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Initial Teachers Education in
  Moldova: State of the art
            Roza Dumbraveanu
  State Pedagogical University “I.Creangă”
   TEREC round table, December 12, 2011
Initial teachers education in moldova
Needs for the review
Demands
• European Area Higher Education (Bologna)
• Role of the teachers for the knowledge society
• Quality assurance requirements
Realities
•   Quick transition to Bologna demands
•   Compatibility of degrees (not assured)
•   Student centred approach (declared)
•   LO, LOLA (superficially)
Identified problems
1.The teacher education curriculum is not
  compliant with the student centred approach.
2. The two cycles with classical teaching and
  assessment methods do not fit with the
  Tuning models for teacher education.
3. The graduates are not prepared enough for
  future practical work at schools.
4. The ECTS does not reflect correctly the
  student workload.
5. The staff do not use the possibilities offered
  by ICT to enhance learning.
Objectives of the study
• Identification of the degree of
  correspondence of the initial teachers
  training programmes to the requirements and
  recommendations of European international
  (Bologna lines, Tuning project, Western
  Universitis practice);
• Compatibility and comparability of study
  programmes from different universities of
  Moldova;
• Determination of the domains that need
  immediate intervention of updating and
  modification;
• Outline of the ways of modification of study
  programmes
Objectives of the study
• To provide a tool useful for the elaboration of study
  programmes valid for all HEI;

• To describe the relevance of learning outcomes
  based curriculum as a key factor for compatibility
  and comparability of national systems of education in
  the XXI century;

• To provide a methodological framework in order to
  assist the academic staff with a tool for the
  elaboration of student centred curriculum (revised on
  alignment/LOLA approach).
Methodology of the study
• Analysis of the ITE study programmes in
  accordance with a set of elaborated criteria;
• Investigation of the employers opinion
  (representatives of the preuniversity
  education institutions) about the ITE;
• Investigation of the opinions of the
  academic staff about the quality of the
  graduates – future pedagogs;
• Investigation of the opinions of the
  graduates of the pedagogic faculties about
  their ITE and their employability.
Methodology of the study
Collection, analysis of data about:
• Main characteristics and key success factors related to the
   design and implementation of HEI curriculum recognised at
   European level;
• The degree of correspondence of ITE curriculum in Moldova to
   the practices used and recognized at European level, including
   Western partner universities;
• The degree to which teachers' initial training curriculum in
   Moldova requires modifications or updating in order to be
   comparable to similar curriculum in other European countries,
   in the context of harmonization of EU education systems;
• The degree to which teachers' initial training curriculum in
   Moldova is correlated to the National Qualifications Framework
   (hereafter NQF) and the European Qualifications Framework
   (hereinafter EQF);
• Topics related to the different opinions of the actors involved in
   ITE.
Undertaken activities
• Analysis of resources on European trends in ITE;
• Consultation with experts from the consortium in this
  topic;
• Review of legislation and regulations relating to
  curriculum development and implementation;
• Development of sets of questionnaires for the three
  types of respondents: academics, students /
  graduates of pedagogical faculties, employers of
  graduates;
• Processing and analysis of the questionnaires ;
• Selection of study programmes to be analyzed;
Undertaken activities
• Study of Tuning methodology forthe evaluation of
  ITE programs;
• Study of the experience of the western universities in
  review of ITE curriculum;
• Establishment of the evaluation criteria grid for the
  analysis of the study programs;
• Self-study of the ITE programs according to
  established criteria;
• Discussions of the results of self-study of the ITE
  programs and their independent evaluation by a
  team of project members;
• Presentation of the results at the round table with
  representatives of all institutions in the project;
•   Development and discussions of recommendations for revision
    and modification of ITE.
Selected study programmes
State Pedagogical University "I. Creanga"

