Regulations on the Development and Modernization of Educational Programs
at National Aerospace University
«Kharkiv Aviation Institute»
Approved:
by the Academic Council of
National Aerospace University
«Kharkiv Aviation Institute»
Minutes No. 7 dated February 18, 2026
Enacted by Order No. 84 dated February 18, 2026
QMS KhAI-CQA-R/007:2026
Date of Introduction February 18, 2026
Revision No. 3
1. General Provisions
1.1 Regulatory Framework for the Development of Educational Programs
The Regulations on the Development and Modernization of Educational Programs at National Aerospace University «Kharkiv Aviation Institute» (hereinafter – the Regulations) define the system for the development, approval, implementation, monitoring, and revision of educational (educational-professional, educational-scientific) programs regardless of the mode of study (full-time, part-time) at National Aerospace University «Kharkiv Aviation Institute» (hereinafter – the University).
The Regulations have been developed in accordance with the following documents:
- Law of Ukraine «On Education» dated 05.09.2017 No. 2145-VIII;
- Law of Ukraine «On Higher Education» dated 01.07.2014 No. 1556-VII;
- Law of Ukraine «On Scientific and Technological Activity» dated 26.11.2015 No. 848-VIII;
- Law of Ukraine «On the System of Professional Qualifications» dated 01.10.2012 No. 5301-VI;
- Licensing Conditions for Conducting Educational Activities of Educational Institutions, approved by Resolution of the Cabinet of Ministers of Ukraine dated 30.12.2015 No. 1187 (as amended);
- Resolution of the Cabinet of Ministers of Ukraine dated November 23, 2011 No. 1341 «On Approval of the National Qualifications Framework» (as amended);
- Regulations «On the Accreditation of Educational Programs under Which Higher Education Students are Trained» (Order of the Ministry of Education and Science of Ukraine dated May 15, 2024 No. 686);
- Regulations «On the Organization of the Educational Process at National Aerospace University «Kharkiv Aviation Institute»»;
- Letter of the Ministry of Education and Science of Ukraine dated 05.06.2018 No. 1/9-377 «On Providing Clarifications Regarding Educational Programs»;
- Letter of the Ministry of Education and Science of Ukraine dated 28.04.2017 No. 1/9-239 (a model template of the educational-professional program for the first (Bachelor's) and second (Master's) levels).
The Regulations are based on the following materials:
- ECTS Users' Guide (2015 ed.);
- Qualifications Framework for the European Higher Education Area;
- ESCO (European Skills, Competences, Qualifications and Occupations) Classifier;
- Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) (2015);
- Methodological Recommendations for the Development of Higher Education Standards, approved by Order of the Ministry of Education and Science of Ukraine dated 27.03.2025 No. 512;
- National Educational Glossary: Higher Education (2024).
1.2 Glossary
In these Regulations, terms and abbreviations are used in the following meanings:
Academic Integrity – A set of behavioral models and attitudes within the academic community that implies an internal conviction regarding ethical and professional principles and standards in learning, teaching, research, governance, information dissemination, and the fulfillment of any other tasks related to the missions of higher education, and the promotion of their compliance. One of the fundamental values of the European Higher Education Area.
Academic Mobility – the opportunity for participants in the educational process to study, teach, undergo internships, or conduct scientific activities in another higher education institution (scientific institution) within Ukraine or abroad.
Academic Freedom – the freedom of academic staff and students to engage in research, teaching, learning, and communication within society and with it without interference and fear of retaliation. One of the fundamental values of the European Higher Education Area.
Academic Degree – an educational qualification awarded by a higher education institution based on the results of successful completion of a higher education educational (educational-professional, educational-scientific) program, which confirms the graduate's achievements in a certain field of knowledge (e.g., Bachelor's degree, Master's degree, Doctor of Philosophy degree).
Study Programme Accreditation – evaluation of an educational program and/or the educational activities of a higher education institution under this program to ensure and improve the quality of higher education, namely, confirming the compliance of the educational program with current state requirements, standards, and learning outcomes.
Assessment/Attestation – establishing the compliance of the learning outcomes (scientific or creative work) of higher education students with the requirements of the educational program and/or the requirements of the unified state qualification examination program.
Classroom / Contact Hours – the time planned for a lecturer / student to conduct / attend training sessions.
Bachelor (first cycle) – an educational degree obtained at the first level of higher education, which corresponds to the sixth qualification level of the National Qualifications Framework of Ukraine, and is awarded by a higher education institution as a result of the successful completion by a higher education student of an educational-professional program, the volume of which is 180-240 ECTS credits.
Higher / Tertiary Education – a set of systematized knowledge, skills, and practical abilities, modes of thinking, professional, worldview, and civic qualities, moral and ethical values, and other competences acquired in a higher education institution (scientific institution) in a relevant field of knowledge under a specific qualification at levels of higher education that are higher in complexity than the level of complete general secondary education.
Field of Knowledge – a broad subject area of education and science harmonized with the International Standard Classification of Education, which includes a group of related specialties.
Guarantor of the Educational Program – a scientific-pedagogical or scientific employee of the University who exercises academic management of the educational program, is responsible for its quality, and is appointed by the rector's order to organize and coordinate activities regarding the development, implementation, monitoring, and revision of the educational program, as well as to ensure and control the quality of training of higher education students in the specialty within an individual educational program. One person can simultaneously be the guarantor of only one educational program.
