Modernising Curricula and Improving the Employability of Graduates Marek FRANKOWICZ, Bologna Expert, Poland Introducing Fl...
<ul><li>Vice Dean for Studies, Faculty of Chemistry (1990-96) </li></ul><ul><li>TEMPUS Co-ordinator (1996-2002) </li></ul>...
<ul><li>F irst part : </li></ul><ul><ul><li>T hree cycle Bologna system :  “a garden with bifurcating paths” leading to di...
<ul><ul><ul><li>Some Bologna keywords:  </li></ul></ul></ul><ul><ul><ul><li>Three cycles </li></ul></ul></ul><ul><ul><ul><...
<ul><li>General characterization of degrees </li></ul><ul><li>Language of competences/learning outcomes </li></ul><ul><li>...
<ul><ul><li>Employability ≠ Employment </li></ul></ul><ul><ul><li>Employability ≠ Professional Preparation </li></ul></ul>...
S1: State S3: School (HEI) S4: Society S2: Subject The „Bologna Tetrahedron”
S1: Will I get a valid diploma? S3: What will be my learning conditions? S4: Will I find a good job? S2: Will I learn high...
S1:  legal framework, recognition S3:  organization of T&L S4:  fitness for purpose S2:  high quality The „Bologna Tetrahe...
S tate :  …. ? S chool :  …. S ociety :  …. S ubject :  …. The „Bologna Tetrahedron”:  exercise
T R E U K DR2 DR1 O ↓ ↓ R B MA2 MA1 A ↓ ↓ A M BA2 BA1 L ↓ ↓ ↓ ↓ Secondary Education
T R E U K DR2 DR1 O R B MA2 MA1 A A M BA2 BA1 L Secondary Education
T R E U K DR2 DR1 O R B MA2 MA1 A A M BA2 BA1 L Secondary Education
T R E U K DR2 DR1 O R B MA2 MA1 A A M BA2 BA1 L Secondary Education
T R E U K DR2 DR1 O R B MA2 MA1 A A M BA2 BA1 L Secondary Education
<ul><li>G eneral rules of curriculum design for 1st and 2nd cycle studies.  </li></ul><ul><li>S pecific examples of Chemis...
<ul><li>Determination of „boundary conditions” </li></ul><ul><ul><li>National standards </li></ul></ul><ul><ul><li>Interna...
<ul><li>Determination of „boundary conditions” </li></ul><ul><ul><li>National standards </li></ul></ul><ul><ul><li>Interna...
<ul><ul><li>Standards: </li></ul></ul><ul><ul><ul><li>National (e.g. in PL – approved by the Ministry and published) </li>...
<ul><ul><li>Standards: </li></ul></ul><ul><ul><ul><li>National (e.g. in PL – approved by the Ministry and published) </li>...
<ul><ul><li>Work of ELIA/AEC </li></ul></ul><ul><ul><li>(& remark on the „Polish toolkit for Art Schools”) </li></ul></ul>...
<ul><li>DEPES </li></ul><ul><li>TRUCS </li></ul><ul><li>EDUFORMAK </li></ul>TEMPUS:
Duration:  1997-1998 PL partners:  9 universities EU partners:  from NL and IT Objectives:  comparative analysis, harmoniz...
Duration:  1997-2001 EU partners:  from AT, FR, IT, NL, PT, SE, UK Objectives:  to design and implement new flexible curri...
<ul><li>Curriculum structure (1 year, 60 ECTS) </li></ul><ul><li>General support courses  (15 ECTS)  </li></ul><ul><li>Int...
a)  General support courses  (5 ECTS each) Basics of the Criminal  L aw Basics of the Criminology Basics of the Forensic M...
<ul><ul><li>Exercise </li></ul></ul><ul><ul><li>& </li></ul></ul><ul><ul><li>Discussion </li></ul></ul>Third  part :
<ul><ul><li>Course of Cooking </li></ul></ul><ul><ul><li>Assumptions:  </li></ul></ul><ul><ul><ul><li>60 ECTS (1 ECTS ~ 25...
<ul><ul><li>It is expected that after the session the participants will be able to: </li></ul></ul><ul><ul><li>Address the...