   - Pedagogy of Primary Education (PIP)
   - Informatics and Information Technologies in Education
Balti State University "A. Russo"
     - Pedagogy of Primary Education and English
     - Informatics
State University of Moldova
    - Biology
    - Civic education
Tiraspol State University
    - Pedagogy of Primary Education (PIP)
    - Physics
Grid topics
Programme/degree profile (description)
Typical occupations
Recruitment system of the student teachers
Model (consecutive or concurent)
Aims of the programme (written in the programme)
Programme structure
Structure of the pedagogical studies
Learning outcomes
Model of the Placement/practice
Dominant teaching methods for the pedagogical disciplines
Support for self-reflection for students
Qualification of Higher Education teacher (pedagogical
   preparation/experience) and school practices supervisors
Monitoring system
How ITE Programmes are financed
Documents that governed the design of
                 study programmes
•   Classification document for specialties for HEI graduates, (1
    cycle?), approved by the Moldovan Parliament in 2005
    /Nomenclator
•   Framework Plan (cycle 1,2), approved by the Ministry of
    Education in 2005, the first version and 2011, second version.
•   Rules of organization of higher education studies based on
    ECTS, approved by the Ministry of Education (2005 and 2010)
•   ECTS guide
•   Assessment regulations
•   NQF (elaborated 2008, approved 2010, currently under
    revision)
The key document for the design of study
            programmes : NQF
Some Considerations
• No guidelines for elaboration
• Quality – different for different domains
• General impression: mix of eclectic conceptions,
  misunderstandings
• Definition of competences - not appropriate
• LO – no difference from competences
• No difference between BCs and Ms LO/ Dublin descriptors not
  understood
• Constructive alignment / formal
Conclusion: NQF can not be used in currently shape;
             Should be rewritten
The key document for the design of study
       programmes : Framework plan
Some Considerations
• The second version did not take into account the critical
  interventions and recommendations
• There are mistakes contrary to european documents, even the
  declaration is that the FP is in line with EU documents
• Misunderstanding and misinterpretation of general
  competences
• Socioumanistic component for each study programme

Conclusion: FP puts some obstacles to the design of the study
  programmes;
The key documents for the design of study
              programmes
Regulations (Ministry of Education)
• The pedagogic component - minimum 60 ECTS
• First cycle : 180 – 240 ECTS
• Second cycle: 90 – 120 ECTS
• Non pedagogic graduates – additional module
  pedagogic component of 60 ECTS
• Pedagogic component: pedagogy, psychology,
  didactics, practice

Details: another presentation;
General remarks/profile
Weak points
•   Definition of the profile (objectives are vag or too general)
•   Connection with employers is weak or missing in defining the
    profile
•   Employers do not know the details of the srudy programmes
•   Due to shortage in the staff, the secondary education accepts
    graduates of the first cycle
•   The competences of the BCs are not sufficient to assure the
    quality in education
•   Typical occupations (8-10 for BCs) do not correspond to the
    graduates competences
•   No differrences between BCs and MCs in
    occupations/positions
General remarks/admission


• Admission to first cycle is based on secondary
  school graduation acts or equivalent or higher
    depending on the marks obtained from previous
    graduation exams (without entrance examinations).
• Admission to the second cycle is done based on
    exams. (comments?)
•   No competition for the first cycle
•   Low number of candidates for the second cycle
General remarks/responsibility

• Responsible for developing and carrying out
  the program of studies are usually heads of
  departments in the field: (Department of applied
  informatics and information technologies (USB), Department of
  Computer and information technologies in education (UPSC),
  the departments of primary education pedagogy (USB, UPSC,
  UST) )
• and / or deans.
• There is no a program director responsible
  for ITE like in Western universities...
General remarks/staff

•   Academics involved in teacher training should have the
    doctor degree
•   Initial entry requirements to HE staff position: Msc degree
    + pedagogic component of at least 60 ECTS (no
    specification about HE pedagogy).
•   These conditions are not always fulfiled.
•   Pedagogic component of 60 ECTS in fact related to the
    preuniversity system, while higher system differs from the
    pedagogy of the preuniversity system.
•   Although this is understood by some departments of
    pedagogy and policy makers, the statement about the
    teacher training is not made explicit and there are no
    special programs developed / promoted for HE pedagogy.
Distribution of hours
Informatics, USB, 180 ECTS
•   7 core, 7 special disciplines required,
•   23 optional subjects,
•   6 compulsory and optional subjects in socio human
•   2 general culture subjects
•   Total: 2625 contact hours, 2775 individual work
•   Fundamental disciplines – 26%
•   Compulsory subject area – 17%
•   Optional subject area – 24%
•   Sociouman – 11%
•   General culture – 4,4%
•   Placement – 16.7%
General remarks/LOs
LOs reference points for Comparability and compatibility, QA
According to Bologna, curricula should include the following key elements:

•   Program-level LOs with reference to the descriptors in the NQF
    or EQF;
•
    Course LOs corelated to programme LOs;
•   Teaching methodologies used should reflect the program /
    courses LOs

    • Assessment methods used must allow students to demonstrate
    achievements of LOs;

