THE UNIVERSITY OF ZADAR Ul. Mihovila Pavlinovica bb 23000 Zadar www.unizd.hr - PowerPoint PPT Presentation

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THE UNIVERSITY OF ZADAR Ul. Mihovila Pavlinovica bb 23000 Zadar www.unizd.hr

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Title: The University of Zadar Author: DANICA SKARA Last modified by: ssoftic1 Created Date: 11/11/2005 1:45:29 PM Document presentation format: On-screen Show – PowerPoint PPT presentation

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Title: THE UNIVERSITY OF ZADAR Ul. Mihovila Pavlinovica bb 23000 Zadar www.unizd.hr


1
THE UNIVERSITY OF ZADARUl. Mihovila
Pavlinovica bb23000 Zadarwww.unizd.hr
2
Danica Škara, PhDdskara_at_unizd.hr
  • The EUROPEAN QUALIFICATION
  • FRAMEWORK THE UNIVERSITY OF ZADAR

3
  • The following topics will be discussed
  • The European Qualification Framework
  • The University of Zadar learning outcomes of
    the new programs
  • Market research of the local community
  • The results of the analysis
  • Recommendations

4
European qualification framework transparency,
qualitymutual trust
  • On the degree structure the Berlin communiqué
    mentions
  • Ministers encourage the member States to
    elaborate a framework of comparable and
    compatible qualifications for higher education
    systems, which should seek to describe
    qualifications in terms of workload, level,
    learning outcomes, competences and profile. They
    also undertake to elaborate an overarching
    framework of qualifications for the European
    Higher Education Area.
  • In March 2005 the European Council asked for the
    adoption of an EQF in 2006, significicantly
    strenghtening the political basis for taking
    forward this initiative.
  • A succesful development and implementation of
    an EQF requires a shared understanding of certain
    key terms learning outcomes, qualifications,
    competences and frameworks.

5
  • Definition
  • A qualification framework (QF) is an instrument
    for the development and clasifications according
    to a set of criteria for levels of learning
    achieved. It could be described in terms of three
    types of learning outcomes knowledge, skills,
    personal and professional competence.

6
  • The possible EQF is envisaged as a meta-framework
    that will enable qualifications frameworks at
    national and sectoral level to relate and
    communicate to each other thus developing
    transparency at the European level.

7
  • Who should the EQF serve? gt the individual
    citizen, the national education, the labor market
    (national and international)
  • This presentation tries to give some details
    about the EQF, the main purposes and functions,
    the common reference levels, the supporting
    tools, the possible relationship between an EQF
    and stakeholders at natiiona and sectoral level
    and a list of questions.
  • Questions related to progress, transfer,
    accumulation, recognition and quality development
    are to be discussed

8
  • AIMS
  • 1. The main purpose of a EQF is to enchance
    communication and transparency between systems
    and providers, to facilitate recognition
  • Faciliate mobility
  • This requires a neutral common reference
    referring to learning outcomes
  • The EQF would be implemented on a voluntary basis
    and not on legal obligations.

9
  • MODEL FOR THE STRUCTURE OF A EUROPEAN
    QUALIFICATION FRAMEWORK
  • The framework should incorporate the following
    aspects
  • Overall structure of higher education (cycles and
    levels)
  • A set of common reference levels for
    qualifications described in terms of learning
    outcomes and expressed in competences
  • A common direction for future developments and a
    basis for mutual trust
  • Common instruments and tools ECTS-credits based
    on workload , transparency
  • Progression and recognition agreements
  • The framework should be supported by systems of
    quality assuarance

10
  • A EQF will permit authorities (ministers,
    sectors, etc.) to assign a number of credits to
    a part or full qualification, a learning sequence
    or a training program.
  • Credit points are attributed to persons on the
    basis of thir acquired learning outcomes,
    expressed in terms of their knowledge and,
    particulary their skills and competences.

11
IMPLEMENTATION OF THE TWO-CYCLE
BOLOGNA SYSTEMIN CROATIASince the Bologna
Conference 1999, Croatia has taken several
measures to achieve the common aim of a European
Higher Education Area. A large number of the
Bologna objectives were incorporated into
Croatian Law. EQF is to be developed.
12
The Univertsity of Zadar-All program proposals
are based on the following scheme
semester ects
I 30 ects
II 30 ects
III 30 ects
IV 30 ects
V 30 ects
VI 30 ects
UNDERGRADUATE
VII 30 ects
VIII 30 ects
IX 30ects
GRADUATE 120 ECTS
Total ECTS 300 ECTS
13
The University of Zadar
  • At the moment 37 undergraduate programs and 38
    graduate programs are accepted and evaluated by
    the internal and external experts
  • Doctoral programs still to go through the
    evaluation process (proposals being made)
  • Academic year 2005/2006
  • First generation of students enrolled in the
    first year of undergraduate study programs

14
  • Humanities
  • Archaeology
  • History
  • Classical philology
  • Greek
  • Latin
  • Ethnology
  • History of Art
  • Linguistics and Literature
  • Croatian
  • Russian
  • English
  • German
  • French
  • Italian
  • Philosophy
  • Social Sciences
  • Culture and Tourism
  • Education (most graduate studies offer teacher's
    course)

15
  • Total number of students according to
    disciplines

16
  • Total number of students 5437
  • 543723023,63 (Ratio 123)


ACADEMIC STAFF - TOTAL ADMINISTRATIVE STAFF - TOTAL T O T A L
230 90 320
17
Average duration asks for urgent reform of
Croatian education system!!!! WE have to reform
our education system not because of the EU but
for the sake of our students. Our students spend
6 years at the University, and in the same time
their European colleagues spend less time for the
same qualification.

