Russian language

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.

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

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.

SPECIFIC COMPETENCIES of the "Russian Language" program derive from teaching modules of the study core in the field of Russian language philology. Basic academic studies should prepare students for professional work in the field of teaching the Russian language, literature and culture, as well as translation from Russian (as a real interlanguage translation) and into the Russian language.

The system of compulsory and optional subjects from the wider area of ​​Slavic studies (second Slavic language, mother tongue) opens up opportunities for work in cultural institutions. Basic academic studies enable further education at master's, specialist and doctoral studies, as well as the acquisition of appropriate qualifications.

By mastering the study program in the Russian language, the student acquires knowledge in that field at a level that enables him to actively master the Russian language, use professional literature in Russian and one of the other Slavic languages, and understand and interpret literary and artistic texts. He also develops the ability to connect the knowledge of Russian studies as a narrow scientific field with the wider cultural and social context and create a critical opinion about the problems in that field.

The program, furthermore, enables the acquired knowledge to be applied in working with various types of text, its translation and editing, to acquire the skills of simultaneous translation from and into the Russian language, business communication skills in the Russian language and drafting documentation. The adoption of program contents enables the development of the ability to collect material in the studied areas, independent analysis and writing of texts from the profession, and argumentation of one's own conclusions.

Basic academic studies of Russian language and literature are aimed at acquiring theoretical knowledge and mastering practical skills in the field of Russian language, Russian literature and culture; the further goal of these studies is to place a number of Russistic disciplines in a broader Slavic context, in order to gain a broader insight into Slavic studies in general, as well as to connect that trog (language, literature, culture) with national culture.

The teaching module enables the acquisition of knowledge and skills in teaching Russian as a foreign language, the selection of textbook literature and the preparation of didactic materials, as well as the acquisition of skills in the use of information technology for given purposes. The philology module enables the formation of a basis for further study of philology at graduate academic studies and the acquisition of translation competences, with an emphasis on business communication.

By mastering the study program in the Russian language, the student acquires knowledge in that field at a level that enables him to actively master the Russian language, use professional literature in Russian and one of the other Slavic languages, and understand and interpret literary and artistic texts. He also develops the ability to connect the knowledge of Russian studies as a narrow scientific field with the wider cultural and social context and create a critical opinion about the problems in that field.

The program, furthermore, enables the acquired knowledge to be applied in working with various types of text, its translation and editing, to acquire the skills of simultaneous translation from and into the Russian language, business communication skills in the Russian language and drafting documentation. The adoption of program contents enables the development of the ability to collect material in the studied areas, independent analysis and writing of texts from the profession, and argumentation of one's own conclusions.

The student's generic abilities presuppose the following skills and abilities:

a/ Ability to analyze (which presupposes abilities):

• Identification of the technical-technological and business environment in which problem solving takes place;
• Defining assumptions and goals for problem solving;
• Determining the resources and competencies necessary to solve the problem;

b/ 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.

c/ Ability to implement presupposes:

• Planning and organization for the execution of jobs / tasks
• Appropriate setting of parameters
• Choosing an option and making a decision
• Argumentation and implementation of the decision
• Understanding and awareness
• Leadership skills

Within the studies, the foundations for lifelong professional mobility and permanent professional development were created.

Educational outcomes-I cycle-Russian language

Educational outcomes-I cycle-Russian language