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Programs
REASONING
For development of study program at the Faculty of BA
in SEEU.
The Faculty of BA as one of five Faculties in the SEEU-Tetovo,
with about 30% of total number of students at the level of the
University, with a dynamic development volume and programming
structure, since its second year of study, had a need for a content
study program review, with the only intention to enable students
of the first generation a deeper studying economic approach with
a capacity to choose the attractive study direction from the V
sem. of studies.
On decision of the University Council and Faculty Council, the working troop, with the Faculty Dean in charge, proposed draft plan and study program to the Faculty Council of BA from the I – VIII semester, which was adopted by the Council with some concrete additions.
There are at least two reasoning groups
for study program development of the BA Faculty since the early
phase of its development:
I) General reasoning
1) The level of economic and social development in the country and in the region, generally demands a pleiad of economists who will be ready to confront with the so-called challenge ,,New economy,, which requires a professionally prepared staff, with specialised directions and deep knowledge in certain domains of economy and business.
2) The work market will be more and more structured with a mechanism of positive professional selection with high standards of competency, work responsibility, work habits, professional qualities and moral. That’s why we should prepare and supply ourselves with a qualitative study program, a preparation for an adequate work offer which will correspond to the work market requires today and tomorrow.
3) If economic and social changes in general, and conditions of the country in particular, have not influenced up to date, surely will influence soon in the concept of work change and evaluation mentality ,,ex-post,,- according to the values and work results instead of evaluation ,,ex-ante,,- according to the diplomas independently of the work results.
4) In any case we should rank on the criteria, standards and contemporary values of the professional staff, and in the preparation function for the Euro-Atlantic integrating processes, so that we will be prepared in advance for professional competent competition in the common market goods, ideas, capital, and working power in particular.
Of course, there are other reasons, but these are enough for the moment, in fact, I think that it is a bit late, but as a proverb says ‘Better ever than never’.
II) Special reasoning
1) The beginner study program, although too advanced compared with the similar Faculty programmes in the region, still presents a broad and scattered extension of study courses, which influences at the not that much efficacious studies, always having in mind our specific conditions. The distributed and extremely derived number of study courses, reaching even 18 courses for one year of study, presents a loaded and not efficacious program for our students, always in our conditions, where teachers, no matter of their diminished teaching classes for the respective course, always prefer to load students when there is no need, willingness to emphasise the ‘importance’ of their course, in absence of which according to them ‘the world crumples to the ground’.
2) Extraordinarily professional courses determined from the second semester, as for example Financial Accounting, present an obstacle in program acceptance by the students before gaining professional knowledge in basic economic courses, this as a result of different educational preparation of students since their secondary education as in structure and in volume as well. Students shall prepare in advance with the concepts of economic domains and latter to approach to professional courses with a need of deeper studies. The proposer of the changed program always has in mind the approach ‘from simpler to more complicate’.
3) First four semesters present a concrete structure of a common economic study trunk, where students will provide foundation knowledge and broad professional skills in the domain of economy, and latter to orient at the respective directions offered by our program –for economics, finance and marketing. The proposer also think that are needed some certain criteria for capacity of student determination in the respective direction, flexible criteria of course, but the students should orient, independently on their results, skills and their respective agility in the first four study semesters at the Faculty.
4) Trends and higher education development in the region and in Macedonia in particular, with an underlined stress for the higher education in the Albanian language, demand a beforehand attractive program preparation conform to our needs and specifics.
5) Determination of ‘students and teachers free mobility’ in the process of Bologna, students and teachers exchange, study flexibility, recognition of diplomas and their ‘appendixes’, as well as study standardization in the aspect of time limit and programming structure, were the main reasons of programming fulfilments that we propose. Although this reason is ranked at the end of the reasons, it’s the main reason by priority.
Of course, as abovementioned, here are also many other reasons and justifications, but for the moment we consider these as particular.
REFORMS REASONING IN DIRECTIONS
Reforms reasoning in Finance direction
Since the object, theory and practise
of the finance and financial ambience where the subject operate
are changed and are changing in a dynamic way, program and teaching
content changes and innovations in the finance direction are necessary,
in order students to accept the Finance as an art and a science
of money orientation.
By this reforms we try to determine precisely the finance place
in the triangle economy-accountancy-finance, under the light of
two wide economic space: Macroeconomics and Microeconomics. This
can be particularly be seen at the courses of Macroeconomics domain
in this direction: Public Finances, Monetary Economy, Money and
the Banks, International Financial Direction and courses from
the Microeconomics domain such as: Corporate Finance, Cost and
Managerial Accounting, Financial Analysis, Small Business Management,
etc.
Reforms reasoning in Marketing direction
Reforms in marketing directions are made in order to expanse programming base of existing courses and inserting new courses in order to:
1. Increase the quantity and quality of student knowledge in the Marketing field by offering them a technical, methodological, and practical knowledge based on contemporary achievements in the Marketing domain.
2. Creation of a qualitative staff with a contemporary economic trade features.
By this plans and curricula in the teaching process is affirmed and widened the orientation horizon toward the developed world in order to provide students with ability for accomplishing of different tasks and obligations in their practical life, as for example: in research-scientific processes in different institutions and faculties, to manage with marketing and development processes in the economic and non-economic organisations, etc.
[ Click here for the revised curricula - Marketing Direction. ]Reasoning of opening the Economics Direction
In order to help students to gain an economic insight concerning current economic problems, it is foreseen opening of an Economics direction. The Economics theory gives to the Economy science almost all the foreseen and clarifying power. The Economics concepts help students to have a better understanding for the economic problems, to think in a more stabile and more coherent way regarding complex economic-social interaction. This direction draft out like that, offers a study where models and concepts are intimately joined between them to find an implementation in a real world which will help students to avoid up to now economic theory which cannot found a concrete implementation.
This direction with its offered curriculum treats in an equilibrate way the economic problems i.e.:
[ Click here for the revised curricula - Economics Direction. ]1. Individual units of an Economy and economic decisions that are undertaken by individuals and special businesses, and the influence that has on them the government politics such as: Development Economics, Corporate Finance, Business Mathematics, Small Economy, Work Economy, Industrial Economics, Implemented Microeconomics, etc.
2. Domains that are engaged with larger dimensions of the economic activity such as: International Economics, Public Sector Economy, Monetary Economy, International Finances, Governmental Public Regulation, Public Investments, Implemented Macroeconomics, EU Economy, etc.
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