{"id":17687,"date":"2025-03-09T08:26:01","date_gmt":"2025-03-09T08:26:01","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2425\/education\/?post_type=med_report&p=17687"},"modified":"2026-05-17T08:01:34","modified_gmt":"2026-05-17T08:01:34","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%99-2","status":"publish","type":"med_report","link":"https:\/\/qa.trsu.ac.th\/education\/?med_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%99-2","title":{"rendered":"Section 4 Performance Results Based on Quality Criteria (Criterion 2 – Programme Structure and Content)"},"content":{"rendered":"\n

Criterion 2 – Programme Structure and Content<\/strong><\/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

2.1 The specifications of the programme and all its courses are shown to be comprehensive, up-to-date, and made available and communicated to all stakeholders.<\/strong><\/p>\n\n\n\n

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

The Master of Education Program in Educational Administration (International Program\/Revised 2021)<\/strong> is designed to be contemporary and adaptive to current transformations<\/strong>. The curriculum has been developed through a thorough analysis of evolving economic, social, and cultural landscapes, particularly in alignment with Thailand\u2019s 20-Year National Strategy (2017\u20132036)<\/strong>, which emphasizes the need for high-potential, ethical, and adaptive professionals<\/strong>.<\/p>\n\n\n\n

Additionally, the program responds to updates in educational administration professional standards<\/strong>, as revised by the Teachers’ Council of Thailand<\/strong> in:<\/p>\n\n\n\n

    \n
  • Professional Standards Regulation No. 2 (2016)<\/strong><\/li>\n\n\n\n
  • Professional Standards Regulation No. 3 (2018)<\/strong><\/li>\n\n\n\n
  • Professional Standards Regulation No. 4 (2019)<\/strong><\/li>\n\n\n\n
  • Professional Standards Regulation No. 5<\/strong> (2024)<\/strong><\/li>\n<\/ul>\n\n\n\n

    By integrating these changes, the program ensures its graduates possess globally competitive competencies<\/strong>, preparing them to lead in rapidly evolving educational and societal contexts<\/strong>. It also equips them with the knowledge and skills to thrive in a digital society<\/strong>, fostering innovation and effective management.<\/p>\n\n\n\n

    Furthermore, the program caters to experienced professionals<\/strong> in education or social development who seek to:<\/p>\n\n\n\n

      \n
    • Enhance their research capabilities<\/strong> for educational administration improvement.<\/li>\n\n\n\n
    • Advance their qualifications<\/strong> to contribute more effectively alongside other educational leaders.<\/li>\n<\/ul>\n\n\n\n

      Curriculum Development Process<\/strong><\/h3>\n\n\n\n

      The program\u2019s objectives, learning outcomes, structure, course descriptions, and activities were collaboratively designed by stakeholders, incorporating analyses of:<\/p>\n\n\n\n

        \n
      • National and global educational trends<\/strong><\/li>\n\n\n\n
      • Digital transformation challenges<\/strong><\/li>\n\n\n\n
      • Professional standard requirements<\/strong><\/li>\n<\/ul>\n\n\n\n

        Stakeholder Communication<\/strong><\/h3>\n\n\n\n

        To ensure transparency and maintain alignment with program objectives and institutional standards, the program communicates its framework through multiple channels and mechanisms. These include dissemination through the Faculty of Education\u2019s website, providing accessible information for interested individuals, professional organizations, schools, and educational agencies. In addition, the program communicates relevant information through faculty and instructor meetings, student orientation sessions, and the publication of TQF-3 documents. These strategies facilitate effective information sharing and ensure that all stakeholders remain informed and engaged.<\/p>\n\n\n\n

        <\/p>\n\n\n\n

        2.2 The design of the curriculum is shown to be constructively aligned with achieving the expected learning outcomes.<\/strong><\/p>\n\n\n\n

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

        The program\u2019s course structure is cohesively designed<\/strong>, ensuring that all courses align<\/strong> and collectively achieve the six key learning outcomes<\/strong>.<\/p>\n\n\n\n

        \n

        Program Objectives<\/strong><\/h4>\n\n\n\n
          \n
        • To instill in graduates<\/strong> a positive professional attitude<\/strong>, a strong commitment to the teaching and educational administration profession<\/strong>, and a sense of responsibility<\/strong> in their field.<\/li>\n\n\n\n
        • To equip graduates<\/strong> with in-depth knowledge of educational administration<\/strong>, contemporary management competencies, and the ability to apply their expertise in international professional practice<\/strong>.<\/li>\n\n\n\n
        • To develop graduates<\/strong> who are innovative, visionary, and skilled in critical thinking, problem-solving, decision-making, and strategic planning<\/strong>, enabling them to drive educational quality<\/strong> in their respective institutions.<\/li>\n\n\n\n
        • To cultivate graduates<\/strong>\u00a0as\u00a0effective educational leaders<\/strong>, valuable members of the profession who uphold\u00a0ethics, professional standards, teamwork, and strong interpersonal skills<\/strong>.<\/li>\n<\/ul>\n<\/div>\n\n\n\n
          \"\"<\/figure>\n\n\n\n
          \"\"<\/figure>\n\n\n\n
          \"\"<\/figure>\n\n\n\n
          \n
          \n

