STATUTES OF CURRICULUM

Transcription

1 ADOPTED by the Senate of the University of Tartu Regulation no. 11 of 27 April 2012 (effective as of ) AMENDED by the Senate of the University of Tartu Regulation no 22 of 21 December 2013 (effective as of and ) STATUTES OF CURRICULUM Adopted pursuant to the Universities Act Article 14 (3) (11), the University of Tartu Act Article 2³ (4) (6) and the Statutes of the University of Tartu 32² (5). I General Provisions 1. The Statutes of Curriculum (hereinafter the Statutes) establish the requirements for the structure, content and quality of the curricula of degree studies at the University of Tartu (hereinafter the University) and the procedure of opening, managing and closing curricula. 2. The task of the Statutes is to ensure the conformity of the University s curricula to the objectives of the University s activities and the requirements provided by the legislative acts of the University, the Republic of Estonia and the European Union. II Curriculum 3. Studies in the University s degree studies are based upon curricula. 4. A curriculum is the source document of studies which sets out the general goals of studies, the learning outcomes, the curriculum s nominal study period and workload, study language and other languages necessary for acquireing learning outcomes,requirements for commencement of study, the list, workload and brief descriptions of subjects, the options and requirements for choosing subjects, the options for specialisation, the requirements for completing studies, the titles of any degrees conferred and the documents issued upon graduation, and the faculty (faculties) and/or college(s) administering the curriculum. The awarded academic degree depends on which curricula group specified in the appendix 2 of the higher education standard the curriculum is placed by the Ministry of Education and Research. [effective as of ] 5. An inter-faculty/college curriculum is a curriculum jointly developed and managed by two or more faculties and/or colleges, wherein the workload, expressed as credit points, of each participating faculty and/or college constitutes at least 20% of the total curriculum. One of the participating faculties or colleges is appointed to coordinate management of the curriculum. 6. A joint curriculum is a curriculum jointly developed and managed by two or more educational institutions. The educational institution participating in the joint curriculum must be recognised by the competent bodies of the respective countries. The structure of the joint curriculum may be different from the structure of the curricula laid down by the Statutes.

2 7. Curricula are divided into the following levels: applied higher education studies; Bachelor s studies; Master s studies; integrated Bachelor s and Master s studies; and Doctoral studies. 8. The learning outcomes of the curriculum and parts thereof are defined on the basis of the learning outcomes of the respective stage of study described in the higher education standard. The learning outcomes describe the knowledge, skills and competencies that the student has acquired after the completion of the curriculum or (a) part(s) thereof. 9. A curriculum is composed of subjects. A subject is a structured unit of teaching and learning activities and of the assessment of learning outcomes in a given field of knowledge. The different forms of the subject are working practice, a graduation thesis and a graduation examination. 10. Subjects are divided into compulsory, elective and optional A compulsory subject is a subject which a student is required to pass in order to complete the curriculum being pursued An elective subject is a subject that a student is entitled to choose from a range of subjects determined by the curriculum or from the subjects of an elective module An optional subject is a subject freely chosen by a student. Optional subjects enable students to enrich their learning experience and enhance their knowledge and skills related to their area of specialisation. 11. The subjects in the curricula of the first and second cycles of higher education are grouped into modules. A module is the unit of structuring of the content of the curriculum which groups subjects into a purposeful set. A module may comprise just one subject. 12. The workload of a curriculum, module and subject is calculated in units of study i.e. European Credit Transfer and Accumulation System credit points (hereinafter credit points and/or ECTS). One credit point corresponds to 26 hours of student work including contactbased study, independent work, working practice and assessment of learning outcomes. One academic year comprises 60 ECTS. 13. The nominal study period of the curriculum is the time stipulated for completion of the curriculum. [effective as of ] II 1. Bachelor s Curriculum 14. The nominal study period of a Bachelor s curriculum is three years, and the workload is 180 ECTS. 15. The bachelor s curriculum is structured into modules. It consists of the following: at least six 24 ECTS modules, including: two base modules, 24 ECTS each; at least one field module of 24 ECTS; at least one specialisation module of 24 ECTS; at least one elective module of 12 ECTS; optional subjects of 6-18 ECTS; Bachelor s examination or bachelor s thesis of 6-12 ECTS.