  Average grades 3,613
  Average duration 6,061
















18
Male-female (2004/2005)
19
(No Transcript)
20
Data from the Croatian Employment Service,
regarding the number of unemployed and the
supply/demand for different occupations in the
region of Zadar30.06.2005.
  • Prof. of Croatian language........................
    .......26
  • Prof. of. English language........................
    ........15
  • Prof. of German language.........................
    .......3
  • Prof. of French language........................
    .........4
  • Prof. of IOtalian language........................
    ..........1
  • Prof. of LAtin language .........................
    ...........4
  • Prof. of Philosophy .............................
    ..............5
  • Prof. of history .................................
    ................16
  • Prof. of sociology ...............................
    ................1
  • Prof. of Geography ...............................
    .............5

21
Evidently the needs of the market do not
correspond to the QF of the University.
  • E.g. Social sciences
  • Department
    No of students Labor market demands
  • Culture and tourism...........669.................
    ..33
  • Teachers college ............691
    ..................45
  • Librarianship.......................72............
    .........3
  • Pedagogical sc.................319................
    .....1
  • Psychology.......................108..............
    .......2
  • Sociology..........................289............
    .........1
  • Total...............................2148..........
    .........85

22
  • Qualifications and Competencies foreseen in the
    proposals of new study programs (several
    examples)
  • Archaeology
  • Undergraduate and graduate study (no
    distinction) Institutions of public sector and
    state administration, museums, research
    institutes, conservation departments, private
    agencies specialized for archaeological
    excavations or conservation and restoration
    works.
  • Classical Philology (Latin Language and
    Literature, Greek Language and Literature)
  • Undergraduate culture, media, publishment,
    enterpreneurship
  • Graduate educational system, culture, media,
    publishment, enterpreneurship,
  • Croatian
  • Croatian language and literature
  • Undergraduate educational and upbrining
    institutions, animator in a literary studio at
    primary schools, as an editor in newspapers and
    magazines and in publishing trade
  • Graduate teaching in primary and secondary
    schools, editing in radio and TV, in scientific
    and special magazines.
  • Croatian and Southern Slavic linguistics
  • Undergraduate cultural sphere, mass media and
    tourism, translating activities
  • Graduate teaching in primary and secondary
    schools, various cultural spheres, diplomacy,
    mass media and tourism, translating activities.

23
  • Culture and Tourism
  • Undergraduate Front Office Manager, Product
    Manager, Travel Consultant, Tourism Culture
    Educator, Museum Educator, Tour Representative,
    Tourist Promoter, Tourist Guide, tourist profit
    organizations, media, tourist marketing and
    other jobs related to culture and tourism
  • Graduate Journalism and Public Relations
    journalism and public relations Entrepreneurship
    in Culture and Tourism in private and public
    sector, especially in culture and tourism
  • Ecology in Culture and Tourism ecology in
    culture and sustainable tourism, growing need for
    ecology awareness in all human activities.
  • Cultural Heritage and Tourism exploring,
    evaluation, protection and presentation of
    cultural and natural heritage both to
    holidaymakers and domestic population.
  • English
  • Undergraduate banks, international business,
    tourism, media, publishing, government and
    similar other institutions.
  • Graduate teaching,
  • Ethnology
  • Undergraduate civil sector and tourist
    communities, bodies of national and local
    administrations, cultural institutions, mass
    media
  • Graduate museums, conservation offices, research
    institutes, archives, implementation governmental
    and non-governmental organizations, legal
    institutions, counselling institutions, social
    care institutions, social planning and management
    institutions, diplomacy, tourist organizations,
    associations for the representation of
    traditional heritage

24
The results of the screening of the University of
Zadar
  • The UNiversity of Zadar is primaruily based on
    humanistic and social disciplines, with a high
    percentage of female students
  • Data from the Croatian Employment Service,
    regarding the number of unemployed and the
    supply/demand for different occupations in the
    region of Zadar (30.06.2005.) offers a modest
    oportunity for future students. It seems that QF
    offered by the University of Zadar doesnt
    correspond to the modern labor market.
  • New programs are quite clear regarding the
    targeted group of employers. But the lack of
    clear learning outcomes, competences and skills
    is more than evident. In other words QF is
    missing.
  • There is a general oppinion in Croatia that BA
    degree (3 years) offers poor competences and
    skills.

25
  • Lets see the BA in the EU e.g. University of
    Sussex
  • Law
  • Law with Languages (French, German, Italian or
    Spanish)
  • Law with SpanishLLB, 4 years
  • Law with ItalianLLB, 4 years
  • Law with FrenchLLB, 4 years
  • Law with GermanLLB, 4 years
  • This degree assists the development of your
    knowledge of the language, culture, society and
    political systems of your chosen country and will
    help you to acquire the essential linguistic and
    cultural skills of communication and analysis,
    both orally and on paper. In addition to the law
    core courses and two final-year law options, you
    take language courses at Sussex during the first
    two years of your degree. You spend your third
    year abroad studying in the country of your
    chosen language. This is of immense value in
    understanding legal principles as well as the
    culture and history in which these principles
    evolve

26
  • To conclude, we have to define specific Croatian
    Qualification Framework for different
    disciplines,
  • We have to describe it precisely in order to get
    transparent competences and skills of our
    students.
  • The lack of such a description will make our
    students less competitive on the EU market.
  • Recognition, mutual trust, bilateral agreements
    will be facilitaed by transparent QF.

27
CROATIAN QUALIFICATION FRAMEWOK (2005)
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