          As shown in the table above, the program’s structure consists of:<\/p>\n\n\n\n

            \n
          • 2 non-credit foundation courses<\/strong> (supplementary),<\/li>\n\n\n\n
          • 2 core foundational courses<\/strong>,<\/li>\n\n\n\n
          • 6 compulsory courses<\/strong>,<\/li>\n\n\n\n
          • 8 elective courses<\/strong>, and<\/li>\n\n\n\n
          • a 12-credit thesis<\/strong>.<\/li>\n<\/ul>\n<\/div>\n\n\n\n

            All courses are systematically designed<\/strong> to align with the five expected learning outcomes<\/strong> outlined in the table.<\/p>\n<\/div>\n\n\n\n

            Modern and Adaptive Curriculum Design<\/strong><\/h3>\n\n\n\n

            The program ensures relevance and responsiveness to emerging trends and current developments by integrating up-to-date course content, comprehensive course descriptions, and structured learning activities and projects within each semester\u2019s study plan. This approach is designed to maintain the quality and currency of the curriculum, ensuring that graduates acquire relevant knowledge, practical competencies, and professional skills that meet contemporary educational and workforce demands.<\/p>\n\n\n\n

            <\/p>\n\n\n\n

            2.3 The design of the curriculum is shown to include feedback from stakeholders, especially external stakeholders.<\/strong><\/p>\n\n\n\n

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

            Stakeholders<\/strong><\/th>Relevant Information<\/strong><\/th>Data Collection Methods<\/strong><\/th>Learning Outcomes Derived<\/strong><\/th><\/tr><\/thead>
            Teacher Professional Organizations<\/strong><\/td>– Educational administration standards
            – Teachers’ Council regulations
            – Curriculum standards<\/td>            		1. Document analysis
            2. Curriculum review committee<\/td>            		– Professional ethics in educational administration
            – Knowledge of school\/educational management
            – Administrator competency standards<\/td><\/tr>
            Ministry of Higher Education, Science, Research and Innovation<\/strong><\/td>– Curriculum standards
            – Learning outcome standards
            – National education development plans
            – Socio-economic changes<\/td>            		1. Document review:
            – Curriculum standards
            – National education standards
            – 20-year national education plan
            – National economic and social development plan<\/td>            		– Alignment with national education policies
            – Responsiveness to socio-economic trends<\/td><\/tr>
            Network School Administrators<\/strong><\/td>– Graduate competencies
            – Required skills<\/td>            		Surveys
            Interviews
            Meetings<\/td>            		– Communication and supervision skills
            – Digital management skills
            – Modern administration knowledge
            – Research and strategic planning
            – Applied knowledge
            – Academic leadership
            – Ethics and governance<\/td><\/tr>
            M.Ed. in Educational Administration Alumni<\/strong><\/td>– Recommended courses
            – Needed skills<\/td>            		Surveys<\/td>– Modern leadership
            – Innovation and creativity
            – Problem-solving
            – Conflict management
            – Advanced statistics and research<\/td><\/tr>
            Visiting Faculty\/Instructors<\/strong><\/td>– Ethics
            – Knowledge
            – Cognitive skills
            – Interpersonal skills
            – Analytical\/IT skills
            – Professional management skills<\/td>            		Surveys
            Curriculum committee meetings<\/td>            		– Administrative theories and strategies
            – Excellence in management
            – Technology and communication skills
            – Teamwork and networking
            – Ethical governance
            – Creative conflict resolution
            – Risk management and research<\/td><\/tr>
            Program Faculty\/Curriculum Coordinators<\/strong><\/td>– Ethics
            – Knowledge
            – Cognitive skills
            – Interpersonal skills
            – Analytical\/IT skills
            – Professional skills<\/td>            		Surveys
            Meetings
            Curriculum committee<\/td>            		– Administrative techniques
            – Strategic planning
            – Change management
            – Technology skills
            – Communication
            – Teamwork
            – Ethical practice
            – Innovation and research<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
            \n\n\n\n

            Key Conclusions<\/h3>\n\n\n\n
              \n
            1. Comprehensive Curriculum Design<\/strong>:
              The program has systematically incorporated stakeholder feedback into all aspects of curriculum development, including:\n
                \n
              • Program objectives<\/li>\n\n\n\n
              • Learning outcomes<\/li>\n\n\n\n
              • Course structure<\/li>\n\n\n\n
              • Course descriptions<\/li>\n<\/ul>\n<\/li>\n\n\n\n
              • Stakeholder-Aligned Approach<\/strong>:
                The participatory design process ensures the curriculum:\n
                  \n
                • Meets professional standards<\/li>\n\n\n\n
                • Addresses current educational needs<\/li>\n\n\n\n
                • Prepares graduates for real-world challenges<\/li>\n\n\n\n
                • Incorporates modern management competencies<\/li>\n<\/ul>\n<\/li>\n\n\n\n
                • Quality Assurance<\/strong>:
                  The curriculum demonstrates:\n
                    \n
                  • Relevance to national and international standards<\/li>\n\n\n\n
                  • Responsiveness to sector needs<\/li>\n\n\n\n
                  • Commitment to continuous improvement<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n\n\n\n