3 16. The curriculum is drawn up in such a manner that students admitted to it can find at least six modules of 24 ECTS in the curriculum. 17. To acquire the learning outcomes of Bachelor s studies, the Bachelor s curriculum also contains: subjects (modules) taught in foreign languages; subject(s) developing oral and written self-expression skills in Estonian, to a value of at least 3 ECTS; working practice. 18. A base module is a set of subjects with a common objective which is designed to provide basic knowledge of the field and the curriculum-based subjects. The curricula of one field may have one or more base modules in common. 19. A field module is a set of subjects with a common objective for specialisation within the field and/or curricula. Prerequisite subjects to a value of up to 12 ECTS can be set as a requirement for choosing subjects in the field module. 20. A specialisation module is a set of subjects with a common objective which provides the minimum skills, knowledge and competences required to work in a certain field or to continue studies at the Master s level. Prerequisite subjects to a value of up to 12 ECTS can be set as a requirement for choosing subjects in the specialisation module. 21. An elective module is a set of subjects with a common objective for a main field of specialisation or minor specialisation to be completed in full. An elective module can be a list of elective subjects from among which a student has to choose subjects to the extent prescribed in the curriculum. A part of the base, field and/or specialisation module may also be considered an elective module. 22. Depending on the objective, modules may be drawn up for students of the same curriculum or students of other curricula in such a manner that by combining the modules of one or more curricula the student can acquire one main field of specialisation or at the student s request one main field of specialisation and one or more minor specialisations. 23. A main field of specialisation is a set of specialised skills, knowledge and competences which serves as a prerequisite for working in the respective field and on the basis of which it is possible to continue studies at the Master s level in the same field. One curriculum may comprise multiple main field specialisations. The value of the main field specialisation is at least 108 ECTS plus the Bachelor s examination or thesis. The main field of specialisation consists of two base modules, one field module, one specialisation module, one elective module and the Bachelor s examination or thesis. 24. A minor specialisation is a set of specialised basic knowledge and skills whose acquisition enables simpler tasks to be fulfilled in the respective field and on the basis of which it is possible to continue studies at the Master s level in the same field. The value of a minor specialisation is 60 ECTS. A minor specialisation comprises a field module, a specialisation module and an elective module. 25. On the basis of a justified request from the Council of a Faculty or a College, the Senate may decide to change the proportions of a curriculum as prescribed in the Statutes (Articles

4 23 and 24). II 2. Curriculum of Professional Higher Education 26. The nominal study period of a professional higher education curriculum is 3-4 years, and the workload is ECTS. 27. The professional higher education curriculum is structured into modules and consists of: modules of 24 or 30 ECTS, including at least 2 base modules; elective subjects to the value of at least 12 ECTS; optional subjects to the value of at least 6 ECTS; graduation examination or graduation paper of 6-15 ECTS. 28. To acquire the learning outcomes of the professional higher education, the professional higher education curriculum also contains: subjects (modules) taught in foreign languages; subject(s) developing oral and written self-expression skills in Estonian, at least to a value of 3 ECTS; working practice which constitutes at least 15% of the total workload prescribed in the curriculum. II 3. Master s Curriculum 29. The nominal study period of a Master s curriculum is 1-2 years, and the workload is ECTS. [effective as of ] 30. The Master s curriculum is structured into modules and consists of: up to 105 ECTS of Master s studies, including optional subjects of 6 ECTS; Master s examination or Master s thesis of 15 ECTS in case of Master`s curriculum under 2 years and at least 15 ECTS in case of 2-year Master`s curriculum. [effective as of ] 31. To acquire the learning outcomes of Master s studies, the Master s curriculum also contains: subjects (modules) taught in foreign languages; working practice. 32. Prerequisite subjects to a value of up to 60 ECTS can be set as an admission requirement for Master s studies. On the basis of a justified request from the Council of a Faculty or a College, the Senate may establish that the credit value of prerequisite subjects in a curriculum is higher. II 4. Integrated Bachelor s and Master s Curriculum (hereinafter integrated curriculum) 33. To acquire the learning outcomes of studies based on integrated curricula, an integrated curriculum also contains: subjects (modules) taught in foreign languages; subject(s) developing oral and written self-expression skills in Estonian, at least to a value of 3 ECTS; and

