{"id":17586,"date":"2025-03-09T07:44:59","date_gmt":"2025-03-09T07:44:59","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2425\/education\/?post_type=edm_report&p=17586"},"modified":"2026-06-11T08:25:52","modified_gmt":"2026-06-11T08:25:52","slug":"%e0%b8%aa%e0%b9%88%e0%b8%a7%e0%b8%99%e0%b8%97%e0%b8%b5%e0%b9%88-4-%e0%b8%9c%e0%b8%a5%e0%b8%81%e0%b8%b2%e0%b8%a3%e0%b8%94%e0%b8%b3%e0%b9%80%e0%b8%99%e0%b8%b4%e0%b8%99%e0%b8%87%e0%b8%b2%e0%b8%99","status":"publish","type":"edm_report","link":"https:\/\/qa.trsu.ac.th\/education\/?edm_report=%e0%b8%aa%e0%b9%88%e0%b8%a7%e0%b8%99%e0%b8%97%e0%b8%b5%e0%b9%88-4-%e0%b8%9c%e0%b8%a5%e0%b8%81%e0%b8%b2%e0%b8%a3%e0%b8%94%e0%b8%b3%e0%b9%80%e0%b8%99%e0%b8%b4%e0%b8%99%e0%b8%87%e0%b8%b2%e0%b8%99","title":{"rendered":"Section 4 Performance Results Based on Quality Criteria (Criterion 1 – Expected Learning Outcomes)"},"content":{"rendered":"\n

Criterion 1 – Expected Learning Outcomes<\/strong><\/p>\n\n\n\n

Criterion<\/strong><\/p>\n\n\n\n

Requirements<\/strong><\/p>\n\n\n\n

\n
\"\"<\/figure>\n<\/figure>\n\n\n\n

Quality level assessment<\/strong><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Result<\/strong><\/p>\n\n\n\n

1.1 The programme to show that the expected learning outcomes are appropriately formulated in accordance with an established learning taxonomy, are aligned to the vision and mission of the university, and are known to all stakeholders.<\/strong><\/p>\n\n\n\n

Operational Result<\/strong><\/p>\n\n\n\n

The learning outcomes of the EDM program (latest revised and used from 2020) are divided into 4 domains viz. Knowledge [K], Skills [S], Ethics [E] and Characters [C].  The Program Learning Outcomes are derived on the basis of the institutional vision and mission<\/em> as well as the general description of learning outcomes given by the Commission on Higher Education, the Ministry of Education, as described in the following:<\/p>\n\n\n\n

Vision and Mission of TRSU<\/strong>: The Vision and Mission of TRSU are depicted as in the following:<\/p>\n\n\n\n

Table<\/b><\/em> 1.1(1):<\/em><\/strong><\/p>\n\n\n\n

VISION<\/em><\/strong><\/td>MISSION<\/em><\/strong><\/td><\/tr>
TRSU aims to become a leading and outstanding university that would be acknowledged and accepted nationally and internationally. Nevertheless, TRSU is a multidisciplinary eco – friendly student – teacher – friendly institute, following the model of a research university, envisions to become a center of excellence for creative innovation for training and development of knowledge and application to cater to the society and the nation effectively and efficiently and to become a model university to the future generation.  <\/td>– M1<\/strong>. Produce graduates with high academic achievement and English language proficiency.
– M2<\/strong>. Develop research and academic activities that would be acknowledged and recognized around the globe.
– M3<\/strong>. Mage a Center of Excellence for Academics, Professional Development and English Language Competency.
– M4<\/strong>. Preserve Thai and International arts and culture to form a co-existing multi-cultural society.
– M5<\/strong>. Employ an administrative system that achieves excellence in organizational management.
– M6<\/strong>. Educate young resources to generate high quality manpower in order to integrate the local and global environment in several fields of science, technology, management and teaching.  
– M7. <\/strong>To develop skill, knowledge, research and English capabilities in teaching and other respective fields at par with global standards to meet relevant industrial and social needs. <\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Table<\/b><\/em> 1.1(2):<\/em><\/strong><\/p>\n\n\n\n

Programme learning outcomes [PLO]<\/em><\/strong><\/strong><\/td><\/tr>
PLO1<\/strong><\/td>Knowledge<\/strong><\/td><\/tr>
 <\/strong><\/td>K1<\/td>Have knowledge and understanding of the subject matter according to the standards of professional knowledge of teachers prescribed by the teacher\u2019s council (Kuru Sapha).<\/td><\/tr>
K2<\/td>Can integrate knowledge in the teaching profession and specific subjects in learning management.<\/td><\/tr>
K3<\/td>Recognizes the value of research for further development of knowledge.<\/td><\/tr>
K4<\/td>Can think critically Evaluate and innovate new options When encountering problems or facing problems in the teaching profession.<\/td><\/tr>
PLO2<\/strong><\/td>Skills<\/strong><\/td><\/tr>
 <\/strong><\/td>S1<\/td>Self-knowledge seeking skills, able to use information technology for communication in the pursuit of knowledge and professional development.<\/td><\/tr>
S2<\/td>Teamwork Skills – Group with Effective Communication<\/td><\/tr>
S3<\/td>Skills to manage learning using English as the medium of teaching and learning and skills to support learning through a variety of methods <\/td><\/tr>
S4<\/td>Skills in research and development of innovations or new options to improve learning<\/td><\/tr>
PLO3<\/strong><\/td>Ethics<\/strong><\/td><\/tr>
 <\/strong><\/td>E1<\/td>Recognize and act in accordance with the professional ethics of teachers.<\/td><\/tr>
E2<\/td>Awareness and compliance with laws and good cultural values<\/td><\/tr>
PLO4<\/strong><\/td>Character<\/strong><\/td><\/tr>
 <\/strong><\/td>C1<\/td>Discipline<\/td><\/tr>
C2<\/td>Kindness, Compassion and Generosity.<\/td><\/tr>
C3<\/td>Curiosity and commitment to work.<\/td><\/tr>
C4<\/td>Self-belief, Behave appropriately and have values in teamwork.<\/td><\/tr>
C5<\/td>Self-responsibility to the organization, to the profession and to be global (rational) (especially in terms of environmental consciousness and respect for human and children’s rights.)<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Expected Learning Outcomes [ELO<\/strong>]<\/em> EDM program<\/em><\/strong>: The Expected Learning Outcomes of the EDM porgramme is depicted as in the following:<\/p>\n\n\n\n