                    This stakeholder-engaged approach guarantees that graduates will possess the knowledge, skills, and ethical grounding required for excellence in educational administration.<\/p>\n\n\n\n

                    <\/p>\n\n\n\n

                    2.4 The contribution made by each course in achieving the expected learning outcomes is shown to be clear.<\/strong><\/p>\n\n\n\n

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

                    Findings from Graduate and Student Interviews Regarding Learning Outcome Achievement<\/strong><\/p>\n\n\n\n

                    Our evaluation of learning outcomes through graduate and student interviews demonstrates successful achievement across all courses in the program. The carefully distributed weight and responsibilities of each course effectively drive the attainment of expected learning outcomes. Students show progressive development in meeting all learning outcomes throughout their studies. During thesis development, students particularly demonstrate the following desirable attributes:<\/p>\n\n\n\n

                      \n
                    1. Knowledge and Cognitive Skills<\/strong>
                      Students exhibit comprehensive understanding of research methodology by:<\/li>\n<\/ol>\n\n\n\n
                        \n
                      • Applying relevant educational administration theories<\/li>\n\n\n\n
                      • Effectively communicating research reports in English<\/li>\n\n\n\n
                      • Utilizing digital technologies for knowledge analysis and synthesis<\/li>\n\n\n\n
                      • Successfully developing conceptual research frameworks<\/li>\n<\/ul>\n\n\n\n
                          \n
                        1. Interpersonal Skills, Responsibility, and Analytical Abilities<\/strong>
                          Students develop:<\/li>\n<\/ol>\n\n\n\n
                            \n
                          • Strong administrative competence and leadership qualities<\/li>\n\n\n\n
                          • Professional responsibility in applying educational administration theories to institutional settings<\/li>\n\n\n\n
                          • Enhanced English communication skills aligned with educational administration principles<\/li>\n\n\n\n
                          • Creative application of digital technologies in educational management<\/li>\n<\/ul>\n\n\n\n
                              \n
                            1. Professional Ethics and Conduct<\/strong>
                              Students consistently adhere to:<\/li>\n<\/ol>\n\n\n\n
                                \n
                              • Professional ethical standards<\/li>\n\n\n\n
                              • Educational administration frameworks<\/li>\n\n\n\n
                              • Teachers’ Council educational standards<\/li>\n<\/ul>\n\n\n\n
                                  \n
                                1. Contemporary Professional Management Skills<\/strong>
                                  Through all program courses meeting established standards, students:<\/li>\n<\/ol>\n\n\n\n
                                    \n
                                  • Achieve all defined learning outcomes<\/li>\n\n\n\n
                                  • Develop into “professional educational administrators” as per Teachers’ Council standards<\/li>\n<\/ul>\n\n\n\n
                                    \u0e23\u0e32\u0e22\u0e27\u0e34\u0e0a\u0e32<\/strong><\/strong><\/td>1<\/strong>. \u0e04\u0e38\u0e13\u0e18\u0e23\u0e23\u0e21 \u0e08\u0e23\u0e34\u0e22\u0e18\u0e23\u0e23\u0e21<\/strong><\/td>2<\/strong>. \u0e04\u0e27\u0e32\u0e21\u0e23\u0e39\u0e49<\/strong><\/td>3<\/strong>. \u0e17\u0e31\u0e01\u0e29\u0e30\u0e17\u0e32\u0e07\u0e1b\u0e31\u0e0d\u0e0d\u0e32<\/strong><\/td>4<\/strong>. \u0e17\u0e31\u0e01\u0e29\u0e30\u0e04\u0e27\u0e32\u0e21\u0e2a\u0e31\u0e21\u0e1e\u0e31\u0e19\u0e18\u0e4c\u0e23\u0e30\u0e2b\u0e27\u0e48\u0e32\u0e07\u0e1a\u0e38\u0e04\u0e04\u0e25\u0e41\u0e25\u0e30\u0e04\u0e27\u0e32\u0e21\u0e23\u0e31\u0e1a\u0e1c\u0e34\u0e14\u0e0a\u0e2d\u0e1a<\/strong><\/td>5<\/strong>. \u0e17\u0e31\u0e01\u0e29\u0e30\u0e01\u0e32\u0e23\u0e27\u0e34\u0e40\u0e04\u0e23\u0e32\u0e30\u0e2b\u0e4c
                                    \u0e40\u0e0a\u0e34\u0e07\u0e15\u0e31\u0e27\u0e40\u0e25\u0e02 \u0e01\u0e32\u0e23\u0e2a\u0e37\u0e48\u0e2d\u0e2a\u0e32\u0e23 \u0e41\u0e25\u0e30\u0e40\u0e17\u0e04\u0e42\u0e19\u0e42\u0e25\u0e22\u0e35\u0e2a\u0e32\u0e23\u0e2a\u0e19\u0e40\u0e17\u0e28<\/strong><\/td>                                    		6. \u0e17\u0e31\u0e01\u0e29<\/strong>\u0e30\u0e04\u0e27\u0e32\u0e21\u0e40\u0e1b\u0e47\u0e19
                                    \u0e21\u0e37\u0e2d\u0e2d\u0e32\u0e0a\u0e35\u0e1e\u0e43\u0e19\u0e01\u0e32\u0e23\u0e1a\u0e23\u0e34\u0e2b\u0e32\u0e23\u0e08\u0e31\u0e14\u0e01\u0e32\u0e23\u0e23\u0e48\u0e27\u0e21\u0e2a\u0e21\u0e31\u0e22<\/strong><\/td><\/tr>