5 33.3. working practice. 34. Medical, dentistry and pharmacy studies and class teacher s studies are based on integrated curricula. 35. The nominal study period of the curriculum of medicine is six years, and the workload is 360 ECTS. 36. The nominal study period of the curricula of dentistry, pharmacy and class teacher s studies is five years, and the workload is 300 ECTS. 37. The curricula of medicine, dentistry and pharmacy are drawn up in conformity with the framework requirements established by the Government of the Republic of Estonia. 38. The curricula of class teacher studies are drawn up in conformity with the teacher training framework requirements established by regulation of the Government of the Republic of Estonia. II 5. PhD Curriculum 39. The nominal study period of PhD studies is four years, and the workload is 240 ECTS. 40.The PhD curriculum consists of: doctoral studies of 60 ECTS, including: a specialisation courses module of 36 ECTS, incl. specialisation courses taught in a foreign language; a university-wide courses module of 12 ECTS for developing transferable competencies (e.g. management skills, project management skills, etc.), incl. working practice of 6 ECTS; optional subjects to a value of 6 ECTS; research work to a value of 180 ECTS. II 6. Teacher Training Curriculum 41. The curricula aimed at teacher training or which provide the opportunity to specialize in teaching are drawn up in conformity with the framework requirements for teacher training established by a regulation of the Government of the Republic of Estonia. The level of the teacher training curriculum corresponds to one of the following: Bachelor s studies, professional higher education studies, Master s studies or integrated studies. 42. The curricula of teacher training contain professional training, the minimum division of workload between subjects of a base module, working practice and field and subject didactics and the list of subjects of a base module and working practice of which shall be approved by the Council of the Pedagogicum and the Academic Affairs Committee (hereinafter the Academic Affairs Committee) formed by the Vice Rector for Academic Affairs. [effective as of ] III Opening, Managing and Closing Curricula III 1. Opening

6 43. The preconditions of opening a curriculum are the sufficient academic and material resources of the University and a justified need to open a curriculum. The precondition for opening a PhD curriculum is the existence of a positively evaluated research field at the University which is related to objectives of the curriculum. 44. In order to open a curriculum, including a joint curriculum, the Council of the relevant Faculty or College wishing to open a curriculum submits a preliminary proposal to the Vice Rector for Academic Affairs setting out: the objectives, learning outcomes and a brief description of the curriculum; the reasons for the need for the curriculum from individual and social perspectives, an analysis of potential students, their interests and needs and the employment perspectives of graduates; a cost calculation of the curriculum (except for joint curricula); a description of the resources needed to carry out studies (availability of academic staff with required qualifications, teaching materials, facilities of infrastructure etc. or the need to allocate resources); and in the case of an inter-faculty/college curriculum, the approval of the Councils of the Faculties and Colleges involved. 45. The Vice Rector for Academic Affairs: evaluates the compliance of the preliminary proposal to open the curriculum, incl. the need for and sustainability of the curriculum; where necessary, consults other relevant structural units; and makes any of the following justified decisions: the preliminary proposal to open the curriculum complies with requirements; the preliminary proposal to open the curriculum does not comply with requirements and it is advised that the Council of the Faculty and/or College modify or improve the proposal. 46. On the basis of the preliminary proposal approved by the Vice Rector for Academic Affairs, the faculty or college draws up a draft of the curriculum. The Council of the Faculty and/or College submits an application for opening a curriculum to the Office of Academic Affairs or, in the event of a teacher-training curriculum, to the Office of Academic Affairs and the Council of Pedagogicum for reviewing. In order to open a joint curriculum the Council of the Faculty and/or College submits a proposal with the approval of the educational institutions involved. 47. The proposal to open a curriculum includes: a proper draft of the curriculum (meeting requirements), including syllabi meeting requirements; assessments of the potential target and interest groups of the curriculum (e.g. professional associations, ministries or future employers) cost calculation of the curriculum together with a tuition fee approved by the Head of Finance (excluding joint curricula); in the case of an inter-faculty/college curriculum, approval of the Councils of the Faculties and/or Colleges involved; in the case of a joint curriculum, a draft of the cooperation agreement in conformity with the requirements provided in the Universities Act, and if the University of Tartu is the coordinating university, a cost calculation of the curriculum together with a tuition fee

