Project outcomes

academics

graduates

student

employer Subject Area Profile takes into account different users perspectives and interests.

Competences which are Subject-area related are crucial for any degree.

These give identity and consistency to the particular degree programmes

Subject Area Profile

Comparation of Preferences of Subject Specific Competences between

Groups

most comprehensive date PREFERENCE COMPARISON

0,0

0,5

1,0

1,5

2,0

2,5

3,0

3,5

18 4 5 17 20 3 22 13 14 19 1 8 9 16 7 2 15 25 10 11 12 23 24 6 21

Comparation PREFERENCES betw een groups

Ordered by Academics

Academics Employers Students Graduates

• 1.(18) Knowledge of the subject to be taught

• 2. (3) Ability to Understand and Apply Educational Theories in Practice

• 3.(13) Ability to Understand Trends in Education

• 4.(19) Ability to communicate effectively with groups and

individuals• 5.(1) Ability to analyse

educational concepts, theories and issues of policy in a systematic

way

Widened Competences enriched by most Preference Subject Specific Competences and Subject Area Profile

Teacher Science Area

• Ability to assess the outcomes of learning and learners’ achievements to improve the teaching/learning process

• Knowledge of the subject to be taught

• Comprehension of peculiarities of pupils of target group in a context of the theors of development and education

Mastering the bases of professional ethic and skills of their application in professional practice

Ability to expand professional knowledge / skills according to trends and rapidly changed requirements of national education police

Widened Competences enriched by Preference Subject Specific Competences and Subject Area Profile

Education Science Area

• Ability of system comprehension of theories and concepts of behaviour and teaching concerning the questions of education policy

• Ability to carry out research in the field of education in various contexts

• Ability to consult in connection with various problems of education

• Ability to manage education / development projects and to coordinate multidisciplinary team.

Department of education – Programmes of teacher science

Bachelor level – Bachelor of education

• Teacher of primary education

• Foreign language teacher of primary education

• Art and music teacher of primary education

• Infant school teacher• Teacher of a special

school, a boarding school, of a day care center for special needs children

Master level – Master of education

• Teacher of a secondary school

• Special teacher

PhD level – Doctor of education

• Resource teacher – researcher

Department of education –

Education science Programmes

Bachelor level – Bachelor of education Science

• Inclusive education specialist• Library science

Master level – Master of education Science

• Educator

• School psychologist, education advisor

PhD level – Doctor of education science

• Researcher of education

• Teacher of high education

Often the basic courses in

supportive and instrumental skills are compulsory, later additional

elective courses are offered

Possible organizational structures of Bachelor education level

Introductory Introductory

courses 20courses 20

Obligatory modules

of the major programme

40

Obligatory modules

of the major programme

40

Elective subjects

40

Minor programmes

60

EDUCATION

1,0

1,5

2,0

2,5

3,0

3,5

4,0

5 20 13 16 22 17 18 19 3 4 8 10 12 11 15 21 23 25 1 9 24 7 2 6 14

IMPORTANCE / ACHIEVEMENT ACADEMICS

IMPORTANCE ACHIEVEMENT

EDUCATION

1,0

1,5

2,0

2,5

3,0

3,5

4,0

18 19 11 3 17 20 16 22 5 10 13 12 15 8 21 23 25 4 9 6 7 24 1 14 2

IMPORTANCE / ACHIEVEMENT STUDENTS

IMPORTANCE ACHIEVEMENT

IMPORTANCE & ACHIEVEMENTproblemetic issues

EDUCATION

1,0

1,5

2,0

2,5

3,0

3,5

4,0

18 5 17 19 11 13 22 4 16 3 21 10 20 1 12 8 7 6 23 25 2 24 15 14 9

IMPORTANCE / ACHIEVEMENT EMPLOYERS

IMPORTANCE ACHIEVEMENT

EDUCATION

1,0

1,5

2,0

2,5

3,0

3,5

4,0

18 5 19 17 20 16 13 4 12 22 25 3 10 7 8 23 6 11 15 21 24 9 1 2 14

IMPORTANCE / ACHIEVEMENT GRADUATES

IMPORTANCE ACHIEVEMENT

Academ

Student Employer

Graduates

Point 1 Response to diversity of learn.

Point 3 Following new tends

Point 2 Response to diversity of learn.

Point 5 Managing education projectsPoint 3 Managing education projects

Point 2 Effective communications

Point 3 Response to diversity of learn.Point 4 Effective communications

Discovered problems in Subject Specific Competences are the good targets for elective courses

• A student can respond to divers need of learners

• A student can manage education projects

• A student can carry out effective professional communications

EUROPE GEORGIA

ALL GROUPS: Ranking, Top 5

Common 3 competences equal:

Ability for abstract thinking, analysis and synthesis

Ability to apply knowledge in practical situations

Knowledge and understanding of the subject area and understanding of the profession

Profile, in the sense of clusters of qualifications sharing the purpose, is a feature of some qualifications. In many cases the origins of the distinction are rooted in binary systems of provision.

Qualification Framework for the European Higher Education Area.

