Аналитическая презентация 2

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22 Φεβ 2013 (πριν από 4 χρόνια και 8 μήνες)

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Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Enhancement of biotechnology
(Pharmaceutical engineering) curriculum at
masters level in Russian
Universities


Analytical presentation (
2
)

Learning
outcomes and competences for
masters
courses

Harmonisation
issues for EU credit transfer
system and Tuning approach

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Work Package 2
-
1:

Conversion
of curricula into modules:

Establish and run
programme

working group

Work groups meet to define and develop module content, teaching
methods, outcomes and assessment methods.

Documentation for recognition in line with ECTS, Tuning and Dual
Diploma requirements will be written

Final course document will be written and submitted for
accreditation


Activities supporting
programme

implementation
:


A training needs assessment is conducted and
programme

of training
developed

Key
RU staff will be trained through mobilization in EU

A
wider layer of RU staff will be trained in Russia

Teaching
materials are developed and published

A
report outlining the work of the project at this stage will be
prepared.



Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»


Tuning is an EU development tool for the design,
development, implementation, evaluation and
enhancement of 1st, 2nd and 3rd Cycle degree
programmes
.


It is not intended to produce conformity, but common
points of reference, convergence and common
understanding.

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Intended to assist in developing a system of easily
recognisable

and comparable degrees by developing
reference points for 1st and 2nd cycle
programmes

for
generic and subject specific competences in 9 subject areas


Using ECTS it allows an accumulation of credits linked to
learning outcomes and allows the measurement of student
workload


Current subject areas include Physics, Chemistry,
Mathematics and Nursing

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Tuning project a methodology has been designed to

understand curricula and to make them comparable. Five
lines of approach have
been distinguished
to organize the
discussions in the subject areas:

1) generic (general academic) competences,

2) subject
-
specific competences,

3) the role of ECTS as an accumulation system

4) approaches to learning, teaching, and assessment and

5) the role of quality enhancement in the educational
process (emphasizing
systems based
on internal
institutional quality culture).

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Main
steps in
designing
a study
programme
:

1
. Meeting the basic conditions:


Has
the social need for the
programme

on a
regional/national/European
level been identified
through consultation with stakeholders
: employers,
professionals and professional
bodies?


Is
the
programme

of sufficient interest from the
academic point of view?


Are
the necessary resources for the
programme

available inside or, if required
, outside
the (partner)
institution(s) concerned
?

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Main
steps in
designing
a study
programme
:

For
international degree
programmes

offered by more
than one institution:


Is
there commitment of the institutions concerned?
On what basis: an (official
) agreement
or a strategic
alliance?


Is
there sufficient guarantee that the
programme

will be
recognised

legally
in the
different countries?


Is
there agreement with regard to the length of the
programme

to be
designed in
terms of ECTS
-
credits
based on student workload?

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»


Main steps in designing a study
programme
:

2
. Definition of a degree profile.

3. Description of the objectives of the
programme

as well
as the learning outcomes (
in terms
of knowledge,
understanding, skills and abilities) that have to be met.

4. Identification of the generic and subject
-
related
competences which should
be obtained
in the
programme
.

5. Translation into the curriculum: content (topics to be
covered) and
structure (
modules and credits
)

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»


Main steps in designing a study
programme
:

5
. Translation into the curriculum: content (topics to be
covered) and
structure (
modules and credits)

6. Translation into educational units and activities to
achieve the defined
learning outcomes
.

7. Deciding the approaches to teaching and learning (types
of methods,
techniques and
formats), as well as the
methods of assessment (when required, the

development of teaching material)

8. Development of an evaluation system intended to
enhance its quality constantly.

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Learning
outcomes and
Competences:


Desired
learning outcomes of a process of learning are
formulated by
the academic staff, preferably involving
student representatives in the process, on

the basis of input of internal and external stakeholders.


Competences
are obtained
or developed
during the
process of learning by the student/learner.

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Learning
outcomes and
Competences:


Learning
outcomes are statements of what a learner is
expected to know
, understand
and/or be able to
demonstrate after completion of learning. They

can refer to a single course unit or module or else to a
period of studies,
for example
, a first or a second cycle
programme
. Learning outcomes specify the

requirements for award of credit
.

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Learning
outcomes and
Competences:


Competences
represent a dynamic combination of
knowledge, understanding
, skills
and abilities. Fostering
competences is the object of educational

programmes
. Competences will be formed in various
course units
and assessed
at different stages.