• Modules / courses and programs must be fully expressed in ECTS
   in accordance with the range and level from NQF;
General remarks/Programme
                 descriptions
The study programs analyzed from four universities in Moldova
  represents a variety of structures, but none match the
  requirements of Bologna.
USM
    Introduction.
  • Administration of discipline.
  • General objectives.
  • Contents and strategies.
  • Individual work. Independent academic
  learning.
  • Bibliography
General remarks/Programme
              descriptions

USB
• Course administration
• Pre-requisites
• Course/discipline objectives
• Short topics description (content and the
  number of hours)
• More detailed list of topics and assignments
  references each theme
• Final evaluation questionnaire
General remarks/Objectives;LOs



•   Too many (12 or even 24)
•   Vague
•   Difficult to find TLA correlation
•   Rate contact hours: individual work
•   1:2 – 1:4
•   No evidence for learning task assessment
Conclusions
•   In some disciplines aims are vague or inadequate, in the spirit of
    "pedagogical objectives."
•   LOs progress and coherence has not been determined in the
    curricula.
•   No delimitation between objectives, LOs, competences.
•   Program level competences are defined in NQF, but then do not
    appear in other documents. NQF is not made public for large
    target groups. In the UPSC student guides are included
    competences, but they are not different from those from NQF
    their classification is different from the NQF. Moreover
    formulation of competences leave much to be desired in style,
    grammar and logical correctness.
•   The NQF refers to Tuning Project, t.e. it is stated that these skills
    are in line with Tuning methodology. There is confusion in the
    veracity of these claims, because the methodology was not
    applied correctly, Tuning was not deeply understood.
Conclusions

• A mechanism for determining student workload it is
  not developed and no mechanism to review the
  allocation of the number of credits. Individual work of
  students, in many cases, is not designed and
  evaluated. The ratio of contact hours and individual
  work of students vary starting and ending with 1:4 1:1.
• It is difficult to compatibilize courses of similar
  qualifications from different universities.
• Only in a small number of subjects in the curriculum
  are specified TLA strategies. In these circumstances it
  is difficult make a judjement about constructive
  alignment, and therefore about student-centered
  learning.
Conclusions

• The pedagogical component called psycho-
  pedagogical module (concept does not exist
  in english literature) is 60 ECTS and is
  delivered according to the concurent.
• Conclusions about LO, TLA refer equally to
  this component, although officials from these
  departments should set the tone in the correct
  implementation of these concepts.
• This component is realized in different ways at
  different universities. Some names are the
  same or similar courses, but the description
  and the contents are different.
Conclusions

• Academic staff, including the decision makers
  know superficially the international provisions,
  projects and practices, one of the reason is
  probably lack of English skills.
• There is some translation of documents, but
  not sufficient, and sometimes inaccurate,
  interpretation of the terms leads to loss of
  meaning. Much better is to read original
  sources, updated and accessible on the
  Internet.
Conclusions

• As consequence, there is confusion and
  eclecticism of concepts, including their formal
  and incoherent application (eg Dublin
  descriptors, skills, LOs , student workload,
  etc.).
• Students placements in schools, in most
  cases, are in the city and some students carry
  out practice in home schools. Mentors are
  trained at a rate of about 50% among
  experienced teachers teaching in higher
  education.
Conclusions

•   Usually mentors from specialized departments that have special
    training for supervision, and those from the departments of
    pedagogy are overloaded and little time are given to monitor
    practice.
•   Supervisors are sometimes young teachers who have little
    experience. Scholars, known as Methodists remain included in
    the schedule faculty to teach subjects they are responsible.
•   As a result, consulting / management / monitoring of the practice
    is episodic.
•   Another drawback lies in the lack of experienced school for
    teachers to guide students practice, in particular, to evaluate
    them. School teachers, evaluate the results of practice with very
    high grades. Because the mark given for professional practice
    school teacher is defining, in general practice notes are high.
Recommendations

• It is necessary to use and promote the same
  terminology to describe curricula in accordance with
  the correct and consistent interpretation of terms in
  English literature. National character and university
  autonomy, to which often refers, has nothing to do in
  this regard .
• It is necessary to unify the structure of the study
  programmes according to Bologna requirements. The
  project team must propose a template based on
  existing practices.
• It is neccesary to develop training courses for
  academics in the use of Tuning methodology (LOs,
  Dublin descriptors, EQF, NQF student-centered
  learning) on higher education pedagogy.
• The NQF should be rewritten.
Recommendations

• It is necessary to define profiles for each
  study program involving policy makers and
  representatives of the labour market.
• It is necessary to develop a minimum set of
  skills for teaching profiles and their inclusion
  in the curricula of all universities.
• It is necessary to define the LOs education for
  each program of study and teaching
  component.
• It is necessary a review and update of
  curricula in accordance with unified structure
  proposed in the project.
Recommendations

• It is necessary to implement de facto student
  centered learning in selected study programs
  and to disseminate the good practices in this
  regard.
  • As a collateral result the project team can
  develop recommendations on the definition
  and implementation of the minimum
  qualifications for teacher employment
  positions at different stages of school
  education.
• The conclusions and recommendations can
  be extrapolated to other study programs at
  pedagogical faculties and beyond.

