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The Ministry of Education and Science
of the Republic of Latvia

The Department of Higher Education of the
Ministry of Education and Science of the
Republic of Latvia

The Quality Evaluation Centre of Higher Education

APPLICATION FOR THE STUDY PROGRAMME ACCREDITATION

Title of the higher education institution

The University of Latvia

Registered address and phone number of the higher education institution

19, Raiņa blvd, Riga, LV-1586, Latvia
Ph.: 7034301

Number of registration certificate of the higher education institution

No 3341000218

Title of the study programme

Professional higher education Bachelor study programme Teacher of Natural Sciences and Information technology

Study programme code

42141

Length and scope of study programme

4 years or 8 semesters in full time studies;

4,5 years or 9 semesters in part time studies;

160 credit points

Requirements for enrolment to the study programme

General secondary education

The degree to be obtained

Professional Bachelor’s degree in Natural Sciences and Information Technology

Qualification to be obtained

Teacher of two subjects (biology, natural sciences, physics, geography, Information technology, chemistry)

Place of studies

UL Faculty of Computing,

19, Raiņa blvd, Riga, LV – 1586

Type of programme

Full-time and part-time studies

Name, surname and post of the person authorised by the Faculty to deal with accreditation issues

Professor Māris Vītiņš

The Dean of the UL Faculty of Computing,

Professor Juris Borzovs

Signature

Director of the Professional higher education Bachelor study programme „Teacher of natural sciences and Information technology”

Professor Māris Vītiņš

Signature

Contents

Contents 2

DECISION OF THE ul SENATE ON APPROVAL OF THE STUDY PROGRAMME 4

COPY OF THE UNIVERSITY OF LATVIA REGISTRATION CERTIFICATE 6

COPY OF THE LICENCE OF THE STUDY PROGRAMME 7

DECISIONS OF THE ul COUNCILS REGARDING TRANSFER OF STUDENTS IN THE CASE OF PROGRAMME LIQUIDATION 8

1. OVERALL DESCRIPTION OF THE STUDY PROGRAMME 12

1.1.Annotation of the study programme 12

1.2.The objective of study programme implementation, targets and planned results 12

1.3.Perspective assessment of the study programme from the view of Latvian state interests 13

1.3.1.Conformity of the programme to the demands of the labour market – results of labour and education market regarding availability of employment for programme graduates 13

1.3.2.Conformity of study programme to professional education standard and professional standard „Teacher” (reg. No PS 0238) 14

parison of study programme with similar study programmes 15

1.4.Sources of programme financing and infrastructure provided 19

1.5.Enrolment requirements 25

anisation of study programmes 25

1.7.Practical implementation of the study programme 26

1.7.1.Planning and organisation of practical work 27

1.7.2.Study methods and forms used 27

1.7.3.Impact of research activities of the academic personnel and other associated activities on the study work 28

1.7.4.Quality of study programme 29

1.7.5.Marking system 29

1.7.6.Students 29

volvement of students in improvement of study process 31

1.7.8.Academic personnel involved in the study programme 31

1.7.9.List of academic personnel involved in the study programme 32

1.7.10.Academic personnel recruitment, rejuvenation, training and development policy 35

pport personnel and structural units involved in the programme implementation 35

1.8.Foreign relations: 41

1.8.1.Cooperation with employers 41

1.8.2.Cooperation with other similar study programmes in Latvia and abroad 42

1.8.3.Academic person with experience of working in foreign educational institutions or of having carried out scientific or research work abroad, indicating country 43

1.9.Study programme development plan (academic activities, development of financing and infrastructure, personnel) 44

1.10. SWOT analysis of study programmes 45

2.STUDY PROGRAMME COST ESTIMATES 47

3.STUDY PLAN 48

4.ANNEXES 66

4.1.Study courses descriptions 67

4.2.CVs of educational staff 255

4.3.Most Significant Publications 363

4.4.Material technical and methodical provision of the study programme 382

4.5.Cooperation agreements for provision of practical work places for students 386

4.6.Regulations for pedagogy practical work 387

4.7.Conformity of study programme to professional standards 393

4.8.Programmes against which the programme has been compared to, study plans 399

4.8.1.Daugavpils University second level professional higher education study programmes 399

4.9.References from recognised high schools implementing similar study programmes 400