                                    1<\/strong><\/strong><\/td>2<\/strong><\/strong><\/td>3<\/strong><\/strong><\/td>4<\/strong><\/strong><\/td>1<\/strong><\/strong><\/td>2<\/strong><\/strong><\/td>3<\/strong><\/strong><\/td>4<\/strong><\/strong><\/td>1<\/strong><\/strong><\/td>2<\/strong><\/strong><\/td>3<\/strong><\/strong><\/td>4<\/strong><\/strong><\/td>5<\/strong><\/strong><\/td>1<\/strong><\/strong><\/td>2<\/strong><\/strong><\/td>3<\/strong><\/strong><\/td>4<\/strong><\/strong><\/td>1<\/strong><\/strong><\/td>2<\/strong><\/strong><\/td>3<\/strong><\/strong><\/td>4<\/strong><\/strong><\/td>1<\/strong><\/strong><\/td>2<\/strong><\/strong><\/td>3<\/strong><\/strong><\/td>4<\/strong><\/strong><\/td><\/tr><\/thead>
                                     <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/td><\/tr>
                                    141 001 \u0e04\u0e27\u0e32\u0e21\u0e23\u0e39\u0e49\u0e1e\u0e37\u0e49\u0e19\u0e10\u0e32\u0e19\u0e17\u0e32\u0e07\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32<\/td> <\/td> <\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td> <\/td>\u0099<\/td>\u0099<\/td> <\/td>\u0099<\/td> <\/td>\u0098<\/strong><\/td>\u0099<\/strong><\/td>\u0099<\/strong><\/td>\u0098<\/strong><\/strong><\/td>\u0099<\/strong><\/td><\/tr>
                                    141 002  \u0e01\u0e32\u0e23\u0e27\u0e34\u0e40\u0e04\u0e23\u0e32\u0e30\u0e2b\u0e4c\u0e40\u0e0a\u0e34\u0e07\u0e1b\u0e23\u0e34\u0e21\u0e32\u0e13\u0e41\u0e25\u0e30\u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e22\u0e38\u0e01\u0e15\u0e4c\u0e43\u0e0a\u0e49\u0e2a\u0e32\u0e23\u0e2a\u0e19\u0e40\u0e17\u0e28\u0e17\u0e32\u0e07\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32   <\/td> <\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td> <\/td>\u0099<\/td>\u0098<\/strong><\/td>\u0098<\/strong><\/td><\/tr>
                                     <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/td><\/tr>
                                    141 101 \u0e2b\u0e25\u0e31\u0e01\u0e08\u0e31\u0e14\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32\u0e23\u0e48\u0e27\u0e21\u0e2a\u0e21\u0e31\u0e22                 <\/td> <\/td> <\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td> <\/td>\u0099<\/td>\u0099<\/td> <\/td>\u0099<\/td> <\/td>\u0098<\/strong><\/td>\u0099<\/strong><\/td>\u0099<\/strong><\/td>\u0098<\/strong><\/strong><\/td>\u0099<\/strong><\/td><\/tr>
                                    141 102 \u0e23\u0e30\u0e40\u0e1a\u0e35\u0e22\u0e1a\u0e27\u0e34\u0e18\u0e35\u0e27\u0e34\u0e08\u0e31\u0e22\u0e17\u0e32\u0e07\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32<\/td> <\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td> <\/td>\u0099<\/td>\u0098<\/strong><\/td>\u0098<\/strong><\/td><\/tr>
                                     <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/td><\/tr>
                                    141  201 \u0e23\u0e30\u0e1a\u0e1a\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32\u0e41\u0e25\u0e30\u0e17\u0e24\u0e29\u0e0e\u0e35\u0e01\u0e32\u0e23\u0e1a\u0e23\u0e34\u0e2b\u0e32\u0e23\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32<\/td> <\/td> <\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td> <\/td>\u0099<\/td>\u0098<\/strong><\/td>\u0098<\/strong><\/td><\/tr>
                                    141  202  \u0e01\u0e32\u0e23\u0e1a\u0e23\u0e34\u0e2b\u0e32\u0e23\u0e19\u0e42\u0e22\u0e1a\u0e32\u0e22\u0e41\u0e25\u0e30\u0e01\u0e25\u0e22\u0e38\u0e17\u0e18\u0e4c\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32<\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td> <\/td> <\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td> <\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/strong><\/td>\u0098<\/strong><\/td><\/tr>
                                    141  203  \u0e01\u0e32\u0e23\u0e1a\u0e23\u0e34\u0e2b\u0e32\u0e23\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23 \u0e01\u0e32\u0e23\u0e40\u0e23\u0e35\u0e22\u0e19\u0e23\u0e39\u0e49 \u0e41\u0e25\u0e30\u0e01\u0e34\u0e08\u0e01\u0e32\u0e23\u0e19\u0e31\u0e01\u0e40\u0e23\u0e35\u0e22\u0e19<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td> <\/td> <\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td> <\/td>\u0098<\/strong><\/td>\u0099<\/td>\u0098<\/strong><\/td>\u0098<\/strong><\/td><\/tr>
                                    141  204  \u0e01\u0e32\u0e23\u0e1a\u0e23\u0e34\u0e2b\u0e32\u0e23\u0e17\u0e31\u0e48\u0e27\u0e44\u0e1b \u0e07\u0e1a\u0e1b\u0e23\u0e30\u0e21\u0e32\u0e13 \u0e01\u0e32\u0e23\u0e40\u0e07\u0e34\u0e19\u0e41\u0e25\u0e30\u0e17\u0e23\u0e31\u0e1e\u0e22\u0e32\u0e01\u0e23\u0e17\u0e32\u0e07\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32<\/td> <\/td> <\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td> <\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td> <\/td>\u0099<\/td>\u0098<\/strong><\/td>\u0098<\/strong><\/td><\/tr>