Educational Program Support Group – a group of scientific-pedagogical, pedagogical, and scientific employees consisting of at least three persons who possess educational and/or professional qualifications corresponding to the educational program, hold a scientific degree and/or an academic title, and work at the educational institution at their primary place of employment;
Educational Process Support Group of an Educational Program – scientific-pedagogical (pedagogical) and/or scientific employees, among whom at least 50 percent of individuals must hold a scientific degree and/or an academic title and work at their primary place of employment at the relevant level of higher education or under an educational program that involves the awarding of a professional qualification for professions subject to additional regulation at the relevant level of higher education. The composition of the educational process support group of an educational program must include: for the second (Master's) level of higher education, at least 10 percent of individuals holding the scientific degree of Doctor of Sciences and/or the academic title of Professor; for the third (educational-scientific) level of higher education, at least two Doctors of Sciences to supervise the research component of each educational-scientific program.
Doctor of Philosophy (PhD) – an educational and simultaneously the first scientific degree obtained at the third level of higher education on the basis of a Master's degree, corresponding to the 8th qualification level of the National Qualifications Framework of Ukraine.
Second (Master’s) Level of Higher Education – a level of higher education that involves the acquisition by higher education students of the ability to solve tasks of a research and/or innovative nature in a specific field of professional activity.
European Credit Transfer and Accumulation System (ECTS) – a student-centered credit transfer and accumulation system based on the principle of transparency of learning, teaching, and assessment processes, used in the European Higher Education Area to facilitate the planning, implementation, and evaluation of educational programs and student mobility through the recognition of their academic achievements, qualifications, and periods of study. The system is based on the estimation of the typical workload of a higher education student required to achieve defined learning outcomes, measured in ECTS credits. In the ECTS, the workload of one academic year for full-time/part-time modes of study corresponds to 60 credits.
European Qualifications Framework for Lifelong Learning (EQF LLL) – a tool for improving the transparency, comparison, identification, and recognition of qualification systems and all types and levels of qualifications in different European countries, which promotes the mobility of citizens between countries and lifelong learning. The descriptors of the Framework's qualification levels are formulated into the following categories of learning outcomes: knowledge, skills and abilities, responsibility and autonomy. The EQF is implemented by establishing the alignment of national qualification framework levels with the EQF levels.
Generic / Transferable / Transversal Competences – universal competences that do not depend on the subject area but are important for the successful further professional and social activity of a higher education student in various fields, as well as for their personal development.
Knowledge – scientific information comprehended and assimilated by a subject, serving as the basis for their conscious, purposeful activity. Knowledge is divided into empirical (knowledge of facts and representations) and theoretical (conceptual, methodological).
Individual Learning Pathway – a personal path for realizing the personal potential of a higher education student, based on the student's choice of educational programs, educational entities implementing them, modes and duration of study, and educational components. The individual learning pathway is formed by the higher education student taking into account their abilities, interests, needs, motivation, opportunities, and experience.
Integral Competence – a generalized description of a qualification that expresses its core competence characteristics regarding professional activity and/or learning.
Qualification – a set of competences (learning outcomes) defined by an educational program and acquired by a person, recognized by a higher education institution or another educational entity in the field of higher education and certified by a higher education document (Law of Ukraine «On Higher Education»).
Classification of Fields of Education and Training, EUROSTAT – a classification of education based on the systemic characteristics of educational programs, serving as a tool for collecting, generalizing, and presenting statistical data on education in the European Union on the basis of the International Standard Classification of Education (ISCED) of 1997.
Competence-Based Approach – an approach to the development and implementation of educational programs (educational components) that involves defining and describing the planned learning outcomes that a student must achieve upon completion of study under the educational program (educational component) and which can be measured and evaluated, aimed at developing specific defined competences. The competence-based approach is a key methodological tool for implementing the goals of the Bologna Process and is inherently student-centered.
Competence / Competency – the ability of a person to successfully socialize, learn, and conduct professional activity, which arises on the basis of a combination of knowledge, skills, abilities, modes of thinking, views, values, and other personal qualities (Law of Ukraine «On Higher Education»). Competences form the basis of a graduate's qualification. Competence (competencies) as a person's acquired abilities for effective activity should not be confused with competence (competences) as authority granted to a person.
Competence / Authority – powers, scope of official and other rights and duties granted (for example, by a regulatory legal act) to a person (or another entity of activity). The concept of competence as authority should be distinguished from competence as a person's acquired abilities.
Quality Control – a quality evaluation process focused on measuring the quality of a higher educational institution/higher education institution or an educational program. It includes a specific set of developed methods, procedures, and tools used to determine the compliance of actual quality with established standards. A key element of quality control is a system of evidence validating the correctness of quality evaluation.
ECTS Credit – a unit of measurement of the workload of a higher education student required to achieve the defined (expected) learning outcomes, used in the European Credit Transfer and Accumulation System (ECTS). A certain number of ECTS credits is allocated to each component of an educational program and to the program as a whole. The volume of one ECTS credit is 30 hours in accordance with the Law of Ukraine «On Higher Education». The workload of one academic year for full-time/part-time modes of study is 60 ECTS credits.
