Ciklus dinamičnog razvoja kvaliteta studijskih programa Fakulteta zdravstvenih studija u odnosu na ishodne kompetentnosti diplomanata
The Tuning Dynamic Quality Development Circle for Curricula of the Faculty of Health Studies in Relation to Competences

Summary/Abstract: The introduction of a two or three cycle system makes it necessary to revise all existing study programmes witch are not based on the concept of cycles. In practice these programmes have to be redesigned because in a cycle system each cycle should be seen as an entity in itself. The first two cycles should not only give access to the following cycle but also to the labor market. This shows the relevance of using the concept of competences as a basis for learning outcomes.Tuning makes the distinction between learning outcomes and competences to distinguish the different roles of the most relevant players: academic staff and students/learners. Desired learning outcomes of a process of learning are formulated by the academic staff; competences are obtained or developed during the process of learning by the student/learner. In other words, competences represent a dynamic combination of knowledge, understanding, skills and abilities. Fostering competences is the object of educational programmes. Two different sets of competences were focused on: firstly, those competences witch are subject-area related. These are crucial for any degree and they are intimately related to specific knowledge of field of study. They are referred to as academic-subject specific competences. These give identity and consistency to the particular degree programmes. Secondly, the attributes witch could be general to any degree, and witch are considered important by particular social groups (in this case former graduates and employers). These are certain attributes like the capacity to learn, the capacity for analysis and synthesis, etc, which are common to all or most of the degrees. In a changing society where demands tend to be constant reformulation, these generic competences also become very important because they can offer more possibilities for employment. Tuning distinguishes three types of generic competences: Instrumental competences: cognitive abilities, methodological abilities, technological abilities and linguistic abilities; Interpersonal competences: individual abilities, like social skills (social interaction and co-operation); Systemic competences: abilities and skills concerning whole systems (combination of understanding, sensibility and knowledge; prior acquisition of instrumental and interpersonal competences required). Faculty of Health Studies of Sarajevo distinguishes for each educational programme competences as a basis for learning outcomes for first and second cycles. This paper shows the structures of competences and evaluation and improvement of educational programmes in relationship to the Tuning Dynamic Quality Development Circle.

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