To: Latvia Ministry of Education and Science

The Centre of Higher Education

quality assessment

Request for accreditation

of Social teacher higher professional study programme at Rezekne Higher Education Institution

Pedagogical faculty address:

Atbrīvošanas aleja 115

Rezekne LV 4600

Tel. 4622679

Programme director Master in psychology,

lecturer Rita Orska – responsible

for the preparing of study programme’s

accreditation materials

The Dean of RHEI Pedagogical faculty

Ma.paed., lec. G.Strods -

accepts the request for accreditation

in pedagogical science

4. DESCRIPTION OF THE STUDY PROGRAMME SOCIAL TEACHER

Higher professional education Social teacher’s programme is four years long. Its compulsory part includes:

· theoretical and professional specialisation courses—108 CP (A—compulsory courses—71 CP, B—compulsory selective courses—37 CP),

· C—elective courses—16 CP,

· practice outside higher education institution—26 CP,

· final examination (including working out and defending a diploma paper)—10 CP.

The study programme gives an opportunity to acquire higher pedagogical professional education qualification, which is determined in the Professions classifier of the Republic of Latvia. The fifth level professional qualification of Social teacher is conferred after successful acquisition of the professional programme.

The study programme is worked out according to the standard of professional higher education. Study programme’s content consists of theoretical studies, professional specialisation courses, research work and practical experience. Research work is involved both in the content of particular study courses and in the study papers. Study papers are written in the 2nd, 4th and 6th terms in full - time studies programme and a diploma paper – in the 8th semester but in part – time studies programme study papers are written in the 2nd, 4th and 5th terms and a diploma paper in the 9th term. Methodological guidelines regarding writing study papers and diploma papers can be found in the Pedagogy and Psychology Chair.

A student perfects professional mastery during practice that is organised in the 5th, 6th, 7th terms.

The requirements for social teacher professional qualification acquisition in credit points (CP):

Study work form

CP

Theoretical research course

115 Study papers (3)

9 Diploma paper

10 Practice (3)

26 TOTAL

160

Theoretical and professional specialisation courses of the study programme are compulsory for all students. Students collect the necessary amount of credit points for elective courses choosing both the courses offered by chairs of the Faculty of Pedagogy and the courses offered by other RHEI chairs according to their interests.

Studies at RHEI are regulated by the Statute about academic and professional studies and study programmes (adopted on September 16, 2002).

During the corresponding self – assessment period the objectives and tasks of the study programme are defined more precisely, the content of study courses and their syllabi are specified.

Study courses syllabi are made, taking into consideration the requirements of Education law, Higher education institutions’ law, RHEI Constitution and Latvia State Classification of Education.

See appendices No.1 and No.2.

5. ADVERTISING AND IFORMATIVE ISSUES ABOUT STUDY POSSIBILITIES

The information on higher professional study programme Social teacher is available:

· in the Internet RHEI home page – http://www.ru.lv./;

· in RHEI published booklets on study possibilities at higher education institution;

· during information days;

· in city, region and district press.

Advertising materials can be found in RHEI Pedagogy and Psychology Chair.

6. THE PERSPECTIVE ASSESSMENT OF STUDY PROGRAMME FROM THE POINT OF VIEW OF LATVIA STATE INTERESTS

6.1. CORRESPONDENCE OF THE STUDY PROGRAMME TO THE STANDARD OF PROFESSIONAL HIGHER EDUCATION

The training of social teachers at RHEI is determined by the current level of development in pedagogical science and practice, social demand, experience of other countries worldwide and the necessity of social teachers.

According to Latvia State Classification of Education (decree No.703 of the Ministry of Education adopted on December 16, 1999) the educational programme Social pedagogy is included in the group of education and science programmes and the education programme Social care is included in the group of social care education programmes. The Profession Classifier (decree No.246 of the Ministry of Welfare adopted on October 9, 1998) provides the description of social teacher profession.

The conception “About support for families having children” adopted by the Cabinet of Ministers on October 17, 2000 highlights the necessity of educated and qualified specialists, who provide state and municipality services for families having children. It supposes to create a common system in training the necessary specialists. It will include specialists, who already deal with social problems of families (including children rights protection problems) and their solution, as well as new specialists.

