mag. prof. nem. kot tuj. jez.
magister profesor nemščine kot tujega jezika
magistrica profesorica nemščine kot tujega jezika
M.A.
Master of Arts
01 - Education
0114 - Teacher training with subject specialisation
6 - Humanities
Text about acceptance
During its 25th regular session, on 21 April 2011, the Council of the Slovenian Quality Assurance Agency for Higher Education – NAKVIS officially accredited the single major non-pedagogical study programme "Sociology" (2nd Bologna cycle - MA), implemented by the Faculty of Arts of the University of Maribor, Slomškov trg 15, SI-2000 Maribor, in accordance with paragraph 7 of chapter 11 of Article 51h and chapter 7 of Article 51p of the Higher Education Act of the Republic of Slovenia (ZVis) (Official Gazette of the Republic of Slovenia, no. 119/06 – official consolidated text, 59/07 – Scholarship Act of the Republic of Slovenia (ZŠtip), 15/08 - Decision of the Constitutional Court of the Republic of Slovenia, 64/08, 86/09 and 62/2010 – Exercise of Rights to Public Funds Act of the Republic of Slovenia (ZUPJS)), and with reference to Article 56 of the valid Criteria for the Accreditation and External Evaluation of Higher Education Institutions and Study Programmes (Merila za akreditacijo in zunanjo evalvacijo visokošolskih zavodov in študijskih programov – Official Gazette of the Republic of Slovenia, no. 95/2010).
Advancement criteria of a study programme
In order to progress to the second year of the German as a Foreign Language pathway, students must complete at least 54 ECTS credits.
Criteria for completing separate parts of a study programme
The programme does not contain conditions for completion of individual segments of the programme.
Study advancement options
Graduates of the second-cycle master’s programme can continue their studies in third-cycle programmes.
Employment possibilities
The single-subject and two-subject teaching pathways of the second-cycle German as a Foreign Language programme are designed to respond to the needs of educational and research institutions, pedagogical and adult education institutions and other institutions for staff with qualifications in German language and literature and the didactics of German language and literature, while at the same time enabling employment in other sectors.
The single-subject and two-subject teaching pathways of the second-cycle German as a Foreign Language programme enable students to acquire basic professional competences in the teaching of German as a foreign language, with an emphasis on teaching various target groups and age groups (language for specific purposes, teaching younger children or teaching adolescents and adults). Graduates of the single-subject pathway are also distinguished by their knowledge of intercultural, transcultural and literary studies discourses, multilingual contacts and different lexicographical practices, by their textual and discourse analysis skills, and so on. Graduates of the two-subject pathway, meanwhile, offer potential employers a specific interdisciplinary profile as a result of their choice of second subject.
Through the careful selection of elective units, students on both pathways acquire a series of other competences that go beyond the compulsory content of the respective pathways, including, for example, content related to the so-called green transition.
The competences they acquire qualify them to work as German teachers. In the light of experience and the information the German Studies Department has obtained through active cooperation with schools, we are able to say that single-subject teachers, in view of their in-depth study of a single language, are an excellent fit for general upper secondary schools (gimnazije) and related institutions with a major emphasis on international and project activities.
Graduates of the single-subject and two-subject pathways of the German as a Foreign Language master’s programme are qualified to engage in educational, research and pedagogical processes at primary, secondary and higher education institutions, undertake research at research institutes, prepare a wide range of programmes and fulfil advisory and leadership roles in a range of institutions such as libraries, publishing companies, media organisations and various government bodies. This is thanks to the broad professional competences they acquire in the German Studies field and, at the same time, the teaching competences they acquire through the programme, particularly in the case of the single-subject pathway German as a Foreign Language.
As we can summarise from the extensive list of data obtained from the ESS on 6 February 2023, various employment opportunities are open to graduates. The following vacancies were published in the 2022 calendar year for graduates of the single-subject and two-subject pathways of the German as a Foreign Language programme: Within occupational category 2 (Professionals) of the Standard Classification of Occupations 2008 (SKP-08), we can see data on secondary school teachers of German (2331-03), teachers of German at secondary school (2331-03), subject teachers of German (2332.02), German teachers at primary school (2332.02) and foreign language teachers in non-formal education (2353). Our graduates are also employable as organisers of educational activity in educational institutions (2357.01), librarians in educational institutions (2357.02) and educational counselling professionals (2357.02). The number of vacancies for these profiles is, with two exceptions, higher in 2022 than in 2021. In 2022, for example, there are 122 vacancies for German teachers (there are various codes for this profile in the table), compared to 98 in 2021.
