Self evaluation report

The learning outcomes (competencies and qualifications, knowledge and skills)

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2.7. The learning outcomes (competencies and qualifications, knowledge and skills)

In conclusion, of the research made by the consortium of the TEMPUS project INSTEAP points out the immediate need for a university master programme in Teacher in Health Care. Based on European standards and oriented in practical and scientific management the master programme shall provide learning outcomes in terms of knowledge, skills and competences that graduates should have when completing the Master programme, and that are equivalent to level 7 of the National Qualifications Framework:

Knowledge und understanding

Utilize their knowledge in health care education to be well prepare in education methods in health care fields

A critical understanding of the theories, methods and models of education in general and in health care regarding of practical teaching in health care professions

To analyse education issues, concepts, methods, moral values in education process and grapple critically and sensitized with issues in education in health care

To understand that teaching depends on conditions of learning groups, profession fields and subject

Skills and abilities

Developing lesson plans, analyse learning groups, didactic analysing themes to be able to teach lessons by a creative style and reflecting education process, change the performance in case of needs, including to create environment in students groups

Planning and carrying out a significant project of research, investigation or development in health care facilities, regarding to actual themes, problems or needs, including Search and solve problems and issues in a professional, creative, practically way and are in the position to adjust flexibly to the wide and often unpredictable variety of professional contexts

Attitudes and values

Work on complex professional and ethics questions and issues in health care, including disposing professional decisions

Figure 9, Learning outcomes (Cf. adopted from NQA, 2011, p. 36/37 and Teacher Guide Handbook, 2012)

2.8. Ratio between theoretical and practical part of study program

The “Master Education in Health Care” will be equated with the study programme “Master for Teacher”. Although the students get provided in only two years of educational sciences, they will be able to be treated as equal on reason of her professional expert's assessment with the master of teacher in the existing system.

In addition to that, the students in the study programme “Education in Health Care” will be educated in the following distribution, regarding to the Kosovo final report, 2012:

  • 31,25 % of modules are academic

  • 41,66% of modules are professional (education profession)

  • 21 % of lecture practice (28 weeks in lessons practice, divided into two times of demonstration lessons (module teaching row planning and demonstration lessons) and a practical training included in the phase of practice. In the phase of practice, the students work in practical profession fields regarding to education systems and make a research in this field.)

For the study programme, the ratio between the practical and theoretical part will be in common:

Ratio between theoretical and practical part of study program








Total hours =








L = Lecture; S = Seminar; EE = Education Exercise; EP= Education Practice; ISW = Individual student work; WLoad = L+S+CE+CP+ISW; ECTS = European Credit Transfer and Accumulation System.

Figure 10, Ration between theoretical and practical part in the study programme

2.9. ECTS calculation

Credits expressing the quantity of work each course unit requires in relation to the total quantity of work necessary to complete a full year of study under the ECTS system for accumulating study credits on the basis of transparency and comparability of qualifications; the quantity of work shall include not only lectures, practical work and seminars, but also traineeships, research or field work, private study, examinations and other assessment activities; under the ECTS system, the quantity of work for one year of study shall correspond to 60 ECTS credits, and one semester's study shall correspond to 30 ECTS credits“

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