Introductory Introductory

courses 20courses 20

Modules of the MAJOR

programme 40

Modules of the MAJOR

programme 40

minor programmes

60

Elective subjects

40

The case of bachelor degree major and elective courses complementation

1 2 3

12

4

3

5 6 7

• 1.History of teaching Methods of forein

languages • 2.The development of written and oral

communication skills

•3.Teaching Target culture contexte

• 4.Teaching aids ( Coursebooks, supplementary materials, visual aids, computer, the internet, etc)

Inclusive Transitional Education (Minor)

1. 2.Collaboration in Inclusive Groups

3. Inclusive Vocational Training and Employment .

teaching foreign languages (major)

Effective School for Participation in Life

3

Introductory courses

Subject- specific competences already developed in major program:

1.History of teaching Methods of foreign language the student will: 1. understand the principles of communicative methodology,2. understand the most recent didactic methods and techniques3. become aware of the development of foreign language didactics

2.The development of written and oral communication skillsThe course

1. considers covering all the linguistic and psychological aspects connected with the teaching of the communication skills, i.e.productive skills (writing and speaking) and receptive communication skills (reading and listening) and various strategies and techniques to develop them.

2. is aimed at helping the student to prepare a pupil who will be able to deal with not only artificial, teacher- controlled situations, but also transfer his or her knowledge to genuine real-life communication contexts.

3. Teaching target culture contextThe course1. familiarizes students with three different approaches to studying target culture :cognitive(based on

the knowledge of the target culture), pragmatic (action-oriented ), affective-emotional ( evaluation and appreciation of the target culture).

2. enable the student to adapt to and integrate into any intercultural context .

4.Teaching aids ( Coursebooks, supplementary materials, visual aids, computer, the internet, etc) The course will help the learner1. to use education supplementary materials and various teaching aids efficiently 2. to evaluate any aids3. to select aids with view of learning and teaching aims and in line with learner-centred approach.4. to adapt and design materi

Name of the module: Effective School for Participation in Life Target Group: psychology, special and general education students, students from particular fields Level of the unit: 3rd year Bachelor studentsEntrance requirements: completed 2, 5 year educational courses of own professionNumber of ECTS: 15 ECTS, 375 hours

General competences: • Capacity for applying knowledge in practice • Teamwork: is able to cooperate effectively in educational/professional team, can negotiate in

multi-professional context and participate in decision-making process. • Fieldwork analysis and critical reasoning with aim to improve practical skills.• Analyse the data of assessment, gained by practice, for further fieldwork planning. Subject- specific competences to be developed:• Appreciation value of connection education with community life and in particular ‘school-

community- family’ system. • Students have broad vision of ‘Education for All’ concept, to promote inclusive education in

Georgian context emphasizing multidisciplinary approach, CBI ( Community-based instruction), Authentic and performance-based evaluation.

• Students are able to apply curriculum based educational principles to mobilize all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions (Curriculum accommodations and modifications) .

• Students are able to apply learner-directed approach, recognizing inclusion related psycho-social issues and applying psycho-social approaches for transition period .

Competence E - The student understands the importance of

context in educational process and can apply this comprehensive knowledge in decision-making for multi-disciplin

ary activities

Learning outcome in unit 1(History of teaching Methods of forin language, MAJOR program)- The knowledge of various methods from grammar-translation method till pragmatic-functional and intercultural

Criteria : To write a course paper on the resent methods of foreign language teaching using relevant sources

Learning outcome in unit 3(Teaching target culture context, MAJOR program ) -- The student understands and appreciates the target culture

Criteria :The student chooses a topic, interviews 2-3 native speakers and reflects on positive aspects of diversity

Teaching outcomes and competences in Education Programmes

Instance of the fragment

Unit of the course/learning outcomes

Competences

A B C D E F G H I

Unit 1 X X

Unit 2 X X X

Unit 3 X X X X

Unit 4 X X X X

• Effective School for Participation in LifeTeaching outcomes and competences in Education ProgrammesExample

Unit of the course/learning outcomes

Competences

A B C D E F G H I

Unit 1 MAJOR X X

Unit 1 MINORLO 1

X X X X

Unit 3 MAJOR X X X

Unit 1 MINORLO 2

X X X X

Teaching outcomes and competences in Education ProgrammesExample

Effective School for Participation in Life -Students are able to articulate personal philosophy of inclusive education and social inclusion by explaining it’s key concepts lice, social context Assignment 2 The 2 groups of students should lead the discussion from the point of different practical approaches used in education for persons with special needs to invite them to the education groupCriteria: raising awareness and analysis on the new concept system applying the theoretical knowledge in decision-making on the practical issue

Learning outcome 2 in unit 1( minor)

Competence E - The student understands the importance of context in educational process

and can apply this comprehensive knowledge in decision-making for multi-disciplinary activities

• Educational process for our students begins with the general discussion, with development of the new information and skills.

• With the termination of educational process they will try to use the received knowledge, estimate practice and improve it.

Education Subject Area Group :

Skinner

NATELA IMEDADZE SOPhO LOBJANIDZE

KETI MAKASHVILI TAMAR TALIASVILI

ETER GVINERIA NINO JAVAKHISHVILI

MARINA JAFARIDZE 2008-2009