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Initial teachers education in moldova

  • 1. Initial Teachers Education in Moldova: State of the art Roza Dumbraveanu State Pedagogical University “I.Creangă” TEREC round table, December 12, 2011
  • 3. Needs for the review Demands • European Area Higher Education (Bologna) • Role of the teachers for the knowledge society • Quality assurance requirements Realities • Quick transition to Bologna demands • Compatibility of degrees (not assured) • Student centred approach (declared) • LO, LOLA (superficially)
  • 4. Identified problems 1.The teacher education curriculum is not compliant with the student centred approach. 2. The two cycles with classical teaching and assessment methods do not fit with the Tuning models for teacher education. 3. The graduates are not prepared enough for future practical work at schools. 4. The ECTS does not reflect correctly the student workload. 5. The staff do not use the possibilities offered by ICT to enhance learning.
  • 5. Objectives of the study • Identification of the degree of correspondence of the initial teachers training programmes to the requirements and recommendations of European international (Bologna lines, Tuning project, Western Universitis practice); • Compatibility and comparability of study programmes from different universities of Moldova; • Determination of the domains that need immediate intervention of updating and modification; • Outline of the ways of modification of study programmes
  • 6. Objectives of the study • To provide a tool useful for the elaboration of study programmes valid for all HEI; • To describe the relevance of learning outcomes based curriculum as a key factor for compatibility and comparability of national systems of education in the XXI century; • To provide a methodological framework in order to assist the academic staff with a tool for the elaboration of student centred curriculum (revised on alignment/LOLA approach).
  • 7. Methodology of the study • Analysis of the ITE study programmes in accordance with a set of elaborated criteria; • Investigation of the employers opinion (representatives of the preuniversity education institutions) about the ITE; • Investigation of the opinions of the academic staff about the quality of the graduates – future pedagogs; • Investigation of the opinions of the graduates of the pedagogic faculties about their ITE and their employability.
  • 8. Methodology of the study Collection, analysis of data about: • Main characteristics and key success factors related to the design and implementation of HEI curriculum recognised at European level; • The degree of correspondence of ITE curriculum in Moldova to the practices used and recognized at European level, including Western partner universities; • The degree to which teachers' initial training curriculum in Moldova requires modifications or updating in order to be comparable to similar curriculum in other European countries, in the context of harmonization of EU education systems; • The degree to which teachers' initial training curriculum in Moldova is correlated to the National Qualifications Framework (hereafter NQF) and the European Qualifications Framework (hereinafter EQF); • Topics related to the different opinions of the actors involved in ITE.
  • 9. Undertaken activities • Analysis of resources on European trends in ITE; • Consultation with experts from the consortium in this topic; • Review of legislation and regulations relating to curriculum development and implementation; • Development of sets of questionnaires for the three types of respondents: academics, students / graduates of pedagogical faculties, employers of graduates; • Processing and analysis of the questionnaires ; • Selection of study programmes to be analyzed;
  • 10. Undertaken activities • Study of Tuning methodology forthe evaluation of ITE programs; • Study of the experience of the western universities in review of ITE curriculum; • Establishment of the evaluation criteria grid for the analysis of the study programs; • Self-study of the ITE programs according to established criteria; • Discussions of the results of self-study of the ITE programs and their independent evaluation by a team of project members; • Presentation of the results at the round table with representatives of all institutions in the project; • Development and discussions of recommendations for revision and modification of ITE.
  • 11. Selected study programmes State Pedagogical University "I. Creanga" - Pedagogy of Primary Education (PIP) - Informatics and Information Technologies in Education Balti State University "A. Russo" - Pedagogy of Primary Education and English - Informatics State University of Moldova - Biology - Civic education Tiraspol State University - Pedagogy of Primary Education (PIP) - Physics
  • 12. Grid topics Programme/degree profile (description) Typical occupations Recruitment system of the student teachers Model (consecutive or concurent) Aims of the programme (written in the programme) Programme structure Structure of the pedagogical studies Learning outcomes Model of the Placement/practice Dominant teaching methods for the pedagogical disciplines Support for self-reflection for students Qualification of Higher Education teacher (pedagogical preparation/experience) and school practices supervisors Monitoring system How ITE Programmes are financed