Table<\/b><\/em> 1.1(3):<\/em><\/strong><\/p>\n\n\n\n

Learning Outcomes<\/strong><\/td>Descriptions of learning outcomes<\/strong><\/td><\/tr>
Knowledge (K)<\/strong><\/strong><\/td>K1:<\/strong> Have knowledge and understanding of the subject matter according to the standards of professional knowledge of teachers prescribed by the teachers\u2019 council (Kuru Sapha).
K2:<\/strong> Can integrate knowledge in the teaching profession and specific subjects in learning management.
K3:<\/strong> Recognizes the value of research for further development of knowledge.
K4<\/strong> Can think critically Evaluate and innovate new options When encountering problems or facing problems in the teaching profession.<\/td><\/tr>
Skill (S)<\/strong><\/strong><\/td>S1.<\/strong> Self-knowledge seeking skills, able to use information technology for communication in the pursuit of knowledge and professional development.
S<\/strong>2. Teamwork Skills – Group with Effective Communication.
S3.<\/strong> Skills to manage learning using English as the medium of teaching and learning and skills to support learning through a variety of methods. 
S4.<\/strong> Skills in research and development of innovations or new options to improve learning.<\/td><\/tr>
Ethics (E)<\/strong><\/strong><\/td>E1.<\/strong> Recognize and act in accordance with the professional ethics of teachers.
E2.<\/strong> Awareness and compliance with laws and good cultural values<\/td><\/tr>
Character (C)<\/strong><\/strong><\/td>C1. <\/strong>Discipline.
C2. <\/strong>Kindness, Compassion and Generosity.
C3. <\/strong>Curiosity and commitment to work.
C4. <\/strong>Self-belief, behave appropriately and have values in teamwork.
C5. <\/strong>Self-responsibility to the organization, to the profession and to be global (rational) (especially in terms of environmental consciousness and respect for human and children’s rights).<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

The alignment of the Expected learning outcomes with the taxonomy level as well as its alignment towards the vision and mission of the University is shown below:<\/p>\n\n\n\n

Table<\/b><\/em> 1.1(4):<\/em><\/strong><\/p>\n\n\n\n

Learning Outcome<\/strong><\/td>Description of the Alignment of the LOs to the Vision and Mission of the university<\/strong><\/td>Bloom\u2019s Taxonomy Level<\/strong><\/td><\/tr>
Knowledge [K]<\/strong><\/td><\/tr>
K1:<\/strong> Professional Knowledge<\/em><\/td>The University wants the graduates to articulate business theories & practices that are systematic, global and up-to-date , have extensive and thorough knowledge of fundamental principles and theories of mathematics and its teaching process and methodology up to possibility and viability to apply to the teaching profession in practice; have knowledge of understanding life, community around the world, and in living together based on diverse culture, able to cope up with the social change, able to apply the philosophy of sufficiency economy in life and can develop oneself to develop work and other fellow neighbours. [R1. Vision and Mission statements of the university].<\/td>Cognitive \/ Understanding<\/td><\/tr>
K2:<\/strong> Subject Knowledge<\/em><\/td>The University wants the graduates to possess and apply basic subject knowledge such as an integrated knowledge between theory and practice in the profession, Curriculum Learning Management and Technology, Psychology for Assessment of Teachers\u2019 measurement, understanding of the content of the major for the basic education or vocational education. <\/strong>[R1. Vision and Mission statements of the university].<\/td>Cognitive \/ Understanding<\/td><\/tr>
K3:<\/strong> Research\/ Development Knowledge<\/em><\/td>The University wants the graduates to have thorough and comprehensive knowledge of fundamental principles, theories and concepts of mathematics contents and teaching profession to analyze and solve critical and unseen problems and able to conceive and find new innovative concepts and problems to pursue basic research appropriate and suitable for the programme for professional and knowledge advancement. [R1. Vision and Mission statements of the university].<\/td>Cognitive \/ Applying<\/td><\/tr>
K4<\/strong>: Critical Thinking\/ Problem Solving Knowledge<\/em><\/td>The University wants to have strong knowledge and understanding of principles, theories and intrinsic concepts of mathematics taught; able to apply knowledge to analyze, appraise and solve various problems involving critical thinking; able to integrate teaching and learning with real practice and cross-science integration; able to apply knowledge of information technology in teaching profession; able to apply knowledge to track progress in academics and to develop neighbour learners. [R1. Vision and Mission statements of the university].<\/td>Cognitive \/ Applying<\/td><\/tr>
Skills [S]<\/strong><\/td><\/tr>
S1:<\/strong> Self-Education & Professional\/<\/em> Personal Development Skill<\/em><\/td>The University wants the graduates to analyze the information required and be able to search for information through information technology systems from various learning sources or databases and categorize information that is convenient to call to support life or study and professional development. [R1. Vision and Mission statements of the university].<\/td>Psychomotor \/ Articulate<\/td><\/tr>
S2:<\/strong> Team Work & Communication Skill<\/em><\/td>The University wants the graduates to value teamwork, to work with others collaboratively and with agility, either as a group member or group leader, distributing responsibilities to colleagues, directing and exchanging knowledges with each other, that respects others and accepts differences between individuals. [R1. Vision and Mission statements of the university].   <\/td>Psychomotor \/ Articulate<\/td><\/tr>
S3:<\/strong> English usage & Learning Management Skill<\/em><\/td>The University wants the graduate to demonstrate English usage skills at a standard level, with people of diverse culture, possess good leadership and service mindedness, collaborate or work well with other people; also to design learning, develop learning management plans and innovative media to support learning and effective evaluation tools to coordinate with parents for care; to solve problems or develop learners’ learning to develop to their full potential.[R1. Vision and Mission statements of the university].<\/td>Cognitive \/ Applying<\/td><\/tr>
S4:<\/strong> Innovative Research\/ development Skill<\/em><\/td>The University wants the graduates to analyze learning difficulties, select research issues and conduct studies, analysis, research and development until conclusions or innovations are obtained; also to know the various options to improve learning continuously. [R1. Vision and Mission statements of the university].<\/td>Cognitive \/ Applying<\/td><\/tr>
Ethics [E]<\/strong><\/td><\/tr>
E1:<\/strong> Professional Ethics<\/em><\/td>The University wants the graduates to show self-consistency between moral & ethical belief and behavior, be patient, humble, kind, calm and quiet, considerate, caring; expressing love, faith and pride in the teaching profession, the spirit of being a teacher and behave as per the professional ethics. [R1. Vision and Mission statements of the university].<\/td> Affective \/ Valuing<\/td><\/tr>
E2:<\/strong> Legal & Cultural Ethics<\/em><\/td>The University wants the graduates to be a disciplinary person who acts in accordance with the law. Regulations or guidelines are the agreements of the organization or the country including the activity in accordance with the good culture of the community of the society in which they live. [R1. Vision and Mission statements of the university].<\/td>Affective \/ Valuing<\/td><\/tr>
Character [C]<\/strong><\/td><\/tr>
C1:<\/strong> Self- Actualization<\/em><\/td>The University wants the graduates to be a health care provider for self-health, to have good physical health conditions; to have good mental health, appropriate and decent dress for the context of the organization or lifestyle period; to have physical and verbal expressions that reflect poise, maturity, credibility, model, or faith of the onlooker. [R1. Vision and Mission statements of the university].   <\/td>Affective\/ Organizing<\/td><\/tr>
C2:<\/strong> Personality & Integrity<\/em><\/td>The University wants the graduates to be a person with kindness, compassionate and generous to their colleagues and fellows friends and neighbours in their profession and to the nation too, be honest to their profession, organization and also nation. [R1. Vision and Mission statements of the university].    <\/td>Affective\/ Valuing<\/td><\/tr>
C3:<\/strong> Inquisitiveness & Commitment<\/em><\/td>The University wants the graduates to be a person with an inquisitive disposition who studies, researches, and brings new ideas or methods to exchange knowledges with colleagues; plan work and execute according to a plan with clear objectives; with commitment and responsibility until the work is completed, which is always evident to colleagues. [R1. Vision and Mission statements of the university].   <\/td> Cognitive \/ Applying<\/td><\/tr>
C4:<\/strong> Self-belief, Behaviour & Leadership<\/em><\/td>The University wants the graduates to be a person with strong self-belief on their knowledge and profession, able to work in a group or team having good behavior with teammates, able to distribute and execute workloads properly and professionally till finish with strong leadership quality. [R1. Vision and Mission statements of the university].    <\/td>Cognitive \/ Applying<\/td><\/tr>
C5:<\/strong> Professional Responsibility & Respect<\/em><\/td>The University wants the graduates to have a friendly personality and interact with all that reflect being kind, generous, caring and helpful at all times; have responsibility in their profession (teaching profession), respect and follow all rights and norms of the organization in all situations, listen to different ideas and opinions with understanding and acceptance of differences among individuals. [R1. Vision and Mission statements of the university].   <\/td>Cognitive \/ Applying<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

