1. FIRST STEPS IN ECTS IMPLEMENTATION AT THE FACULTY OF LAW Prof. Dr Nevena Petrušić Doc. Dr Irena Pejić Doc. Dr Srdjan Golubović

2. Process of ECTS Implementation Appointed the Commission for the reform of the new Faculty curriculum: - Sub-commission for strategic issues - Sub-commission for the implementation (split into three groups): - Group for ECTS - Group for the evaluation - Group for the diploma supplement

3. Approach to Implementation - two models - 1. Assigning ECTS to the existing courses 2. Introducing ECTS by profiling the new Faculty curriculum and defining syllabi The second implementation approach has been selected by applying the European standards.

4. Tasks of the ECTS Group Comparative analysis of experiences in the European countries and in the region Providing general instructions for designing new syllabi

5. General Instructions for Designing Syllabi Aims & Objectives: - Explain the basic terms and concepts regarding the ECTS system - Develop possible models for the ECTS implementation ("credits" in compliance with the Higher Education law) - Develop possible models of student assessment ("points" in compliance with the Higher Education law) - Guidance for evaluating the students’ workload and assessing students’ results (course and final exam requirements)

6. A Syllabus Model (compulsory and elective courses) Component sub-headings: - Course description - Aims and Objectives - Learning Outcomes - Course Contents - Teaching methods and devices - Course Literature - Student Assessment (course and final exam requirements) – assessment standards - Academic calendar (timetable and syllabus outline)

7. Professors were obliged to complete the new syllabus proposals for their courses. The new syllabi will be transparent and accessible to students at the Faculty Web-site.

8. Issues in the Process of ECTS Implementation Difficulties in defining the aims/ objectives and learning outcomes Open-ended issues: determining the credits maximum per semester and the problem of two-semester courses (lasting the whole academic year) Estimating a well-balanced student workload per academic year Ratio of compulsory and elective courses