A methodology for design, planing and implementation of curricula

1. 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 Schermutzki Tbilisi, September 2009

2. 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 from the MoES) Programm Accredition (Art. 71) (precondition: Institutional accreditation (Art. 67 f) (Details are regulated in orders e.c. 223, 269) Accreditation of regulated study courses in Georgia

3. Structures and requirements in Georgia draft version

4. First cycle qualifications descriptors 1) 1) Draft version

5. 1) Second cycle qualification descriptors 1) Draft version

6. 1) Third cycle qualifications descriptors 1) Draft version

7. Concepts and Background

8. 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

9. 1.TUNING structure and definitions • 1) Identification of needs • Employers, institutions, higher education institutions, employees • Considering resources • academic resources • organizational resources • financial resources 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 Schermutzki@fh-aachen.de

10. Ranking importance

11. From Project to Process Profiles has to serve different purposes A good profile takes into account different users’ perspectives & interests society person Profile professional academics

12. Subject Areas 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?

13. 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)

14. Good practice for writing and using Learning outcomes for modules Updated methodology and definitions LEARNING OUTCOMES AND COMPETENCES IN STUDY PROGRAMMES Example Course unit/ learning outcome Competence A B C D E F G H I F Unit 1 x x x x x Unit 2 x x x Unit 3 x x x Unit 4 X = THIS COMPETENCE IS DEVELOPED AND ASSESSED AND IS MENTIONED IN THE LEARNING OUTCOME OF THIS UNIT Schermutzki@fh-aachen.de

15. Learning outcomes and modules 5. Good practice for writing and using L Os for modules Compentences Content categories (courses or classes) Module: a unit in a study programme with a clear set of LO and approporate learning, teaching and assessment criteria and a unique examination Schermutzki@fh-aachen.de

16. Development of modules Previous knowledge / experience Forms of learning & teaching Level Literature Learning outcomes Methods and forms of examination Workload • Dokumentation in: • Description of the module (course unit) Schermutzki@fh-aachen.de

17. Profile – learning outcomes (5-10) On completion of this programme student Should 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 Schermutzki@fh-aachen.de

18. Writing and using LO for the profile • 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 thelevel(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? Schermutzki@fh-aachen.de

19. 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

20. 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 P 2

21. THE TUNING DYNAMIC QUALITY DEVELOPEMENT CIRCLE Definition of academic and professional profiles Needs analysis Programme design: Definition of learning outcomes and competences Evaluation and improvement (based on feedback) Construction of curricula: Content and and structure quality assurance Selecting the criteria of assessment Selecting the teaching and learning methods