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

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
).




Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Joint Quality Initiative

“Dublin descriptors”


Qualifications that signify completion of the first cycle are
awarded to students who:

have demonstrated knowledge and understanding in a
field of study that builds upon and their general
secondary education, and is typically at a level that,
whilst supported by advanced textbooks, includes some
aspects that will be informed by knowledge of the
forefront of their field of study
;

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Joint Quality Initiative

“Dublin descriptors”


can
apply their knowledge and understanding in a
manner that indicates a professional approach to their
work or vocation, and have competences2 typically
demonstrated through devising and sustaining arguments
and solving problems within their field of study;

have the ability to gather and interpret relevant data
(usually within their field of study) to inform judgements
that include reflection on relevant social, scientific or
ethical issues
;

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Joint Quality Initiative

“Dublin descriptors”


can
communicate information, ideas, problems and
solutions to both specialist and non
-
specialist audiences;

have developed those learning skills that are necessary
for them to continue to undertake further study with a
high degree of autonomy.



Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Joint Quality Initiative

“Dublin descriptors”


Qualifications that signify completion of the second cycle
are awarded to students who:

have demonstrated knowledge and understanding that
is founded upon and extends and/or enhances that
typically associated with Bachelor’s level, and that
provides a basis or opportunity for originality in
developing and/or applying ideas, often within a
research
context;

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Joint Quality Initiative

“Dublin descriptors”


can
apply their knowledge and understanding, and
problem solving abilities in new or unfamiliar
environments within broader (or multidisciplinary)
contexts related to their field of study;

have the ability to integrate knowledge and handle
complexity, and formulate judgements with incomplete
or limited information, but that include reflecting on
social and ethical responsibilities linked to the
application of their knowledge and judgements
;

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Joint Quality Initiative

“Dublin descriptors”


can
communicate their conclusions, and the knowledge
and rationale underpinning these, to specialist and
non
-
specialist audiences clearly and unambiguously;

have the learning skills to allow them to continue to
study in a manner that may be largely self
-
directed or
autonomous.



Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Chemistry “
Eurobachelor


Curricular not defined but suggested:


A core of compulsory modules totaling 90 credits in:


Organic chemistry


Inorganic chemistry


Physical chemistry


Analytical chemistry


Biological chemistry


Physics


Mathematics


At least 3 other semi
-
optional courses at 5 credits each


Optional courses


70
-
100 credits


Bachelor thesis


15 credits

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Chemistry “
Euromaster



Research component


30
-
60 credits

“Flexible” compulsory element tied to direction of
research

Framework of other courses.


Totaling 120 credits.

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Generic Competences







1 Capacity for analysis and synthesis

2 Capacity for applying knowledge in practice

3 Planning and time management

4 Basic general knowledge in the field of study

5 Grounding in basic knowledge of the profession in practice

6 Oral and written communication in your native language

7 Knowledge of a second language

8 Elementary computing skills

9 Research skills

10 Capacity to learn

11 Information management skills (ability to retrieve and
analyse

information
from different sources)

12 Critical and self
-
critical abilities

13 Capacity to adapt to new situations

14 Capacity for generating new ideas (creativity)

15 Problem solving

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Generic Competences







16
Decision
-
making

17 Teamwork

18 Interpersonal skills

19 Leadership

20 Ability to work in an interdisciplinary team

21 Ability to communicate with non
-
experts (in the field)

22 Appreciation of diversity and
multiculturality


23 Ability to work in an international context

24 Understanding of cultures and customs of other countries

25 Ability to work autonomously

26 Project design and management

27 Initiative and entrepreneurial spirit

28 Ethical commitment

29 Concern for quality

30 Will to succeed

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Chemistry
-

Specific Competences (
e.g
)







15 Internet communication, etc.

16 Interpersonal skills, relating to the ability to interact with other people and to engage in
team
-
working.

18
Major synthetic pathways in organic chemistry, involving functional group
interconversions

and carbon
-
carbon and carbon
-
heteroatom bond information.

19 Numeracy and calculation skills, including such aspects as error analysis, order
-
of
-
magnitude estimations, and correct use of units.