Assessment Criteria for Learning Outcomes – a formalized description of what is evaluated within the achievement of learning outcomes defined by the educational program, the Unified State Qualification Examination program, the syllabi of academic disciplines, and other educational components.
Master – an educational degree obtained at the second level of higher education and awarded by a higher education institution (scientific institution) as a result of the successful completion by a higher education student of the relevant educational program. A Master's degree is obtained under an educational-professional or an educational-scientific program. The volume of a Master's educational-professional training program is 90-120 ECTS credits, and the volume of an educational-scientific program is 120 ECTS credits. A Master's educational-scientific program must include a research (scientific) component of at least 30 percent.
Mobility – one of the key principles for the formation of the European higher education and research areas, which provides various opportunities for the free movement of students, lecturers, researchers, and administrators within these areas for academic and general cultural mutual enrichment, serving to ensure the integrity of the specified European areas. A major role in ensuring mobility is played by the core tools of the Bologna Process – the European Credit Transfer and Accumulation System, the Qualifications Framework for the European Higher Education Area, the Diploma Supplement, as well as European and national systems for quality assurance in higher education.
International Standard Classification of Education (ISCED) – a classification of education based on the systemic characteristics of educational programs and corresponding qualifications for their distribution by levels of education and fields of education, serving as a tool for collecting, generalizing, and presenting statistical data on education, as well as organizing educational programs. ISCED includes definitions of concepts such as education, training, educational attainment, learning, communication, information, etc.
Lifelong Learning (LLL) – the process of learning in any form (formal, non-formal, informal), at any level (sub-level, cycle), and during any period (duration) throughout life.
National Qualifications Framework (NQF) – a systemic and hierarchically structured description of qualification levels based on learning outcomes, each defined by a corresponding set of descriptors. The NQF is applied to harmonize legislative norms in the fields of education and social-labor relations, promote national and international recognition of qualifications obtained in Ukraine, and establish effective interaction between the educational services market and the labor market. In Ukraine, the National Qualifications Framework was approved by Resolution of the Cabinet of Ministers of Ukraine dated November 23, 2011 No. 1341.
Curriculum (Degree course scheme) – a plan developed by a higher educational institution on the basis of educational components defined in the educational-professional (educational-scientific) program for each specialty. The curriculum provides a list and volume of academic disciplines in ECTS credits, the sequence of studying the disciplines, forms of training sessions and their volume, the schedule of the educational process, and forms of current and final assessment. To specify the planning of the educational process for each academic year, a working curriculum is drawn up, which is approved by the head of the higher educational institution.
Standard Duration of Study – the estimated time required to complete an educational program, as defined by legislation. It is applied in cases where the full volume of the educational program cannot be determined in ECTS credits (training of Doctors of Philosophy, Doctors of Arts).
Description of the Educational Program (Programme profile) – a document of a higher education institution (scientific institution) containing information about: the title of the educational program; the level of higher education; the field of knowledge (fields of knowledge, if necessary – for interdisciplinary educational programs); the specialty (specialties – for interdisciplinary educational programs); the specialization or subject specialty (if any); the description of the subject area; the objectives of the educational program; the type of the educational program (educational-professional, educational-scientific, or educational-creative); the type of diploma (joint (double) diploma) (if any); the name of the partner under the agreed joint educational program (if any); the language (languages) of instruction; the number of ECTS credits required to complete this program; modes of study under this educational program and the estimated duration of the educational program completion for each of them; educational requirements for persons who can begin studies under this program (in accordance with higher education standards); competences and program learning outcomes that grant the right to award/confer the educational or educational and professional qualification (qualifications) defined by the educational program; the form (forms) of attestation of higher education students; the list of mandatory educational components and their logical sequence; employment opportunities based on the acquired education; and procedures for conferring professional qualifications (in case they are conferred).
Adult Education – a component of lifelong learning aimed at realizing the right of every adult to continuous learning, taking into account their personal needs, priorities of social development, and economic needs. The components of adult education are: postgraduate education; professional training of employees; retraining and/or advanced training courses; and continuous professional development.
Educational Qualifications – sets of learning outcomes (competences) established by the education standard and acquired by a person, recognized by an educational institution or another authorized educational entity and certified by a corresponding educational document. Educational qualifications are awarded, recognized, and confirmed by educational institutions or other educational entities.
Educational Component – a self-contained and formally structured part of an educational program (e.g., a course, module, academic discipline, seminar, practical training, etc.).
Educational Program (Study programme) – a single complex of educational components (academic disciplines, individual assignments, practical training, assessment measures, etc.) aimed at achieving the objectives and learning outcomes provided for by such a program, which grants the right to receive a defined educational or educational and professional (professional) qualification (qualifications). An educational program may define a single specialization or may not provide for any specializations. In Ukraine, higher education distinguishes between educational-professional, educational-scientific, and educational-creative programs.
Educational-Professional Program – a program developed by a working (project) group of the graduating department (an inter-departmental group), approved by the Academic Council of the University, and enacted by the rector's order:
- for the first level of higher education (Bachelor) – a volume of 180–240 ECTS credits;
- for the second level of higher education (Master) – a volume of 90 ECTS credits.