The alignment of Institutional Vision and Mission and Programme Learning Outcomes of EDM programme is is iterated in the following:<\/p>\n\n\n\n

Table<\/b><\/em> 1.1(5):<\/em><\/strong><\/p>\n\n\n\n

Vision\/ Mission and PLO\u2019s Mapping:<\/u><\/em><\/strong><\/p>\n\n\n\n

Vision\/ Mission<\/strong><\/td>Knowledge<\/strong> [<\/strong>PLO1]<\/strong><\/strong><\/td>Skills<\/strong> [<\/strong>PLO2]<\/strong><\/strong><\/td>Ethics<\/strong> [<\/strong>PLO3]<\/strong><\/strong><\/td>Character<\/strong> [<\/strong>PLO4]<\/strong><\/strong><\/td><\/tr>
1<\/strong><\/strong><\/td>2<\/strong><\/strong><\/td>3<\/strong><\/strong><\/td>4<\/strong><\/td>1<\/strong><\/strong><\/td>2<\/strong><\/td>3<\/strong><\/td>4<\/strong><\/td>1<\/strong><\/strong><\/td>2<\/strong><\/strong><\/td>1<\/strong><\/strong><\/td>2<\/strong><\/strong><\/td>3<\/strong><\/strong><\/td>4<\/strong><\/td>5<\/strong><\/td><\/tr>
Vision<\/u><\/em><\/strong>:<\/strong>  TRSU aims to become a leading and outstanding university that would be acknowledged and accepted nationally and internationally. Nevertheless, TRSU is a multidisciplinary eco – friendly student – teacher – friendly institute, following the model of a research university, envisions to become a center of excellence for creative innovation for training and development of knowledge and application to cater to the society and the nation effectively and efficiently and to become a model university to the future generation.  <\/td>l<\/strong><\/strong><\/td>l<\/strong><\/strong><\/td>l<\/strong><\/strong><\/td>l<\/strong><\/strong><\/td>l<\/strong><\/strong><\/td>l<\/strong><\/strong><\/td>l<\/strong><\/strong><\/td>l<\/strong><\/strong><\/td>l<\/strong><\/strong><\/td>l<\/strong><\/strong><\/td>l<\/strong><\/strong><\/td>l<\/strong><\/strong><\/td>l<\/strong><\/strong><\/td>l<\/strong><\/strong><\/td>l<\/strong><\/strong><\/td><\/tr>
Mission<\/u><\/em><\/strong>: –<\/strong><\/td>Knowledge<\/strong> [<\/strong>PLO1]<\/strong><\/strong><\/td>Skills<\/strong> [<\/strong>PLO2]<\/strong><\/strong><\/td>Ethics<\/strong> [<\/strong>PLO3]<\/strong><\/strong><\/td>Character<\/strong> [<\/strong>PLO4]<\/strong><\/strong><\/td><\/tr>
M1<\/strong>. Produce graduates with high academic achievement and English language proficiency<\/u><\/em><\/strong><\/td>l<\/strong><\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td>l<\/strong><\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td>l<\/strong><\/strong><\/td> <\/strong><\/td> <\/strong><\/td><\/tr>
M2<\/strong>. Develop research and academic activities that would be acknowledged and recognized around the globe<\/strong><\/td> <\/strong><\/td> <\/strong><\/td>l<\/strong><\/strong><\/td> <\/strong><\/td>l<\/strong><\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td><\/tr>
M3<\/strong>. Mage a Center of Excellence for Academics, Professional Development and English Language Competency<\/u><\/em><\/strong><\/td>l<\/strong><\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td>l<\/strong><\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td>l<\/strong><\/strong><\/td> <\/strong><\/td><\/tr>
M4<\/strong>. Preserve Thai and International arts and culture to form a co-existing multi-cultural society<\/u><\/em><\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td>l<\/strong><\/strong><\/td>l<\/strong><\/strong><\/td>l<\/strong><\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td><\/tr>
M5<\/strong>. Employ an administrative system that achieves excellence in organizational management<\/u><\/em><\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td>l<\/strong><\/strong><\/td> <\/strong><\/td>l<\/strong><\/strong><\/td>l<\/strong><\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td><\/tr>
M6<\/strong>. Educate young resources to generate high quality manpower in order to integrate the local and global environment in several fields of science, technology, management and teaching<\/u><\/em><\/strong><\/td> <\/strong><\/td>l<\/strong><\/strong><\/td> <\/strong><\/td> <\/strong><\/td>l<\/strong><\/strong><\/td> <\/strong><\/td>l<\/strong><\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td>l<\/strong><\/strong><\/td> <\/strong><\/td>l<\/strong><\/strong><\/td><\/tr>
M7. <\/strong>To develop skill, knowledge, research and English capabilities in teaching and other respective fields at par with global standards to meet relevant industrial and social needs.<\/u><\/em><\/strong><\/td>l<\/strong><\/strong><\/td> <\/strong><\/td>l<\/strong><\/strong><\/td>l<\/strong><\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td>l<\/strong><\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td>l<\/strong><\/strong><\/td> <\/strong><\/td>l<\/strong><\/strong><\/td><\/tr><\/thead><\/table><\/figure>\n\n\n\n

The Learning Outcomes of the BEDM program are communicated to stakeholders using meetings, documents, and social media as show in below Table:<\/p>\n\n\n\n

Table<\/b><\/em> 1.1(6):<\/em><\/strong><\/p>\n\n\n\n

Stakeholders<\/strong><\/strong><\/td>Communication Channels<\/strong><\/strong><\/td><\/tr>
Meeting<\/strong><\/strong><\/td>Document<\/strong><\/strong><\/td>Social media<\/strong><\/strong><\/td><\/tr>
TRSU\u2019s Academic staff
Academic committee
All academic staffs<\/td>		Monthly
Annually
Course orientation<\/td>		Manual
Meeting <\/td>		TRSU\u2019s Website\/ Facebook<\/td><\/tr>
Instructor of faculties:
Faculty of Education
Private and Government Schools<\/td>		Annually<\/td>Manual Meeting <\/td>TRSU\u2019s Website\/ Facebook<\/td><\/tr>
Current students<\/td>Biannually
Course orientation<\/td>		manual <\/td>TRSU\u2019s Website\/ Facebook<\/td><\/tr>
Potential students \/ parents<\/td>Annually
Informal discussion<\/td>		manual<\/td>TRSU\u2019s Website\/ Facebook<\/td><\/tr>
Employers<\/td>Informal discussion<\/td>manual<\/td>TRSU\u2019s Website\/ Facebook<\/td><\/tr>
Alumni<\/td>Informal discussion<\/td>manual<\/td>TRSU\u2019s Website\/ Facebook<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

