A methodology for design, planing and implementation of curricula

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GeorgiaGeorgiaMargret Schermutzki

A methodology for design, planing and implementation of curricula

Drafting criterias/indicators of each of the five regulated programs and seeking their appoval

Assisting international key expert: Margret SchermutzkiTbilisi, September 2009

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Accreditation of regulated study courses in Georgia

Law of Georgia on HE Art. 2 (e)2 Definition of QF for HE Art. 3, Sec 2d: Establishment of QE-System

including accredition system Art. 63, Implementation of the National Accredition

Centre Art. 75, 76, 77: accreditation for regulated

Study Programmes(have to be regulated by the NEAC and approved fromthe MoES)

Programm Accredition (Art. 71)(precondition: Institutional accreditation (Art. 67 f)(Details are regulated in orders e.c. 223, 269)

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Cycle Higher Education European qualification framework

Qualification Name Number of credits

Qualification certificate

III Cycle - PhD III cycle Doctor 180 Doctor Diploma

II Cycle – Master’s II cycle Master /Medical Doctor/ Doctor of Dental Medicine/ Doctor of

Veterinary Medicine 1 Cycle?

120 / 300-360

Master Diploma MD/ DDM/DVM Diploma

I Cycle – Bachelor’s

I cycle Bachelor 240 Bachelor Diploma Medical Specialist Diploma

Short cycle Specialist with Diploma*

Specialist with Diploma

120 – 180 Specialist Diploma

Structures and requirements in Georgia draft version

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Knowledge and understanding

Possesses broad and thorough knowledge of the field. understands the overall structure of the subject/discipline and the relationship between the sub-disciplines; is aware of main principles of the subject field, theories and concepts, including some outstanding or/and new aspects; knows appropriate terminology and the methodology; Has a good understanding of professional responsibility and appropriate ethical norms

Applying knowledge and understanding

Able to work using the subject related standards and some outstanding or new methods and ethical norms; able to perform research and/or practical work based on the previously defined recommendations/instructions

Making judgments Can independently analyze critically new or abstract data and/or situation, using appropriate to the field standard methods and some of the new methods. With minimum supervision can transform abstract data and concept for given task and develop new ways to resolve the problem. Able to interpret the data

Communications skills -Able to participate in professional discussion and prepare the written report on results or make verbal presentation-Knowledge of foreign language, B2 level-Knowledge and applying of modern information and communication technologies knowledge; able to learn the use of new information technologies independently

Learning skills Able to manage the learning process using the wide specter of resources; able to evaluate the learning process and define the further needs

First cycle qualifications descriptors

1) Draft version

1)

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Possesses deep and systemic knowledge in the field/discipline and/or sub-discipline that is based on most recent theory and research, both in applied and neighboring fields/disciplines. Has grasp of specific to the filed/subfield methods. Realizes specific to the field ethical problems and is able to resolve dilemmas


Able to act in an unexpected or complex situations ; Is able to adapt skills and acquire new skills or practices for new circumstances; Is able to plan and realize tasks and implement them independently with professional manner, searches for new and original methods for resolving problems. Independently plan and implement the research using the newest methods and approaches.

Making judgments With a critical approach, can analyze incomplete and or/contradicting data and present analysis report effectively. Can synthesize information innovatively, with most resent data in the field.

Communications skills -Able to communicate persuasively, independently and in competent manner with the academic and professional society-Knowledge of foreign language, C1 level-Knowledge and applying of modern information and communication technologies knowledge; able to use them for creative and critical purposes in the branch specific context

Learning skills Able to plan and implement the learning process requirements, adequately evaluate the learning process and realize the ways to improve the results

Second cycle qualification descriptors1)

1) Draft version

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Possesses broad, thorough and systematic knowledge that enables to create a publication in the sector field with the due standards necessary for the internationally referred publications. Able to analyze, manage and solve the ethical dilemmas; has a full possess in specific to the filed methods of research and theory.


Able to develop the new research and analytical approaches that are oriented on the creation of new knowledge and is reflected in the internationally referred publications. Independently plans, implements and supervises the innovative researches.