                                    141  205 \u0e01\u0e32\u0e23\u0e1e\u0e31\u0e12\u0e19\u0e32\u0e02\u0e35\u0e14\u0e04\u0e27\u0e32\u0e21\u0e2a\u0e32\u0e21\u0e32\u0e23\u0e16\u0e27\u0e34\u0e0a\u0e32\u0e0a\u0e35\u0e1e\u0e1a\u0e23\u0e34\u0e2b\u0e32\u0e23\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32<\/td> <\/td> <\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td> <\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td> <\/td>\u0098<\/td>\u0098<\/strong><\/td>\u0099<\/td><\/tr>
                                    141  206 \u0e1b\u0e0f\u0e34\u0e1a\u0e31\u0e15\u0e34\u0e01\u0e32\u0e23\u0e27\u0e34\u0e0a\u0e32\u0e0a\u0e35\u0e1e\u0e1a\u0e23\u0e34\u0e2b\u0e32\u0e23\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td> <\/td>\u0099<\/td> <\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td><\/tr>
                                    141  301 <\/strong>\u0e2a\u0e31\u0e21\u0e21\u0e19\u0e32\u0e01\u0e32\u0e23\u0e27\u0e34\u0e08\u0e31\u0e22\u0e17\u0e32\u0e07\u0e01\u0e32\u0e23\u0e1a\u0e23\u0e34\u0e2b\u0e32\u0e23\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32<\/strong><\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td><\/tr>
                                    141  302 <\/strong>\u0e2a\u0e31\u0e21\u0e21\u0e19\u0e32\u0e01\u0e32\u0e23\u0e08\u0e31\u0e14\u0e01\u0e32\u0e23\u0e04\u0e38\u0e13\u0e20\u0e32\u0e1e\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32<\/td> <\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td> <\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td><\/tr>
                                    141  <\/strong>303 <\/strong>\u0e22\u0e38\u0e17\u0e18\u0e28\u0e32\u0e2a\u0e15\u0e23\u0e4c\u0e2a\u0e33\u0e2b\u0e23\u0e31\u0e1a\u0e01\u0e32\u0e23\u0e40\u0e23\u0e35\u0e22\u0e19\u0e17\u0e35\u0e48\u0e21\u0e35\u0e1b\u0e23\u0e30\u0e2a\u0e34\u0e17\u0e18\u0e34\u0e20\u0e32\u0e1e<\/td> <\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td> <\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td> <\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td> <\/td> <\/td>\u0098<\/td>\u0098<\/td><\/tr>
                                    141  304 \u0e20\u0e32\u0e27\u0e30\u0e1c\u0e39\u0e49\u0e19\u0e33\u0e40\u0e1e\u0e37\u0e48\u0e2d\u0e01\u0e32\u0e23\u0e1a\u0e23\u0e34\u0e2b\u0e32\u0e23\u0e01\u0e32\u0e23\u0e40\u0e1b\u0e25\u0e35\u0e48\u0e22\u0e19\u0e41\u0e1b\u0e25\u0e07\u0e41\u0e25\u0e30\u0e01\u0e32\u0e23\u0e1a\u0e23\u0e34\u0e2b\u0e32\u0e23\u0e04\u0e27\u0e32\u0e21\u0e40\u0e2a\u0e35\u0e48\u0e22\u0e07  <\/td> <\/td>\u0099<\/td> <\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td> <\/td>\u0099<\/td>\u0098<\/td> <\/td><\/tr>
                                    141  305 \u0e01\u0e32\u0e23\u0e2a\u0e31\u0e21\u0e21\u0e19\u0e32\u0e01\u0e32\u0e23\u0e08\u0e31\u0e14\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23\u0e2a\u0e2d\u0e07\u0e20\u0e32\u0e29\u0e32      <\/td> <\/td> <\/td>\u0099<\/td>\u0098<\/td> <\/td> <\/td>\u0099<\/td>\u0098<\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td> <\/td> <\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td> <\/td> <\/td>\u0099<\/td>\u0098<\/td><\/tr>
                                    141  306 \u0e01\u0e32\u0e23\u0e1a\u0e23\u0e34\u0e2b\u0e32\u0e23\u0e08\u0e31\u0e14\u0e01\u0e32\u0e23\u0e01\u0e32\u0e23\u0e40\u0e23\u0e35\u0e22\u0e19\u0e23\u0e39\u0e49\u0e43\u0e19\u0e23\u0e30\u0e1a\u0e1a\u0e17\u0e32\u0e07\u0e44\u0e01\u0e25<\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td> <\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td><\/tr>
                                    141  307 \u0e19\u0e27\u0e31\u0e15\u0e01\u0e23\u0e23\u0e21\u0e41\u0e25\u0e30\u0e01\u0e32\u0e23\u0e1b\u0e0f\u0e34\u0e1a\u0e31\u0e15\u0e34\u0e17\u0e35\u0e48\u0e40\u0e1b\u0e47\u0e19\u0e40\u0e25\u0e34\u0e28\u0e17\u0e32\u0e07\u0e01\u0e32\u0e23\u0e1a\u0e23\u0e34\u0e2b\u0e32\u0e23\u0e01\u0e32\u0e23\u0e28\u0e36\u0e01\u0e29\u0e32<\/td> <\/td>\u0099<\/td> <\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td> <\/td> <\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td> <\/td> <\/td>\u0099<\/td>\u0098<\/td> <\/td> <\/td>\u0099<\/td>\u0098<\/td> <\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td><\/tr>
                                    141 401 \u0e27\u0e34\u0e17\u0e22\u0e32\u0e19\u0e34\u0e1e\u0e19\u0e18\u0e4c(42)<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td> <\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td> <\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td> <\/td>\u0098<\/td> <\/td>\u0099<\/td>\u0098<\/td>\u0098<\/td><\/tr>
                                    141 501  \u0e27\u0e34\u0e17\u0e22\u0e32\u0e19\u0e34\u0e1e\u0e19\u0e18\u0e4c(12)<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td> <\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0099<\/td>\u0098<\/td> <\/td>\u0098<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td>\u0099<\/td> <\/td>\u0098<\/td> <\/td> <\/td>\u0098<\/td>\u0098<\/td><\/tr>
                                    \u0e1c\u0e25\u0e01\u0e32\u0e23\u0e40\u0e23\u0e35\u0e22\u0e19\u0e23\u0e39\u0e49\u0e15\u0e25\u0e2d\u0e14\u0e2b\u0e25\u0e31\u0e01\u0e2a\u0e39\u0e15\u0e23<\/strong><\/strong><\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td>\u0098<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                                    <\/p>\n\n\n\n