Educational-Scientific Program (Educational-academic program) – a program developed by a working (project) group, approved by the Academic Council of the University, and enacted by the rector's order:
- for the second level of higher education (educational-scientific) (Master) – a volume of 120 ECTS credits;
- for the third level of higher education (educational-scientific) / first scientific degree (Doctor of Philosophy, PhD).
Learning Outcomes Assessment – a formalized process of determining the evaluation of learning outcomes achieved by a student.
First (Bachelor’s) Level of Higher Education (First (Bachelor’s) cycle of higher education) – a level of higher education that involves the acquisition by higher education students of the ability to solve complex specialized tasks in a specific field of professional activity. Qualifications obtained within this level of higher education correspond to the 6th level of the National Qualifications Framework.
Double Diploma / Degree – a higher education document issued separately by each of two higher education institutions after a higher education student successfully completes a joint educational program at a certain cycle/level of higher education agreed upon between these higher education institutions.
Employability – the possession by graduates of the competences (knowledge, skills, and other personal characteristics) required for successful employment.
Award of Degree / Qualification – the act of conferring a certain academic degree / qualification upon a student based on the results of the successful completion of the relevant educational program.
Programme Competences – the most important competences that define the specific nature of a program and are included in the Programme Profile. It is expected that the program competences of identical programs in different universities are similar or comparable.
Programme Learning Outcomes – an agreed set of 15–20 statements specifying what exactly a higher education student should know, understand, and be able to perform after the successful completion of an educational program.
TUNING Project – a project of the European Commission "Tuning Educational Structures in Europe," implemented since 2000 by European universities in cooperation with the sphere of work, aimed at developing a common methodology for the comparability and compatibility of the levels and content of educational programs in different subject fields of higher education. The project covers the vast majority of countries that signed the Bologna Declaration, including Ukraine. According to the TUNING project, academic degrees (qualifications) can be internationally comparable and compatible if what their holders are able (competent) to perform and the respective program profiles are comparable. At the same time, the objective is not to develop unified pan-European educational programs with a determined list of academic disciplines and specific content. The project presents key generic and subject-specific (professional) competences for individual educational fields. Cycle/level descriptors for many subject areas have also been developed within the framework of the project.
Professional Recognition – relates to the right of a holder of a qualification obtained in a certain country to practice professionally and have the corresponding professional status in another country. Within the European Union, recognition for professional purposes is defined as a legal act whereby a competent authority in the host country recognizes that a qualification obtained abroad is acceptable for pursuing a legislatively regulated professional activity on its territory.
Professional Standards – requirements for the competences of employees approved in accordance with the established procedure, which serve as the basis for the formation of professional qualifications. Professional standards can be developed by employers, their organizations and associations, state authorities, scientific institutions, sector councils, public associations, and other interested entities. The procedure for the development, implementation, and review of professional standards is approved by the Cabinet of Ministers of Ukraine upon the submission of the National Qualifications Agency.
Programme Profile – a European-style document designed to present the core information about an educational program in an established form. It allows positioning an educational program accurately among others and correlating it with the theme of scientific research, thereby facilitating its understanding by all main stakeholders: students, employers, researchers, lecturers, quality assurance agencies, etc. It defines the subject area to which a certain educational program belongs, its educational level, and the specific features that distinguish it from other similar programs. It can be a self-contained document or part of the Diploma Supplement (up to two pages in volume).
Regulated Profession / Profession Subject to Additional Regulation – a profession to which access and/or activity within which is regulated in a certain way by a special law or special administrative rules.
Learning Outcomes – knowledge, skills, abilities, modes of thinking, views, values, and other personal qualities that can be identified, planned, evaluated, and measured, and which a person is capable of demonstrating after the completion of an educational program (programme learning outcomes) or individual educational components (in accordance with the Law of Ukraine «On Higher Education»). The achievement of learning outcomes must be evaluated through procedures based on clear and transparent criteria. They are also used in European and national qualifications frameworks to describe a person's qualification level.
Working (Project) Group – a group of pedagogical, scientific-pedagogical, and/or scientific employees defined by the order of the Rector of the University, who are responsible for initiating educational activities under educational programs at a certain level of higher education and who meet the qualification requirements specified in the Licensing Conditions;
Quality Assurance System in Higher Education – a system consisting of:
1) a system for ensuring the quality of educational activity and the quality of higher education by higher education institutions (internal quality assurance system);
2) a system for external quality assurance of the educational activity of higher education institutions and the quality of higher education;
3) a system for quality assurance of the performance of the National Agency for Higher Education Quality Assurance and independent institutions for the evaluation and quality assurance of higher education.
Specialisation – a part of the subject area of a specialty that may be defined by a higher education institution and involves one or several profiled specialized educational programs.
Speciality / Specialty / Detailed field – a detailed subject area of education and science, a part of the subject area of the field of education and science harmonized with the International Standard Classification of Education.
Higher Education Standard – a set of requirements for higher education educational programs that are common to all educational programs within a certain level of higher education and specialty. Higher education standards are developed for each level of higher education within each specialty in accordance with the National Qualifications Framework and are used to determine and evaluate the quality of higher education and the results of educational activities of higher education institutions (scientific institutions), as well as learning outcomes for the respective specialties.