1.2 The programme to show that the expected learning outcomes for all courses are appropriately formulated and are aligned to the expected learning outcomes of the programme.<\/strong><\/p>\n\n\n\n

Operational Result<\/strong><\/p>\n\n\n\n

According to the TQF information system<\/a>, the selected PLOs are assigned to the course as major LOs. The major LO means that it must be assessed and reported in terms of the student performance or achievement at the conclusion of the course.<\/p>\n\n\n\n

Table<\/b><\/em> 1.2(1):<\/em><\/strong><\/p>\n\n\n\n

Explain how the course learning outcomes (only the major LOs for each group) are derived. <\/em><\/p><\/td>

Learning outcomes are descriptions of the specific knowledge, skills, or expertise that the learner will get from a learning activity, such as a training session, seminar, course, or program. Learning outcomes are measurable achievements that the learner will be able to understand after the learning is complete, which helps learners understand the importance of the information and what they will gain from their engagement with the learning activity.<\/p><\/td><\/tr>

\n

How may we claim that the course LOs are aligned to the program LOs? <\/em><\/p>\n<\/td>

Curriculum mapping is used to evaluate the links between the learning objectives and its target program learning outcomes. If mapping is well defined and matches our expectations, then it gives us assurance that alignment is up to the mark. Curriculum mapping typically involves the gathering of data from course documents, curriculum developers, teachers, and students to check and monitor if their congruence with the objectives of a course or a program can be maintained. Below table <\/span><\/p>show one such alignment of PLO and CLO for major LOs taken from TQF 3.<\/td><\/tr>

May we tabulate the alignment claim by comparing each of the program LOs and course LOs?<\/em><\/p>

 <\/em>(To produce students who will be competent in mathematics who can teach it in English, strong in Moral and Ethics, sound in mathematics with proficient English, honest, patient, considerate, caring for students, can be trustworthy, potential leader, humble to other fellow and cater well to the society and nation, be a good Model to the students as an almost perfect citizen teacher.)<\/p><\/td>

Program learning Outcomes and course Learning outcomes are compared side by side to have a strong basis in the implementation of the EDM program in producing students who are  competent in mathematics and can teach it in English with strong attributes in Moral and Ethics, proficient  in mathematics with proficient English, honest, patient, considerate, caring for students, can be trustworthy, potential leader, humble to other fellow and cater well to the society and nation, be a good Model to the students as an almost perfect citizen teacher. <\/span>Below table <\/span>show one such alignment of PLO and CLO for major LOs taken from TQF 3.<\/span><\/p><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Alignment between Course Learning Outcome [CLO] and Programme Learning Outcome [PLO] of BEDM programme [major and minor LOs taken from TQF 3] as per new TQF 2:<\/strong><\/p>\n\n\n\n

Table<\/b><\/em> 1.2(2):<\/em><\/strong><\/p>\n\n\n\n

Programme Learning Outcome [PLO]<\/strong><\/td>Course Learning Outcome [CLO]<\/strong><\/td><\/tr>
[K]  Knowledge<\/em> <\/strong><\/td><\/tr>
<\/td><\/td><\/tr>
K1:<\/strong> Have knowledge and understanding of the subject i.e. demonstrate foundational and subject knowledge with practices following teachers\u2019 professional knowledge standards directed by the Kuru Sapha [(1.1. Demonstrate foundational knowledge for enhancing quality of life.) (1.2. Demonstrate knowledge of educational theories and practices relevant to teaching) Minor PLO of TQF 3].<\/td>Students will be able to show and apply interrelated knowledge of various subject-contents based on teachers\u2019 professional knowledge standards specified by Kuru Sapha including education philosophy, language and culture, knowledge about psychology, research for learning innovation, education information technology, learning and outcomes assessment, quality assurance.<\/td><\/tr>
K2:<\/strong> Able to integrate knowledge in teaching profession and specific subjects in learning management (1.5. Apply knowledge to enhance personal growth and advancement in the teaching profession) Minor PLO of TQF 3].<\/strong><\/td>Students will be able to integrate knowledge in teaching profession and specific subjects in learning management  including education philosophy, language and culture, knowledge about psychology, learning and outcomes assessment, quality assurance and can apply knowledge to develop personal growth and advancement in teaching profession,<\/td><\/tr>
K3:<\/strong> Recognize the value of research for further development of knowledge.<\/td>Students will be able to show and apply interrelated knowledge of various subject-contents based on research for learning innovation, education information technology for further development of knowledge.<\/td><\/tr>
K4:<\/strong> Able to think critically, evaluate and innovate new methods in subjective or teaching professional problems (1.6. Analyze, evaluate, and generate innovative solutions for challenges in life and the teaching profession) Major PLO of TQF 3].<\/td>Students will be able to implement and demonstrate the use of numerical modeling techniques to analyze data, evaluate the stability and error associated with the chosen method, and Generate an applicable computational model to solve a defined quantitative challenge relevant to professional practice or complex real-life scenarios.<\/td><\/tr>
[(1.3. Demonstrate knowledge of the English language for educational purposes) Major PLO of TQF3]. [Extra found in TQF 3]<\/td>Students will be able to correctly define and apply the English terminology and vocabulary of the subject-content of study to accurately explain the principles and steps of algorithms\/procedures used for solving mathematical problems related to the subject of study.<\/td><\/tr>
[(1.4. Effectively use Thai and English for communication and employ digital technology in education) Major PLO of TQF 3]. [Extra found in TQF 3]<\/td>Students will be able to analyze the behavior and performance of a given numerical method and communicate the results, limitations, and recommendations effectively in both Thai and English by employing digital technology to create comprehensive bilingual reports and interactive data visualizations.<\/td><\/tr>
[S]  Skills<\/em><\/strong><\/td><\/tr>
S1.<\/strong> Cognitive \/ Intellectual<\/strong> <\/td><\/tr>
Self-knowledge, acquisition skills and usage of Information technology (e.g. various internet sources, media etc.) in communication for knowledge and professional development.  [(2.4. The Use of Digital Technology for Everyday Living) Minor PLO of TQF 3].<\/td>Students will be able to apply their knowledge to search and interpret data from various sources or media to identify facts and evaluate useful information. Given topics which are only introduced partially but not fully, taught in the classes as required to partial fulfilment of studying the subject individually; the students will find and self-study relevant parts of textbooks to be able to make sense and demonstrate self-concept about the topics.<\/td><\/tr>
S2. Interpersonal Skills and Responsibility<\/strong><\/td><\/tr>
Teamwork skills \u2013 a group with effective communication. [(2.2. Communicate effectively in diverse educational settings) Major PLO of TQF 3, (2.3. Work collaboratively in teams and foster cooperation) Minor PLO of TQF 3].<\/td>Students will be able to communicate and share their knowledge of subject, creative thinking, problem solving skills effectively to others for the benefit of their fellow friends and society. They will be able to work collaboratively in group to develop a smooth and gentle relationship with fellow friends, students, parents and community members establishing a social responsibility towards economy, society and environment. This would show their act of responsibility and accountability towards the outcome of self-work, fellow students and society and facilitate their creative study and problem solving in self-study or group-study.<\/td><\/tr>
S3. Numerical and Information Literacy<\/strong> <\/strong><\/strong><\/td><\/tr>
Skills to manage and support learning in various ways including usage of Information technology (e.g. various internet sources, media etc.), demonstrating numerical skills through quantitative and qualitative data to monitor and develop students as to support their study like helping problem-solving, searching and identifying knowledge from data effectively. [(2.5. Learning Management, Learning Support, Student Care, Problem-Solving, and Student Development) Major PLO of TQF 3].<\/td>The students will be able to use the knowledge of the subject of study and major courses to analyze the reason behind each step of proof, statement, uses of various methods of proof etc. and can illustrate self-concept about the characteristics and applications. Students will be able to demonstrate numerical skills through analysis and synthesis of quantitative and qualitative data of various examples. Further, students will be able to use information technology like internet sources, media etc. to search and identify knowledge from data effectively to support their study for solving various problems.<\/td><\/tr>
S4. Professional Practice or Research Skills<\/strong> <\/strong><\/strong><\/td><\/tr>
Skills to develop research and innovations or extract new knowledge and methods from research for learning improvement and collaborate with others to invent teaching and learning innovation. [(2.1. Engage in self-directed learning to acquire new knowledge) Minor PLO of TQF 3), (2.6. Research and Innovation Development to Support Learning) Major PLO of TQF 3].<\/td>Students will be able to extract new knowledge and methods from research to develop research and innovation and improve learning methods, and can collaborate with other fellow students and fellows to invent and innovate new or different teaching and learning methods which could develop the society and the country.<\/td><\/tr>
[E] Ethics<\/em><\/strong><\/td><\/tr>
E1:<\/strong> Able to work following teachers\u2019 professional ethics.<\/td>Students will be able to work in their work-place such as class, organization etc., following discipline as punctuality in class attendance, submission of assignments, time management etc.; can build up self-confidence and give importance to their own efforts more than other activities as per professional ethics of teachers stipulated by the Teachers Council of Thailand.<\/td><\/tr>
E2:<\/strong> Able to recognize and work following laws and good cultural values.<\/td>Students will be able to recognize everybody around them through their active participation in community service to develop awareness  about morality and ethics, love towards country, laws and good cultural values. and to foster community involvement for unity to prosper.<\/td><\/tr>
[C] Character<\/em><\/strong><\/td><\/tr>
C1:<\/strong> Discipline.<\/td>Students will be able to exhibit discipline in their everyday activity around their work-place.<\/td><\/tr>
C2:<\/strong> Honest, humble, kind, compassion and generous.  <\/td>Students will be able to become honest, humble, kind, compassion and generous citizen towards their fellow friends, seniors, organization and their nation.<\/td><\/tr>
C3:<\/strong> Curious, responsible and commit to work.<\/td>Students will be able to become curious, responsible and committed to work with everybody in the group as well as individually around society, organization, country and final their home.<\/td><\/tr>
C4:<\/strong> Aplomb, dignified and have values in teamwork.<\/td>Students will become a valued, dignified and confident member in their team to work in the group.<\/td><\/tr>
C5:<\/strong> Self-responsibility to the organization, to the profession and to be a global citizen (especially in terms of environmental consciousness and respect for human and children’s rights).<\/td>Students will be able to have self-responsibility to the organization, to the profession and to become a global citizen (especially in terms of environmental consciousness and respect for human and children’s rights).<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