4.10. References from professional organisations 401

4.11. Sample of the Diploma Annex of the Professional Bachelor’s Study Programme “Teacher of the Natural sciences and Information technology” diploma 402

4.12. Advertisement and informative editions on study options in the programme 406

DECISION OF THE ul SENATE ON APPROVAL OF THE STUDY PROGRAMME

COPY OF THE UNIVERSITY OF LATVIA REGISTRATION CERTIFICATE

COPY OF THE LICENCE OF THE STUDY PROGRAMME

DECISIONS OF THE ul COUNCILS REGARDING TRANSFER OF STUDENTS IN THE CASE OF PROGRAMME LIQUIDATION

1. OVERALL DESCRIPTION OF THE STUDY PROGRAMME

    1. Annotation of the study programme

Professional Bachelor study programme „Teacher of the Natural Sciences and Information Technology” (further referred to as Programme) is an interdisciplinary study programme in the University of Latvia. According to the parity principle five UL faculties are involved in its setting up and implementation: Faculty of Biology, Faculty of Computing, Faculty of Physics and Mathematics, Faculty of Geography and Earth Sciences, and Faculty of Chemistry. There are three more support faculties supplying courses in the education sciences module and courses in training of entrepreneurial Professional competencies – the Faculty of Economics and Management, Faculty of Law, and Faculty of Pedagogy, Psychology and Arts.

The Programme has been set up in accordance with the Constitution of the Republic of Latvia, laws of the Republic of Latvia – Law on Education, Law on High Schools, Constitution of the University of Latvia, Professional Standard for teachers PS 0238 and other legislative acts1.

The need for the programme was dictated by the present situation in Latvian educational institutions:

  • shortage of teachers of exact sciences;

  • need for pedagogues with two or more qualifications in the future;

  • introduction of new natural sciences subject in the secondary school.

Programme is planned for 8 semesters in full time studies and 9 semesters in part-time studies, the scope is 160 credit points (CP). The degree to be obtained – Professional Bachelor of Natural Sciences and Information Technology with two qualifications of fifth level professional education (teacher of biology and nature sciences, teacher of biology and physics, teacher of biology and geography, teacher of biology and information technology, teacher of biology and chemistry, teacher of natural sciences and physics, teacher of natural sciences and geography, teacher of natural sciences and information technology, teacher of natural sciences and chemistry, teacher of physics and geography,. teacher of physics and information technology, teacher of physics and chemistry, teacher of geography and information technology, teacher of geography and chemistry, teacher of information technology and chemistry).

    1. The objective of study programme implementation, targets and planned results

The overall objective of the programme is to provide professional Bachelor studies for education of teacher matching state economic and social needs, promoting competitiveness of teacher of natural sciences and information technology in changing social economic environment. After graduation from the programme students will obtain a degree of professional Bachelor in natural sciences and information technology with a qualification of teacher in two subjects, which will allow working in such speciality in primary and secondary education institutions.

The objectives of the study programme are:

  • academic – to provide studies based in natural science theories, conforming to professional standards, applicable in real life;

  • pedagogic – to train fifth level professional qualification specialists, allowing students to obtain qualification of secondary education teacher in two subjects;

  • research – to give students a chance to gain and develop skills that would prepare them for innovative, research and pedagogic work in their areas.

Programme has been set up based on long-time experience of the University of Latvia in training of teachers and new trends in the education system in the European Union.

Planned results are:

  • knowledge and understanding of the chosen areas of natural sciences obtained, ensuring training of creative, professionally skilled teacher of biology, nature sciences, physics, geography, information technology, chemistry according to the standards effective in the Republic of Latvia;

  • improved shills of use of information technology;

  • improved critical analytical skills of working with information, its evaluation and analysis, public presentation and motivation of own views;

  • pedagogic knowledge obtained and tested in practice, ensuring unified standard of future pedagogues’ theoretical knowledge and practical skills, fostering possibilities for implementation of theoretical knowledge in the pedagogical practice;

  • basic skills of research activities obtained, understanding gained over organisation and carrying out of the research, results analysis skills;

  • skill obtained for systematic updating of knowledge in line with needs of labour market, life long individual growth, career advancement.

