a/ Bachelor's degree of the first cycle lasting 3 years (6 semesters) – 180 ECTS
- Graduated in IT – 180 ECTS
- Graduated professor of technical education and informatics – 180 ECTS
b/ First cycle studies lasting 4 years (8 semesters) – 240 ECTS
- Graduated in IT – 240 ECTS
- Graduate professor of computing and informatics – 240 ECTS
The study program "Teacher Informatics" enables the development of specific psychological and value characteristics of graduated students, which are important for the development of their career, but also their overall personality:
- Encouraging students to develop independence and self-reliance in their own knowledge, awareness of their qualities, ways of presenting themselves.
- Cultivating high academic values, such as integrity, collective spirit, freedom of thought, responsibility, tolerance, objectivity, personal examples and demandingness towards one's achievements.
The most general generic competencies at the level of each cycle of education, which must be possessed by every graduated student, regardless of the study program or the institution where he completed his higher education, are defined as:
- Dublin descriptors (Dublin descriptors), which represent a set of criteria on the expected achievements and abilities of students to distinguish different cycles of education, which were proposed by the Joint Quality Initiative (JQI), and which are accepted as the basis of the description of each cycle of education on ministerial meeting in Bergen in May 2005.
- The general framework for qualifications in European higher education (Framework for Qualifications of the European Higher Education - EQF for HE), which was adopted at the ministerial meeting in Bergen in May 2005.
Summary of general subject-professional - generic competencies (FIRST CYCLE)
Key generic competencies
Students should be able to:
- basic knowledge of the profession
- basic knowledge of the field of study
- ability to choose
- Ability to make decisions;
- Awareness of the degree of uncertainty and risks involved in making a decision;
- Realizing the implications and consequences of the choice;
- Ability to argue and defend a decision.
- communication skills
- ability to work in interdisciplinary teams
- ability to analyze
- Identification of the work environment in which problem solving takes place;
- Defining assumptions and goals for problem solving;
- Determining the resources and competencies necessary to solve the problem;
- the capacity to apply knowledge in practice - the ability to implement,
- Planning and organization for the execution of tasks/tasks;
- Appropriate setting of parameters;
- Choosing an option and making a decision;
- Argumentation and implementation of the decision;
- Understanding and Awareness;
- Leadership skills;
- ability to manage information
- the ability to find and analyze information from different sources
- basic computer skills
- ability to adapt to new conditions
- capacity to make an oral and written presentation in their native language
- research skills
- capacity to learn
- ability to work independently
Key subject-professional competencies
Students should be able to:
- To demonstrate knowledge of the basics and history of their major field of study/discipline;
- To show (express) acquired basic knowledge in a coherent way;
- To include new professional information and interpretations in that context;
- To demonstrate an understanding of the overall structure of the field of study and the connection with scientific disciplines;
- To demonstrate that they understand and can apply methods of critical analysis and theoretical development in their field of study;
- To correctly apply appropriate disciplinary methods and techniques;
- To demonstrate an understanding of research methods in the relevant field;
- To show that they understand the experimental tests and observations on which scientific theories are based.
These competencies are categorized as instrumental, interpersonal and systemic:
- Instrumental competencies include:
- Cognitive abilities, understanding and manipulation of ideas and thoughts.
- Methodological abilities to communicate with the environment: organizing time and strategies for learning, making decisions or solving problems.
- Technological abilities related to the use of technological means, computers and the application of information management skills.
- Language skills such as written and oral communication or knowledge of foreign languages.
- Interpersonal competences: Individual abilities that include the ability to express one's feelings, social skills such as interpersonal skills, working in teams, or expressing social and ethical commitment. These competencies enable processes of social interaction and cooperation.
- System competencies are those skills and abilities that relate to the entire system. They represent a combination of understanding, sensibility and knowledge, with the help of which a person will be able to see the relationship between individual parts and how they make up the whole. These abilities include the ability to plan changes in order to improve existing systems and create new systems. Systemic competences require prior acquisition of instrumental and interpersonal competences
Generic descriptors of first cycle studies according to general educational outcomes adopted at the Bergen Conference (19-20 May 2005):
Qualifications representing the successful completion of the first cycle (180-240 ECTS points) are awarded to students who:
- demonstrate knowledge and understanding in the field of study, which builds on their secondary education and is common at first cycle level, supported by appropriate learning resources at higher education level (university textbooks, information and communication technologies), which includes aspects of knowledge of advanced achievements in a given field of study;
- can apply detailed knowledge and critical understanding of the principles related to a given field of study/discipline in a way that shows a professional approach to work or profession, and possess competencies that are usually expressed by the ability to form and support opinions and positions with arguments and the ability to solve problems within the given field of study;
- have the ability to collect and interpret relevant data (within a given field of study) on the basis of which they make judgments that may also include reflections on relevant social scientific or ethical issues;
- they can apply the basic methods of acquiring knowledge and applied research in a given discipline, and are able to decide which approach to use to solve a given problem, and are aware of the extent to which the chosen approach is appropriate for solving such a problem;
- can present and convey information, ideas, problems and solutions to an audience that is specialized in a given field of study, but also to an audience that is not specialized, using the appropriate language (and where appropriate, one or more foreign languages) and using communication tools technology;
- have built learning skills necessary for further study, with a high degree of autonomy and academic skills and properties necessary for research work, understanding and evaluating new information, concepts and evidence from different sources;
- possess the foundation for future self-direction and lifelong learning;
- have acquired interpersonal and teamwork skills, suitable for employment and/or further study.