We believe that these data from the ESS are extremely favourable for our graduates, since they show an upward the trend in the employment of teachers, including German teachers.
Figures showing the number of registered unemployed persons in Slovenia are also interesting. Despite the data being incomplete, we are able to state that there were five unemployed single-subject teachers of German in 2021 and only one in 2022. Similarly, only one two-subject teacher of German was registered as unemployed in 2022 (figures are not available for 2021). Also interesting is the fact that the number of unemployed graduates of an academic bachelor’s programme (pre-Bologna Process), is significantly higher (for graduates of both single-subject and two-subject pathways), although this is also falling year on year, from 39 in 2020, to 21 in 2021 and 13 in 2022. These figures also show that the unemployment rate among German graduates is falling. On the basis of employment figures, we are able to state that the great majority of graduates are actually finding employment, although we cannot tell from the data where they are employed.
The Occupational Barometer (https://www.ess.gov.si/partnerji/trg-dela/poklicni-barometer, accessed on 2 February 2023) places the category “secondary school teachers and house parents in school boarding houses”, which also includes German teachers, among occupations in the “deficit” group. No teachers appear in the “balance” and “surplus” categories, which means that the demand for teaching staff is current and, as the forecasts show, the gap between supply and demand will soon grow. This also demonstrated by the fact that the number of direct enquiries to the Department from employers regarding students who are future German teachers and those who have completed a teaching programme in German has risen significantly in recent months. The jobseekers category of the Occupational Barometer (3 February 2023) shows that there are 197 vacancies in education and sport, including 13 in the Podravska region, and that graduates of German as a Foreign Language would be suitable applicants for at least five of these jobs – as a German teacher at a primary or secondary school, as an accompanier of children, as a teacher in an after-school context, and as a teacher responsible for providing additional specialised support.
We also draw attention to the ESS website PoiščiDelo.si, which is a very important starting point for anyone looking for work. This website, which statistics show has a high success rate, takes an individual approach to each jobseeker and allows them to see vacancies listed by competences and not necessarily by qualifications. We mention this because we consider it to be an excellent starting point for our graduates, who may not find any currently advertised jobs for their qualification, or at least not in their region.
Despite the fact that the data are not complete, analysis of current figures from the ESS (obtained on 6 February 2023), PoiščiDelo.si and the Occupational Barometer shows a growing trend in the employment of graduates of the Intercultural German Studies programme or the single-subject and two-subject pathways of the German as a Foreign Language programme. We believe this to be a confirmation of the excellence of the Intercultural German Studies programme and all four pathways and a good encouragement for students to tackle their studies actively and intensively and complete their programme, and of course an encouragement for all the lecturers and providers of the programme to continue our high-quality work. Our goal has always been, and will continue to be, that our graduates enter the labour market with excellent qualifications and that, thanks to their studies and the various opportunities to gain practical experience and competences that are available to them in the Department during their studies, they will be able to compete with similar profiles in the market for jobs.
The figures and clarifications we have provided regarding demand for graduates of the single-subject and two-subject pathways of German as a Foreign Language show that there is a need for individuals with these qualifications, for the most part in Slovenia but also outside the country. In view of Slovenia’s intensive cooperation with other countries (particularly those in the German language area) in the political, economic, commercial and other fields, stable long-term demand, particularly for good German teachers, may be expected to continue in the future.
Demand for teachers of German language and literature with a master’s degree (graduates of the single-subject and two-subject teaching pathways of the German as a Foreign Language programme) in the business sector is not high, as may be expected (unlike in the non-profit sector). Demand in the business sector is mainly limited to specialist publishers, research institutes and other institutes organised as private enterprises. The single-subject and two-subject teaching pathways of the German as a Foreign Language programme reflect their employment needs in that they produce highly specialised professionals who are capable of independent research and of organising and leading a range of activities relating to German language and literature and the didactics of German language and literature, and of working in other fields (e.g. developing activities in the creative industries).