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Marek Frankowicz Introducing Flexibility, Modularisation And Individualisation Of Programmes

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  • Marek Frankowicz Introducing Flexibility, Modularisation And Individualisation Of Programmes

    1. 1. Modernising Curricula and Improving the Employability of Graduates Marek FRANKOWICZ, Bologna Expert, Poland Introducing Flexibility, Modularisation and Individualisation of Programmes
    2. 2. <ul><li>Vice Dean for Studies, Faculty of Chemistry (1990-96) </li></ul><ul><li>TEMPUS Co-ordinator (1996-2002) </li></ul><ul><li>ECTS Institutional Coordinator (from 1997) </li></ul><ul><li>Bologna Expert (from 2003) </li></ul><ul><li>Member ot the Workgroup for the NQF (from 2006) </li></ul><ul><li>Interested mainly in GTP (Good Transferable Practice) </li></ul><ul><li>AND YOU? </li></ul>Let me introduce myself
    3. 3. <ul><li>F irst part : </li></ul><ul><ul><li>T hree cycle Bologna system : “a garden with bifurcating paths” leading to different graduate profiles </li></ul></ul><ul><ul><li>Qualification Framework for Higher Education </li></ul></ul><ul><ul><li>Dublin and sectoral descriptors </li></ul></ul><ul><ul><li>The notion of “employability” </li></ul></ul><ul><li>S econd part : </li></ul><ul><ul><li>G eneral rules of curriculum design for 1st and 2nd cycle studies. </li></ul></ul><ul><ul><li>S pecific examples of Chemistry and Arts. </li></ul></ul><ul><ul><li>E xamples of successful TEMPUS projects. </li></ul></ul><ul><li>Third part : </li></ul><ul><ul><li>Exercise & Discussion </li></ul></ul>The structure of the session
    4. 4. <ul><ul><ul><li>Some Bologna keywords: </li></ul></ul></ul><ul><ul><ul><li>Three cycles </li></ul></ul></ul><ul><ul><ul><li>Transparency </li></ul></ul></ul><ul><ul><ul><li>Comparability </li></ul></ul></ul><ul><ul><ul><li>Employability </li></ul></ul></ul><ul><ul><ul><li>Personal development </li></ul></ul></ul><ul><ul><ul><li>„ European higher education evolves </li></ul></ul></ul><ul><ul><ul><li>towards an open flexible structure </li></ul></ul></ul><ul><ul><ul><li>embedded in the space of lifelong learning , parametrized by European Qualifications Framework” </li></ul></ul></ul>A garden with bifurcating paths:
    5. 5. <ul><li>General characterization of degrees </li></ul><ul><li>Language of competences/learning outcomes </li></ul><ul><li>Learning outcomes are the specific intentions of a programme or module, written in specific terms. They describe what a student should know, understand, or be able to do at the end of that programme or module . </li></ul><ul><li>Language of LO: action verbs </li></ul><ul><li>Sectoral descriptors (TUNING) </li></ul><ul><ul><li>Chemistry </li></ul></ul><ul><ul><li>Arts </li></ul></ul><ul><ul><li>Engineering </li></ul></ul><ul><ul><li>… . </li></ul></ul>Dublin and sectoral descriptors:
    6. 6. <ul><ul><li>Employability ≠ Employment </li></ul></ul><ul><ul><li>Employability ≠ Professional Preparation </li></ul></ul><ul><li>„ Employability is the Art of Converting Learning Outcomes </li></ul><ul><li>into Learning Incomes ” </li></ul><ul><li>(M.F.) </li></ul>Employability:
    7. 7. S1: State S3: School (HEI) S4: Society S2: Subject The „Bologna Tetrahedron”
    8. 8. S1: Will I get a valid diploma? S3: What will be my learning conditions? S4: Will I find a good job? S2: Will I learn high quality stuff? The „Bologna Tetrahedron”: student’s concern
    9. 9. S1: legal framework, recognition S3: organization of T&L S4: fitness for purpose S2: high quality The „Bologna Tetrahedron”: study program
    10. 10. S tate : …. ? S chool : …. S ociety : …. S ubject : …. The „Bologna Tetrahedron”: exercise
    11. 11. T R E U K DR2 DR1 O ↓ ↓ R B MA2 MA1 A ↓ ↓ A M BA2 BA1 L ↓ ↓ ↓ ↓ Secondary Education
    12. 12. T R E U K DR2 DR1 O R B MA2 MA1 A A M BA2 BA1 L Secondary Education
    13. 13. T R E U K DR2 DR1 O R B MA2 MA1 A A M BA2 BA1 L Secondary Education
    14. 14. T R E U K DR2 DR1 O R B MA2 MA1 A A M BA2 BA1 L Secondary Education
    15. 15. T R E U K DR2 DR1 O R B MA2 MA1 A A M BA2 BA1 L Secondary Education
