Edukologijos Krypties

ŠIAULIŲ UNIVERSITETO

edukologijos krypties

sveikatos edukologijos ir taikomosios kūno kultūros

studijų programų

išorinio išsamiojo

VERTINIMO IŠVADOS

SiauliaiUniversity

study field of education

external assessment of

health education science and applied physical training

study programmes

Final Report

Grupės vadovas:
Team leader: / dr. Christopher Bezzina
Nariai:
Team members: / prof. Kathleen Armour
prof. Francisco Carreiro da Costa
doc. dr. Daiva Lepaitė
dr. Daniele Vidoni

Profile of programmes of Educology study field:

Title of the study programme

/ Health Education Science / Applied Physical Training
State code /

61207S142

/ 62107S1369 (62407S114)
Kind of studies[1] / U / M
Mode of study[2] and duration (years) / F (4); PX (4) / F (2)
Volume of the study programme in credits / 160 / 80
Degree and (or) professional qualification to be awarded / Bachelor of Social Sciences (Education Science), a Teacher / Master of Social Sciences (Education Science)
Programme registration date and order No. / 2005-05-19 No. 17-19 / 2004 No. 852

Title of the study programme

/ Physical and Sports Education Studies / Subject Education
State code /

62107S136 (62607S122)

62207S107

Kind of studies / M / SP
Mode of the study (duration in years) / F (2 ) / PX (1)
Volume of the programme in credits / 80 / 40
Degree and/or professional qualification to be awarded / Master of Education Studies / Teacher
Programme registration date, Order No. / 29 May, 2003, No. 763 / 1999-04-23, Nr. 560, /
2001-08-02, Nr.1187

Introduction
Study programmesHealth Education Scienceand Applied Physical Training

The visit to theŠIAULIAIUNIVERSITY, Faculty of Social Welfare and Disability Studieswas held on 11th of February, 2009, complying with the agenda previously established. The assessment group was constituted by the following members:

- dr. Christopher Bezzina – Head of the group

- prof. Kathleen Armour

- prof. Francisco Carreiro da Costa

- doc. dr. Daiva Lepaitė

- dr. Daniele Vidoni

The Health Education Science and the Applied Physical Training programmes are delivered by the Faculty of Social Welfare and Disability Studies (FSWDS) under the responsibility of the Department of Fundamentals of Medicine. The Faculty comprises five departments (Department of Fundamentals of Medicine; Department of Social Pedagogy and Psychology; Department of Special Pedagogy; Department of Special Didactism; Department of Fundamentals of Medicine) and also includes a number of relevant research centres such as Special Education Research Centre and Public Health Research Centre.

This report was prepared and structured according with the rules expressed in the Methodological Guidelines for Experts developed by the Centre for Quality Basement in Higher Education (CQAHE). For each item analysed, the strongest and the weakest points scrutinized are pointed out. Some suggestions are also made.

First, the peer group analysed the Self-Assessment Report. It must be mentioned that the Self-Assessment Report is a helpful document providing the useful information necessary to understand how the Health Education Science and the Applied Physical Training programmes are structured and have been functioning. However, at times it was difficult to understand the key material. The aims of programmes are repeated several times in different ways. We would recommend that in a next Self-Assessment Report each point should be clearly and sequentially described preventing repetions.

Then, the peer group confronted and completed the information described in the Self-Assessment Report with the information collected during the visit made to the Siaulai University (through meetings with the staff of the university responsible for the Self-Assessment Report, the teaching staff, students, graduates, employers, and finally from information gathered from the observation of some university services and resources).

The visit was carried out in a climate of huge cordiality and transparency. All the necessary information was immediately provided when asked.

The Health Education Science programme will be firstly analysed. Afterwards, the analysis will be focused on the Applied Physical Training programme. Finally, the existing institutional conditions will be scrutinized.

1.2. Study programme Physical and Sports Education Studies

The visit to SIAULIAIUNIVERSITY, Department of Physical Education and Sports Education Studies, Faculty of Education was held 11thFebruary, 2009, complying with the agenda previously established. The assessment group was constituted by the following members:

- dr. Christopher Bezzina – Head of the group

- prof. Kathleen Armour

- prof. Francisco Carreiro da Costa

- doc. dr. Daiva Lepaitė

- dr. Daniele Vidoni

The study programme of Physical and Sports Education Studiesat SiauliaiUniversity is located in the Department of Physical Education and Sports Education in the Faculty of Education. The Faculty comprises of six departments (Education, Psychology, Artistic Education, Physical and Sports Education, Educational Systems and Natural Didactics), and also includes a number of relevant research centres such as the Educational Research Scientific Centre and the Research Laboratories of Educational Diagnostics and Sports Training. It is suggested in the Self-Assessment report that an integrated studies model is to be implemented in the future in order to facilitate the ‘the systematic development of the competencies in educational-professional and analytical-investigative activities’. The details and implications of this development were explored during the visit – especially in light of the claims to an integrated programme in the ‘advantages’ section of the Self-Assessment Report.The findings are detailed in section 2.1 below.

