1- OBJECTIVES

1.1. Objectives of the study programme (Asterisk Criterion)

The objectives of the study programmes in this report are defined as learning outcomes. Learning outcomes are formulated based on a SWOT analysis derived from the visions and missions of the university, faculty, and programmes. This formulation is then communicated with lecturers, students, alums, and graduate users to gain insights and their responses and feedback. On the other hand, tracer studies and job requirement analyses are carried out to formulate graduate profiles. As a result, graduates of bachelor's and master's programmes are equipped with good attitudes, broad knowledge, and general and specific skills that suit their needs to compete globally. The formulation of the learning outcomes refers to the Indonesian Qualification Framework (KKNI). Below is the flow of the learning outcomes formulation.

The Bachelor of Islamic Early Childhood Education (PIAUD) graduates are projected to be the leading educator of Islamic early childhood education teachers. Therefore, the graduates should be competent in combining Islamic science and general science, Indonesian-ness, and local wisdom in Islamic early childhood education. Besides, the graduates should be able to utilise information, technology, and communication with high integrity, full of professionalism, have adaptive communication and fulfil the universal values of humanities. In addition, the graduates are also expected to be prepared to develop edupreneurship, capable of creating job opportunities in early childhood education through creative and innovative utilisation of information, technology, and communication. The learning outcomes stated in the curriculum are arranged to prepare successful graduates who are excellent in their professional careers. Successful graduates are characterised by their high integrity, superior skills in integrating and interconnecting the fundamental aspects of Islamic Early Childhood Education, full of professionalism, profound adaptive communication, and strong affinity to universal values of humanities. Likewise, the graduates are also anticipated to exhibit powerful leadership spirit, noble character, and high working ethic and develop lifelong learning skills to maintain creative and innovative excellencies. The programme's learning outcomes are presented at the following link: https://s.id/Curriculum_S1PIAUD.

1.2. International orientation of the study programme design (Asterisk Criterion)

The Bachelor of Islamic Early Childhood Education Programme was designed to fulfil national and international requirements through academic and non-academic activities. An international-piloting class was opened in 2021, and currently, this programme has an international student from Bangladesh. Teaching and learning are conducted in English and Arabic for the international class. Benchmarking to similar international study programmes was performed when designing the curriculum. Then it was developed based on the body of knowledge, which has been agreed upon by the scientific association of Islamic Early Childhood Education. Lecturers and students must use the latest references such as international articles, journals and textbooks. In addition, the programme encourages lecturers to possess global insight and gain an international reputation through lecturer exchange programs and international publications. Regular public lectures, seminars and workshops with international scholars such as Hamidah Binti Sulaiman (Malaysia), Shazia Manshoori (India), Rosalina Abrell, Rotraud Berges-Lahme, Thomas Unruh (Jerman), Robert Pope, Zachary Muetterties (Australia) also have been conducted to gain students' knowledge. Academic visiting to international universities (e.g. such as Aligarh Muslim University (India), University Pendidikan Sultan Idris, University of Malaya, Universiti Tun Hussein Onn (Malaysia)) as well as students and lecturers exchange were carried out to build international networking. These activities manifest the programme's commitment to equipping students with global insight.

1.3. Positioning of the study programme

The following programmes are managed under the Faculty of Tarbiyah and Education and the academically reputable UIN Sunan Kalijaga Yogyakarta, an A-ranked university in Indonesia. One of UIN Sunan Kalijaga Yogyakarta's excellency is its inclusive students. The university admits students with different abilities (special needs) annually. Thus various facilities are designed to support their needs. Furthermore, the Center for Disability Services (PLD) sustains the inclusivity within the campus by assisting students with disabilities, academic and non-academic services and advocacy. Students without disabilities show deep concern by volunteering in PLD and assisting their peers with disabilities. There are several students with disabilities in the university, including deaf, blind, low vision, physical disabilities, and intellectual disabilities. Involving an assistant lecturer and cooperating with PLD are some efforts to facilitate students with disabilities. Particularly in the Bachelor of Islamic Early Childhood Education Programme, some courses are intended to equip students with knowledge and skills to teach and support early childhood students with disabilities. These courses offer students theories of inclusive education at the elementary level and prepare them with inclusive teaching strategies.

1.3.1. Positioning of the study program in the educational market

Bachelor of Islamic early childhood education programme has specific characteristics and excellencies compared to other similar programmes:

1.3.2. Positioning of the study programme on the job market for graduates (Employability)

The Bachelor of Islamic Early Childhood Education Programme graduates has vast opportunities in the educational market and public awareness of the importance of early childhood education. The requirement for early childhood teachers also continues to increase along with the number of early childhood education institutions. In addition, graduates of this program are also eligible to become entrepreneurs in Islamic early childhood education. Therefore, the students are equipped with attitudes, knowledge, and skills to become successful educators and edupreneurs.

The graduates are fastly absorbed by many institutions in the world of work. The tracer study results show that, on average, the programme's graduates find a job after three months of their study completion. Some students find jobs before they graduate, such as those who serve as teaching assistants in early childhood education institutions. The result also shows that several graduates have become educational entrepreneurs, such as producing educational game tools and establishing early childhood tutoring institutions. The tracer study results prove that the program's graduates have vast opportunities within the educational market apart from being early childhood education teachers. According to the users, the program's graduates have a speciality compared to other graduates in terms of soft skills, competence and skills in Qur'anic reading and writing.

1.3.3. Positioning of the study program within the HEI's overall strategic concept

The vision and missions of the Bachelor of Islamic Early Education Programme are inseparable from that of the Faculty of Tarbiyah and Education and the UIN Sunan Kalijaga Yogyakarta core values, namely integrative-interconnective, dedicative-innovative, and inclusive-continuous improvement, which underlie the programme's activities in developing, implementing, and evaluating curriculum and instructional learning. Study materials are designed by integrating Islamic sciences, general sciences, Indonesianness, and local wisdom. Instructional learning is implemented through various models, strategies, methods, and assessments.

The Bachelor of Islamic early Education programme has also been essential to the university's grand plan to become a world-class university. Several efforts have been carried out, such as recruiting international students, redesigning curriculum, publishing international journal articles, holding international seminars, benchmarking foreign early childhood education culture, conducting lecturer/student exchanges, initiating international collaboration, and pioneering an international journal.