Personnel needs in the field of "teaching" informatics are enormous. The current occupational nomenclature institutionally defines the occupation "Professor of computer science". The social neglect of this profession is further complicated by the high requirements of professional qualification characterized by interdisciplinary knowledge and equal mastery of knowledge and complex skills and techniques of practical work on computer and network systems.
In such a value system, the research activity related to the computerization of the entire pedagogical process, the introduction of "distance learning" (distance learning), "open learning" (open learning) and "virtual studies" (virtual studies), and the implementation of modern information and communication technology in everyday teaching.
SPECIFIC COMPETENCES The study of teacher informatics is oriented towards the acquisition of teaching, organizational and specific professional competences by students that enable them to lead the teaching process for the subject "Informatics" in different school years of primary and secondary schools, the introduction of information technologies in other subjects of the curriculum, and the implementation computer, network and software technologies in the information system of the school as a whole. Students will be able to introduce "distance learning" systems in their working environments (distance learning), "open learning" systems (open learning), "virtual studies" (virtual studies) and "lifelong learning" (life-long learning).
They will be able to apply their basic competencies developed during their studies in new areas of education (other education, professional development, etc.) and to meet the needs and expectations of different target groups. They will be trained to apply and develop concepts that meet the emancipation needs of various social groups, including people with special needs.
By mastering the curriculum, students acquire not only appropriate knowledge related to the theoretical understanding of the subject, but also specific skills, that is, abilities and competencies related to its practical and operational application, and skills necessary for the professional qualification of students.
The modern world is entering an information civilization in which the most important resources are information and means for acquisition, transmission, processing and dissemination of information. The media are becoming information services and the Internet is becoming a universal multimedia mega-media of exchanging and marketing information in an interactive form.
Therefore, the general goals of the study program "Business Informatics" as a kind of information technology engineering, which is applied primarily in the business process, are to ensure the transfer of applicable and current knowledge in the field of information technology and business and to produce IT experts of the new generation who are trained to successfully enter the dynamic market. of information technologies.
The basic general mission of the Faculty of Information Technologies is:
- The establishment of a competent higher education institution based on the curricula and programs of modern computer, network and communication technologies, whose main goal is to offer deep and operational knowledge in the scientific fields of computer science, information technology, information systems, computer engineering, as well as abilities in practical applications of modern management.
- Implementation of a modern didactic approach through a dialogue system and a mentor-supported study process, which combines basic studies with practical engagement of students in the field and in student research papers.
Considering the exceptional dynamics in the scientific fields that cover computer science and information technology, and considering the high competitiveness of the information technology market, the primary task of the business informatics study program (information technology engineering) is to train students for further collaborative and independent knowledge acquisition, both through methodological aspect of teaching contents, as well as through a specific interdisciplinary and action approach in the elaboration of those contents.
The educational goal is the adoption of modules of academic-general education knowledge from disciplines that enable understanding and technical communication with other technical professions and affirm the multidisciplinarity of work teams, to which informaticists will necessarily be referred in the jobs they will work on.
Also the adoption of scientific and professional knowledge in computer science that ensures their application in practice, or. acquisition of professional-applied knowledge from information technologies that enable the transfer of knowledge in work and technological processes.
The goal is training for quick and efficient inclusion of graduates in the production process and effective professional engagement in the workplace.
The goal is also to build professional ethics in work and responsibility at work, which are significant in the field of sophisticated information technologies where great abuses of work and interpersonal ethics are possible.
The study program qualifies students for professional pedagogical work as informatics professors at all school levels except university, for professional jobs in a business environment, as well as professional jobs in companies that deal with information technologies (software, hardware, network and WEB engineering, Internet service-providing and marketing).
Graduate students and graduate students-specialists on study programs "Teacher Informatics" are qualified for occupations such as:
(1) in professional applications: professors of informatics, communication specialists, system analysts and designers of information systems, software developers and WEB designers, managers for maintenance of information systems and computer networks, experts in educational IS, expert collaborators on research and planning.
(2) in business applications: managers of business information systems and public administration information systems, business finance managers and investment managers, consultants for market operations in the IT sector, quality control managers.
The teacher informatics program is based on the following general principles that affect educational outcomes:
- Informatics is a field that extends significantly beyond the boundaries of computer technology. Individual disciplines covered by computer science cannot cover the full range of subjects that make up the informatics curriculum;
- Computer science bases its foundations on a wide variety of different disciplines. Students are required to embrace concepts from many different scientific disciplines and learn to integrate theory and practice;
- The rapid change in computer science requires constant insight into changes in the curriculum;
- The development of teaching programs respects the application of ICT in pedagogical practice and changes in the pedagogical technology itself, as well as the importance of lifelong learning;
- In addition to fundamental knowledge, all students acquire certain key skills;
- Knowledge is based on international experiences;
- Education includes professional practice as an integral component of undergraduate studies;
Students should be able to:
- To use and evaluate tools for the analysis of the educational information system in different educational institutions and the interaction with its institutional environment;
- To work in specific areas of development, implementation and maintenance of information resources of educational institutions and to specialize in that area to a certain extent;
- To make a connection with other functions in schools;
- To possess the self-awareness and ethics of professors and pedagogues;
- To argue the principles elaborated in class;
- To defend the presented teaching content before critical examination by the audience;
- That they are prepared for a continuous teaching process using modern pedagogical principles and modern ICT technologies in teaching.
DEAN OF THE FACULTY OF INFORMATION TECHNOLOGIES
(Dean of the Faculty of Information Technologies)
He was born on April 28.4.1956, 1980. in Prijedor, where he finished elementary school and high school. He graduated from the Faculty of Economics in Banja Luka in 1997. At the same faculty, he received his master's degree and doctorate in 1980 in the field of Business Informatics. From XNUMX to ...