1.3 The programme to show that the expected learning outcomes consist of both generic outcomes (related to written and oral communication, problem solving, information technology, teambuilding skills, etc) and subject specific outcomes (related to knowledge and skills of the study discipline).<\/strong><\/p>\n\n\n\n

Operational Result<\/strong><\/p>\n\n\n\n

Generic learning outcomes and specific learning outcomes are formulated as follows:<\/strong><\/p>\n\n\n\n

1. The curriculum has a framework for an expected learning outcome covering both subject-specific knowledge and generic knowledge skills.<\/p>\n\n\n\n

2. The details of the learning outcome in each area are mentioned in Chapter 4 of TQF2.<\/p>\n\n\n\n

3. As mentioned in the below table, the Bachelor of Education in Mathematics program is composed of the following subject-specific and generic learning outcomes.<\/p>\n\n\n\n

4. Subject-specific learning outcomes are knowledge and skills in Education Mathematics. The subject-specific learning outcome is in accordance with the OHEC and Ministry standards of competency for bachelor\u2019s degree graduates.<\/p>\n\n\n\n

5. Generic learning outcomes are common skills universal to any subject area, such as problem-solving skills, communication, ethics, IT, leadership, teamwork, etc. The generic learning outcomes aim to develop a future global citizen, lifelong learner, and co-creator.<\/p>\n\n\n\n

Table<\/b><\/em> 1.3:<\/em><\/strong><\/p>\n\n\n\n

Course Level Expected Learning Outcomes (ELOs)<\/strong><\/td>Generic<\/strong><\/td>Specific Subjects<\/strong><\/td><\/tr>
Knowledge<\/strong> [K]<\/td><\/tr>
K1:<\/strong> Professional Knowledge<\/em><\/td>Have knowledge and understanding of the subject matter according to the standards of professional knowledge of teachers prescribed by the teacher\u2019s council (Kuru Sapha).<\/td> <\/td> <\/strong>  <\/strong>  <\/strong> l<\/strong><\/td><\/tr>
K2:<\/strong> Subject Knowledge<\/em>  <\/td>Able to integrate knowledge in the teaching profession and specific subjects in learning management.<\/td> <\/td>\u00a0<\/strong> l<\/strong><\/td><\/tr>
K3:<\/strong> Research\/ Development Knowledge<\/em><\/td>Recognizes the value of research for further development of knowledge.<\/td> <\/td>\u00a0<\/strong> \u00a0<\/strong> l<\/strong><\/td><\/tr>
K4<\/strong>: Critical Thinking\/ Problem Solving Knowledge<\/em><\/td>Able to think critically, evaluate and innovate new options when encountering problems in the teaching profession.<\/td> <\/strong>  <\/strong> l<\/strong><\/td>\u00a0<\/strong> \u00a0<\/strong> l<\/strong><\/td><\/tr>
Skills<\/strong> [S]<\/td><\/tr>
S1:<\/strong> Self-Education & Professional\/Personal Development Skill<\/em><\/td>Self-knowledge seeking skills, able to use information technology for communication in the pursuit of knowledge and professional development.<\/td> <\/strong>  <\/strong> l<\/strong><\/td> <\/strong>  <\/strong> l<\/strong><\/td><\/tr>
S2:<\/strong> Team Work & Communication Skill<\/em><\/td>Teamwork Skills – Group with Effective Communication.<\/td>\u00a0<\/strong> l<\/strong><\/td>\u00a0<\/strong> l<\/strong><\/td><\/tr>
S3:<\/strong> English usage Learning Management Skill<\/em><\/td>Skills to manage learning using English as the medium of teaching and learning, and skills to support learning through a variety of methods. <\/td> <\/strong>  <\/strong> l<\/strong><\/td> <\/strong>  <\/strong> l<\/strong><\/td><\/tr>
S4:<\/strong> Innovative Research\/ development Skill<\/em><\/td>Skills in research and development of innovations or new methods to improve learning.<\/td> <\/strong>  <\/strong> l<\/strong><\/td> <\/strong>  <\/strong> l<\/strong><\/td><\/tr>
Ethics<\/strong> [E]<\/td><\/tr>
E1:<\/strong> Professional Ethics<\/em><\/td>Recognize and perform in accordance with the professional ethics of teachers.<\/td>\u00a0<\/strong> l<\/strong><\/td>\u00a0<\/strong> l<\/strong><\/td><\/tr>
E2:<\/strong> Legal & Cultural Ethics<\/em><\/td>Awareness and compliance with laws and good cultural values.<\/td>\u00a0<\/strong> l<\/strong><\/td>\u00a0<\/strong> l<\/strong><\/td><\/tr>
Character<\/strong> [C]<\/td><\/tr>
C1:<\/strong> Self- Actualization<\/em><\/td>Discipline.<\/td> l<\/strong><\/td> l<\/strong><\/td><\/tr>
C2:<\/strong> Personality & Integrity<\/em><\/td>Kindness, Compassion, Generosity & Honesty.<\/td>\u00a0<\/strong> l<\/strong><\/td>\u00a0<\/strong> l<\/strong><\/td><\/tr>
C3:<\/strong> Inquisitiveness & Commitment<\/em><\/td>Curiosity and commitment to work.<\/td>\u00a0<\/strong> l<\/strong><\/td>\u00a0<\/strong> l<\/strong><\/td><\/tr>
C4:<\/strong> Self-belief, Behaviour & Leadership<\/em><\/td>Self- belief, politeness\/ modesty and leadership qualities in teamwork.<\/td>\u00a0<\/strong> \u00a0<\/strong> l<\/strong><\/td> <\/td><\/tr>
C5:<\/strong> Professional Responsibility & Respect<\/em><\/td>Self-responsibility to the organization, to the profession and to be global (rational) (especially in terms of environmental consciousness and respect for human and children’s rights).<\/td>\u00a0<\/strong> \u00a0<\/strong> l<\/strong><\/td> <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

