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Marek FRANKOWICZ, Bologna Expert, Poland

Introducing Flexibility, Modularisation and Individualisation of Programmes

Modernising Curricula and Improving the Employability of Graduates

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

First part:Three cycle Bologna system: “a garden with bifurcating paths” leading to different graduate profiles Qualification Framework for Higher Education Dublin and sectoral descriptorsThe notion of “employability”

Second part:General rules of curriculum design for 1st and 2nd cycle studies. Specific examples of Chemistry and Arts. Examples of successful TEMPUS projects.

Third part: Exercise & Discussion

The structure of the session

Some Bologna keywords: Three cyclesTransparencyComparabilityEmployabilityPersonal development

„„European higher education European higher education evolvesevolves towards an towards an open flexible structureopen flexible structure

embeddedembedded in the in the space of lifelong learningspace of lifelong learning, , parametrizedparametrized by by European Qualifications European Qualifications

Framework”Framework”

A garden with bifurcating paths:

General characterization of degreesLanguage 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)ChemistryArtsEngineering….

Dublin and sectoral descriptors:

Employability ≠ EmploymentEmployability ≠ Professional Preparation

„Employability is the Art of Converting Learning Outcomes

into Learning Incomes”(M.F.)

Employability:

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S1: State

S3: School

(HEI)

S4: SocietyS2: Subject

The „Bologna Tetrahedron”

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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

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S1: legal framework

, recognitio

n

S3: organization of T&L

S4: fitness for purpose

S2: high quality

The „Bologna Tetrahedron”: study program

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State: ….?

School: ….

Society: ….Subject: ….

The „Bologna Tetrahedron”: exercise

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Secondary Education

↓ ↓ ↓ ↓

LBA1 BA2

M

A ↓ ↓ A

MA1 MA2B R

↓ ↓

ODR1 DR2

K

U E

R T

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Secondary Education

LBA1 BA2

M

A A

MA1 MA2B R

ODR1 DR2

K

U E

R T

13

Secondary Education

LBA1 BA2

M

A A

MA1 MA2B R

ODR1 DR2

K

U E

R T

14

Secondary Education

LBA1 BA2

M

A A

MA1 MA2B R

ODR1 DR2

K

U E

R T

15

Secondary Education

LBA1 BA2

M

A A

MA1 MA2B R

ODR1 DR2

K

U E

R T

General rules of curriculum design for 1st and 2nd cycle studies. Specific examples of Chemistry and Arts. Some examples of successful TEMPUS projects

Second part:

Determination of „boundary conditions”National standardsInternational standards

Analysis of further (2nd cycle) study opportunities and relevant „input conditions”

The same or closely related areaOther areas which may be chosen by our graduates

Analysis of the labour market/interests of studentsexpectations of employers

Analysis of profiles/competences of potential candidatesDetermination of learning outcomes and design of appropriate course units

Core coursesElective courses„Complementary courses” (from the secondary school level), if necessary

1st cycle: curriculum design

Determination of „boundary conditions”National standardsInternational standards

Analysis of the labour market/expectations of employersAnalysis of „input conditions” for various 2nd and 3rd cycle studies which may be of interest to our graduatesAnalysis 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

Standards:National (e.g. in PL – approved by the Ministry and published)International (Chemistry Eurobachelor)

Further career2nd cycle chemistry 2nd cycle studies in different domain (not necesarily closely related) biology, physics management… Work

Contents/learning outcomesCore curriculumFlexible partComplementary 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

Standards:National (e.g. in PL – approved by the Ministry and published)International (Chemistry Euromaster)

Further career3rd cycle (doctoral studies) Studies in different domain (not necesarily closely related) biology, physics management, law… Work

Contents/learning outcomesIndividualized (& 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

Work of ELIA/AEC

(& remark on the „Polish toolkit for Art Schools”)

1st and 2nd cycle: arts

DEPESTRUCSEDUFORMAK

TEMPUS:

Duration: 1997-1998PL partners: 9 universitiesEU partners: from NL and ITObjectives: comparative analysis, harmonization, ECTSResults: optimized curricular frameworkExperiences: 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 2520-96Database and ECTS for Polish Environmental Studies (DEPES)

Duration: 1997-2001EU partners: from AT, FR, IT, NL, PT, SE, UKObjectives: to design and implement new flexible curriculumResults: 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)

Curriculum structure (1 year, 60 ECTS)

a)General support courses (15 ECTS) b) Introductory forensic courses (15 ECTS)c) Special courses: in forensic chemistry, biology and physics

tailored for the special needs of the Republic of Macedonia (20 ECTS)

d)MSc thesis (10 ECTS)

TEMPUS CD_JEP-41 105-2006

EDUCATION SYSTEM IN FORENSIC SCIENCES FOR THE REPUBLIC OF MACEDONIA ((EDUFORMAK)

a) General support courses (5 ECTS each)Basics of the Criminal LawBasics of the CriminologyBasics of the Forensic Medicineb) Introductory forensic courses (5 ECTS each)Basics in the Forensic ChemistryBasics in the Forensic Biology Physical Techniques in CriminologyREMARK: 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)

Exercise&

Discussion

Third part:

Course of CookingAssumptions: 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/

1. Determine possible employment/career paths2. Write LO for the entire course (knowledge, skills, attitudes)3. Propose modules (enabling flexible study paths)4. Write LO for 2 or 3 modules

Exercise:

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: