C urriculum learning objectives and role of ECTS. Adam Pawełczyk Wrocław University of Technology WUT. TEMPUS. 7-10/07/2007 Tuzla Bosnia & Herzegowina. Definition of curriculum objectives. S pecific, measurable statements of outcomes to be achieved by students as a group
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Wrocław University of Technology
Bosnia & Herzegowina
Specific, measurablestatements of outcomes to be achieved by students as a group
in the university system
-an individual’s capability and confidence to enter and manage a career path which fulfils both their potential and their aspirations, whilst enabling them to contribute fully and effectively to the economy and society
-the capability to gain initial employment, maintain employment and obtain new employment if required. In simple terms, is about being capable of getting and keeping fulfilling work
-the combination of factors and processes which enable people to progress towards or get into employment, to stay in employment and to move on in the workplace
For the individual, employability depends on the knowledge, skills and attitudes he/she possesses, the way of using those assets and present them to employers
Pernament process of tuning the curricula
systematic way of describing an educational programme by attaching credits to its components
Student workload includes:
moves from teacher-centred (based on contact hours) to student-oriented approach (based on student workload)
based on the convention that 60 credits are awarded to students for successful completion of a full-time workload during one academic year. One credit is awarded for 25 to 30 working hours
Distributes students obtaining pass grades into groups with the best 10% being awarded a grade A, the next 25% a grade B, the following 30% a grade C, the next 25% a grade D and the final 10% a grade E
Two different failing grades:
FX to indicate that some more work is
required before the credits can beawarded
F to indicate that considerable further work is required
The link between credits and learning outcomes is not clear both for the staff and for the students.
Allocation of credits and their link to workload and learning outcomes in many cases have to be ‘fine tuned’ after implementation. Sometimes it takes a few years.
Course catalogues have to be regularly updated, translated, etc.
The ECTS grading scale is still not widely used and the grades are not transferred, … only the credits