A higher education standard defines the following requirements for an educational program:
1) the volume of ECTS credits required to obtain the relevant higher education degree in the respective specialty (for the third level of higher education – the volume of the educational component of the educational-scientific/educational-creative program);
2) the minimum volume of practical training for educational-professional programs;
3) a description of the subject area;
4) educational requirements for persons who can begin studies under this program;
5) a list of mandatory competences of a graduate;
6) the form (forms) of attestation of higher education students;
7) additional requirements and restrictions (if any) for interdisciplinary educational programs;
8) requirements of legislation and/or professional standards necessary for obtaining the relevant professional qualifications (if any).
Student-Centered Approach / Learner-Centered Approach – involves the development of educational programs that focus on learning outcomes, take into account the specific priorities of the learner, and are based on the feasibility of the planned student workload, which is aligned with the duration of the educational program.
Third (Educational-Scientific) Level of Higher Education (Third (education and research/education and creation) cycle of higher education) – a level of higher education that involves the acquisition by higher education students of the ability to solve complex problems in the field of professional and/or research-innovation activity, mastery of the methodology of scientific and pedagogical activity, as well as conducting their own scientific research, the results of which possess scientific novelty, theoretical, and practical significance.
Skills – the ability to apply knowledge and understanding to carry out tasks and solve problems. Skills are divided into cognitive (including logical, intuitive, and creative thinking) and practical (including manual dexterity, the application of practical methods, materials, tools, and instruments, communication). One of the categories of learning outcomes in the descriptors of qualifications frameworks.
Professional (Special, Subject-Specific) Competences – competences relevant to a specific subject area that are important for successful professional activity in a certain specialty at a specific level of the National Qualifications Framework. These competences directly define the specific nature (field of knowledge / subject area / specialty) of the educational program and the graduate's qualification. Within the European Higher Education Area, descriptions and lists of competences and learning outcomes for fields of knowledge and specialties are developed under the TUNING project.
Higher Education Quality – the compliance of the conditions for conducting educational activities and learning outcomes with the requirements of legislation and higher education standards, professional and/or international standards (if any), as well as the needs of stakeholders and society, which is ensured through the implementation of internal and external quality assurance procedures. Higher education quality is a key concept of the Bologna Process. In order to ensure it, the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) and the Qualifications Framework for the European Higher Education Area have been developed, and the European Association for Quality Assurance in Higher Education and the European Quality Assurance Register for Higher Education have been established.
2. Recommendations for the Development of the Content of an Educational (Educational-Professional, Educational-Scientific) Program
2.1 In accordance with the Law of Ukraine «On Higher Education», the University has the right to develop and implement one or several educational (educational-professional and educational-scientific) programs within licensed specialties.
Educational programs must take into account the requirements of the Law of Ukraine «On Higher Education», the Resolution of the Cabinet of Ministers of Ukraine «On Approval of the National Qualifications Framework», higher education standards for the respective specialties, and the European multilingual classification of Skills, Competences, Qualifications and Occupations (ESCO).
In accordance with Order of the Ministry of Education and Science of Ukraine dated 19.11.2024 No. 1625 «On Specifics of Introducing Changes to the List of Fields of Knowledge and Specialties for the Training of Higher and Vocational Pre-Higher Education Students, Approved by Resolution of the Cabinet of Ministers of Ukraine dated August 30, 2024 No. 1021», until higher education standards for the specialties of the 2025 list of fields of knowledge and specialties are approved and enacted, higher education standards developed for the respective specialties of the 2022 list of fields of knowledge and specialties shall apply, taking into account the correspondence table.
2.2 The development and design of educational programs at the University are regulated by these Regulations.
2.3 Educational programs within a specialty are profiled specialized programs.
2.4 To introduce individual specialisations, faculties have the right to create profiled educational programs with different titles. At the same time, the educational program of a specialisation must ensure compliance with the higher education standard in the specialty and may be aimed at acquiring competences characteristic of a specific profession, as defined by a professional standard or another document.
2.5 The titles of educational programs must contain indicators (keywords) of the title of the respective specialty (specialisation, specialisations), allowing for a full match or the use of a paraphrase, or correspond in content to these titles, taking into account the specific features of the educational programs' implementation based on the established human, scientific-methodological, and material-technical potential of the higher education institution, its academic traditions, and other features of the educational process (joint and double degree arrangements, the use of foreign languages in the educational process, etc.).
2.6 The following may also be indicated in the titles of educational programs:
- titles of types of Bachelor's and Master's training programs provided for in the International Standard Classification of Education;
- names of professions and professional occupational titles according to the National Classifier «State Classifier of Professions DK 003:2010», new professions that systematically appear in employers' agreements, or cases where there is other compelling evidence of their existence or future demand, and for which students are trained within the framework of this educational program (if the educational program is aimed at conferring or preparing for the conferment of the relevant professional qualifications);
- names of core special (professional, subject) competences reflected in the higher education standard (draft standard) that are characteristic specifically for this educational program, mode of study, enrollment year, etc.
2.7 A conflict of titles must be avoided; in particular, the titles of other fields of education and specialties (including obsolete specialty titles that do not correspond to a specific specialty), their characteristic professions and professional occupational titles, core special (professional, subject) competences, and titles of educational programs must not be used in full or in part. The use of identical or nearly identical titles for educational programs in different specialties is impermissible.