  • 13. Documents that governed the design of study programmes • Classification document for specialties for HEI graduates, (1 cycle?), approved by the Moldovan Parliament in 2005 /Nomenclator • Framework Plan (cycle 1,2), approved by the Ministry of Education in 2005, the first version and 2011, second version. • Rules of organization of higher education studies based on ECTS, approved by the Ministry of Education (2005 and 2010) • ECTS guide • Assessment regulations • NQF (elaborated 2008, approved 2010, currently under revision)
  • 14. The key document for the design of study programmes : NQF Some Considerations • No guidelines for elaboration • Quality – different for different domains • General impression: mix of eclectic conceptions, misunderstandings • Definition of competences - not appropriate • LO – no difference from competences • No difference between BCs and Ms LO/ Dublin descriptors not understood • Constructive alignment / formal Conclusion: NQF can not be used in currently shape; Should be rewritten
  • 15. The key document for the design of study programmes : Framework plan Some Considerations • The second version did not take into account the critical interventions and recommendations • There are mistakes contrary to european documents, even the declaration is that the FP is in line with EU documents • Misunderstanding and misinterpretation of general competences • Socioumanistic component for each study programme Conclusion: FP puts some obstacles to the design of the study programmes;
  • 16. The key documents for the design of study programmes Regulations (Ministry of Education) • The pedagogic component - minimum 60 ECTS • First cycle : 180 – 240 ECTS • Second cycle: 90 – 120 ECTS • Non pedagogic graduates – additional module pedagogic component of 60 ECTS • Pedagogic component: pedagogy, psychology, didactics, practice Details: another presentation;
  • 17. General remarks/profile Weak points • Definition of the profile (objectives are vag or too general) • Connection with employers is weak or missing in defining the profile • Employers do not know the details of the srudy programmes • Due to shortage in the staff, the secondary education accepts graduates of the first cycle • The competences of the BCs are not sufficient to assure the quality in education • Typical occupations (8-10 for BCs) do not correspond to the graduates competences • No differrences between BCs and MCs in occupations/positions
  • 18. General remarks/admission • Admission to first cycle is based on secondary school graduation acts or equivalent or higher depending on the marks obtained from previous graduation exams (without entrance examinations). • Admission to the second cycle is done based on exams. (comments?) • No competition for the first cycle • Low number of candidates for the second cycle
  • 19. General remarks/responsibility • Responsible for developing and carrying out the program of studies are usually heads of departments in the field: (Department of applied informatics and information technologies (USB), Department of Computer and information technologies in education (UPSC), the departments of primary education pedagogy (USB, UPSC, UST) ) • and / or deans. • There is no a program director responsible for ITE like in Western universities...
  • 20. General remarks/staff • Academics involved in teacher training should have the doctor degree • Initial entry requirements to HE staff position: Msc degree + pedagogic component of at least 60 ECTS (no specification about HE pedagogy). • These conditions are not always fulfiled. • Pedagogic component of 60 ECTS in fact related to the preuniversity system, while higher system differs from the pedagogy of the preuniversity system. • Although this is understood by some departments of pedagogy and policy makers, the statement about the teacher training is not made explicit and there are no special programs developed / promoted for HE pedagogy.
  • 21. Distribution of hours Informatics, USB, 180 ECTS • 7 core, 7 special disciplines required, • 23 optional subjects, • 6 compulsory and optional subjects in socio human • 2 general culture subjects • Total: 2625 contact hours, 2775 individual work • Fundamental disciplines – 26% • Compulsory subject area – 17% • Optional subject area – 24% • Sociouman – 11% • General culture – 4,4% • Placement – 16.7%
  • 22. General remarks/LOs LOs reference points for Comparability and compatibility, QA According to Bologna, curricula should include the following key elements: • Program-level LOs with reference to the descriptors in the NQF or EQF; • Course LOs corelated to programme LOs; • Teaching methodologies used should reflect the program / courses LOs • Assessment methods used must allow students to demonstrate achievements of LOs; • Modules / courses and programs must be fully expressed in ECTS in accordance with the range and level from NQF;
  • 23. General remarks/Programme descriptions The study programs analyzed from four universities in Moldova represents a variety of structures, but none match the requirements of Bologna. USM Introduction. • Administration of discipline. • General objectives. • Contents and strategies. • Individual work. Independent academic learning. • Bibliography
  • 24. General remarks/Programme descriptions USB • Course administration • Pre-requisites • Course/discipline objectives • Short topics description (content and the number of hours) • More detailed list of topics and assignments references each theme • Final evaluation questionnaire
