????
????????????/??? ???????????????
77
Planning Report Cycle (?????/ Allen, Ian
2006. Program Specifications and Reports.
Training workshop on implementing of the National
Qualifications Framework.)

Continuing plan
Annual/semester reports
Program specifications
Program report

Course field experience specifications
Course field experience reports
Teach courses field experience

A/Prof Dr Sunthorn Sotthibandhu Faculty of
Science, Prince of Songkla University, HDY campus
78
???????????????

• 4. ?????????????????? -????????????????
  pundit
• 4.1 Commitment of senior administrators
  (in fact, of everyone)
• 4.2 ??????????????????? ?
  ???????????? (????????????? ??????????????????)
• 4.3 ???????????????

??.??.????? ??????????? ??????????????
???????????????????????? ??.??????? ?? ?.?.
????
79
???????????????????Conditions of Learning

• Definition the necessary conditions for
  developing different kinds of learning outcomes
• Generally recognized as the most important
  requirements for effective teaching in each of
  the domain.
• Should be 1. understood by faculty, are applied
  in courses and programs, and that
• 2. the effectiveness
  of those strategies is evaluated on a continuing
  basis.

80
Baldrige Education Criteria for Performance
Excellence Framework
A System Perspective
? Strategic Planning
? Faculty and Staff Focus
? Organization Performance Results
? Leadership
? Students, Stakeholder, and Market Focus,
? Process Management

? Measurement, Analysis, and Knowledge Management
81
???????????????????????????

• ????? ??? ??????? ?????????? ????????????
  ????????????????? ???????????

82
????????????? (??????????????)

• ?????? (????) ??????????????? ????????????????????
  ?? ????-?????? ??????????????????????????????????
  ????
• ???????? (???) ?????????????????????????
  ???????????????????????????????????????????
• ?????????? (???????) ????????????????
  ??????????????????? ??????????????????????????????
  ???
• ????????????????? (?????) ??????????
  ????????????????????? ???????????????????????
  ??????? ?????????????????????- ????????
  ??????????????????

83
????????????? (???)

• ??????????? (????????) ???????????????????????????
  ??????????????? ????????????????
  ???????????????????????????????? ??????????
  ?????????????
• ??????????????????? (?????????? ????? ?????)
  ??????????????????????????????????????????????????
  ???? ?????????????????????????????????????????????
  ??????
• ?????????????? (?? ??????? ????????)
  ????????????????????????????? ????????????????????
  ?????

84
??????????????????
??????? ??????????????????????????
(????????????/ ???????????? ????. ????????
???????????????????????. ???? ???)

• ???????????????????????
• ????????????????????
• ???????????????????????
• ?????????????????????????????????????????
• ??????????????????????????? (?????????????????????
  ?????????? ???????????????????????????????)

85
????????????????????

• ???????????????? ?????????????????????????????????
  ???
• ???????????????????????? ???????????????
  ??????????????????????????????????????????
  ????????????????????????????????????????
  ???????????????????????????????????? ???
• ?????????????????????????
• ???????????????? ??????????? ????
  ???????????????????? ??????????????????
• ???????????????????????????????????????
  ?????????????????????????????? ???????????????????
  ?????????????

86
??????????????????????
? ???????????????? ???????????????????????????????
??????????????? ??????????????????????????????????
??????????????????????????????????????????????????
??????? ???????????????????????????????
????????????????????-????????
????????????????????????????????????????????
??????????????????????????????????????????????????
????????????? ????????????????????????????????????
??????????????????????????????????????????????????
??????????????? (to create a sense of wholeness)

87
??????? ???????? ???????? ?????????????
??????????/ ????? ????????????????
????????????????????
? Knowledge ? Cognitive skills ?
Analytical communication skills ? Ethical
moral development ? Interpersonal skills
responsibility
? Professional subjects (learning outcomes)
? General Education/ Liberal Arts
(????????? ???????????/???????????
???????????/?????????)
88
Nine Principles Guiding Teaching and Learning in
the University of Melbourne

• an atmosphere of intellectual excitement
• an intensive research culture permeating all
  teaching and learning activities
• a vibrant and embracing social context
• an international and culturally diverse
  curriculum and learning community
• explicit concern and support for individual
  development
• clear academic expectation and standards
• learning cycles of experimentation, feedback and
  assessment
• premium quality learning resources and
  technologies
• an adaptive curriculum

??.??.????? ??????????? ??????????????
???????????????????????? ??.??????? ??
?????? 2552
89
Theme from the Unfinished Symphony (No.8)

• ?????????????? ???????????????????????????
  ??.????????
  ??????????? ??????????? ???????????????????????
  ??
  ???????????????????? ???????????
  ????????????????????
• We badly need effective leadership system.

90
Franz Schuberts unfinished symphony (theme)
? Standard of discipline
?
TQF
Program specifications ?
Course organizer
Course
organizer
Course specifications
?
?
?
?
Teaching team
Teaching team
?
?
Students
Students
91
????????????????
Human brain has two parts left right. Grave
concern arises when the right side has nothing
left and the left side has nothing right !!!
92
DANGER! The TQF is a huge and highly complex
topic and it can send you
to sleep!
93

• Ideology halo of beliefs traditions norm,
  values, culture
  ? Strategic apex top management
  ? Technostructure analysts that
  design systems, processes
  ? Support staff support
  outside of operating workflow
• ? Middle line middle management
• 
  ? Operating core operations,
  operational processes, etc.

Henry Mintzberg organizational configurations
model framework
Source http//www.valuebasedmanagement.net/metho
ds_mintzberg_configurations.html
94
??????????????????????

• ????????????????????/??????????????????
• ????????? ?? ? ???? ?????????????????
• ? ??????????????????? ? ??????
• ?????? ? ????? ??????? -????????????
  ??????????? ?????? ????? ??????? ???????
• ???????? ?????????
  -?????????????
• ?????? ? ????? ??????? -?????????????
  ??????????????????????????
• ???? ????????? - ???????????
  ??????????????????????????