1.4 The programme to show that the requirements of the stakeholders, especially the external stakeholders, are gathered, and that these are reflected in the expected learning outcomes.<\/strong><\/p>\n\n\n\n

Operational Result<\/strong><\/p>\n\n\n\n

The requirements of stakeholders, particularly external stakeholders, are systematically gathered and reflected in our expected learning outcomes.<\/strong> This is evidenced by the positive feedback from the employers of our graduates, who consistently report high levels of satisfaction with the skills and knowledge our alumni bring to the workplace. To ensure we meet these requirements, we engage in regular consultations with our alumni and employers through meetings.  We also conduct comprehensive surveys and distribute detailed questionnaires to collect input on the relevance and effectiveness of our learning outcomes. The responses help us identify areas for improvement and align our curriculum with industry expectations. Our advisory committees, which include external stakeholders, play a crucial role in this process. <\/p>\n\n\n\n

Feedback from alumni<\/strong> who are now established in their careers provides additional insights into the effectiveness of our program. Their experiences help us fine-tune our learning outcomes to better prepare future graduates. We maintain comprehensive documentation of all stakeholder interactions, feedback received, and subsequent changes made to our curriculum. This includes meeting minutes, survey results, and detailed reports. Through these efforts, we ensure that our program not only meets but exceeds the expectations of our external stakeholders, ultimately contributing to the success and satisfaction of our graduates’ employers<\/p>\n\n\n\n

The requirements, comments and suggestions of stakeholders were taken into account and included in the revision of our new curriculum. <\/strong><\/p>\n\n\n\n

Expected learning outcomes meet the requirement of external stakeholders<\/strong><\/p>\n\n\n\n

The results of the satisfaction of employers towards our student performance show that program expected learning outcomes are achieved. By using Stakeholder’s feedback & our faculty solutions, the result of employer’s Satisfaction for our students\u2019 performance at work, the average score of the survey in the three (3) categories is Very Good Satisfaction based on Employers feedback. <\/p>\n\n\n\n

As shown in the data below, the assessment results of students learning outcomes in all aspects is higher than 3.51<\/p>\n\n\n\n

1. Learning outcome 4 domain (Knowledge, Skill, Ethics, and Characters)<\/p>\n\n\n\n

2. Three aspects of learners\u2019 outcomes in accordance with the ONESQA (Person Learner, Co-creator and Active Global Citizen)<\/p>\n\n\n\n

3. Basic skill in English and 21st<\/sup> century learning outcome<\/p>\n\n\n\n

The tables below show the summary of the evaluation results of our graduates: <\/p>\n\n\n\n

The table below shows the graduates quality assessment of five (4) Aspects of Learning Outcomes, (3) aspects of learners\u2019 outcomes in accordance with the ONESQA and (2) aspects of basic skill in English and 21st<\/sup> century learning outcome:<\/p>\n\n\n\n

1.4 (1)<\/strong> Employers\u2019 Satisfaction Survey on Graduates\u2019 Services for 5 Years<\/em><\/strong><\/p>\n\n\n\n

Part \u2013 1: Four Aspects of Satisfaction on Graduates\u2019 Characteristics [as per Desirable Learning Standards of Graduates]<\/em><\/strong><\/p>\n\n\n\n

Serial<\/strong><\/td>Item Description<\/strong><\/td>2021<\/strong><\/td>2022<\/strong><\/td>2023<\/strong><\/td>2024<\/strong><\/td>2025<\/strong><\/td><\/tr>
1.<\/td>Knowledge<\/td>4.23<\/td>4.25<\/td>4.28<\/td>4.25<\/td>4.26<\/td><\/tr>
2.<\/td>Skills<\/td>4.07<\/td>4.12<\/td>4.16<\/td>4.22<\/td>4.24<\/td><\/tr>
3.<\/td>Ethics<\/td>4.10<\/td>4.21<\/td>4.23<\/td>4.20<\/td>4.21<\/td><\/tr>
4.<\/td>Characters<\/td>4.18<\/td>4.20<\/td>4.20<\/td>4.24<\/td>4.25<\/td><\/tr>
\u00a0\u00a0\u00a0\u00a0 Total Mean Score<\/em><\/strong>\u00a0\u00a0<\/em><\/td>4.14<\/em><\/strong><\/td>4.19<\/em><\/strong><\/td>4.22<\/em><\/strong><\/td>4.23<\/em><\/strong><\/em><\/strong><\/td>4.24<\/em><\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Part \u2013 2: Three aspects of Learners\u2019 Satisfaction with Graduates [as per Results of Learners][as per ONESQA]<\/em><\/strong><\/p>\n\n\n\n

Serial<\/strong><\/td>Item Description<\/strong><\/td>2021<\/strong><\/td>2022<\/strong><\/td>2023<\/strong><\/td>2024<\/strong><\/td>2025<\/strong><\/td><\/tr>
1.<\/td>Knowledgeable Person<\/td>5.00<\/td>4.40<\/td>4.42<\/td>4.63<\/td>4.69<\/td><\/tr>
2.<\/td>Creativity \/ Innovation<\/td>4.20<\/td>4.36<\/td>4.38<\/td>4.57<\/td>4.55<\/td><\/tr>
3.<\/td>Strong Citizen<\/td>4.20<\/td>5.00<\/td>5.00<\/td>4.68<\/td>4.70<\/td><\/tr>
\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Total Mean Score<\/em><\/strong>\u00a0<\/em><\/td>4.47<\/em><\/strong><\/td>4.59<\/em><\/strong><\/td>4.60<\/em><\/strong><\/td>4.63<\/em><\/strong><\/td>4.65<\/em><\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Part \u2013 3: Four aspects of Satisfaction of English Language Proficiency and 21st<\/sup> Century Skills of Graduates<\/em><\/strong><\/p>\n\n\n\n