                                    2.5 The curriculum to show that all its courses are logically structured, properly sequenced (progression from basic to intermediate to specialised courses), and are integrated.<\/strong><\/p>\n\n\n\n

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

                                    \n

                                    All courses within the program are systematically sequenced to ensure effective integration and continuity throughout the curriculum. This alignment is carefully analyzed and implemented through several key components:<\/p>\n\n\n\n

                                      \n
                                    • Course Descriptions<\/strong> \u2013 Clearly defining learning objectives and ensuring alignment between course content and program outcomes.<\/li>\n\n\n\n
                                    • Instructional Activity Design<\/strong> \u2013 Structuring projects and learning activities to strengthen interdisciplinary connections and practical application.<\/li>\n\n\n\n
                                    • Integrated Teaching Methods<\/strong> \u2013 Utilizing diverse and blended pedagogical approaches that encourage the synthesis and application of knowledge.<\/li>\n\n\n\n
                                    • Assessment and Evaluation (TQF 3)<\/strong> \u2013 Developing assessment tools and evaluation methods that measure both discipline-specific competencies and broader cross-curricular skills.<\/li>\n<\/ul>\n\n\n\n

                                      This comprehensive and integrated framework ensures that knowledge is developed progressively throughout the program, learning experiences are interconnected and practice-oriented, and graduates acquire comprehensive expertise and well-rounded competencies in educational administration.<\/p>\n<\/div>\n\n\n\n