  • 25. General remarks/Objectives;LOs • Too many (12 or even 24) • Vague • Difficult to find TLA correlation • Rate contact hours: individual work • 1:2 – 1:4 • No evidence for learning task assessment
  • 26. Conclusions • In some disciplines aims are vague or inadequate, in the spirit of "pedagogical objectives." • LOs progress and coherence has not been determined in the curricula. • No delimitation between objectives, LOs, competences. • Program level competences are defined in NQF, but then do not appear in other documents. NQF is not made public for large target groups. In the UPSC student guides are included competences, but they are not different from those from NQF their classification is different from the NQF. Moreover formulation of competences leave much to be desired in style, grammar and logical correctness. • The NQF refers to Tuning Project, t.e. it is stated that these skills are in line with Tuning methodology. There is confusion in the veracity of these claims, because the methodology was not applied correctly, Tuning was not deeply understood.
  • 27. Conclusions • A mechanism for determining student workload it is not developed and no mechanism to review the allocation of the number of credits. Individual work of students, in many cases, is not designed and evaluated. The ratio of contact hours and individual work of students vary starting and ending with 1:4 1:1. • It is difficult to compatibilize courses of similar qualifications from different universities. • Only in a small number of subjects in the curriculum are specified TLA strategies. In these circumstances it is difficult make a judjement about constructive alignment, and therefore about student-centered learning.
  • 28. Conclusions • The pedagogical component called psycho- pedagogical module (concept does not exist in english literature) is 60 ECTS and is delivered according to the concurent. • Conclusions about LO, TLA refer equally to this component, although officials from these departments should set the tone in the correct implementation of these concepts. • This component is realized in different ways at different universities. Some names are the same or similar courses, but the description and the contents are different.
  • 29. Conclusions • Academic staff, including the decision makers know superficially the international provisions, projects and practices, one of the reason is probably lack of English skills. • There is some translation of documents, but not sufficient, and sometimes inaccurate, interpretation of the terms leads to loss of meaning. Much better is to read original sources, updated and accessible on the Internet.
  • 30. Conclusions • As consequence, there is confusion and eclecticism of concepts, including their formal and incoherent application (eg Dublin descriptors, skills, LOs , student workload, etc.). • Students placements in schools, in most cases, are in the city and some students carry out practice in home schools. Mentors are trained at a rate of about 50% among experienced teachers teaching in higher education.
  • 31. Conclusions • Usually mentors from specialized departments that have special training for supervision, and those from the departments of pedagogy are overloaded and little time are given to monitor practice. • Supervisors are sometimes young teachers who have little experience. Scholars, known as Methodists remain included in the schedule faculty to teach subjects they are responsible. • As a result, consulting / management / monitoring of the practice is episodic. • Another drawback lies in the lack of experienced school for teachers to guide students practice, in particular, to evaluate them. School teachers, evaluate the results of practice with very high grades. Because the mark given for professional practice school teacher is defining, in general practice notes are high.
  • 32. Recommendations • It is necessary to use and promote the same terminology to describe curricula in accordance with the correct and consistent interpretation of terms in English literature. National character and university autonomy, to which often refers, has nothing to do in this regard . • It is necessary to unify the structure of the study programmes according to Bologna requirements. The project team must propose a template based on existing practices. • It is neccesary to develop training courses for academics in the use of Tuning methodology (LOs, Dublin descriptors, EQF, NQF student-centered learning) on higher education pedagogy. • The NQF should be rewritten.
  • 33. Recommendations • It is necessary to define profiles for each study program involving policy makers and representatives of the labour market. • It is necessary to develop a minimum set of skills for teaching profiles and their inclusion in the curricula of all universities. • It is necessary to define the LOs education for each program of study and teaching component. • It is necessary a review and update of curricula in accordance with unified structure proposed in the project.
  • 34. Recommendations • It is necessary to implement de facto student centered learning in selected study programs and to disseminate the good practices in this regard. • As a collateral result the project team can develop recommendations on the definition and implementation of the minimum qualifications for teacher employment positions at different stages of school education. • The conclusions and recommendations can be extrapolated to other study programs at pedagogical faculties and beyond.