The document summarizes the Educa-T project which aims to develop a competence framework for teachers in higher education in Croatia. It discusses the rationale for improving teaching quality and outlines the project activities, including analyzing existing practices, holding workshops, and developing a national competence profile and curriculum framework. The profile defines competency areas and provides examples of knowledge, skills, and attitudes for mastery of academic discipline and application of new technologies. A three-module, 60 ECTS curriculum framework is also presented.

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Croatian competence framework
for teachers in higher education
Prof. Aleksandra Čižmešija
University of Zagreb, Faculty of Science
cizmesij@math.hr
ET2020 Working Group Digital Skills and Competences
PLA#7: Supporting educators for innovative, open and digital education
Zagreb, 7-8 December 2017

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Rationale - international and national context
Enhancement of the quality and relevance of learning and teaching in
HE is recognized as:
• the first goal of the Yerevan Communiqué (2015)
• an important goal of the Croatian National Strategy for Education, Science and
Technology (2014)

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Rationale - international and national context (2)
In order to create:
• a framework within the Croatian HE system that would improve teaching and
learning environment in HEIs
• a national policy framework for development of academics’ teaching
competences and empowering student centered learning,
and to support Croatian national endeavours,
Ministry of Science and Education of the Republic of Croatia has launched an
Erasmus+ 3/KA3/ project in 2016:
Emphasis on Developing and Upgrading of Competences for
Academic Teaching (Educa-T)

4. Educa-T project general information
• duration: 15 June 2016 – 14 June 2018 (24 months)
• target groups: academic staff, management of HEIs, students, Ministry of
Science and Education staff, experts in teacher training and quality of teaching
and learning
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5. Educa-T project priority themes
The project has the following priority themes and results:
• creating legal and policy preconditions for improvement of teaching and
learning in Croatian HE
• developing policy recommendations for CPD and capacity building of
academic staff at national and institutional level
• defining a national competence framework (profile)
• developing a curriculum framework for the enhancement of teaching
competences as a basis for the continuing professional development of
academic staff
• raising awareness about importance of quality teaching and learning in HE
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6. Analysis of existing practices and experiences in quality
teaching and CPD of academic teachers in the Croatian HE
• A prerequisite for deeper understanding of needs of HE community in
Croatia
• carried by the Faculty of Economics and Business, University of Zagreb
The Analysis has shown that:
• most Croatian HEIs included issues of developing quality of learning and
teaching in their strategic guidelines and action plans, but the institutional
frameworks by which these determinants are implemented are not sufficiently
developed
• the management of HEIs focuses on quantitative indicators of the quality of
learning and teaching, and in most cases only student surveys are conducted
regularly and systematically
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7. Analysis of existing practices and experiences in quality
teaching and CPD of academic teachers in the Croatian
HE (2)
The Analysis has shown that (continued):
• most HEIs emphasize the application of modern technologies in learning and
teaching as well as support for different forms of online learning and the
application of contemporary teaching methods based on problem solving
through interactive workshops
• more emphasis needs to be shifted towards student-oriented teaching and
providing a necessary support to teachers to facilitate modern teaching
methods.
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8. Thematic PLAs as awareness-rising Educa-T project
activities
• two-day workshops for academic staff and management and other
stakeholders in HE
– about the importance of enhancing the quality and relevance of learning and
teaching in the Croatian HE
• opportunity to learn from national and international experts about their
experience and best practices in different topics
– student-centered learning, use of learning outcomes, employability and
graduate tracking, lifelong guidance…
• two PLAs so far: on recognition of prior learning and e-learning (January
2017, Zagreb); on assessment of learning outcomes and educating the
educators (May 2017, Rijeka)
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9. Thematic PLAs as awareness-rising Educa-T project
activities (2)
• two PLAs so far:
– on recognition of prior learning and e-learning (January 2017, Zagreb)
– on assessment of learning outcomes and educating the educators (May
2017, Rijeka)
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10. Educa-T working group activities
• central roll of in the project
• experts from six Croatian public universities
• Policy recommendations for CPD and capacity building of academic staff
at national and institutional level (by February 2018)
• National academics' competence profile and Curriculum framework for
teaching competence enhancement (by June 2018)
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11. Educa-T working group activities (2)
• Focus groups and workshops (September 2017 - January 2018)
– at least 8 one-day workshops for presenting, testing and justifying
ideas with relevant stakeholders, including young lecturers
– held at different Croatian HEIs
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12. Croatian competence framework for teachers in HE
• The national academics' competence profile
The following competence areas have been identified and described:
• Mastery of academic discipline in service of teaching
• Professionalisms and professional development of HE teachers
• Planning and curriculum development in HE
• Learning and students
• Instructional planning, organization and implementation
• Assessment and self-assessment of student achievements
• Mentorship
• Application of new technologies in teaching
• Communication ad social skills
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Two
examples
to be
explained
in more
detail!