7 approved by the Head of Finance. 48. A curriculum taught in a foreign language can be opened in the first cycle of higher education only if there is a curriculum in Estonian taught in the same field of study. A preliminary proposal and a proposal to open a curriculum in a foreign language may be submitted in English, but the curriculum itself must also be in Estonian. 49. In a joint curriculum, the credit points given by the university must comprise at least 20% of the total workload of the curriculum. 50. The Office of Academic Affairs reviews the conformity of proposals to open curricula with requirements, while proposals for opening teacher training curricula are reviewed by the Office of Academic Affairs and the Council of the Pedagogicum. A proposal for opening a curriculum must be submitted to the Office of Academic Affairs and, in the event of a teacher training curricula, to the Office of Academic Affairs and to the Council of the Pedagogicum at least two months before the next meeting of the Senate. The Office of Academic Affairs submits the proposal to open a curriculum to the Academic Affairs Committee, which appoints a reviewer for the curriculum. 51. The Academic Affairs Committee: gives recommendations regarding improvement and development of the curriculum to be opened; if necessary, seeks the opinions of other relevant Councils of Faculties and/or Colleges; makes one of the following reasoned proposals to the Senate: recommends that the Senate approve the curriculum; recommends that the curriculum be improved or further developed; recommends that the curriculum not be opened. 52. After the discussion in the Academic Affairs Committee, the Council of the Faculty and/or College submits to the Senate an application for opening the curriculum along with an extract of the minutes of the meeting of the Academic Affairs Committee and a revision of the curriculum. III 2. Managing Curricula III 2.1. Programme 53. Management of a curriculum is programme-based. The programme includes curriculum development, sets out the organisation of activities related to teaching and studies, financial development, auxiliary support services etc. 54. The aim of programme-based studies is to ensure the quality of teaching, to react flexibly to the needs of society and to ensure the development of curricula in a consistent manner. 55. The Dean coordinates programme-based studies in the relevant faculty; in the relevant college this is done by the Director of the College. 56. A Programme Manager is directly responsible for a programme. The Programme Manager coordinates studies according to the programme, as well as the development of the curriculum, programme-related financial and marketing activities and exchange of

8 information, ensuring the effective operation and quality of the curriculum. The Programme Manager is obliged to report to the head of the structural unit and/or the Dean or to the Director of the College. 57. The Programme Manager convenes the Programme Council, which consists of representatives from the faculty, institute or college, employers and students. The membership of the Council is approved by the Dean or the Director of the College. The Programme Council sets the general aims of the programme, advises the Programme Manager and evaluates the effectiveness of operation of the programme. [effective as of ] 58. The Head of the Office of Academic Affairs coordinates the development of the programme-based organisation of studies across the university, advises, supervises and monitores. III 2.2. Quality Assurance III Ensuring the Quality of Teaching and Learning 59. The Universities Act, the Higher Education Standard, the Quality Assurance Standards and guidelines of the European Higher Education Area, the University s development plan and regulations. 60. The measures to ensure the quality of teaching and learning are the following: creating the necessary prerequisites and conditions for teaching and learning and constant development of the teaching and learning environment; improvement of teaching and evaluation methods, incl. taking prior studies and work experience into account; use of highly qualified teaching, research staff and practices in the teaching and learning process and encouraging continuous in-service training of teaching staff; systematic and continuous development of curricula through programme management; development of support services (including programmes, Study Information System, student counselling, organising working practice etc.); support, development, counselling, supervision and monitoring of studies, programme management and curriculum development, review through administration and supporting structure(s); implementation of regular internal evaluation and reflection of the results of evaluation in curriculum development; asking regular feedback from students, employers, graduates and other target groups and stakeholders, analysis of feedback and integration of results in curriculum development and programme management; development of the international dimension of teaching and learning. III Quality Assessment of Teaching and Learning 61. The quality of teaching and learning is assessed through internal and external evaluation. 62. Internal evaluation is a systematic and regular process of monitoring and analysis of teaching and learning and their outcomes that enables the strong points of a curriculum and