Serial<\/strong><\/td>Item Description<\/strong><\/td>2021<\/strong><\/td>2022<\/strong><\/td>2023<\/strong><\/td>2024<\/strong><\/td>2025<\/strong><\/td><\/tr>
1.<\/td>English Language<\/td>4.00<\/td>4.18<\/td>4.18<\/td>4.20<\/td>4.24<\/td><\/tr>
2. 21st<\/sup> Century Learning Skills<\/strong><\/td><\/tr>
i.<\/td>Learning Skills and Innovation<\/td>4.28<\/td>4.20<\/td>4.21<\/td>4.27<\/td>4.25<\/td><\/tr>
ii.<\/td>Media and Technology Skills<\/td>4.00<\/td>4.20<\/td>4.22<\/td>4.30<\/td>4.29<\/td><\/tr>
iii.<\/td>Skills in Living and Profession<\/td>4.56<\/td>4.61<\/td>4.63<\/td>4.60<\/td>4.62<\/td><\/tr>
\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Total Mean Score<\/em><\/strong>\u00a0<\/em><\/td>4.21<\/em><\/strong><\/td>4.30<\/em><\/strong><\/td>4.31<\/em><\/strong><\/td>4.34<\/em><\/strong><\/td>4.35<\/em><\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

1.4 (2)<\/strong> Faculty of EDM Employers\u2019 Satisfaction Survey for 5 Years<\/em><\/strong><\/p>\n\n\n\n

Part \u2013 1: Four Aspects of Learning Outcomes as per TQF for Higher Education<\/em><\/strong><\/p>\n\n\n\n

Serial<\/strong><\/td>Item Description<\/strong><\/td>2021<\/strong><\/td>2022<\/strong><\/td>2023<\/strong><\/td>2024<\/strong><\/td>2025<\/strong><\/td><\/tr>
1.<\/td>Knowledge<\/td>4.34<\/td>4.45<\/td>4.50<\/td>4.53<\/td>4.56<\/td><\/tr>
2.<\/td>Skills<\/td>4.55<\/td>4.59<\/td>4.60<\/td>4.58<\/td>4.57<\/td><\/tr>
3.<\/td>Ethics<\/td>4.40<\/td>4.40<\/td>4.41<\/td>4.41<\/td>4.42<\/td><\/tr>
4.<\/td>Characters<\/td>4.18<\/td>4.20<\/td>4.20<\/td>4.24<\/td>4.25<\/td><\/tr>
\u00a0\u00a0\u00a0\u00a0 \u00a0Total Mean Score<\/em><\/strong>\u00a0<\/em><\/td>4.37<\/em><\/strong><\/td>4.41<\/em><\/strong><\/td>4.43<\/em><\/strong><\/td>4.44<\/em><\/strong><\/em><\/strong><\/td>4.45<\/em><\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Part \u2013 2: Three Aspects of Learning Outcomes as per ONESQA<\/em><\/strong><\/p>\n\n\n\n

Serial<\/strong><\/td>Item Description ( Learning Outcomes)<\/strong><\/td>2021<\/strong><\/td>2022<\/strong><\/td>2023<\/strong><\/td>2024<\/strong><\/td>2025<\/strong><\/td><\/tr>
1.<\/td>Person Learner<\/td>4.44<\/td>4.55<\/td>4.57<\/td>4.68<\/td>4.71<\/td><\/tr>
2.<\/td>Co-creator<\/td>4.38<\/td>4.43<\/td>4.46<\/td>4.50<\/td>4.48<\/td><\/tr>
3.<\/td>Active Citizen<\/td>4.40<\/td>4.40<\/td>4.41<\/td>4.38<\/td>4.40<\/td><\/tr>
                        Total Mean Score<\/em><\/strong>                                                               <\/em><\/td>4.41<\/em><\/strong><\/td>4.46<\/em><\/strong><\/td>4.48<\/em><\/strong><\/td>4.52<\/em><\/strong><\/td>4.53<\/em><\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Part \u2013 3: Two aspects of English Language and 21st<\/sup> Century Working Skills Competency<\/em><\/strong><\/p>\n\n\n\n

Serial<\/strong><\/td>Item Description (Learning Outcomes)<\/strong><\/td>2021<\/strong><\/td>2022<\/strong><\/td>2023<\/strong><\/td>2024<\/strong><\/td>2025<\/strong><\/td><\/tr>
1.<\/td>English Competency<\/td>4.42<\/td>4.53<\/td>4.54<\/td>4.56<\/td>4.58<\/td><\/tr>
2.<\/td>21st<\/sup> Century Skills<\/td>4.24<\/td>4.30<\/td>4.32<\/td>4.39<\/td>4.39<\/td><\/tr>
\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Total Mean <\/em><\/strong>Score<\/em><\/strong><\/td>4.33<\/em><\/strong><\/td>4.42<\/em><\/strong><\/td>4.43<\/em><\/strong><\/td>4.47<\/em><\/strong><\/td>4.48<\/em><\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

The following Table describes the Achievement of stakeholders\u2019 requirements and their alignment with PLOs:<\/strong><\/p>\n\n\n\n

Table<\/b><\/em> 1.4(3):<\/em><\/strong><\/p>\n\n\n\n

Stakeholder<\/strong><\/td>Requirement<\/strong><\/td>How to achieve<\/strong><\/td>    Alignment with PLOs  <\/strong><\/td><\/tr>
Teacher Professional Organizations<\/td>Professional Standards for Educational Administrators Regulations of the Council of Teachers Curriculum Standards<\/td>– Study from the document –  Curriculum Development Committee<\/td>-Teacher Professional Ethics – Knowledge of Subject Teacher – Knowledge of Teaching Profession – Standards of knowledge, experience, and teaching profession<\/td><\/tr>
School Administrators\/ Network<\/td>– Knowledge and Abilities of Graduates – Graduate Skills<\/td>– Inquire – Interview – Meeting<\/td>– Language skills for communication – Digital Skills – Knowledge of Subject Teacher – Knowledge of Teaching Profession – Mathematics Teaching Skills – Application of  knowledge to work – Morality and Ethics – Respect for rights  <\/td><\/tr>
Alumnus<\/td>– Knowledge of courses to learn more – Required Skills<\/td>– Inquire  <\/td>– Creative thinking – Solution – Teaching Mathematics – Digital Skills<\/td><\/tr>
Lecturer\/ Instructor<\/td>– Knowledge – Skill – Personality and characteristics of graduates<\/td>– Inquire – Curriculum Development Committee – Meeting<\/td>– Mathematics – Teaching Techniques – Technology skills – Communication skills – Teamwork skills – Virtue  – Creativity <\/td><\/tr>
Lecturer\/ Instructor<\/td>– Knowledge – Skill – Ethics – Personality and characteristics<\/td>– Inquire – Meeting – Curriculum Development Committee<\/td>– Mathematics – Teaching Techniques – Technology skills – Communication skills – Teamwork skills – Virtue  – Creativity <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