    1. Perspective assessment of the study programme from the view of Latvian state interests

      1. Conformity of the programme to the demands of the labour market – results of labour and education market regarding availability of employment for programme graduates

Looking at the political intent of the Latvian state to move towards creation of knowledge rich society it must be noted that considerable role in development of the society at large will be assigned to activities of skilled, progressive pedagogues trained in use of advanced technologies. Considering the rapid pace of scientific developments (bio-medicine, nano-technologies, information and communication technologies, gene engineering, etc.), as well as hot topic of environmental issues (rapid changes in diversity of living nature resulting from human activities, impact of environmental hazards, exhaustion of energy resources) it is clear that education of teachers of natural sciences and Information technology is very important.

The need for study programme from the Latvian state point of view is based on the shortage of highly qualified teachers of the above subjects in Latvian schools.

Authors of the programme trust that shortage of the teachers is based also on the age of actually working teachers. Data of the Riga City Council Education, Youth and Sports Department (http://www.ijsd.riga.lv/main/index.php?module=Articles&cat_id=8&view=list) indicates that a number of pedagogues aged below 30 continues to decrease. 2005. – 1315, 2006. – 1245, 2007.- 884, 2008. – 864, 2009. – 732.

If no young specialists start join working in schools, teaching of natural sciences subjects can become complicated.

The University of Latvia as a State education, science and culture centre allows for students to obtain fundamental academic and professional knowledge, professional skills and to develop research and scientific work skills. It is a higher education institution in Latvia, which encompasses highly competent scientific and academic potential that is a pre-condition for implementation of high quality study programme. Programme is fully in line with a range of study programmes offered in the University of Latvia and it is very topical in today’s situation in educational system. The obtained qualification will allow working as a teacher of biology, nature sciences, physics, geography, information technology, chemistry in secondary schools, colleges and other educational institutions of the Republic of Latvia.

Programme where qualification of two subjects’ teacher is obtained has several benefits and it will be better suited to needs of schools and students compared to existing programmes with one qualification.

Study programme ensures multi-skilled competencies of a teacher, better possibilities in labour market, and it is also a globally approved practice. Implementation of such programme is based on public demand, but in this case competency in multiple areas is valued higher than fundamental knowledge in one particular area. This is an evidence of modern trend – to prepare employees for labour market as fast as possible, taking into account need for life-long education.

      1. Conformity of study programme to professional education standard and professional standard „Teacher” (reg. No PS 0238)

Second level professional higher education Bachelor study programme “Teacher of natural sciences and information technology” is set up in accordance with the LR CoM Regulations No 481 “Regulations of the Second Level Professional Higher Education State Standard”. The content and scope of study programme conforms to the requirements of the above mentioned state standard (Table 2).

Table 1.

Comparison of structure of professional Bachelor study programme “Teacher of natural science and information technology” with requirements of Second level professional higher education state standard

Second level professional higher education state standard

Study programme

Teacher of natural sciences and information technology”

9. Compulsory content of the Bachelor programme is composed of:

9.1. general education study courses, with the workload of 20 credit points;

9.2. theoretical core courses of the particular branch and information technology, with the workload of 36 credit points;

9.3. professional specialisation courses in the particular branch with the workload of 60 credit points;

9.4. elective courses of Bachelor programme with the workload of at least 6 credit points;

9.5. practical work with the workload of at least 26 credit points;

9.6. state examination, which includes drawing and presentation of Bachelor paper or diploma paper (diploma project) with the workload of at least 12 credit points.

10. The choice of study courses in the Bachelor programme, scope and contents of study courses, as well as contents of the practical work are set for the professional grade in accordance with the professional standard.

General education study courses with 20 credit points.

Core theoretical courses in the particular branch with 36 credit points.

Professional specialisation courses in the particular branch with 60 credit points;

Elective courses with 6 credit points.

Professional practical work with 26 credit points.

State examination, which includes drawing and presentation of Bachelor paper with 12 credit points.

The choice of study courses in the Bachelor programme, scope and contents of study courses, as well as contents of the practical work are set in accordance with the professional standard “Teacher”.

The professional standard of the teacher (reg. No PS 0238) is appended as Annex 4.14. Programme includes study courses necessary to acquire knowledge covered by the standard. Annex 4.9 reflects connection between knowledge required by the standard and Programme study courses. Successful apprehension of the Programme contents provides overview of knowledge required by the professional teacher’s standard on the understanding and application level and ensures that professional qualification of teacher of two subjects attained: biology, nature science, physics, geography, information technology, chemistry conforms to the requirements of the professional standard.