The Department of Physical and Sports Education Studiesis responsible for the study programme of Physical and Sports Education Studies. Staff in this department comprise of 7 docents (6 Doctors of Sciences), 3 lecturers (one defending a Doctoral dissertation in Social Sciences in 2008), and 4 assistants (all engaged in Doctoral studies). In addition, 3 professors and 3 docents from other ŠU departments, 2 visiting professors habilitatus doctors and 2 doctors of sciences from other institutions contribute to the programme.

This report was prepared and structured according to the rules expressed in the Methodological Guidelines for Experts developed by the Centre for Quality Assessment in Higher Education (CQAHE). The Self-Assessment Report provided the basis for the initial report, with clarification sought during the visit.

The Self-Assessment Report (SA) was found to be detailed and informative, although at times it was difficult to fully understand the key material, in particular the overlapping nature of the general and specific aims. The aims of the programme are repeated several times in different ways – and this is unhelpful in trying to evaluate whether and how aims are delivered through the programme (see comment later in this report).

This Final Report combines comment on the information provided in the Self-Assessment Report with the information collected during the visit made to the University. During the visit, meetings were held with the staff of the university responsible for the Self-Assessment Report, teaching staff, and representatives of students, graduates and employers. In addition, observations were undertaken of selected university services and resources.

The visit was carried out in a climate of cordiality and transparency. All the necessary information was available as required. The evaluation team found the teaching team to be very professional and highly motivated. There was strong evidence to suggest that the Master’s programme in Physical and Sport Education Studies is subject to continuous critical review, and the evaluation team would like to express its confidence in the ability of the teaching team to further develop this programme in the interests of students.

1.3. Study programme Subject education

The visit to the ŠIAULIAIUNIVERSITY, Faculty of Education and Continuing Studies Institute (CSI) was held on 11th of February, 2009, complying with the agenda previously established. The assessment group was constituted by the following members:

- dr. Christopher Bezzina – Head of the group

- prof. Kathleen Armour

- prof. Francisco Carreiro da Costa

- doc. dr. Daiva Lepaitė

- dr. Daniele Vidoni

The Faculty of Education has 6 departments (Education Studies, Psychology, Arts Education Studies, Physical and Sports Education Studies, Systems of Education Studies, Natural History Education Studies), Education Research Centre and Natural Science Education Research Centre, Education Diagnostics and Sports Education Research Laboratories, Studies Quality Management Centre, Students‘ Representative Office and computer classrooms. The Continuing Studies Institute has departments of studies and science, Competence Development Centre and authorized ECDL Testing Centre.

The University special professional studies programme Subject Education (PX) is implemented at the Faculty of Education and Continuing Studies Institute (CSI) and is a postgraduate program in the study field of Education Studies targeted to persons with a relevant Bachelor.

The study programme Subject Education (PX) is implemented as a flexible, favourable form, geared towards meeting educational and learning needs of the working students.

The special professional studies programme Subject Education (PX) is designed to respond tothe changing and needs of the development of education in the country, the labour market demand, and students‘ needs.

First, the peer group analysed the Self-Assessment Report, which has proved to be a helpful document providing the useful information necessary to understand how the PX program is structured and functions.

Still, there is overlap in the materials presented in a number of passages. This fact reduces the readability of the report and leads to recommending that, in future Self-Assessments, each point should be clearly and sequentially described preventing repetions.

The visit was carried out in a climate of cordiality and transparency. All the necessary information was immediately provided when asked.

Aims and goals of study programmes

2.1. Study programmeHealth education science

The aim of the study programme is to educate competent pedagogues of public health education who have knowledge of both particular and universal problems of personal and public health, and that are capable to intervene in the contexts of education, health service, and self-governance. More specifically, the purpose of the HES programme is to train specialists of high professional competence for educational institutions and various services, who are able to solve community problems, who have knowledge, attainments and abilities in different activity fields of Health Education Science, who have mastered technologies of individual and group work with individuals of various ages (school age children, teenagers, and youth), and finally who are able to prognosticate and manage problem situations while ensuring positive changes in life quality of community members (retrieved from the Self-Evaluation Report, page 5).

At a specific level, it is stated in the Report (page 5) that the programme pursues the following objectives:

To train teachers, specialists of health education of high quality and professional competence demanded at labour market;
To meet the demand of qualified pedagogues-health education specialists in Northern Lithuania Region;
To educate a professional competence of students in ability to get oriented in the following: a) tendencies of changes in public and personal health, b) national, European and worldwide health policy;
To strive for consistency of general and special abilities / competences;
To educate capacities of information management, communication and demonstration, planning and problem solving, social interaction in the field of public health.

The aim and the reason for the existence of the Programme are both well justified in point 2.1.1 “Aims and Objectives of the Study Programme” of the Self-Assessment Report” (page 4). The authors of the Self-Assessment Report justify the program by presenting strategic objectives viewing to overcome public health problems (e.g. “solving community problems in the country”), describing the rational that supports the goals and objectives of the Programme (e.g. “Requirements for competence of health educator listed in Lithuanian classification of professions worked out in 2002 according to composition of the international standards ISCO-88 on he base of categories of the International Standard Classification of Educational Categories”), unfolding laws and regulations that frame the programme, and finally by presenting arguments that confer relevance to the programme (e.g. “needs of the labour market”, “employers’ interest”, and “students’ demands”).

