Professional Documents
Culture Documents
Educational objectives are focused on enabling students to acquire general and specific
competences foreseen to be gained within study programmes in a given area. Graduates
should possess basic knowledge, skills and attitudes that are defined and planned through
educational objectives. The students must possess the understanding of the basic
scientific/artistic and disciplinary knowledge specific to a particular scientific/artistic field;
they must posses a systematic knowledge of the core elements of a discipline including the
coherent and detailed knowledge which has partly been inspired by the latest developments
in a given area of study (scientific field), as well as the knowledge of the structure of the
given scientific/artistic field and its association with other scientific/artistic fields (areas).
Educational objectives are focused on preparing students for mastering of the general
competences such as:
Obtaining, processing and presenting information;
Ability of critical reflection and creativity;
Ability to perform leadership tasks;
Ability to communicate information, ideas, problems and solutions.
Furthermore, the educational objectives are focused on enabling the students to master general
scientific/artistic or academic competences and practical knowledge, such as:
Educational objectives are focused on enabling the students to master the domain specific
competences and the scientific/artistic field of the study programme.
The educational objectives (which are defined by final qualifications obtained by students)
are harmonized with specific demands in particular domain/field (field of study/discipline
and/or professional practice), based on the experience of international partners and the
requirements of the labour market, economy, industry and society, or a certain line of work.
They are in line with the regulations and the defined qualifications. The final qualifications
for the 1st and 2nd cycle are derived from the scientific/artistic disciplines, international
research and courses considered to transform the research into practice in the relevant
professional field.
Criterion 2. Curriculum
Students develop and improve their knowledge in contexts where there is an interaction
between education and scientific research within the relevant disciplines. The curriculum is
in line with developments in the relevant scientific/artistic field/fields through demonstrable
connections with relevant scientific/artistic theories. The curriculum guarantees the
development of scientific research skills. Within particular courses it is possible to
demonstrate a connection with the practice that is thematically linked to the relevant
professions (vocations).
Students are attending a study programme whose content is coherent with the demands of
the economy, society, international trends and labour market needs.
The actual period of study per academic year is verified and reaches the standard of 60
ECTC credits.
The study programme fulfils the formal requirements regarding the scope of
curriculum for the 1st and 2nd cycle studies;
Factors hindering the learning process are being eliminated to the highest
possible extent, and it is possible to follow the programme efficiently;
Measuring and monitoring the study time;
Alignment between anticipated and actual study time;
Distribution of the anticipated study time within the study programme;
Presence of factors obstructing or promoting studying, and measures taken in
accordance with the given circumstances.
Indicator 2.5 Coherence between the learning process organization and curriculum
content
The curriculum structure and content are coherent and in line with modern didactic
approaches (modern teaching methodologies, innovations in teaching process etc.);
educational resources are of high quality and there is an alignment of the learning
resources with the didactic concept and objectives (at the study programme level).
Through the final project, the students have to demonstrate their analytic and synthetic
capability i.e. an independent problem solving capability at the academic level, or their
artistic capabilities.
Place/relative weight of the final project within the study programme; content
and concept of the final project;
Existence/adequacy of preparation for the final project;
Guidance/mentoring during the final project preparation;
Cooperation between students and researchers during the final project
preparation;
Cooperation between students and relevant professional institutions, industry,
etc.;
Reference of the final project to the current academic/professional context;
Final project assessment.
Teaching staff is qualified for the achievement of the educational objectives and
organizational implementation of the programme, as well as for ensuring its quality and
up-to-date content.
With regards to efforts on the professional and academic improvement of the teaching staff,
the course meets the following criteria: For some courses it is necessary that a sufficient
number of teaching staff members possess knowledge and insight in the practical aspects of
the profession in question.
Staff performing tasks and duties in the field of education (teaching and
administrative staff) possess professional experience and knowledge of the
professional practice;
Research expertise and research activity in practice, and the development of
arts;
Level of specialisations among the teaching staff engaged in research;
Contribution from the professional field and international contacts of the
teaching staff with regard to their participation in the implementation of study
programmes i.e. participation in international networks and partnerships with
domestic and foreign partner institutions.
A sufficient number of teaching staff is involved in the organization of the course in order
to achieve the desired quality of the course. Human resource management policy is well
and properly organized. Recruitment policy is based on a selection of high quality- and
qualified teaching staff.
By means of tests and exams, the students are adequately assessed and learning assessment
is carried out in accordance with the set learning objectives of the programme (or some
parts of the programme).
Content of the programme corresponds to the qualifications of the students who applied.
Admission procedures and requirements are clear and transparent.
A higher education institution evaluates the curriculum and the teaching process by
introducing student surveys and satisfaction questionnaires. Student representatives are
involved in decision-making processes and in the management structures.
Indicator 4.5 Measures for promoting mobility, including the mutual recognition of
credits
The existence of bilateral and multilateral student exchange agreements with domestic and
foreign higher education institutions. Participation of the higher education institution and
students in different exchange programmes. The existence of ECTS and/or internal credit
system.
Coaching system of students is introduced. The coaching and provision of information are
in line with the students’ needs.
The system of information and complaints is introduced and it is in line with the needs of
students.
A higher education institution provides the premises and facilities adequate for the
programme implementation. Financial allocations for the teaching are in line with the
needs for introduction of new teaching methodologies and innovations in the teaching
process.
Description of the quality assurance policy and the applied internal quality
assurance approach;
Existence of quality assurance structures;
Objectivity of the study programme assessment summary;
Dynamics of the implementation of the assessment process;
Usage of results obtained during the assessment process.
Assessment results are the starting point for establishment of strategic and operational
approaches in introduction, improvement and development of demonstrable measures
necessary for the achievement of the learning objectives. Improvement measures are based
on the plan to eliminate all the obstacles and deficiencies noticed during the assessment
process.
The obtained final qualifications are in accordance with the planned acquirement of
competences with regard to the level, orientation and specific demands in the
scientific/artistic field.
Target figures are being set for the overall educational outcomes in comparison with the
outcomes of other relevant courses. The learning outcomes meet the planned targets.
Items can be used in the self-evaluation to prove the criteria:
Policy regulating the study programme with respect to the study progress;
Used target figures and the results obtained by their comparison with other
relevant study programmes;
Pass rates and analysis of assessment results;
Analysis of student advancement;
Average study duration and assessment;
Results of the regular/periodical study on the study programme omissions and
shortcomings and on the drop outs (students who have given up on their
further education).