References of higher education institutions regarding the Programme are appended as Annex 4.12.

References of professional organisations regarding the Programme are appended as Annex 4.13.

      1. Comparison of study programme with similar study programmes

Natural science and information technology teachers training programmes in various European countries differ by combinations of credit points and training subjects. Teacher training programmes of German high schools are chosen for analysis, and training programmes of teachers of certain subjects (chemistry, biology and information technology) are compared with respective programmes in other foreign high schools. The existing teachers’ training programmes of University of Latvia and Daugavpils University are chosen for comparison.

At the moment German High schools are about to finish transfer from 8 semesters study programmes to Bachelor and Master study programmes. The future teachers usually choose Bachelor study programme of two subjects (6 semesters, 6x30 ICTS = 180 ICTS/120 CP) and attain a Bachelor of Science degree. After completion of Bachelor studies future teachers spend 2 semesters (60 ICTS/40 CP), continuing training in professional education, attaining Master of Education degree and gaining opportunity to work as a teacher of two subjects in primary and secondary school. It means that along with a Master’s degree two qualifications are attained. But the qualification of gymnasium teacher can be attained, if additional 60 ICST/40 CP are apprehended, i.e., if studies are continued for another one year http://www.uni-oldenburg.de/studium/29995.html. For example, Oldenburg University (Lower Saxland, Germany) a study module of particular subject has to be combined with one of the modules of other subjects’ teacher. Combining larger number of modules is limited by difficulty to harmonize lecture timetable (setting up of study plan).

Studies of chemistry teacher in Oldenburg University according to the so far existing programme are analysed as an example. The future teachers attain two teacher’s qualifications after 8 study semesters (4 semesters of ground studies (Grundstudium) and 4 semesters of main studies (Hauptstudium)). During ground studies students mainly learn traditional academic core courses of chemistry (non-organic, general, analytical, physical and organic chemistry) along with chemistry students of other specialisation (About 30 credit points), but during main studies future chemistry teachers mainly learn subjects associated with competency of chemistry teacher (about 30 credit points). During main studies chemistry teacher’s study programme students learn also several in-depth courses (bio-chemistry, large molecular chemistry, chosen sections of physical chemistry, marine chemistry).

At Ulm University of German Bavaria State (Annex 4.11) future teachers during ground studies learn core chemistry courses, as well as mathematic methods for chemistry. During main studies students learn in-depth course in one of the sub-divisions of the chemistry – mainly the courses required for a teacher’s work: integrated practical work, didactics of subject of chemistry, excursions and history of chemistry (10 credit points).

Therefore we can conclude that from the study programmes content point of view there are no significant contradictions between analysed programmes of Daugavpils University, German universities and the chemistry teacher’s study programme in question.

Table 2.

Comparison of theoretical core courses and professional specialisation courses

of chemistry teachers study programmes

Study subject

Programme offered in UL

Daugavpils University

Ulm University*

Bremen University*

Study work methods (incl. safety at work)

4

2S

Non-organic chemistry and general chemistry

8

10L/5P/2S

5P

6L/5P

Analytical chemistry

4

2L/4P

Organic chemistry I and II

4

7L/2S/5P

4L un 5L

Physical chemistry

2

3L

Macromolecular chemistry

3L

Marine chemistry

2L

Introduction to bio-chemistry

4L

In-depth lectures

2x2L

Physical chemistry. Thermodynamics. Kinetics. Electro-chemistry

3

10L/10

Excursions

one day

Introduction into chemistry teachers study programme

2L

Non-organic and organic chemistry for chemistry teachers

4L/12P

Physical chemistry for chemistry teachers I and II

7L/2S/5P

2S/6P

Physics for chemistry teachers

4L/2S/4P

Mathematical methods for chemistry teachers

3L/2S

2S

IT in the teaching process

6

2S

Preparatory seminars for practical works and in-depth integrated practicum and seminars

12P

Alternative teaching forms in chemistry

2

Stoichiometry

2

Research activities in chemistry

3

Experiments in school chemistry

5+2

2

2S/4P

Didactics of the subject

6+2

10

2L

6S

History of chemistry (nature sciences)

2

2L/3S

6S

Practical and environmental chemistry

4

Elective course (biology, environmental science, earth science, physics for natural sciences or higher mathematics)

5

54 CP

22 CP

96 (45P) ICTS

47 (27P) ICTS



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