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BOLOGNA PROCESS 3 YEARS LATER

BOLOGNA PROCESS 3 YEARS LATER. Prof. dr. sc. Željko Hutinski Fakultet organizacije i informatike, Varaždin email: zeljko.hutinski@foi.hr. WHAT HAD TO BE DONE?. To create strategy of the development of faculty, according to the croatian education strategy;

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BOLOGNA PROCESS 3 YEARS LATER

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  1. BOLOGNA PROCESS 3 YEARS LATER Prof. dr. sc. Željko Hutinski Fakultet organizacije i informatike, Varaždin email: zeljko.hutinski@foi.hr

  2. WHAT HAD TO BE DONE? • To create strategy of the development of faculty, according to the croatian education strategy; • To develop new plan and program and to coordinate it with plans and programs of similar faculties in Europe and in the world; • Organizational activities related to space, equipment, ICT infrastructure, libraries, online databases and ICT-supported monitoring and evaluation of studens; • Methodical changes in conducting classes and increasing of the number of lecture, seminar and laboratory groups; • Solving human related problems – to increase the number of teachers (professors, assistants, novices, student demonstrators); • To create registry of equivalence in oreder to ensure horizontal and vertical mobility of students.

  3. Institutional preconditions needed to do all that! • Strategy of economical development of Croatia, • Strategy of higher education development, • Networks of higher education institutions, • Professional nomenclature and related competencies Law, • Conditions for application and realization of educational programs, • Analysis of the missing expert profiles and projections of future requirements...

  4. SPDS MENADŽMENT POSLOVNIH SUSTAVA UPRAVLJANJE SIGURNOŠĆU I REVIZIJA INFORMACIJSKIH SUSTAVA INŽENJERSTVO I REINŽENJERSTVO ORGANIZACIJA INFORMACIJSKOG DOBA Informacijske znanosti - Poslovni sustavi - Edukacija u informatici Poslovni sustavi Informacijski sustavi EKONOMIKA PODUZETNIŠTVA FOI I EF Zg Zajedno

  5. Number of faculty courses

  6. Number of emlpoyed teachers U tom razdoblju 12 zaposlenika napustilo je FOI

  7. Conducting classes, motivating students to learn and knowledge assessment • Size of lecture groups: up to 80 students, • Size of seminar groups: up to 40 students, • Size of laboratory groups: 15 students, one student – one computer, • Four general models of conducting classes have been developed (depending on the type of course), • Teacher mentorship – to help students to focus their education and to optimize their study path, • Inclusion of students in realization of projects and motivation to apply with their own projects, • Library with more than 18 000 titles in analogous form and with 18 computers available to serch through online databases and other digital sources, • Wireless network infrastructure – access to faculty resources with own laptops, • 87% of all courses offers learning materials through Web based services, • 60% of all sourses offers learning materials through LMS • Mobility of students and teachers

  8. Necessary spatial capacities and their usage • Usable surface per student: 2,5m2 (In Germany - 8,5m2, even more in other countries. We need additional 14 000m2) • Class schedule: from Monday to Friday (7:00h-21:00h) and Saturday (8:00h-14:00h) • About 160 computers placed in 8 laboratories and in library is available for student to work and learn. In this year, acquisition of 10 computers has been funded by Ministry.

  9. Passing rates and average grades of students, 1st year students, 2005/2006

  10. Passing rates and average grades of students, 1st year students, 2006/2007

  11. Passing rates and average grades of students, 2nd year students, 2006/2007

  12. All the participants in Bologna-related changes • Ministry of science, education and sports, • Universities, • Educational program holders, • Other ministries, • Institutions of society in which or through which student acquires or realizes certain rigths, • HZZO, • Businessmen and entrepreneurs…

  13. Where and how to advance? • To create the Registry of Equivalence, • To hire young(er) teachers, • To increase (qualitatively and quantitatively) the number of program holders (there are more programmes than qualified teachers available, throughout all levels of education), • To create formal assumptions needed to enable students’ and teachers’ mobility, • To enhance material and financial support offered to program holders, • To standardize spatial conditions of studying, • To standardize infrastructural conditions of studying, • To animate other subjects to follow bologna-related changes...

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