13. Croatian competence framework for teachers in HE (2)
Each competence area is described in three dimensions:
• Professional knowledge and understanding
• A HE teacher knows and understands...
• Professional skills
• A HE teacher is able to...
• Professional attitudes
• A HE teacher should...
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14. Example 1. Mastery of academic discipline in service of
teaching
A HE teacher knows and understands:
• key concepts, processes and models, and the corresponding terminology
within a certain scientific discipline
• interdisciplinarity and multidisciplinarity
• research methodology
• criteria for selecting valuable knowledge and knowledge valuable for teaching
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15. Example 1. Mastery of academic discipline in service of
teaching (2)
A HE teacher is able to:
• apply the underlying concepts and terminology in the context of certain course /
study programs
• approach interdisciplinary to relevant issues
• apply methodology in research from her / his scientific discipline
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16. Example 1. Mastery of academic discipline in service of
teaching (3)
A HE teacher should:
• raise awareness of the importance of knowledge and understanding of
fundamental terms and concepts in the context of specific courses / study
programs
• advocate an interdisciplinary approach in teaching
• advocate a scientific-research and critical approach in teaching and learning
• motivate students and collaborators to conduct and improve research in the
course / study programs
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17. Example 2. Application of new technologies in teaching
Four particular areas of expertise are emphasized:
• search, organization and analysis of digital data and content
• communication, interaction and sharing of digital information and content
• development and customization of digital educational content
• security, health and environmental issues in the digital environment
Each of them is described in terms of professional knowledge and
understanding, skills and attitudes.
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18. Example 2. Application of new technologies in teaching (2)
Search, organization and analysis of digital data and content
A HE teacher knows and understands:
• concepts, strategies, techniques, and digital tools and services for searching,
organizing and analyzing digital data and content for the purposes of teaching,
research and professional work
A HE teacher is able to:
• find, select, organize and analyze relevant digital data and content effectively and
efficiently for the purposes of teaching, research and professional work
A HE teacher should:
• have developed a critical attitude towards the relevance, credibility and reliability
of digital data, content, tools and services
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19. Example 2. Application of new technologies in teaching (3)
Communication, interaction and sharing of digital information and content
A HE teacher knows and understands:
• possibilities and limitations of digital technology to communicate and interact and
share information and content for the purposes of teaching, research and
professional work
A HE teacher is able to:
• effectively communicate, collaborate and share digital educational and
professional content with students and other teachers through appropriate
computer tools, services, and network platforms
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20. Example 2. Application of new technologies in teaching (4)
Communication, interaction and sharing of digital information and content
A HE teacher should:
• demonstrate openness towards communication, interaction and sharing of
educational content in the digital environment, respecting the appropriate ethical
codes and understanding of generational and cultural differences
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21. Example 2. Application of new technologies in teaching (5)
Development and customization of digital educational content
A HE teacher knows and understands:
• digital resources (equipment, tools and platforms), strategies and techniques for
the development and customization of digital educational content and for
problem solving in teaching, research and professional work
A HE teacher is able to:
• create new and adapt existing digital educational content to improve the
teaching and learning process
• develop student competences to solve the problems in the profession by
selecting and using the appropriate digital technology
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22. Example 2. Application of new technologies in teaching (6)
Development and customization of digital educational content
A HE teacher should:
• follow the basic aesthetic principles in shaping digital educational content
• continue to improve their digital competence and adapt teaching styles to new
technologies
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23. Example 2. Application of new technologies in teaching (7)
Security, health and environmental issues in the digital environment
A HE teacher knows and understands:
• security risks and threats in the digital environment
• the impact of the production and use of digital technology on health, energy and
the environment
A HE teacher is able to:
• systematically and promptly implement effective procedures, tools and services
for the protection of digital devices, data and content, including student and
educational information
• effectively use digital technology, taking into account basic ergonomic principles,
energy consumption and environmental impacts
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24. Example 2. Application of new technologies in teaching (8)
Security, health and environmental issues in the digital environment
A HE teacher should:
• consistently respects ethical principles, copyrights, licenses and other legal
regulations in the field of digital technology
• advocates for safe, healthy and sustainable use of digital technology
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25. Educa-T current activities
Development of the Curriculum framework for teaching competence
enhancement in HE
• one-year and 60 ECTS programme for academic staff
Organized in three parts (modules), 20 ECTS each:
• the first module is intended for academic staff at the early stage of their
academic career
• the second and the third module are intended for further enhancement of
academic teaching competence
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26. Curriculum framework for teaching competence
enhancement in HE
The first module (20 ECTS)
Professionalism and professional development in higher education (2 ECTS)
Students and learning (4 ECTS)
Assessment of learning outcomes (4 ECTS)
Digital competencies in higher education (2 ECTS)
Teaching process in higher education (8 ECTS)
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27. Curriculum framework for teaching competence
enhancement in HE (2)
The second module (20 ECTS)
Curriculum in higher education (6 ECTS)
Professional communication (3 ECTS)
Academic profession (2 ECTS)
E-learning systems in higher education (2 ECTS)
Mentorship (3 ECTS)
Academic discipline and teaching laboratory (4 ECTS)
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28. Curriculum framework for teaching competence
enhancement in HE (3)
The third module (20 ECTS)
Research methods in education (8 ECTS)
Final thesis (12 ECTS)
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http://educa-t.hr
http://public.mzos.hr
E-mail: Educa-T.projekt@mzos.hr
Phone: +385 (1) 4569 000; 4569 043