                                      Year 1<\/p>\n\n\n\n

                                      \u0e2b\u0e21\u0e27\u0e14\u0e27\u0e34\u0e0a\u0e32<\/strong><\/strong><\/td>\u0e23\u0e2b\u0e31\u0e2a\u0e27\u0e34\u0e0a\u0e32<\/strong><\/strong><\/td>\u0e0a\u0e37\u0e48\u0e2d\u0e27\u0e34\u0e0a\u0e32<\/strong><\/strong><\/td>\u0e2b\u0e19\u0e48\u0e27\u0e22\u0e01\u0e34\u0e15<\/strong><\/strong><\/td>\u0e42\u0e04\u0e23\u0e07\u0e07\u0e32\u0e19\u0e1a\u0e39\u0e23\u0e13\u0e32\u0e01\u0e32\u0e23\u0e01\u0e31\u0e1a\u0e07\u0e32\u0e19\u0e43\u0e19\u0e2b\u0e19\u0e49\u0e32\u0e17\u0e35\u0e48<\/strong><\/strong><\/td><\/tr>
                                      \u0e40\u0e2a\u0e23\u0e34\u0e21\u0e1e\u0e37\u0e49\u0e19\u0e10\u0e32\u0e19 (\u0e44\u0e21\u0e48\u0e19\u0e31\u0e1a\u0e2b\u0e19\u0e48\u0e27\u0e22\u0e01\u0e34\u0e15)<\/td>141 001<\/td>Foundations of Education<\/td>(3)<\/td>Project 1: <\/strong>Needs Assessment & Risk Analysis of the School that they belong. Project 2:<\/strong> Creating  Strategic Plan, Operation Plan and Risk Management Plan<\/td><\/tr>
                                      \u0e40\u0e2a\u0e23\u0e34\u0e21\u0e1e\u0e37\u0e49\u0e19\u0e10\u0e32\u0e19 (\u0e44\u0e21\u0e48\u0e19\u0e31\u0e1a\u0e2b\u0e19\u0e48\u0e27\u0e22\u0e01\u0e34\u0e15)<\/td>141 002<\/td>Quantitative Methods and ICT Application in Education <\/td>(3)<\/td><\/tr>
                                      \u0e1e\u0e37\u0e49\u0e19\u0e10\u0e32\u0e19\u0e2a\u0e31\u0e21\u0e1e\u0e31\u0e19\u0e18\u0e4c<\/td>141  101<\/td> Current Principle and Concepts in Education<\/td>3<\/td><\/tr>
                                      \u0e1a\u0e31\u0e07\u0e04\u0e31\u0e1a<\/td>141  201<\/td>Educational Systems and Theories of Educational Administration         <\/td>3<\/td><\/tr>
                                       <\/td>141  202<\/td>Policy and Strategic Management in Education<\/td>3<\/td><\/tr>
                                      \u0e23\u0e27\u0e21<\/strong><\/strong><\/td>(6)\/9<\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                                      Year 1 <\/strong>: Semeter 2<\/strong><\/p>\n\n\n\n

                                      \u0e2b\u0e21\u0e27\u0e14\u0e27\u0e34\u0e0a\u0e32<\/strong><\/strong><\/td>\u0e23\u0e2b\u0e31\u0e2a\u0e27\u0e34\u0e0a\u0e32<\/strong><\/strong><\/td>\u0e0a\u0e37\u0e48\u0e2d\u0e27\u0e34\u0e0a\u0e32<\/strong><\/strong><\/td>\u0e2b\u0e19\u0e48\u0e27\u0e22\u0e01\u0e34\u0e15<\/strong><\/strong><\/td>\u0e42\u0e04\u0e23\u0e07\u0e07\u0e32\u0e19\u0e1a\u0e39\u0e23\u0e13\u0e32\u0e01\u0e32\u0e23\u0e01\u0e31\u0e1a\u0e07\u0e32\u0e19\u0e43\u0e19\u0e2b\u0e19\u0e49\u0e32\u0e17\u0e35\u0e48<\/strong><\/strong><\/td><\/tr>
                                      \u0e1e\u0e37\u0e49\u0e19\u0e10\u0e32\u0e19\u0e2a\u0e31\u0e21\u0e1e\u0e31\u0e19\u0e18\u0e4c<\/td>141 102<\/td>Research Methodology in Education<\/td>3<\/td> <\/td><\/tr>
                                      \u0e1a\u0e31\u0e07\u0e04\u0e31\u0e1a<\/td>141  203<\/td>Management of Curriculum, Learning and Student Affairs<\/td>3<\/td>Project 3<\/strong> : Creating the Monitoring  Calendar and Monitor the Curriculum & Instruction ,follow up and Supervise to the teachers<\/td><\/tr>
                                      \u0e1a\u0e31\u0e07\u0e04\u0e31\u0e1a<\/td>141  204<\/td>General, Budgeting, Financial and Resources Management in Education<\/td>3  <\/td> <\/td><\/tr>
                                       <\/td>141  206<\/td>Practicum in Educational Administration<\/td>3<\/td> <\/td><\/tr>
                                      \u0e23\u0e27\u0e21<\/td>12<\/td> <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                                      Year 2 <\/strong>: Sem. 1<\/strong><\/p>\n\n\n\n

