Curriculum GUIDELINES - Third Guideline
DEVELOP
A CURRICULUM WITH CLEARLY DEFINED KEY AREAS OF COMPETENCES BUT BE AWARE OF
THE COMPETENCES STUDENTS ALREADY POSSESS.
Sometimes curricula are developed by looking mainly at the subject matter rather than by defining relevant competences and skills that students should have or should have developed before entering university. In order to define the goals and objectives of preparatory courses, there should be a concise notion of the competences and skills students should bring with them or should have developed when entering university. At the same time, preparatory institutions should be aware that CHAGAL students might have competences that are not yet considered to be requirements for university studies but might be of value in the future.
Motivation:
In the long run, international students will benefit if courses help to mediate and develop key competences. Teaching becomes more efficient as it, apart from presenting and testing content, aims at changing attitudes, strategies, and skills and at developing “procedural knowledge” (knowledge how to do something; see Chapter 3.3: Competences as Learning Objectives). The existing concept of “key competences” could be challenged by competences CHAGAL students bring with them.
Proposed actions:
- Make an effort to define relevant competences for the student target group.
- Try to support your definition by means of scientific findings and theories.
- Initiate studies about students’ needs.
- Find out about skills and competences that are required for different university studies.
- Try to apply scientific concepts about students’ competences to your teaching practice.
