The MA single-major study programme Educational Design was adopted by the Senate of the Faculty of Natural Sciences and Mathematics of the University of Maribor on 2nd Dec. 2009 and by the Senate of the University of Maribor on 15 Dec. 2009. On the basis of Article 51 of the Law on Higher Education (Official Gazette of the Republic of Slovenia, No. 119/06-UPB - officially consolidated text No. 59/07-ZŠtip,15/08- decision of the Constitutional Court No. U-I-370/06-20 and 64/2008), Article 2 of the Regulations on the Work of the Senate for Accreditation and Article 2 of the Measures for the Accreditation of Higher Education Institutions and Study Programmes (Official Gazette of the Republic of Slovenia, No. 101/04), the Council of the Republic of Slovenia for Higher Education at their 22nd meeting on 25 Feb 2010 gave consent to the implementation of the study program. Changes and additions in the study program were confirmed by the Council of the Republic of Slovenia for Higher Education on 4 July 2011.

The requirement for progression to the 2nd year is the completion of at least 45 ECTS credits. Among the completed courses, the following must be included: Didactics of Technology I, Drawing in technology documentation, Advanced technologies of materials and manufacturings, and Pedagogical practice for technology education I. According to Article 85 of the Statute of the University of Maribor, a student who has not completed all the required obligations may exceptionally be granted progression to the next year by the Faculty's Academic Affairs Committee upon the student's request. This exception applies if the student has completed more than half of the required obligations, was unable to fulfill the requirements for justified reasons as listed in Article 212 of the Statute of the University of Maribor, and it is expected that the student will complete the obligations within the deadline set by the Academic Affairs Committee. Among the completed obligations, Practical Training for Teaching Technology I must be included. Language proficiency at level B2 prior to enrolment in the second year of study: All candidates applying for teacher-training master’s study programmes shall demonstrate the Slovene language proficiency at level B2 in accordance with the Common European Framework of Reference for Languages (CEFR) with an appropriate certificate prior to enrolling in the second year of study. Appropriate certificates proving the required proficiency are: a) the Slovene language examination certificate at level B2 or an equivalent certificate; b) fulfilled study obligations from the Slovene Language Development for Foreigners 1 or Slovene as a Second and Foreign Language 1 and Slovene Language Development for Foreigners 2 or Slovene as a Second and Foreign Language 2 courses at the Faculty of Arts of the University of Maribor; c) the final certificate of primary education in RS or foreign primary education with Slovene as the language of teaching; d) a matura certificate or the final year certificate of a vocational secondary education programme, showing the candidate has passed the Slovene language course; e) a certificate of completed bilingual (Slovene and a foreign language) secondary education or completed foreign secondary education with Slovene as the language of teaching; f) a diploma from a higher education institution in RS and a certificate (statement) that the candidate has completed the programme in Slovene. Candidates who have graduated from a 1st-cycle (bachelor’s) study programme at the Faculty of Natural Sciences and Mathematics of the University of Maribor are not obliged to enclose the certificates.

Graduates can continue their studies at the PhD level in accordance with the terms of the Institute of higher education which is offering the PhD study programme.

According to the fundamental objectives of the programme, as well as the general and course-specific competences that they help shape, employability can be expected in a wide range of professional activities, however, it is to be expected that the majority of graduates will occupy jobs requiring a wide range of knowledge in the broader fields of engineering, communication and analysis. These skills will enable employability of graduates also beyond the borders of Slovenia, especially due to the fact that they can gain an IGIP licence, which allows recognition of their diplomas and thus equal rights to the integration into the labour market in more than 72 member states of the associations IGIP. The fields can be combined into the following categories: - formal educational institutions; - professional higher education institutions, secondary and vocational schools, as well as elementary schools; - non-formal educational organizations in the economy and public service, as organizer and teaching instructor; - project work (organizing social events and processes); - work in research institutions; - work in applied research and development institutions (profit and non-profit); - the media. In these areas graduates will be able to perform tasks associated with the design and implementation of professional, developmental-research and educational activities, participate in advisory work, in animation for work in education, in the popularisation of modern forms of teaching and learning, innovation projects, in the organization of projects in the field of natural sciences, mathematics, engineering, computer science, culture, youth work, voluntary work. The advantage of graduates in this program is also in wide employability, since it constitutes two fundamental fields of study, namely social sciences and engineering. It is estimated that in light of the increasing importance of flexibility of labour, it is this breadth of employment possibilities that is the best guarantee of successful placement of graduates of the proposed study programme on the Slovenian (and global) labour market.