2.8 A curriculum is developed for each educational program, providing a list and volume of academic disciplines (mandatory and elective) in ECTS credits, the sequence of studying the disciplines, forms of training sessions and their volume, the schedule of the educational process, forms of current and final assessment, the total budget of academic time for the entire standard duration of study, and its distribution into classroom academic time and time allocated for independent academic work. The curriculum must also contain information about: the field of knowledge, specialty, and educational program; the educational or educational-scientific degree; the qualification; the standard duration of study; and the schedule of the educational process.
Each specialisation corresponds to a separate educational program; therefore, a single educational program cannot include multiple specialisations.
3. Requirements for the Working (Project) Group on the Development of Educational (Educational-Professional, Educational-Scientific) Programs
3.1 Working (project) groups are established at the University, the composition of which is approved by the order of the Rector of KhAI based on official submissions from the heads of departments, endorsed by the Academic Council of the faculty, guided by the following requirements:
1) Working (Project) Group – consists of pedagogical, scientific-pedagogical, and/or scientific employees who are responsible for initiating educational activities under educational programs at a certain level of higher education and who meet the qualification requirements specified in the Licensing Conditions for Conducting Educational Activities. The working (project) group is approved by the order of the Rector of the University.
2) Head of the Working (Project) Group – a scientific-pedagogical or scientific employee of the University who bears responsibility for its development and implementation. The Head of the working (project) group ensures the compliance of the educational program with standards and requirements and guarantees that the educational program meets the established standards and ensures a high quality of education.
3.2 Taking into account the presence of foreign citizens and stateless persons, one of the members of the working (project) group must be proficient in English at the B2 level according to the Common European Framework of Reference for Languages (CEFR) or possess qualification documents (higher education diploma, scientific degree) relating to the use of the English language.
3.3. The candidacies of the head and members of the working (project) group of a specific educational program at the relevant level of higher education are discussed at a meeting of the respective department and approved by the minutes of the department meeting. If more than one department, rather than a single one, is the graduating department for a specific educational program at the relevant level of higher education, the candidacies of the head and members of the working (project) group are discussed at a joint meeting of the departments and approved by the minutes of the joint meeting of the departments.
3.4 Senior students, employers, and individuals from other stakeholder groups may be involved in the composition of the working (project) group.
3.5 Any changes to the composition of the working (project) group in the event of its unsatisfactory performance, changes in personnel, etc., are made on the basis of official submissions from the heads of the respective graduating departments to the dean of the faculty and are approved by the order of the University.
4. Procedure for the Implementation of Educational (Educational-Professional, Educational-Scientific) Programs
4.1 The graduating department develops the profile of the educational (educational-professional, educational-scientific) program with the full complex of components, which must position the educational program among others in accordance with the theme of scientific research, thereby facilitating its understanding by all main stakeholders: students, employers, researchers, lecturers, etc. It defines the subject area to which a certain educational program belongs, its educational level, and the specific features that distinguish it from other similar programs, and conducts an initial evaluation through peer review by stakeholders. The volume of the educational program profile should be two to three pages and is designed in accordance with Appendix A of these Regulations.
Proposals for initiating a new educational (educational-professional, educational-scientific) program, the developed profile, and the composition of the working (project) group for its development are considered and approved at a meeting of the respective department.
4.2 Proposals and the profile of a new educational (educational-professional, educational-scientific) program regarding its introduction at the University and the composition of the working (project) group for its development are submitted by the graduating departments for consideration to the Academic Council of the faculty.
4.3 Upon a positive decision of the Academic Council of the faculty, an official submission is formed addressed to the Vice-Rector for Scientific and Pedagogical Work of the University regarding the composition of the working (project) group for the development of the educational (educational-professional, educational-scientific) program.
4.4 On the basis of official submissions from the faculties, the licensing and accreditation group of the Center for Education Quality, Licensing, and Accreditation forms the order of the Rector of the University on the approval of the compositions of the working (project) groups and the corresponding deadlines for the development of specific educational (educational-professional, educational-scientific) programs.
4.5 On the basis of the profile of the educational (educational-professional, educational-scientific) program, the working (project) group develops a description of the educational program containing information about: the title of the educational program; the level of higher education; the field of knowledge (fields of knowledge, if necessary – for interdisciplinary educational programs); the specialty (specialties – for interdisciplinary educational programs); the specialisation or subject specialty (if any); the description of the subject area; the objectives of the educational program; the type of the educational program (educational-professional, educational-scientific, or educational-creative); the type of diploma (joint (double) diploma) (if any); the name of the partner under the agreed joint educational program (if any); the language (languages) of instruction; the number of ECTS credits required to complete this program; modes of study under this educational program and the estimated duration of the educational program completion for each of them; educational requirements for persons who can begin studies under this program (in accordance with higher education standards); competences and program learning outcomes that grant the right to award/confer the educational or educational and professional qualification (qualifications) defined by the educational program; the form (forms) of attestation of higher education students; the list of mandatory educational components and their logical sequence; employment opportunities based on the acquired education; and procedures for conferring professional qualifications (in case they are conferred).
