1. Project outcomes

2. employerstudentgraduatesacademics 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

3. Comparation of Preferences of Subject Specific Competences between Groups most comprehensive date 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

4. 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

5. 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.

6. 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

7. 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

8. Often the basic courses in supportive and instrumental skills are compulsory, later additional elective courses are offered Possible organizational structures of Bachelor education levelIntroductory courses 20 Obligatory modules of the major programme 40 Obligatory modules of the major programme 40 Elective subjects 40 Minor programmes 60

9. IMPORTANCE & ACHIEVEMENT problemetic issues Academ Student Employer Graduates P oint 1 Response to diversity of learn. Point 3 Following new tends Point 2 Response to diversity of learn. Point 5 Managing education projects P oint 3 Managing education projects Point 2 Effective communications Point 3 Response to diversity of learn. Point 4 Effective communications

10. 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

11. 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

12. 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 courses 20 Modules of the MAJOR programme 40 Modules of the MAJOR programme 40 Elective subjects 40 minor programmes 60

13. The case of bachelor degree major and elective courses complementation 12 1 2 3 34 567 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

14. 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 techniques 3.become aware of the development of foreign language didactics 2.The development of written and oral communication skills The 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 context The course 1. 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 learner 1.to use education supplementary materials and various teaching aids efficiently 2.to evaluate any aids 3.to select aids with view of learning and teaching aims and in line with learner-centred approach. 4.to adapt and design materi

15. 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 students Entrance requirements: completed 2, 5 year educational courses of own profession Number 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.

16. 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 ABCDEFGHI Unit 1XX Unit 2XXX Unit 3X X XX Unit 4XX X X

17. Effective School for Participation in Life Teaching outcomes and competences in Education Programmes Example Unit of the course/learning outcomes Competences ABCDEFGHI Unit 1 MAJORXX Unit 1 MINOR LO 1 XX X X Unit 3 MAJORXXX Unit 1 MINOR LO 2 XX X X Teaching outcomes and competences in Education Programmes Example 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 group Criteria: 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

18. 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.

19. Education Subject Area Group : Skinner NATELA IMEDADZE SOPhO LOBJANIDZE KETI MAKASHVILI TAMAR TALIASVILI ETER GVINERIA NINO JAVAKHISHVILI MARINA JAFARIDZE 2008-2009