    16. 16. <ul><li>G eneral rules of curriculum design for 1st and 2nd cycle studies. </li></ul><ul><li>S pecific examples of Chemistry and Arts. </li></ul><ul><li>Some examples of successful TEMPUS projects </li></ul>Second part :
    17. 17. <ul><li>Determination of „boundary conditions” </li></ul><ul><ul><li>National standards </li></ul></ul><ul><ul><li>International standards </li></ul></ul><ul><li>Analysis of further (2nd cycle) study opportunities and relevant „input conditions” </li></ul><ul><ul><li>The same or closely related area </li></ul></ul><ul><ul><li>Other areas which may be chosen by our graduates </li></ul></ul><ul><li>Analysis of the labour market / </li></ul><ul><ul><li>interests of students </li></ul></ul><ul><ul><li>expectations of employers </li></ul></ul><ul><li>Analysis of profiles/competences of potential candidates </li></ul><ul><li>Determination of learning outcomes and design of appropriate course units </li></ul><ul><ul><li>Core courses </li></ul></ul><ul><ul><li>Elective courses </li></ul></ul><ul><ul><li>„ Complementary courses” (from the secondary school level), if necessary </li></ul></ul>1st cycle: curriculum design
    18. 18. <ul><li>Determination of „boundary conditions” </li></ul><ul><ul><li>National standards </li></ul></ul><ul><ul><li>International standards </li></ul></ul><ul><li>Analysis of the labour market/ expectations of employers </li></ul><ul><li>Analysis of „input conditions” for various 2nd and 3rd cycle studies which may be of interest to our graduates </li></ul><ul><li>Analysis of profiles of potential candidates (where they come from) </li></ul><ul><li>Determination of learning outcomes and design of appropriate („core” and „elective”) course units </li></ul><ul><ul><li>Taking into account „complementary courses” (from the Bachelor level) </li></ul></ul>2nd cycle: curriculum design
    19. 19. <ul><ul><li>Standards: </li></ul></ul><ul><ul><ul><li>National (e.g. in PL – approved by the Ministry and published) </li></ul></ul></ul><ul><ul><ul><li>International (Chemistry Eurobachelor) </li></ul></ul></ul><ul><ul><li>Further career </li></ul></ul><ul><ul><ul><li>2nd cycle chemistry </li></ul></ul></ul><ul><ul><ul><li>2nd cycle studies in different domain (not necesarily closely related) </li></ul></ul></ul><ul><ul><ul><li>biology, physics </li></ul></ul></ul><ul><ul><ul><li>management… </li></ul></ul></ul><ul><ul><ul><li>Work </li></ul></ul></ul><ul><ul><li>Contents/learning outcomes </li></ul></ul><ul><ul><ul><li>Core curriculum </li></ul></ul></ul><ul><ul><ul><li>Flexible part </li></ul></ul></ul><ul><ul><ul><li>Complementary courses </li></ul></ul></ul><ul><ul><li>„ 3-dimensional harmonization” </li></ul></ul><ul><ul><ul><li>Institutional framework (e.g. Jagiellonian University) </li></ul></ul></ul><ul><ul><ul><li>Subject area – national framework (PL: Conference of deans of Chemistry Faculties) </li></ul></ul></ul><ul><ul><ul><li>Subject area – international framework (ERASMUS exchanges etc.) </li></ul></ul></ul>1st cycle: chemistry
    20. 20. <ul><ul><li>Standards: </li></ul></ul><ul><ul><ul><li>National (e.g. in PL – approved by the Ministry and published) </li></ul></ul></ul><ul><ul><ul><li>International (Chemistry Euromaster) </li></ul></ul></ul><ul><ul><li>Further career </li></ul></ul><ul><ul><ul><li>3rd cycle (doctoral studies) </li></ul></ul></ul><ul><ul><ul><li>Studies in different domain (not necesarily closely related) </li></ul></ul></ul><ul><ul><ul><li>biology, physics </li></ul></ul></ul><ul><ul><ul><li>management, law… </li></ul></ul></ul><ul><ul><ul><li>Work </li></ul></ul></ul><ul><ul><li>Contents/learning outcomes </li></ul></ul><ul><ul><ul><li>Individualized (& complementary courses) </li></ul></ul></ul><ul><ul><li>„ 3-dimensional harmonization” </li></ul></ul><ul><ul><ul><li>Institutional framework (e.g. Jagiellonian University) </li></ul></ul></ul><ul><ul><ul><li>Subject area – national framework (PL: Conference of Deans of Chemistry Faculties) </li></ul></ul></ul><ul><ul><ul><li>Subject area – international framework (ERASMUS exchanges, joint diplomas, intensive programs etc.) </li></ul></ul></ul>2nd cycle: chemistry