4.6 The Head of the working (project) group simultaneously submits the description of the educational (educational-professional, educational-scientific) program to the Center for Education Quality, Licensing, and Accreditation and the relevant sector-specific HMC (Scientific and Methodological Committee) of the University for further consideration and coordination. The decision on the coordination / non-coordination of a specific educational program is recorded by the minutes of the meeting of the relevant sector-specific HMC.
4.7 The electronic version of the educational program is published on the website (web portal) of the University for public discussion one month before the consideration of this educational program at the Academic Council of the University.
4.8 After the consideration and coordination of the description of the educational (educational-professional, educational-scientific) program by the relevant sector-specific HMC and the Center for Education Quality, Licensing, and Accreditation, the Director of the Center prepares an official submission addressed to the Chairman of the Academic Council of the University to include the issue of reviewing the program on the agenda of the meeting of the Academic Council of the University.
4.9 The decision of the Academic Council on the approval of the educational (educational-professional, educational-scientific) program serves as the basis for the development and approval of the curriculum for the training of higher education students under this program.
4.10 During the consideration and approval of the educational (educational-professional, educational-scientific) program at the Academic Council of the University, a Guarantor of the educational program is selected from among the members of the working (project) group, and a Support Group for the educational program is formed, regarding which a corresponding order of the Rector of the University is issued.
In the absence of an order, the Head of the respective working (project) group appointed by the higher education institution shall be considered the Guarantor of the educational program.
4.11 Guarantor of the Educational Program – a scientific-pedagogical or scientific employee of the University who exercises academic management of the educational program, is responsible for its quality, organization, and coordination of activities related to the implementation, monitoring, and revision of the educational program, as well as for ensuring quality control of the training of higher education students within the specialty under a specific educational program. One person may simultaneously be the Guarantor of only one educational program.
The Guarantor of the educational program must comply with the Licensing Conditions for Conducting Educational Activities approved by Resolution of the Cabinet of Ministers of Ukraine dated December 30, 2015, No. 1187 (as amended). The Head of the working (project) group is, as a rule, appointed as the Guarantor of the educational program.
4.12 Support Group for the Educational Program – a group of scientific-pedagogical, pedagogical, and scientific employees, consisting of not less than three persons, who possess educational and/or professional qualifications corresponding to the educational program, hold a scientific degree and/or an academic rank, and work at the educational institution as their primary place of employment.
5. Procedure for the Update and Modernization of Educational (Educational-Professional, Educational-Scientific) Programs
5.1 The revision of educational programs (EP) is carried out in the forms of either updating or modernization at least once every 3 years, but no later than one semester before the expiration date of the current edition. However, for the purpose of improvement or modernization, the support group for the educational program may introduce necessary changes or additions during this period.
5.2 Updating of Educational Programs
An educational program may be updated partially in terms of all components, except for the mission (objectives) and program learning outcomes.
The grounds for updating an educational program may include:
- the initiative and proposals of the Guarantor of the educational program and/or the Academic Council of the EP and/or the lecturers of the program;
- the results of the quality evaluation of the educational program (such results may be obtained during the self-assessment of the EP, surveys of higher education students, graduates, employers, administrative audits, internal and external audits, and other procedures);
- objective changes of an infrastructural or personnel nature and/or other resource conditions for the implementation of the educational program.
Updates are reflected in the relevant structural elements of the EP (the curriculum, matrices, syllabi of academic disciplines, practical training programs, etc.). If the gathered information indicates a discrepancy between the intended workload and the time actually required by the majority of higher education students to achieve certain learning outcomes, it is necessary to review the student workload, credits, learning outcomes, or the activities and methods of teaching and learning. This may also require re-designing the educational program and its educational components.
The draft update of the EP is coordinated with representatives of student self-government and employers, and is submitted for consideration to the sector-specific HMC.
The update of the educational program is considered at a meeting of the university's sector-specific HMC and, subject to a positive decision, is recorded in the respective minutes.
5.3 Modernization of Educational Programs
The modernization of an educational program aims at a more significant change in its content and conditions of implementation than during a routine update, and may also concern the objectives (mission) and program learning outcomes of the EP. Changing the type of an educational program also constitutes modernization. A special case of EP modernization is the inclusion of new informal specialisations within it.
The modernization of an educational program may be carried out:
- on the initiative of the University/faculty management in case of unsatisfactory conclusions regarding its quality resulting from a self-assessment or an analysis of enrollment dynamics of higher education students;
- on the initiative of the Guarantor of the educational program and/or the Academic Council in the absence of applicant enrollment for studies under the educational program;
- in the presence of conclusions regarding insufficiently high quality of the EP based on the results of various educational program quality evaluation procedures;
- on the initiative of the main stakeholders;
- on the initiative of the support group for the educational program to incorporate changes that have occurred in the scientific and professional field within which the educational program is implemented, as well as changes in the market of educational services or the labor market.
It is desirable to involve representatives of key employers and external experts relative to this educational program (both from the professional community of the University and independent ones) in the modernization of educational programs.
The modernized educational program, along with the substantiated changes, must be approved in accordance with the procedure provided for in Section 4 of these Regulations.