20 Problem
-
solving skills, relating to qualitative and quantitative information.

21 Skills in presenting scientific material and arguments in writing and orally, to an
informed audience.

22 Skills in the evaluation, interpretation and synthesis of chemical information and data.

28
The characteristics of the different states of matter and the theories used to describe
them.

29 The kinetics of chemical change, including catalysis; the mechanistic interpretation of
chemical reactions.

30 The major types of chemical reaction and the main characteristics associated with them.

32
The principal techniques of structural investigations, including spectroscopy.

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

ECTS
a system of credits
-

promoting student
Mobility


ECTS principles

The European Credit Transfer and Accumulation System,
is
based
on the student workload required to achieve
the
learning
outcomes
and competences of a
programme

based
on a number of
principles:

• 60 credits measure the workload of a full
-
time
student during one
academic year
. The student
workload of a full
-
time study
programme

in Europe
amounts in
most cases to around 1500
-
1800 hours per
year and in those cases
one credit
stands for around 25
to 30 working
hours.


.

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

ECTS
a system of credits
-

promoting student
Mobility


ECTS principles


Credits in ECTS can only be obtained after successful
completion of the
work required
and appropriate
assessment of the learning outcomes achieved.

Learning outcomes are sets of competences, expressing
what the student
will know
, understand or be able to do
after completion of a process of learning,

long or short
.

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

ECTS
a system of credits
-

promoting student
Mobility


ECTS principles


Student workload in ECTS consists of the time required to
complete all
planned learning
activities such as attending
lectures, seminars, independent
and private
study,
placements, preparation of projects, examinations, and so
forth.

• Credits are allocated to all educational components of a
study
programme

and
reflect
the quantity
of work each
component requires to achieve its specific objectives
or
learning
outcomes in relation to the total quantity of work
necessary to
complete a
full year of study successfully.

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Determining
student
workload:


The student has a fixed amount of time depending on the
programme

he/she
is taking
.

• The overall responsibility for the design of a
programme

of studies and
the number
of credits allocated to courses
lies with the responsible legal body, e.g
. faculty
executive
board, etc.

• The final responsibility for deciding on the teaching,
learning and
assessment activities
for a particular amount
of student time is delegated by faculty
and university
authorities to the teacher or the responsible team of staff.

• It is crucial that the teacher be aware of the specific
learning outcomes to
be achieved
and the competences to
be obtained
.

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Determining
student
workload:


The teacher should reflect on which educational activities
are more relevant
to reach
the learning outcomes of the
module / course unit.

• The teacher should have a notion of the average student
work time required
for each
of the activities selected for
the module / course unit.

• The student has a crucial role in the monitoring process
to determine
whether the
estimated student workload is
realistic, although monitoring is also
a responsibility
of the
teaching staff.

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Four steps

I
. Introducing modules/course units

A choice must be made between the use of a
modularized or a
non
-
modularized system
. In a non
-
modularized system each course unit can have a
different number
of credits
although the total credits
for each academic year will still be 60. In a

modularized system the course units/modules have a
fixed number of credits, 5
credits for
example, or a
multiple of this number. The use of a modularized
system in
an institution
facilitates the use of the same
modules by students enrolled in
different
programmes
.

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Four steps

II
. Estimating student workload

The workload of a module/course unit is based on the total
amount of learning
activities a
student is expected to
complete in order to achieve the foreseen learning
outcomes
. It
is measured in time (in work hours); for
example, a module of 5 credits allows
for around
125
-
150
hours of work of a typical student
.

Educational activities can be defined by considering the
following aspects:


Modes of instruction (types of teaching and learning
activities):


types of learning activities:


types of assessment:


Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Four steps

III
. Checking the estimated workload through student
evaluations

There are different methods to check whether the
estimated student workload
is correct
. The most common
method is the use of questionnaires to be completed by

students, either during the learning process or after the
completion of the course
.


Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Four steps

IV
. Adjustment of workload and/or educational activities

In
a modularized model it will be necessary to adjust the
amount
of learning
material and/or the types of teaching,
learning and assessment activities,

because the number of credits (e.g., in our example, 5 or a
multiple of 5) is fixed. In
a non
-
modular
model also the
number of credits can be changed, but this will, of course,

have an effect on other units, because the total number of
credits of the
programme

of study
is fixed (e.g. 30 per
semester, 60 per year etc.). An adjustment of workload

and/or activities is required anyway when the monitoring
process reveals that
the estimated
student workload does
not correspond to the actual workload.

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

ECTS key documents


Credit transfer and accumulation are facilitated by

the use of:


The Course Catalogue,


Student Application Form,


Learning Agreement


Transcript of Records


Diploma Supplement.


Forms

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

2007


Ministry of Education introduced

«
3
rd

generation
»

Education standard.