    21. 21. <ul><ul><li>Work of ELIA/AEC </li></ul></ul><ul><ul><li>(& remark on the „Polish toolkit for Art Schools”) </li></ul></ul>1st and 2nd cycle: arts
    22. 22. <ul><li>DEPES </li></ul><ul><li>TRUCS </li></ul><ul><li>EDUFORMAK </li></ul>TEMPUS:
    23. 23. Duration: 1997-1998 PL partners: 9 universities EU partners: from NL and IT Objectives: comparative analysis, harmonization, ECTS Results: optimized curricular framework Experiences: how to harmonize curricula, introduce ECTS, implement Ba-Ma system, ensure horizontal and vertical mobility… etc. Remark: Experiences of DEPES were very useful in „bottom-up” implementation of Bologna reforms in PL TEMPUS CME 2520-96 Database and ECTS for Polish Environmental Studies (DEPES)
    24. 24. Duration: 1997-2001 EU partners: from AT, FR, IT, NL, PT, SE, UK Objectives: to design and implement new flexible curriculum Results: curriculum designed and implemented, new specializations opened, infrastructure upgraded, textbooks printed… Experiences: how to negotiate with EU partners and extract relevant information, how to optimize teaching and learning process etc. Besides: new skills of staff, awareness of the importance of the curricular reform etc. Remark: Inter alia , we have designed and opened a new specialization in „Forensic Chemistry” TEMPUS JEP 12236-97 Transformation of University Chemistry Studies (TRUCS)
    25. 25. <ul><li>Curriculum structure (1 year, 60 ECTS) </li></ul><ul><li>General support courses (15 ECTS) </li></ul><ul><li>Introductory forensic courses (15 ECTS) </li></ul><ul><li>Special courses: in forensic chemistry, biology and physics tailored for the special needs of the Republic of Macedonia (20 ECTS) </li></ul><ul><li>MSc thes is (10 ECTS) </li></ul>TEMPUS CD_JEP-41 105-2006 EDUCATION SYSTEM IN FORENSIC SCIENCES FOR THE REPUBLIC OF MACEDONIA ( EDUFORMAK)
    26. 26. a) General support courses (5 ECTS each) Basics of the Criminal L aw Basics of the Criminology Basics of the Forensic Medicine b) Introductory forensic courses (5 ECTS each) Basics in the F orensic Chemistry Basics in the F orensic Biology Physical T echniques in Criminology REMARK: The courses (b) will be also offered to undergraduate students of Chemistry, Biology and Physics TEMPUS CD_JEP-41 105-2006 EDUCATION SYSTEM IN FORENSIC SCIENCES FOR THE REPUBLIC OF MACEDONIA ( EDUFORMAK)
    27. 27. <ul><ul><li>Exercise </li></ul></ul><ul><ul><li>& </li></ul></ul><ul><ul><li>Discussion </li></ul></ul>Third part :
    28. 28. <ul><ul><li>Course of Cooking </li></ul></ul><ul><ul><li>Assumptions: </li></ul></ul><ul><ul><ul><li>60 ECTS (1 ECTS ~ 25 hours of student’s work) </li></ul></ul></ul><ul><ul><ul><li>Modules; 3 or 5 ECTS </li></ul></ul></ul><ul><ul><ul><li>in total: 6 to 8 modules per semester, </li></ul></ul></ul><ul><ul><ul><li>e.g. 6 x 5 ECTS </li></ul></ul></ul><ul><ul><ul><li>or 5 x 3 ECTS + 3 x 5 ECTS. </li></ul></ul></ul><ul><ul><ul><li>One can also include a „diploma work” /e.g. 10 to 15 ECTS/ </li></ul></ul></ul><ul><ul><li>Determine possible employment/career paths </li></ul></ul><ul><ul><li>Write LO for the entire course (knowledge, skills, attitudes) </li></ul></ul><ul><ul><li>Propose modules (enabling flexible study paths) </li></ul></ul><ul><ul><li>Write LO for 2 or 3 modules </li></ul></ul>Exercise:
    29. 29. <ul><ul><li>It is expected that after the session the participants will be able to: </li></ul></ul><ul><ul><li>Address the issue of flexible learning paths for 1st and 2nd cycle studies, taking into account “input” and “output” conditions </li></ul></ul><ul><ul><li>Distinguish between “employment” and “employability” and appreciate the importance of generic skills for the career paths of the graduates. </li></ul></ul><ul><ul><li>Comment on typical misunderstandings related with implementation of the Bologna process in the realm of curricular reforms. </li></ul></ul><ul><ul><li>Illustrate the issue by designing a 60-ECTS course of cooking </li></ul></ul>Expected Learning Outcomes of this Workshop:
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