All characteristics described as required for a specialist in health education, together with the goals that were established for the study program, are appropriate for those attending a Bachelor’s degree. On the other hand, the worry to conceive the study programme based on (a) “the most important qualitative requirements necessary for an educator”, (b) “the conditions under which the abilities must be evident”, and on (c) “the sufficiency of staff’s abilities” should be emphasised and valued.

The members of the Self-Assessment Report and of the teaching staff have stated that aims and goals formulated for the programme rely on prospects of national and regional development, demands of the labour market, interests of employers, and interests of students. When they were confronted with the question “witches procedures did you use to collect the information?” the answers were clear and convincing. Students and employers have confirmed the procedures they have said to use.

However, we would like to recommend that in the near future the goals and objectives of the Health Education Science Programme should be contextualized and described in terms of competences. When designing a graduation, it is important both to clarify and make clear the route followed to achieve the association between social needs of the job market and the related “Curricula”, and to clarify for which standard occupation(s) and associated activities the Programme is preparing. It is also important to point out which competences the graduates should show in the end of the graduation associated to each standard occupation.

2.2. Study programme Applied Physical Training

The Applied Physical Training programme is a Master degree that follows the Bachelor study programme in Special Pedagogy, delivered by the Faculty of Social Welfare and Disability Studies. The programme is in according with rules that frame consecutive study programmes.

The aim of the Master’s programme of Applied Physical Training is “to educate high quality and competent specialists of applied physical training for scientific, educational work and development of integration (inclusion and valorisation) of individuals with special needs in the country” (page 21). This aim is justified bearing in mind the demand of the labour market.

The objectives of the programme are not explicitly described. Instead, some social and institutional needs are characterized aiming to justify the programme. Some institutional conditions are also described as prerequisites to guarantee the success of the programme.

We would like to recommend that in the near future the goals and objectives of the Master’s Degree in Applied Physical Training could be contextualized and described in terms of competences. More focused set of objectives will be helpful to both students and employers.

The social relevance of this programme preparing specialists able to improve quality of life of the disable people was pointed out by social institutions and employers. The programme also meets the demand of Northern Lithuania Region and the whole country for qualified specialists in adapted physical activity.

2.3. Study programme Physical and sports education studies

At a general level, the aims of the programme are embedded in wider regional and national aims, as expressed in point 27 of the SA document. It is suggested that demand for this programme results from the labour market in Lithuania and aspirations to create a workforce appropriate for the development of a European knowledge economy. For example, it is argued that a key requirement of such an economy is the availability of individuals who are critical, creative, self-motivated, life-long learners. In particular, demand for a Master’s programme in Physical and Sport Education Studies is based on perceptions of an increase in the ‘role of physical education and sport in societal life’. In addition, comments are made about ‘perspectives of physical education and elite and recreational sport’ (point 2); new or changed sport schools (point 4); and formal and informal learning (point 5). These requirements were not clarified fully; so it was unclear whether these aims/claims were based on specific data, health concerns or wider issues around physical activity participation.

During the visit, questions about the programme aims were raised and it was acknowledged by the teaching team that the aims are indeed very broad and that they are expressed in complex ways. It was pointed out that programmes are required to use the Dublin framework, thus ensuring that aims are expressed in different categories: i.e. knowledge, understanding, application and research. Nonetheless, when pressed, the teaching team were able to summarise the aim of the programme rather more succinctly as follows:

To train highly qualified second level specialists in sport education who could be researchers and problem-solving analysts in sport/physical education settings and also wider educational settings and society.

In particular, it became clear that this programme has a strong focus on sport education and, indeed, 70% of graduates undertake some form of employment in sport contexts (for example, city level sports clubs, both public and private).

At a specific level, it is stated in the SA Report (page 6, point 27) that the Master’s programme in Physical and Sports Education Studies is ‘oriented’ towards the following:

changes of contemporary social life which create an essentially new space for activities of a pedagogue of physical education and sports, new, unusual one’s roles at school.
increased career possibilities of students while developing competencies of a researcher-analyst and the designer of educative systems based on innovative and creative application of new knowledge;
widespread formal and informal field of education in Lithuania, involving the individual’s lifelong learning, from (self-)education in childhood till adulthood and senior age;
the necessity for self-development of managerial competencies by employees at the educational sector as one of supportive conditions for democratic culture allowing takeover of the most advanced (self-) educative systems oriented towards the individual, including systems of physical self-education.

During the visit, the evaluation team explored some of the meanings behind these orientations and also attempted to understand any implications in and for practice. Explanations were provided about the contemporary cultural and political context in Lithuania, in particular the establishment of local physical activity/sport/health centres around the country and the importance placed on sport. Furthermore, the wider European life-long learning framework was identified as a point of reference for the programme and promoting sport/physical activity throughout the life course was a recurring theme. Some meanings remained unclear, however, particularly orientation 4. Some explanation was provided by reference to the breadth of study on the programme.