6. Requirements for the Initiation and Accreditation of Educational (Educational-Professional, Educational-Scientific) Programs
6.1 An educational program is initiated within a licensed specialty. The licensed capacity for a new educational program is allocated through the release of licensed student places within a certain specialty. The licensed capacity by modes of study is approved by a decision of the Academic Council. It is prohibited to distribute the licensed capacity during the admission campaign.
6.2 The support group for the educational program, which includes pedagogical, scientific-pedagogical, and scientific employees for whom the University is their primary place of employment and who personally participate in the educational process and meet qualification requirements, is responsible for the execution of educational programs at specific levels of higher education and postgraduate education for individuals with higher education.
6.3 The educational and/or professional qualification of scientific-pedagogical, pedagogical, and scientific employees is confirmed by a higher education document, a conferred scientific degree (identical in content specialty (subject specialty, specialisation)), the presence of professional experience (employment) in the relevant field (specialty, specialisation) for at least five years (excluding pedagogical, scientific-pedagogical, and scientific activity), and at least five publications in scientific journals included in the list of professional publications of Ukraine or in scientometric databases, in particular Scopus or Web of Science Core Collection, within the last five years.
6.4 Scientific-pedagogical, pedagogical, and scientific employees who support the educational process must have at least four achievements in professional activity over the last five years, as defined in Paragraph 38 of the Licensing Conditions.
6.5 The support group for the educational process of an educational program – scientific-pedagogical (pedagogical) and/or scientific employees, among whom at least 50 percent of individuals must hold a scientific degree and/or an academic rank and work at their primary place of employment at the relevant level of higher education or under an educational program that provides for the conferment of a professional qualification for professions subject to additional regulation at the relevant level of higher education.
6.6 The composition of the support group for the educational process of an educational program must include:
– for the second (Master's) level of higher education, at least 10 percent of individuals holding a scientific degree of Doctor of Sciences and/or the academic rank of Professor;
– for the third (Educational-Scientific) level of higher education, at least two Doctors of Sciences to supervise the research component of each educational-scientific program.
7. Design and Formatting of Educational (Educational-Professional, Educational-Scientific) Programs
An educational (educational-professional, educational-scientific) program is developed in accordance with the recommendations of the Ministry of Education and Science of Ukraine specified in Letter No. 1/9-239 dated 28.04.2017.
The structural elements of an educational (educational-professional, educational-scientific) program are:
- title page;
- table of contents;
- preface;
description of the educational (educational-professional, educational-scientific) program:
- general characteristics;
- volume of ECTS credits;
- list of graduate competences;
- standard content of higher education student training, formulated in terms of learning outcomes;
- forms of attestation of higher education students;
- requirements for the availability of an internal higher education quality assurance system;
- requirements of professional standards;
- list of regulatory documents on which the educational (educational-professional, educational-scientific) program is based;
- explanatory note to the educational (educational-professional, educational-scientific) program.
8. Final Provisions
8.1. The Regulations are approved by the Academic Council of the University and enacted by the order of the Rector of the University.
8.2. Control over the implementation of the Regulations is exercised by the officials of the University within their powers established in their job descriptions.
8.3. Changes and additions to the Regulations are considered and approved by the Academic Council of the University and enacted by the order of the Rector of the University in accordance with the established procedure.
Appendix A
Educational Program Profile
| Full title of the faculty | To be specified in Ukrainian and English |
| Full title of the department | To be specified in Ukrainian and English |
| Higher education degree | To be specified in Ukrainian and English |
| Field of knowledge | To be specified in Ukrainian and English |
| Specialty (specialisation) | To be specified in Ukrainian and English |
| Title of the qualification | To be specified in Ukrainian and English |
| Type of the educational program | To be specified in Ukrainian and English |
| Official title of the educational program | To be specified in Ukrainian and English |
| Objective of the educational program | In the objective of the educational program, specify: ensuring the comprehensive development of the personality; formation of key competences; special knowledge and skills required for professional activity or further study, in accordance with modern educational standards and societal needs, with mandatory compliance with the mission and strategy of KhAI |
| Main focus of the educational program | Define the objective and the subject area of the EP, educational and/or scientific orientation, as well as the expected competences that the learner acquires for further professional activity. Outline the key learning outcomes, unique features of the program, and its interaction with the labor market or scientific communities. |
| Features of the educational program | Indicate the unique characteristics that distinguish your EP from similar programs, defining the objectives, content, structure, teaching methods, as well as the individual trajectory of the learners. |
| Suitability for employment | Indicate the list of positions in accordance with the Classifier of Professions DK 003:2010 |
| Labor market monitoring results | Indicate the relevance of the identified professions (positions) within the sectoral and regional context. Provide examples based on quantitative and qualitative characteristics. |
| Results of the development of science and the specialty | Provide the development trend of science and the specialty over the last three years. |
| Monitoring results of similar domestic educational programs | Indicate the higher education institutions and what experience was utilized. |
| Monitoring results of similar foreign educational programs | Indicate the higher education institutions and what experience was utilized. |
| Stakeholders | Indicate the interest of various stakeholder groups (higher education students, employers, academic community, other stakeholders) in conducting educational activities under the specified educational program. Attach reviews/recommendations in an amount of not less than two. |
Head of Department No. __ Firstname LASTNAME