Making judgments With a critical approach can analyse complete and incomplete and contradictive data. Can synthesise new approaches, and support development of new methods in the field. Independently, with original means, resolves the problems and in case of need utilize the additional resources

Communications skills -Is albe to convey controvercial information effectively to speicalists and non-specialists, concidering readiness or unpreparadness of them.-Knowledge of foreign language, C1 level-Knowledge and applying of modern information and communication technologies knowledge; able to use them for creative and critical purposes in the branch specific context

Learning skills Adequately evaluates, plans, and implements the learning process and uses the full specter of learning resources; able to plan and manage the others learning process

Third cycle qualifications descriptors1)

1) Draft version

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Concepts and Background

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What do we need?

Comparability and compatibility of the study programmes

Transparency is supported

Variety and autonomy are accomodated

Shared language for consultation with all stakeholders

Facilitating the shift from input-orientated to output-orientated approach

Facilitating introduction of new forms of education (Life Long Learning)

Promotion of employability

Theoretical concepts and background

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1.TUNING structure and definitions

1) Identification of needs• Employers, institutions, higher education

institutions, employees

2) Creation of study programm - profiles

3) Definition of Learning Outcomes• General competences• Specific competences

4) Development of a curriculum• content• structure (modules Credits/Workload, Levels)

5) Development of equivalent teaching and learning methods

6) Transfer to appropriate measures

7) Exams and assessment methods

8) Evaluation to ensure quality

Considering resources

• academic resources

• organizational

resources

• financial resources

Considering resources

• academic resources

• organizational

resources

• financial resources

[email protected]

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Competence Academics Graduates Students Employers

Ability for abstract thinking, analysis and synthesis 1 2 2 2Ability to apply knowledge in practical situations 2 1 1 1Knowledge and understanding of the subject area and understanding of the profession 3 4 4 4Ability to identify, pose and resolve problems 4 3 3 3Capacity to learn and stay up-to-date with learning 5 5 7 9Capacity to generate new ideas (creativity) 6 9 8 8Ability to be critical and self-critical 7 11 9 19Ability to communicate both orally and through the written word in native language 8 12 13 12Ability to search for, process and analyse information from a variety of sources 9 8 12 15Ability to undertake research at an appropriate level 10 15 18 22Ability to work in a team 11 7 5 5Interpersonal and interaction skills 12 14 14 11Ability to work autonomously 13 17 15 16Ability to plan and manage time 14 6 6 6Ability to adapt to and act in new situations 15 10 10 7Ability to make reasoned decisions 16 13 16 10Ability to act on the basis of ethical reasoning 17 25 23 24Ability to communicate in a second language 18 16 11 18Skills in the use of information and communications technologies 19 20 19 23Ability to motivate people and move toward common goals 20 19 17 13Ability to work in an international context 21 23 21 28Determination and perseverance in the tasks given and responsibilities taken 22 21 20 14Ability to evaluate and maintain the quality of work produced 23 24 24 21Ability to act with social responsibility and civic awareness 24 27 27 27Ability to design and manage projects 25 18 22 20Appreciation of and respect for diversity and multiculturality 26 28 26 31Ability to communicate with non-experts of one’s field 27 26 29 26Commitment to the conservation of the environment 28 29 28 30Spirit of enterprise, ability to take initiative 29 22 25 17Commitment to safety 30 30 30 25Ability to show awareness of equal opportunities and gender issues 31 31 31 29

Ranking importance

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Profiles has to serve different purposes

A good profile takes into account different users’ perspectives & interests

ProfileProfile

From Project to Process

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Knowledge Acquisition and

Widening

Knowledge Acquisition and Deepening

Methodology Skills/Competences to

learn and transfer

Core Modules

Which syllabi are the essential charac-teristics of this degree programme?

Without which course would no one consider this as the identified degree programme?

Specialisation modules / major / minor / electives /

options

Which areas could be identified – vertically, horizontally or laterally – for further useful studies?

(vertical: specialisation in a narrow sense = deepening; horizontal: interdisciplinary = enlargement; lateral: unrelated subject areas, supplying additional areas, diversification)

Support modules

What else is needed to understand issues, identify and to express them in different ways?

To which extent can a quantitative approach help to explain things?

