Nonformal Activities for the Improvement of the Development of Vocational Competences – the Polish Example

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All graphic material: Authors of proceedingsCover design: Jan Perša (University of Maribor Press) Design and Layout: University of Maribor Press © University of Maribor PressAll rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publisher. Teaching is a challenging but also a rewarding profession. It is underpinned by one key question: how do we build a good teaching and learning environment so that our students can acquire professional competences which will enable them to be successful in today's global business environment. CIP -Kataložni zapis o publikacijiThese proceedings include the papers presented at the 1 st International Scientific Conference »Teaching Methods for Economics and Business Sciences« held on 8 May 2017 at the University of Maribor, Faculty of Economics and Business. The papers address students' learning outcomes, the development and measurement of students' professional and transversal competences and skills, creative teaching and learning techniques such as brainstorming and creative problem solving, active learning and collaborative learning, students' self-assessment of their learning, experiential learning and lifelong learning, practical teaching methods such as business simulations, action-based learning and knowledge integration, innovations and sustainability of different teaching methods, non-formal learning and teaching activities for vocational competences development, ethical aspects of creating a good student environment, capacity building, students' learning styles, teaching styles, students' creativeness, and, last but not least, students' academic success and their personal wellbeing.These papers provide valuable insights into academic teaching practice and contribute to the answer to the above question. This paper examines the relationship and inter-connectivity between the fundamental building blocks of the Bologna process. It identifies the key words for the implementation and monitoring of the basic principles of Bologna and charts the sea-change from an 'inputs' dominated curriculum to an 'outcomes and achievement' philosophy. In addition, it gives guidelines for the successful use of the key indicators, an approach which is consistent with the Guidelines for European Standards (2015) as promulgated by ENQA and its members. Bologna -basic structureBologna is underpinned by the measurement of the learning which takes place and the successful demonstration of its achievement. This has two facets, namely volume and level. The volume is measured by the number of ECTS credits -basic standard is 60 credits per full-time year of successful study. This could be two semesters, three terms or the equivalent for part-time and e-learning programmes. Number of creditsThe standard measure against which all credit-rating is based ...