The summations provide the average values of hours to study the program. Inconsistencies in the numbers are the result of choice of elective courses. Independent student work amounts to 2583 hours.

The study program includes practical training in the framework of the courses Practical Training for Teaching Engineering I (8 ECTS in the spring semester of 1st year) and Practical Training for Teaching Engineering II (8 ECTS in the spring semester of 2nd year).

The methods of knowledge assessment are regulated by the Regulations on Knowledge Assessment and Evaluation at the University of Maribor, accessible via this link: https://www.um.si/dokument/predpisi-univerze-v-mariboru/. The criteria and methods of knowledge assessment for individual courses are part of the course syllabus and are publicly available on the faculty's website: https://www.fnm.um.si/index.php/domov-studij-predstavitev/.

The 2nd Cycle Single-Major MA study programme Technical Education provides education for future teachers of technical education at the upper level of regular elementary schools, vocational and secondary technical schools, technical gymnasium programmes, and post-secondary and higher education technical schools. Graduates of the programme acquire broad-based expertise and are qualified to work with students through their mastery of pedagogical, psychological and didactic content. Students are trained in the organization and planning of classroom work, communication skills, as well as work outside the classroom (teacher as a class teacher, mentor, or social partner), and obtain didactic competence for teaching technical education. Compulsory specialist (technical) subjects of the programme provide a coherent set of technical and technological contents related to current issues in tertiary education (universities, post-secondary and higher education institutions), secondary education (general, vocational), and elementary schools, as well as to the development of the discipline. In addition, elective courses include content from other areas. This distinctly interdisciplinary programme offers a broad-based general education in the expert field and provides graduates with additional relevant knowledge from the fields of pedagogy, psychology, and didactics. This expands employment opportunities for graduates in all areas which require thoughtful, tolerant, and democratic work and communication. Progress in achieving the study programme objectives is monitored both formally and informally. Formal monitoring is ongoing as part of each individual course and in line with evaluation and assessment methods of that course. Informal monitoring continues even after completion of the programme, in the form of collaboration between schools and other institutions, which provide the Faculty with feedback about the competence level of our graduates. The feedback received so far has shown that our efforts have met with great success.

Competences are defined as a combination of knowledge, skills and attitudes representative of the circumstances (Official Gazette of the EU No. 394/10, 2006). According to the Measures for the Accreditation of Study Programmes for the Training of Teachers, however, they are defined as a link and application of the acquired skills in complex, unpredictable and versatile circumstances, bearing in mind the need to closely interlace three ingredients: knowledge and understanding, professional skills, and attitudes and values. On the basis of these guidelines the present program focuses primarily on the following general competences: - understanding and application of curricular theories and basic didactic knowledge; - the ability to analyse and synthesise, and to foresee solutions to professional and didactic problems; - interdisciplinary integration of contents; - the ability to use the knowledge in practice to solve a variety of problems; - the ability of creative thinking and encouraging it in pupils/high school students/university students; - a research approach and orientation in problem-solving and responsible guidance of one's own professional development in the process of lifelong learning; - ability of creative and autonomous functioning; - knowledge and understanding of developmental principles, and of the differences and needs of individuals or groups; - knowledge and understanding of diversity and multiculturalism, as well as compliance with non-discrimination at work; - qualifications for the research approach both in the profession as well as in education and training; - capacity to use ICT in teaching and in other professional work and the development of information literacy in pupils; - the ability of professional dialogue, international cooperation and the creation of project management; - ability of reflection and evaluation of the results of one's work; - good knowledge of one's profession and of the regulations governing the operation of schools; - use of previously acquired theoretical knowledge in practice.

- the ability to teach to learners appropriate professional literacy in the field of engineering; - knowledge and application of a well-established engineering terminology; - professional mastering of the curricula, content and concepts of higher education, secondary, vocational and elementary courses with content pertaining to engineering in order to create such learning conditions in which the students are enabled to build quality learning (durability, portability, integrity); - independent mastery of specific organizational forms of instruction of courses in engineering: organizing project days, organizing clubs, mentoring research tasks, cross curricular planning and implementation of teaching as research work; - in-depth knowledge in the field of modelling and construction; - knowledge and application of modern numerical procedures for sizing machine parts and structures; - knowledge and application of conventional and modern materials in the design and manufacture of products; - knowledge and application of conventional and modern processing technologies (CAM, CIM, CQM, robotics, etc.); - knowledge and application of methods for programming modern computerized machinery and equipment; - knowledge and use of modern methods for the planning of processes and systems; - knowledge and application of the stakes calculated within the financial calculations and financial analysis in the design of products; - organizing and conducting training courses.