Organisation- and communication modules

How can I learn and organise myself?

How can I present / express best what I want to say?

Transfer modules

How does theory relate to practice?

How can I relate theory to practice? What are the methods?

Subject Areas

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Development of profiles

Focus on learning outcomes and competences

5 consistent features:

• an identified and agreed need• a well described profile• corresponding learning outcomes phrased in terms of competence• the correct allocation of ECTS credits to units• appropriate approaches to teaching, learning and assessment

TUNING focuses on:

<< fitness of purpose >> (meets expectations)

and

<< fitness for purpose >> (meets aims)

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LEARNING OUTCOMES AND COMPETENCES IN STUDY PROGRAMMES

Example Course unit/learning outcome Unit 1

Unit 2

CompetenceA B C D E F G H I F

x x

X = THIS COMPETENCE IS DEVELOPED AND ASSESSED AND IS MENTIONED IN THE LEARNING OUTCOME OF THIS UNIT

Unit 3

Unit 4

x x x

x x x

x x x

Updated methodology and definitions

[email protected]

Good practice for writing and using Learning outcomes for modules

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[email protected]

Learning outcomes and modules

LO 4

LO 3

LO 2

Learning Outcome 1

LO 6

LO 5

Module A

Content categories (courses or classes)

Compentences

5. Good practice for writing and using L Os for modules

Module: a unit in a study programme with a clear set of LO and approporate learning, teaching and assessment criteriaand a unique examination

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Workload

LiteratureLevel

Forms of

learning & teaching

Learning

outcomes

Previous knowledge

/ experience

Methods and forms

of

examination

Development of modules

Dokumentation in:

Description of the module (course unit)

[email protected]

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Profile – learning outcomes (5-10)On completion of this programme studentShould be able to/have– knowledge of systematic and complex theories and critical

comprehension of individuals and the most important structures and organisations of society

– Critically analyse and utilise relevant sources– Ability to communicate and debate professional issues and

findings in research with experts an non experts– Ability to analyse situations in complex specialized field of political

sciences and demonstrate advanced problem solving– Ability to motivate and work effectively and efficient with

individuals and groups and move forward towards common goals– Ability to critically reflect on own professional practice– Knowledge and understanding of the processes of the

development of power relationships in society – at local, regional and international level

– Ability to act and resolve problems with social responsibility and civic awareness. ……..

Writing and using LO for the profile example

[email protected]

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•Has the entrance level of potential students been taken into consideration when identifying their learning needs?

•Does the level of learning outcomes and competences correspond to the level(s) of the degree (cycle) foreseen in qualification frameworks?

•Are levels described in terms of: -acquiring knowledge, understanding, skills and abilities-applying knowledge, understanding, skills and abilities in practice-making informed judgments and choices-communicating knowledge and understanding-capacities to continue learning?

[email protected]

Writing and using LO for the profile

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What is needed for accreditation?

Writing a self report:

An identified and agreed need with labour market, social

partners and students

A well descriped profile (academic and job related) on the Level

of NQF and other QF and on the base of the regulations of the

profession

The mission statement of the HE with the general strategy of

develoment and a description how the programme fits

Management quality within the institution

Strategy of international relations

Description of research activities within the institution (human

and financial resources devoted to research)

Human and financial resources devoted to teaching and learning

Rule of the students in decision making

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P 2

Corresponding learning outcomes phrased in terms of

competences to be achieved (generic and subject related)

and the study plan – modules, credits teaching and

assessment methods (in team work, based on consultation,

discusson, coorperation)

Modul cataloge with title of the modules, intended learning

outcomes, teaching-, learning and assessment methods,

level, literature, credits/students-workload

Libery, computers…..

Quality assurance: monitoring, evaluation, correction

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THE TUNING DYNAMIC QUALITY DEVELOPEMENT CIRCLE

Definition of academic and professional profiles

Needs analysis

Programme design: Definition of learning outcomes and competences

Construction of curricula: Content and and structure

Selecting the teaching and learning methods

Selecting the criteria of assessment

Evaluation and improvement(based on feedback)

quality assurance

A methodology for design, planing and implementation of curricula

Documents

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