9 areas that need improvement to be outlined, and which ends with the monitoring of the development of planning, implementation and progress. 63. External evaluation is evaluation the quality of curricula group by the quality assessment council or, in coordination with it, by a competent foreign quality agency. [effective as of ] III Internal Evaluation 64. Internal evaluation takes place based on curricula. 65. Internal evaluation is conducted according to the procedure established by the Rector for internal evaluation of curricula. 66. The results of internal evaluation serve as the basis for planning the activities of curriculum development. III External Evaluation 67. The quality of a study programme group is evaluated in conformity with the requirements and the procedure established by the Estonian Higher Education Quality Agency. 68. If the Estonian Higher Education Quality Assessment Council highlights shortcomings in the quality of a study programme group, the Deans of the Faculties and/or Directors of Colleges managing the curricula in the group submit to the Vice Rector for Academic Affairs, within 30 days of receiving the decision of the Estonian Higher Education Quality Assessment Council, a further plan of action to rectify the shortcomings. The Head of the Office of Academic Affairs monitors the implementation of the action plan. III 2.3. Changing Curricula 69. The Senate approves: 69.1 the addition or closure of a specialisation; 69.2 the amendment of the name of a curriculum or specialisation; 69.3 the amendment of the name of a degree to be granted; 69.4 the amendment of the council awarding a degree in the event of doctoral curricula; 69.5 the change of the structural unit managing a curriculum; 69.6 the change of the coordinator of management of a curriculum the change of the other language required for attainment of the learning outcomes to the language of instruction of the curriculum in the event of doctoral curricula and/or declaration of a language of instruction invalid in the event of doctoral curricula with several languages of instruction. [effective as of ] 70. The Council of the Faculty or College approves the replacement, closure and addition of single courses. The Academic Affairs Committee must grant prior approval to the replacement, closure and addition of single subjects to the university-wide module of a doctoral curriculum. 71. The amendments and changes specified in Articles 69.1 and 70 may be made for each academic year, the amended curriculum is the version of the respective academic year. The

10 new version of the curriculum will be applicable to the newly admitted students if the amendments to the curriculum have been approved and entered into the Study Information System by April 15. The amendments and changes specified in Articles will be applicable to the students of the curriculum immediately, unless otherwise specified in the decision to amend the curriculum. [effective as of ] 72. If the language (except in cases of Article 69.7), nominal study period and workload, objectives and/or learning outcomes of a curriculum change significantly, a new curriculum is opened. [effective as of ] IV Closing Curricula 73. Closing a curriculum means terminating admission, teaching and learning based on the curriculum. After the decision to close the curriculum, there is no admission to the curriculum. [effective as of ] 74. The curriculum is closed by the decision of the Senate as proposed by the Council of the relevant Faculty or College. 75. In the case of closing a curriculum, the university, if necessary, ensures, in cooperation with the Ministry of Education and Research, alternatives for students to continue their studies at the same or another university in the same or a similar field of study. [effective as of ] V Implementation Provisions 76. The Curriculum Statutes approved by Regulation No. 6 of the Council of the University of Tartu of 29 May 2009 and amended by Regulation No. 21 of 17 December 2010 and Regulation No. 18 of 16 December 2011 are repealed. 77. Bachelor s curricula will be brought into compliance with Article 16 of the Statutes by 15 April Curricula will be brought into compliance with Articles 17.1, 28.1, 31.1 and 33.1 of the Statutes by 15 April Doctoral curricula will be brought into compliance with Articles of the Statutes by 15 April Teacher training curricula will be brought into compliance with Article 42 of the Statutes by 15 April The curricula of the first and second stage of higher education are brought into compliance with Article 5 (5) of the Standard of Higher Education by 15 April If one of the existing languages of instruction is chosen for the language of instruction, Article 72 of the Statutes does not apply and the Senate approves the change in the language of instruction as an amendment to the curriculum. The amendment applies to the students of the curriculum

11 immediately, unless otherwise specified in the decision to amend the curriculum, but no later than from the 2013/2014 academic year. [effective as of ] Alar Karis Rector, Professor Ivar-Igor Saarniit Academic Secretary