The regulations No.135 of the Cabinet of Ministers adopted on April 4, 2000 “Regulations about the number of qualified personnel and required equipment in general child care and upbringing institutions” determine the number of qualified personnel (including social teachers) taking into consideration the specifics of each institution and the number of children in it. There should be one social teacher per 600 children. If approximately 360 000 pupils start an academic year, then there should be 600 social teachers at state schools.

In 1999/2000 academic year about 100 social teachers worked in Latvia and 59 of them in Riga and Riga region, others in different regions, except Latgale region. Specialists’ shortage is the main obstacle to provide the protection of children and youth’s rights, realising socio-pedagogical help. The officials of many municipalities admit it, they support the training of such specialists at RHEI for Latgale region. The formation of the country community support centre is started very effectively in Rezekne region Kaunata rural district, Kraslava region Skaista rural district. These centres would encourage the putting in order of the country environment, attract people, stop their moving to the city, would try to change negative aspects of the country social environment. Similar ideas have appeared also in many other rural districts that could help to order these issues but they lack specialists.

The study programme is made according to the standard of professional higher education.

The profession standard of social teacher is currently being worked out. The profession standard of social worker is submitted to the Ministry of Welfare for reviewing. The profession standard of social teacher will also include the elements of the social worker profession standard.

Currently a project of the social teacher profession standard is being created in co-operation with Latvia University Pedagogical faculty lecturers (the first version is already being evaluated by experts).

The study programme has been compared with Liepaja Pedagogical academy (LPA), Latvia University (LU), Wales University Newport Pedagogical College (WU), Nulande Swedish higher education institution (NHEI). See appendix No.12.

Criteria of comparison / RHEI / LPA / LU / WU / NHEI
STUDY ORGANIZATION
Study duration / 4 years / 4 – 5 years / 2 years / 4.5 years / 4 years
Programme amount (CP) / 160 / 93 (without Part C) / 80 / 140
Practical experience amount (CP) / 26 / 14 / 10 / 20
Diploma paper (P) and final examination (E) / P,E / P,E / P,E / P / P
THE STUDY PROGRAMMES’ CONTENT
Comprehensive study courses / Wide range of theoretical knowledge Part A includes the courses of Bachelor in pedagogy study programme / Part A partly includes the courses of Bachelor in pedagogy programme. / In part A – the courses that are necessary for the comprehension of profession’s specifics / Comprehensive courses that are necessary for the comprehension of profession’s specifics / Comprehensive courses that are necessary for the comprehension of profession’s specifics
Courses that form social teacher mastery / Social pedagogical and psychological knowledge. Variety of social work methods. / Social pedagogical and psychological knowledge. Variety of social work methods / Social pedagogical and psychological knowledge. Variety of social work methods / Social pedagogical and psychological knowledge. Variety of social work methods / Social pedagogical and psychological knowledge. Variety of social work methods
Emphasis / Social teacher work skills’ development and the formation of his/her own personality comprehension / Medical knowledge in social teacher’s work / Social teacher’s work with the adaptation, rehabilitation and integration of the special, needs children / Legislation in social welfare / The acquisition of practical skills in social teacher’s work

The comparison of the study programmes reveals that the programme offered by RHEI includes a wide range of the theoretical courses in pedagogy, psychology and social work that provide a possibility to continue Master’s studies and sufficiently form the skills for the social teacher work foundation.

6.2. THE RESULTS OF EMPLOYERS’ SURVEYS

The following institutions and persons have expressed their approval for training teachers of a new speciality at RHEI: Rezekne region Education council, Rezekne region council Social service department, Anna Poļakova—a senior official of the Ministry of Education and Science. See appendix No.4.

The heads of Rezekne city and region boarding schools, children’s homes and children’s shelter ascertained in the interview that in their institutions there are necessary the specialists of social pedagogy, who could qualitatively manage pupils’ resocialisation.

The headmasters of Valmiera region Naukšēni teaching and reform school and Rezekne region Pilcene teaching and reform institution consider that teachers having a qualification Social teacher can work in these institutions.

7. EVALUATION OF THE STUDY PROGRAMME

7.1. THE OBJECTIVES AND TASKS OF THE STUDY PROGRAMME

SOCIAL TEACHER

The objective of Rezekne Higher Education Institution (RHEI) higher professional education programme Social Teacher is to train highly qualified social teachers for Latgale region who would work with children, youth and their families at educational and upbringing institutions, helping then to become full – bodied and sound people, ready for further, additional and life – long education.