                                      \u0e2b\u0e21\u0e27\u0e14\u0e27\u0e34\u0e0a\u0e32<\/strong><\/strong><\/td>\u0e23\u0e2b\u0e31\u0e2a\u0e27\u0e34\u0e0a\u0e32<\/strong><\/strong><\/td>\u0e0a\u0e37\u0e48\u0e2d\u0e27\u0e34\u0e0a\u0e32<\/strong><\/strong><\/td>\u0e2b\u0e19\u0e48\u0e27\u0e22\u0e01\u0e34\u0e15<\/strong><\/strong><\/td>\u0e42\u0e04\u0e23\u0e07\u0e07\u0e32\u0e19\u0e1a\u0e39\u0e23\u0e13\u0e32\u0e01\u0e32\u0e23\u0e01\u0e31\u0e1a\u0e07\u0e32\u0e19\u0e43\u0e19\u0e2b\u0e19\u0e49\u0e32\u0e17\u0e35\u0e48<\/strong><\/strong><\/td><\/tr>
                                      \u0e1a\u0e31\u0e07\u0e04\u0e31\u0e1a<\/td>141  205<\/td>Capacity Building in Educational Administration  Profession<\/td>3<\/td>Project 4: <\/strong>Creating the R&D project to improve Educational Quality focus on academic and student affairs.<\/strong><\/td><\/tr>
                                      \u0e40\u0e25\u0e37\u0e2d\u0e01<\/td>141  3XX<\/td>\u0e27\u0e34\u0e0a\u0e32\u0e40\u0e25\u0e37\u0e2d\u0e01 1<\/td>3<\/td><\/tr>
                                      \u0e27\u0e34\u0e17\u0e22\u0e32\u0e19\u0e34\u0e1e\u0e19\u0e18\u0e4c<\/td>141  501<\/td>\u0e27\u0e34\u0e17\u0e22\u0e32\u0e19\u0e34\u0e1e\u0e19\u0e18\u0e4c<\/td>4<\/td><\/tr>
                                       <\/strong><\/td> <\/strong><\/td> <\/strong><\/td> <\/strong><\/td><\/tr>
                                      \u0e23\u0e27\u0e21<\/strong><\/strong><\/td>10<\/strong><\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                                      Year 2 <\/strong>: Semester 2<\/strong><\/p>\n\n\n\n

                                      \u0e2b\u0e21\u0e27\u0e14\u0e27\u0e34\u0e0a\u0e32<\/strong><\/strong><\/td>\u0e23\u0e2b\u0e31\u0e2a\u0e27\u0e34\u0e0a\u0e32<\/strong><\/strong><\/td>\u0e0a\u0e37\u0e48\u0e2d\u0e27\u0e34\u0e0a\u0e32<\/strong><\/strong><\/td>\u0e2b\u0e19\u0e48\u0e27\u0e22\u0e01\u0e34\u0e15<\/strong><\/strong><\/td>\u0e42\u0e04\u0e23\u0e07\u0e07\u0e32\u0e19\u0e1a\u0e39\u0e23\u0e13\u0e32\u0e01\u0e32\u0e23\u0e01\u0e31\u0e1a\u0e07\u0e32\u0e19\u0e43\u0e19\u0e2b\u0e19\u0e49\u0e32\u0e17\u0e35\u0e48<\/strong><\/strong><\/td><\/tr>
                                      \u0e40\u0e25\u0e37\u0e2d\u0e01<\/td>141  3XX<\/td>\u0e27\u0e34\u0e0a\u0e32\u0e40\u0e25\u0e37\u0e2d\u0e01 2<\/td>3<\/td>Project 5<\/strong> : <\/strong>Evaluating some strategies\/program \/projects\/ or Self- assessment  according to school\u2019s standards.<\/td><\/tr>
                                      \u0e27\u0e34\u0e17\u0e22\u0e32\u0e19\u0e34\u0e1e\u0e19\u0e18\u0e4c<\/td>141  501<\/td>\u0e27\u0e34\u0e17\u0e22\u0e32\u0e19\u0e34\u0e1e\u0e19\u0e18\u0e4c<\/td>8<\/td><\/tr>
                                      \u0e23\u0e27\u0e21<\/strong><\/strong><\/td>11<\/strong><\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                                      <\/p>\n\n\n\n

                                      2.6 The curriculum to have option(s) for students to pursue major and\/or minor specialisations.<\/strong><\/p>\n\n\n\n

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

                                      Curriculum Structure and Research-Oriented Learning Process<\/p>\n\n\n\n

                                      1. Curriculum Structure<\/strong><\/p>\n\n\n\n

                                      The program offers the following study plans:<\/p>\n\n\n\n