National education standards for Professional training


On the basis of any one study field, an HEI can develop as many Master
programmes

as it wishes. as long as they meet the requirements of the
standard.


An educational
programme

should consist of a study plan, course
programmes
, disciplines (modules) and other materials assuring the
quality of the training of the student.



As the development of joint training
programmes
, student and staff
mobility and staff and the effective use of the competence approach is
significantly improved using the module approach, HEIs are
recommended to use modules
.

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

2007


Ministry of Education introduced

«
3
rd

generation
»

Education standard.



Length of academic year/hour:


ECTS:

1 academic year = 40 academic weeks = 60 credits



Therefore 1 week = 1,5 credits.


3
rd

Generation:

1 credit = 32
-
36 academic hours

1 week =1,5 credits = 48
-
54 academic hours


Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

240700
Biotechnology Bachelor


240
credits
. 6000
-
8640
hrs



4
years



240700 Биотехнология


240 зачетных единиц
-

4 года

Bachelor


Математика, информатика, физика


Химия, общая и неорганическая, органическая, БАВ, физическая


Экология


Общая биология, микробиология, биохимии и молекулярной биологии


Инженерная графика, прикладная механика


Электротехника
и электроника


Основы биотехнологии
, процессы и аппараты биотехнологии


Безопасность жизнедеятельности

Core


Коллоидная химия


Введение в фармакологию


3
-
D

графика в графическом редакторе Компас
-
График


Оптические методы в физической
химииБиологические

системы, как основа
промышленных технологий


Химия природных
соединенийМоделирования

биотехнологических процессов

Variable
)

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

0
5
10
15
20
25
30
35
Language, history, economics, philosophy
Physics
General and organic (including physical, colloidial and API)
chemistry
Analytical chemistry and Physical-chemical methods of
analysis
General and applied biochemistry (medical) , molecular
biology
Microbiology, industrial ascepticism, micology
Pharmocology
Pharmaceutical technology (basic technology for producing
medicines)
Mathematics and statistics (Linear algebra, IT but without
statistics)
Quality management systems
Ecology and safety
General biology
Applied mechanics
Electrotechnics and digital measuring equipment
Biotechnology - processes and modelling
Metrology
Bioengineering
Others
Base
Variant
Elective
Contents of 3
rd

Generation biotechnology

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Contents of 3
rd

Generation biotechnology

0
5
10
15
20
25
30
35
Physics
General and organic (including physical, colloidial and…
Analytical chemistry and Physical-chemical methods of…
Pharmaceutical chemistry
General and applied biochemistry (medical) , molecular…
Physiology
Microbiology, industrial ascepticism, micology
Pharmocology
Pharmaceutical technology (basic technology for…
Toxicology
Pharmocognosy
Medical chemistry and therapeutics
Pharmaceutical formulation and processing
Pharmaceutical microbiology
Analysis and testing
Pharmaceutical packaging
Active pharmaceutical ingrdients
Investigational medical products
Quality management systems
Base
Variant
Elective
Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

1.
Metrological support for pharmaceutical production
.

2.
Organisation

and management of pharmaceutical production

3.
Medical preparations technology

4.
Medical preparations
technology and BADs from natural products

5.
Technology of medical cosmetics

6.
Chemical technology for vitamins and
coferments

7.
Chemical technology for medical bulk products

8.
The
organisation

and management of biotechnological
production

9.
Industrial biotechnology and bioengineering

10.
Phytobiotechnology

11.
Chemistry and the technology of products of microbiological
synthesis and fermentation

Masters’
programmes

Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

Department of Biomedical and pharmaceutical technology


Department of Biotechnology and
bionanotechnology



1.
Molecular and cellular biotechnology

2.
Technology of biopharmaceutical preparations

3.
Biotechnology



Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

1.
Biology with medical genetics

2.
Clinical pharmacology

3.
General chemistry

4.
Pharmacology

5.
Pharmacy


Проект 511092
-
1
-
Tempus
-
2010
-
1
-
UK
-
JPCR

«Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»



May be worth distributing the tuning document?

TUNING%20METHODOLOGY%20PARA%20LA%20WEB


Good
pharm

engineering course

http://www.webcampus.stevens.edu/pharmaceutical
-
manufacturing.aspx


STUDENT WORKLOAD, TEACHING METHODS AND LEARNING

OUTCOMES: THE
TUNING APPROACH


Student workload principles


Planning form