All Learning outcomes are formulated based on the suggestions of different stakeholders, including external stakeholders.  The table below shows the summary of the evaluation results of our graduates: <\/p>\n\n\n\n

    \n
  1. The table below shows the graduates quality assessment:\n
      \n
    1. Four (4) Aspects of Learning Outcomes<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n\n\n\n

      Table 1.4(4)<\/em><\/strong><\/p>\n\n\n\n

      Item Number<\/td>Learning Outcomes<\/td>Mean<\/td>Level<\/td>Evidence<\/td><\/tr>
      1<\/td>Knowledge<\/td>4.26<\/td>Very High<\/td>Employers Satisfaction Survey Form<\/td><\/tr>
      2<\/td>Skills<\/td>4.24<\/td>Very High<\/td><\/tr>
      3<\/td>Ethics<\/td>4.21<\/td>Very High<\/td><\/tr>
      4<\/td>Characters<\/td>4.25<\/td>Very High<\/td><\/tr>
      Total Mean Score<\/em><\/strong>     <\/strong><\/td>4.24<\/em><\/strong><\/td>Very High<\/strong><\/em><\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

      Based on the employer\u2019s evaluation, our alumni got a weighted mean of 4.24 which is of high satisfaction level on the basis of four (4) aspects of learning outcomes.<\/p>\n\n\n\n

      Benchmark of Score: <\/p>\n\n\n\n

      Table 1.4(5)<\/em><\/strong><\/p>\n\n\n\n

      Range of Score<\/strong><\/td>Level of Satisfaction<\/strong><\/td><\/tr>
      4.21 \u2013 5.00<\/td>Very High Satisfaction<\/td><\/tr>
      3.41 \u2013 4.20<\/td>High Satisfaction<\/td><\/tr>
      2.61 \u2013 3.40<\/td>Moderate Satisfaction<\/td><\/tr>
      1.81 \u2013 2.60<\/td>Low Satisfaction<\/td><\/tr>
      1.00 \u2013 1.80<\/td>Very Low Satisfaction<\/td><\/tr><\/tbody><\/table>
      From the above result of the evaluation of our stakeholders, we can conclude that our Program Learning Outcomes meet the requirements of our stakeholders. <\/figcaption><\/figure>\n\n\n\n

      1.5 The programme to show that the expected learning outcomes are achieved by the students by the time they graduate<\/strong><\/p>\n\n\n\n

      Operational Result<\/strong><\/p>\n\n\n\n

      The expected learning outcomes are achieved by the students before they graduate, as indicated by evaluations from school mentors and college supervisors<\/strong>.<\/p>\n\n\n\n

      School mentors<\/strong>, who work closely with students during practical training and internships, provide detailed assessments on the application of theoretical knowledge, problem-solving abilities, interpersonal skills, and overall professional readiness. Their feedback highlights students’ strengths and areas for improvement, ensuring they meet high industry standards.<\/p>\n\n\n\n

      University supervisors<\/strong> complement this by monitoring students’ progress through observations, evaluations, one-on-one meetings and our post- internship seminars.  They review projects, presentations, and practical work, offering constructive feedback to help students achieve the desired learning outcomes.<\/p>\n\n\n\n

      The combined insights from mentors and supervisors<\/strong> confirm that our students have successfully achieved the programme’s learning outcomes and are well-prepared for their careers. This continuous assessment process allows for necessary curriculum adjustments, ensuring alignment with industry standards and stakeholder expectations, ultimately guaranteeing our graduates are equipped with the necessary teaching skills and competencies.<\/p>\n\n\n\n

      School Mentor\u2019s and University\u2019s Supervisor Evaluation Summary of our Senior Students<\/strong>:<\/p>\n\n\n\n

      Table 1.5(1): Summary of School Mentor\u2019s Evaluation of our Senior Students based on Four (4) Programme Learning Outcomes:<\/em><\/p>\n\n\n\n

      Learning Outcomes<\/strong><\/td>Mean<\/strong><\/td>Remark<\/strong><\/td><\/tr>
      1. Knowledge<\/td>3.98<\/td>High Satisfaction<\/td><\/tr>
      2. Skills<\/td>3.69<\/td>High Satisfaction<\/td><\/tr>
      3. Ethics<\/td>3.96<\/td>High Satisfaction<\/td><\/tr>
      4. Character<\/td>3.77<\/td>High Satisfaction<\/td><\/tr>
      Overall Mean Score<\/strong><\/td>3.85<\/strong><\/strong><\/td>High Satisfaction<\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

      Table 1.5(2: Summary of University\u2019s Supervisor Evaluation of our Senior Students based on Four (4) Programme Learning Outcomes:<\/em><\/p>\n\n\n\n

      Learning Outcomes<\/a><\/strong><\/td>Mean<\/strong><\/td>Remark<\/strong><\/td><\/tr>
      1. Knowledge<\/td>3.67<\/td>High Satisfaction<\/td><\/tr>
      2. Skills<\/td>3.60<\/td>High Satisfaction<\/td><\/tr>
      3. Ethics<\/td>3.96<\/td>High Satisfaction<\/td><\/tr>
      4. Character<\/td>3.73<\/td>High Satisfaction<\/td><\/tr>
      Overall Mean Score<\/strong><\/td>3.74<\/strong><\/strong><\/td>High Satisfaction<\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

      Bench Mark Scale<\/strong>:<\/p>\n\n\n\n

      4.21 – 5.00<\/td>Very High Satisfaction<\/td><\/tr>
      3.41 – 4.20<\/td>High Satisfaction<\/td><\/tr>
      2.61 – 3.40<\/td>Moderate Satisfaction<\/td><\/tr>
      1.81 – 2.60<\/td>Low Satisfaction <\/td><\/tr>
      1.00 – 1.80<\/td>Very Low Satisfaction<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

      Expected Learning Outcomes improvement as per suggestion:<\/strong><\/p>\n\n\n\n

      Focus Area<\/td>Current Status<\/td>Identified Gaps \/ Issues<\/td>Stakeholder Needs<\/td>Improvement Actions<\/td>Responsible Unit<\/td>Timeline<\/td><\/tr>
      External Stakeholder Requirements Linked to PLOs<\/td>PLOs are developed based on internal academic inputs but have limited documentation of external stakeholder involvement.<\/td>Lack of systematic mechanism for collecting, analyzing, and integrating feedback from employers, alumni, and school administrators into PLO design.<\/td>Stakeholders expect graduates to be equipped with skills relevant to real-world teaching challenges, technology use, and inclusive education.<\/td>Establish annual stakeholder consultation forums; align revised PLOs with industry needs and national education standards; document the mapping process.<\/td>Quality Assurance Office, Curriculum Review Committee<\/td>Semester 1 (2023\u20132024)<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

      Summary<\/strong><\/p>\n\n\n\n

      Objective:<\/strong>
      Align Program Learning Outcomes (PLOs) with external stakeholder expectations and national educational standards to ensure graduate readiness and curriculum relevance.<\/p>\n\n\n\n

      Key Points:<\/strong><\/p>\n\n\n\n