Model višekriterijumske analize stručnih kompetencija studenta zasnovanih na informacionim tehnologijama

Abstract

Disertacije se bavi problematikom identifikovanja stručnih kompetencija zasnovnaih na informacionim tehnologijama i načinom implementacije istih u postojeće nastavne planove i programe. U okviru disertacije je dizajniran model višekriterijumeske analize stručnih kompetencija studenta zasnovnih na informacionim tehnologijama. Model se sastoji iz tri modula: Modul za identifikacju stručnih kompetencija, Modul za rangiranje stručnih komepetencija i Modul za preporuku stručnih komepetencija. Identifikacija stručnih kompetencija vrši se iz različitih izvora kako bi dobili što potpuniju sliku šta je to potrebno od stručnih kompetencija zasnovnih na informacionimtehnologijama u profesionalnoj praksi. Uokviru modula za rangiranje uz pomoćvišekriterijumaske - višeekspertne analize vrši se rangiranje identifikovanih stručnihkompetencija. Modul za preporuke stručnih kompetencija uz pomoć komparativneanalize rangiranih stručnih kompetencija definiše preporuke za izmjene nastavnihplanova i programa prema potrebama profesionalne prakse. Model jeimplementiran na studijskom programuTelekomunikacije i poštanski saobraćaj naSaobraćajnom fakultetu u Doboju,Univerzitet u Istočnom Sarajevu, Bosna iHercegovina. Model definisan na ovakavnačin pomaže u poboljšanju kvaliteta kao i približavanju prakse Nastavnim planovima iprogramima.

The dissertation deals with the problem of identifying professional competences based on information technologies, and with they implementation in existing curricula. A multicriteria analysis model for ranking professional competences of student based on information technology is formed. The Model consists of three modules: Module for identification of professional competences based on information technologies, Module for ranking professional competences and Module for the recommendation of professional cometences. Identification of professional competencies is done from different sources in order to get more complete picture which professional competences are needed in professional practice. Identified professional competencies are ranked within the ranking module by using multi-criteriamulti- expert analysis. The module for the recommendations of professional competences by using comparative analysis method proposes recommendations for changes in curricula based on the needs of professional practice. The model was implemented at the study program Telecommunications and Postal Traffic at the Faculty of Traffic Engineering in Doboj, University of East Sarajevo, Bosnia and Hercegovina. The model helps in improving quality as well as bringing professional practice closer to teaching plans and programs.