Candidates who completed the following may apply for the 2nd-cycle (master’s) single-major teacher-training study programme in Educational Design: ? A 1st-cycle (bachelor’s) study programme in the field of inter-disciplinary programmes and qualifications involving engineering, manufacturing and construction (0788 – only Educational Design). ? A 1st-cycle (bachelor’s) study programme in the field of engineering, manufacturing and construction (07 – except Educational Design) or education (01). Prior to enrolment, candidates shall pass the following courses corresponding to 7 ECTS credits under the 1st-cycle (bachelor’s) study programme, a supplementary study programme, or by taking bridging exams: Electrical Engineering (7 ECTS). ? A 1st-cycle (bachelor’s) study programme in a field not specified in the previous paragraphs. Prior to enrolment, candidates shall pass the following courses corresponding to 17 ECTS credits under the 1st-cycle (bachelor’s) study programme, a supplementary study programme, or by taking bridging exams: Mechanical Elements (5 ECTS), Electrical Engineering (7 ECTS), and Technology Practicum 1 (5 ECTS). ? An undergraduate professional study programme adopted prior to 11 June 2004 in the field of engineering, manufacturing and construction (07) or education (01). Prior to enrolment, candidates shall pass the following courses corresponding to 7 ECTS credits under the 1st-cycle (bachelor’s) study programme, a supplementary study programme, or by taking bridging exams: Electrical Engineering (7 ECTS). ? An undergraduate professional study programme adopted prior to 11 June 2004 in a field not specified in the previous paragraph. Prior to enrolment, candidates shall pass the following courses corresponding to 17 ECTS credits under the 1st-cycle (bachelor’s) study programme, a supplementary study programme, or by taking bridging exams: Mechanical Elements (5 ECTS), Electrical Engineering (7 ECTS), and Technology Practicum 1 (5 ECTS). ? An undergraduate academic study programme adopted prior to 11 June 2004 in the field of teacher training with subject specialisation – only production and engineering courses (0114). Candidates are typically awarded 60 ECTS credits and may enrol in the second year of study provided they satisfy the transfer criteria laid down in the accredited study programme. ? An undergraduate academic study programme adopted prior to 11 June 2004 in the field of education (01 – except production and engineering courses) or engineering, manufacturing and construction (07). Candidates are awarded up to 20 ECTS and may, after having passed the Electrical Engineering (7 ECTS) course, enrol in the corresponding year of study. ? An undergraduate academic study programme adopted prior to 11 June 2004 in a field not specified in previous paragraphs. Prior to enrolment, candidates shall pass the following courses corresponding to 17 ECTS credits under the 1st-cycle (bachelor’s) study programme, a supplementary study programme, or by taking bridging exams: Mechanical Elements (5 ECTS), Electrical Engineering (7 ECTS), and Technology Practicum 1 (5 ECTS). ? A specialisation following an undergraduate professional study programme adopted prior to 11 June 2004 in the field of engineering, manufacturing and construction (07) or education (01). Candidates are awarded up to 10 ECTS credits.

If the number of applications exceeds the number of available enrolment places, candidates shall be ranked according to grade point average (100 %).

According to the Criteria for transitions, a transfer to the 2nd Cycle Single-Major MA study programme Technical Education is possible for candidates enrolled in the study programmes from the fields of natural, technical and other related sciences, who ensure the acquisition of comparable competences at the end of their studies, and for whom at least half of the ECTS obligations from the first study programme are recognised, whereby these obligations are related to the obligatory courses of the second study programme.

Students in the second-cycle study program may have their knowledge and skills, acquired prior to enrollment, recognized in accordance with the RULES ON RECOGNITION OF KNOWLEDGE AND SKILLS IN STUDY PROGRAMMES AT THE UNIVERSITY OF MARIBOR, available at the following link: https://moja.um.si/student/Strani/Pravilniki-in-predpisi.aspx.

The student finishes the studies, once done everything with curricula laid down the obligation to write and successfully defends the master thesis work and collect a total of at least 120 ECTS.