The document summarizes a workshop on modernizing curricula and improving graduate employability in line with Bologna Process reforms. It discusses introducing flexibility, modularization, and individualization of programs. It covers designing curricula using learning outcomes and qualifications frameworks. Examples are provided of successful projects modifying chemistry and arts curricula to enhance employability.

1. Modernising Curricula and Improving the Employability of Graduates Marek FRANKOWICZ, Bologna Expert, Poland Introducing Flexibility, Modularisation and Individualisation of Programmes

2. Vice Dean for Studies, Faculty of Chemistry (1990-96) TEMPUS Co-ordinator (1996-2002) ECTS Institutional Coordinator (from 1997) Bologna Expert (from 2003) Member ot the Workgroup for the NQF (from 2006) Interested mainly in GTP (Good Transferable Practice) AND YOU? Let me introduce myself

3. F irst part : T hree cycle Bologna system : “a garden with bifurcating paths” leading to different graduate profiles Qualification Framework for Higher Education Dublin and sectoral descriptors The notion of “employability” S econd part : G eneral rules of curriculum design for 1st and 2nd cycle studies. S pecific examples of Chemistry and Arts. E xamples of successful TEMPUS projects. Third part : Exercise & Discussion The structure of the session

4. Some Bologna keywords: Three cycles Transparency Comparability Employability Personal development „ European higher education evolves towards an open flexible structure embedded in the space of lifelong learning , parametrized by European Qualifications Framework” A garden with bifurcating paths:

5. General characterization of degrees Language of competences/learning outcomes 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 . Language of LO: action verbs Sectoral descriptors (TUNING) Chemistry Arts Engineering … . Dublin and sectoral descriptors:

6. Employability ≠ Employment Employability ≠ Professional Preparation „ Employability is the Art of Converting Learning Outcomes into Learning Incomes ” (M.F.) Employability:

7. S1: State S3: School (HEI) S4: Society S2: Subject The „Bologna Tetrahedron”

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. S1: legal framework, recognition S3: organization of T&L S4: fitness for purpose S2: high quality The „Bologna Tetrahedron”: study program

10. S tate : …. ? S chool : …. S ociety : …. S ubject : …. The „Bologna Tetrahedron”: exercise

11. T R E U K DR2 DR1 O ↓ ↓ R B MA2 MA1 A ↓ ↓ A M BA2 BA1 L ↓ ↓ ↓ ↓ Secondary Education

12. T R E U K DR2 DR1 O R B MA2 MA1 A A M BA2 BA1 L Secondary Education

13. T R E U K DR2 DR1 O R B MA2 MA1 A A M BA2 BA1 L Secondary Education

14. T R E U K DR2 DR1 O R B MA2 MA1 A A M BA2 BA1 L Secondary Education

15. T R E U K DR2 DR1 O R B MA2 MA1 A A M BA2 BA1 L Secondary Education

16. G eneral rules of curriculum design for 1st and 2nd cycle studies. S pecific examples of Chemistry and Arts. Some examples of successful TEMPUS projects Second part :

17. Determination of „boundary conditions” National standards International standards Analysis of further (2nd cycle) study opportunities and relevant „input conditions” The same or closely related area Other areas which may be chosen by our graduates Analysis of the labour market / interests of students expectations of employers Analysis of profiles/competences of potential candidates Determination of learning outcomes and design of appropriate course units Core courses Elective courses „ Complementary courses” (from the secondary school level), if necessary 1st cycle: curriculum design

18. Determination of „boundary conditions” National standards International standards Analysis of the labour market/ expectations of employers Analysis of „input conditions” for various 2nd and 3rd cycle studies which may be of interest to our graduates Analysis of profiles of potential candidates (where they come from) Determination of learning outcomes and design of appropriate („core” and „elective”) course units Taking into account „complementary courses” (from the Bachelor level) 2nd cycle: curriculum design

19. Standards: National (e.g. in PL – approved by the Ministry and published) International (Chemistry Eurobachelor) Further career 2nd cycle chemistry 2nd cycle studies in different domain (not necesarily closely related) biology, physics management… Work Contents/learning outcomes Core curriculum Flexible part Complementary courses „ 3-dimensional harmonization” Institutional framework (e.g. Jagiellonian University) Subject area – national framework (PL: Conference of deans of Chemistry Faculties) Subject area – international framework (ERASMUS exchanges etc.) 1st cycle: chemistry

20. Standards: National (e.g. in PL – approved by the Ministry and published) International (Chemistry Euromaster) Further career 3rd cycle (doctoral studies) Studies in different domain (not necesarily closely related) biology, physics management, law… Work Contents/learning outcomes Individualized (& complementary courses) „ 3-dimensional harmonization” Institutional framework (e.g. Jagiellonian University) Subject area – national framework (PL: Conference of Deans of Chemistry Faculties) Subject area – international framework (ERASMUS exchanges, joint diplomas, intensive programs etc.) 2nd cycle: chemistry

21. Work of ELIA/AEC (& remark on the „Polish toolkit for Art Schools”) 1st and 2nd cycle: arts

22. DEPES TRUCS EDUFORMAK TEMPUS:

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. 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. Curriculum structure (1 year, 60 ECTS) General support courses (15 ECTS) Introductory forensic courses (15 ECTS) Special courses: in forensic chemistry, biology and physics tailored for the special needs of the Republic of Macedonia (20 ECTS) MSc thes is (10 ECTS) TEMPUS CD_JEP-41 105-2006 EDUCATION SYSTEM IN FORENSIC SCIENCES FOR THE REPUBLIC OF MACEDONIA ( EDUFORMAK)

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. Exercise & Discussion Third part :

28. Course of Cooking Assumptions: 60 ECTS (1 ECTS ~ 25 hours of student’s work) Modules; 3 or 5 ECTS in total: 6 to 8 modules per semester, e.g. 6 x 5 ECTS or 5 x 3 ECTS + 3 x 5 ECTS. One can also include a „diploma work” /e.g. 10 to 15 ECTS/ Determine possible employment/career paths Write LO for the entire course (knowledge, skills, attitudes) Propose modules (enabling flexible study paths) Write LO for 2 or 3 modules Exercise:

29. It is expected that after the session the participants will be able to: Address the issue of flexible learning paths for 1st and 2nd cycle studies, taking into account “input” and “output” conditions Distinguish between “employment” and “employability” and appreciate the importance of generic skills for the career paths of the graduates. Comment on typical misunderstandings related with implementation of the Bologna process in the realm of curricular reforms. Illustrate the issue by designing a 60-ECTS course of cooking Expected Learning Outcomes of this Workshop: