Study programme (curriculum) development problems in historical perspective - Lithuanien case

Abstract

The article describes study programme (curriculum) development problems at the beginning of educational reform and now. Tendencies of study programme (curriculum) named by experts are analysed based on quantitative and qualitative indicators. The data of research was processed using the statistic program PAULA. In the second stage was analyzing Study programme (curriculum) development in 2011-2012, because Renewal of study programmes in Lithuania has intensified. Study programme (curriculum) development problems at the beginning of educational reform these are: the data received evidences that college curricula development is positively orientated, however weaknesses have been revealed as well; they include weak links among goals of specialist training, goals of subject and training process, insufficient qualification of lecturers, weak study material provision. It is necessary to improve theoretical principles of curricula and their preparation and approve effective models of this activity. Study programme (curriculum) development problems and observations still relevant: during renewal of study programmes there were problems concerning methodical formulation (clarity, etc.) of study programme aims and study outcomes, compatibility with Dublin descriptions, planning of evaluation of students‘ achieved study outcomes, applying evaluation methods to study outcomes, formulating evaluation criteria and self-study methods, variety of tasks, compatibility with subject outcomes, subject curriculum, volume in credits and evaluating students‘ self-study; the big problem is not clear study outcomes and not clear study outcomes links with Dublin descriptions, because study outcomes is not only the basis for study programmes, but also a clear benchmark in planning evaluation of students‘ achievements.