Completeness of designs of lifelong learning programmes: assessment of the level of conception of student projects
2018
Nemejc, K., Czech Univ. of Life Sciences, Prague (Czech Republic). Inst. of Education and Communication | Smekalova, L., Czech Univ. of Life Sciences, Prague (Czech Republic). Inst. of Education and Communication | Kriz, E., Czech Univ. of Life Sciences, Prague (Czech Republic). Inst. of Education and Communication
Nowadays, designing and implementing projects in practice is one of the basic prerequisites of a university graduate. In the field of education, a project can also be related to the creation of training programmes. It is essential for planning any programme to consider a range of different factors such as concept of the activity, schedule, budget, staffing, ways of implementation, space possibilities, and others. The Institute of Education and Communication is a pedagogical and scientific research institute of the Czech University of Life Sciences Prague, which systematically focuses among other things on the development of professional competencies of students through the implementation of their professional practice and pedagogical practice. The Institute is also engaged in the education of future counsellors in the sector of vocational education (namely a Bachelor field of study “Guidance in Vocational Education”). It is these students who should be able to analyse the educational needs of the given situation or entity and to create an educational programme with respect to all the necessary steps and stages to reach its successful implementation. The aim of the study is to analyse the assessment reviews of student projects consisting of the design of their own lifelong learning programme and to evaluate the level of conception and completeness of these student project designs, where the students are to demonstrate the ability of the synthetically-analytical thinking and application of the principles of vocational education. A total of 170 evaluation reviews of designed Bachelor student projects in fulltime and part-time forms of study were under investigation. The reviews from three academic years in a row, namely 2013−2014, 2014−2015, 2015−2016, were analysed in terms of the value of ratings of selected items given within the appropriate scale. It was concluded that students of the last years of Bachelor degree programmes, both full-time and part-time groups, were able to project education programmes of varying scope and for different target groups. Students of the part-time form of study were better assessed than full-time students.
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