To realise the objective, the tasks are determined for the study programme:

· to encourage students to acquire academic education in pedagogy and psychology;

· to create conditions for students personality, their world outlook development, offering a wide range of comprehensive courses;

· to perfect students’ research work skills and abilities, to help students to develop the skills of pedagogical problems’ scientific research, to analyse and assess the pedagogical process, to encourage students for research – analytical activity in the sphere of social – pedagogical processes.

· to provide knowledge on the objectives, tasks, functions, work methods of social teacher’s activities.

· to develop skills for the fulfilling of the social teacher’s functions.

The result of the studies– higher pedagogical education with 5th level professional qualification – social teacher during 8 semesters (full - time studies) and 9 semesters (part - time studies) that provide rights to continue Master’s studies. Differences in the length of studies between part-time and full-time studies are determined by the Statute about part-time studies at Rezekne Higher Education Institution (adopted on June 25, 2001).

7.2. ORGANIZATION OF THE STUDY PROGRAMME

Higher professional education Social teacher’s programme is four years long. Its compulsory part includes:

· theoretical and professional specialisation courses—108 CP,

· elective courses—16 CP,

· practice outside higher education institution—26 CP,

· final examination (including working out and defending a diploma paper)—10 CP.

The study programme gives an opportunity to acquire higher pedagogical professional education qualification, which is determined in the Professions Classifier of the Republic of Latvia. The fifth level professional qualification of social teacher is conferred after successful acquisition of the professional programme.

The study programme is worked out according to the standard of professional higher education. Study programme’s content consists of theoretical studies, professional specialisation courses, research work and practical experience. Research work is involved both in the content of particular study courses and in the study papers. Study papers are written in the 2nd, 4th and 6th terms in full - time studies programme and a diploma paper – in the 8th semester but in part – time studies programme study papers are written in the 2nd, 4th and 5th terms and a diploma paper in the 9th term. Methodological guidelines about writing study papers and diploma papers can be found in the Pedagogy and Psychology Chair.

A student perfects professional mastery during practice that is organised in the 5th, 6th, 7th terms.

7.3. STUDY PROGRAMME’S PRACTICAL REALIZATION

The programme is realised by the following RHEI structural units: Faculty of pedagogy: Pedagogy and Psychology Chair, Foreign Languages Chair, Arts and Crafts Chair; Faculty of Humanities and Law Sciences: History and Philosophy Chair; Faculty of Engineering – Computer Sciences Chair.

Studies consists of work in the lecture – rooms: lectures, practical works, seminars, tutorial examinations, tests, discussions, business games and other forms, and students’ independent work: work in the library and computer rooms, using the Internet, tutorials etc. Work in lecture-rooms, contact classes comprise 40% of the whole programme, but students’ independent work comprises 60%.

Lecturers, tests, discussions are organised for academic groups (30 – 25 students), seminars and practical works are organised in smaller groups (10 – 15 students).

In order to perfect study work, every academic prepares methodological materials that consist of the expanded courses’ syllabi, materials of seminars and practical classes, teaching aids, tasks for tests, topics of study scientific reports, tests and examinations’ materials etc. Academics scientific research work is reflected in a table (see Appendix No.7).

Students are also involved in the scientific research work performed by the academics working in the study programme.

Academic

Scientific research theme

/ The number of involved students
Rita Orska / Expression of teenagers’ aggressiveness under the influence of the microenvironment / 4
Aija Kondrova / Perception peculiarities of young people from mono- and poli-national families / 3
Aloida Jurčenko / The adaptation problems of rural primary schools graduates at city secondary schools / 3
Mārīte Rozenfelde / Social adaptation of special needs children / 3

Higher professional education programme Social teacher at Rezekne Higher Education Institution is realised both in a full –time studies’ form and a part – time studies form. Full – time studies period is 4 years (8 terms), 40 CP per year, that is 1600 hours. Part – time studies period is 4,5 years (9 terms), 35 – 36 CP per year, that is1440 hours. The study programmes are identical, only the amount of contact classes and independent work differs.