UBT Undergraduate Study
The European system based on the Bologna agreement dictates a principal content of the undergraduate study at UBT. The expectation is that this system gives a wider range of choice after completing the professional higher education programmes, as well as intensifies the study process for the students. The curricula offer the students knowledge within their specialty as well as social competencies, develop their readiness for life-long learning and create possibilities for inter-curricular transitions.
The student workload is measured using the ECTS. In ECTS, 60 credits represent the workload for full academic year of study. In order to obtain a Bachelor degree at the College, the students are required to achieve a minimum of 180 credits over three years of study. The duration of undergraduate study is generally three academic years with some exceptions as defined by the national regulations in the field of Law (four years), Pharmacy and Dentistry (five years).
The development and review of curricula in the UBT takes into account the mission and vision of the institution, the educational philosophy , national educational policies and the social economic environment within which graduates will work. Learning outcomes should be explicitly stated for each course or programme and these should be the pivot around which the whole programme is developed. The curriculum should provide a base for a broad and all round education which integrates academic excellence, humanistic education and entrepreneurial education. The curricula should help the learner develop a passion for truth, personal freedom, moral integrity and service.
Analysis of the surrounding educational environment is a key feature of curriculum development. Before a programme is designed the needs of the learners and society should be ascertained. Educational market analysis will provide information on the skills needed by the industry trends and employability. Reviewing processes should be part of a curriculum plan in order to accommodate new ideas and knowledge. Such changes should be informed by innovations in learning and teaching technologies as well as advancements in a particular subject or discipline.