The content of the single-subject and two-subject pathways of the second-cycle German as a Foreign Language programme is comparable to that of similar programmes both in Slovenia and in other countries. On completion of the programme, graduates are capable of working autonomously at a high level in various fields (see above). Planned learning outcomes align with the findings of labour market analysis conducted within possible contexts using available data.
Other obligations
The vertical and horizontal integration of units in individual pathways is complex, since each unit in the following semester is based on the knowledge, skills and competences acquired in the previous semesters and integrated with the other units in the semester.
C) GERMAN AS A FOREIGN LANGUAGE (SINGLE-SUBJECT TEACHING PATHWAY):
Horizontal integration of content
The programme is based on the clear horizontal integration of units. Knowledge acquired from the units of an individual semester is the basis for successful work in the semesters that follow. The programme is conceived in such a way that units and content are coherent and interconnected. The single-subject teaching pathway incorporates systematic efforts to encourage the professional development of students in such a way that they acquire essential general skills and abilities in intercultural fields along with key competences. They also acquire general psycho-pedagogical and didactic skills along with subject-specific didactic skills while simultaneously deepening and extending their knowledge and competences in the field of German language, literature and culture.
The units of the curriculum are horizontally integrated in the following way:
In the first semester students study the core units of the pathway, including the basics of psychology, didactics and pedagogy (Psychology of Learning and Development, Pedagogy, Didactics). Through the unit Didactics of German I, students acquire basic knowledge about language skills and abilities in the context of German language instruction and reflect on their transfer. They complement this by acquiring key competences for communication in an intercultural environment (Key Competences I) and refining and developing their oral expression skills (Contemporary Language Trends in Oral Communication in German). A placement (Interdisciplinary Observation Placement) gives them the opportunity to participate in an authentic learning process and observe work in a school as an active and critical observer.
In the second semester students deepen their knowledge of language and literature. The emphasis in the language units is on language varieties, grammar, vocabulary and written communication in German (German as a Foreign Language – Grammar and Vocabulary, Contemporary Language Trends in Written Communication in German), while the literature units focus on transculturality and interculturality from the point of view of literary science (Transculturality in 20th-Century German Literature, Literary Studies and Interculturality). In this semester students also continue to acquire key competences (Key Competences II) and knowledge regarding the teaching and learning of a language for specific purposes and attempt to put the knowledge and skills they have acquired into practice via a placement as a student teacher of German at a primary school, where they also gain their first professional practical experience (Teaching Practice I). By choosing two pedagogically focused elective units, students extend their knowledge and skills to other areas of their professional development.
In the third semester students cover the following intercultural topics: migration, lexicography and specialised communication (Language and Migration, The Dictionary as Cultural Practice, Intercultural Specialised Communication). They also learn about teaching German to a specific age group (younger children) (Early Learning of a Foreign Language – German) and familiarise themselves with domestic and international standards of knowledge, the testing and assessment process, intercultural and multilingual approaches to language learning and strategies to maximise the learning effect and the effectiveness of teaching through the flexible use of didactic concepts (Didactics of German II). They continue their professional development through the study of selected topics from German literature (20th- and 21st-Century Literature in the Classroom, The Familiar and the Foreign in German Literature) and develop their skills as moderators, particularly in the context of pedagogical work (Moderation Techniques). This semester also sees them extend their professional development to other fields through the selection of two elective units from the range of pedagogical units on offer at the faculty or other faculties of the university, including content related to the green transition.
In the fourth semester students familiarise themselves with another specific target group for the teaching of German, namely adolescents and adults (Teaching German to Adolescents and Adults). They also gain practical teaching experience (Teaching Practice II). Finally, a successfully prepared and presented master’s thesis in which linguistic or literary research is, as a rule, linked to a pedagogical problem, with the chosen topic addressed from theoretical, empirical and applied points of view, represents a synthesis of all the knowledge, skills and competences acquired over the course of the programme.
Vertical integration of content:
The units of the single-subject pathway of the German as a Foreign Language programme are also vertically integrated. Pedagogical, psychological and didactic content is closely vertically integrated with subject-specific didactic units (Pedagogy, Psychology, Didactics of German I and II), the observation placement and the two teaching practice placements (Interdisciplinary Observation Placement, Teaching Practice I and II). A clear emphasis is placed on intercultural aspects in vertically integrated language and literature units (e.g. Contemporary Language Trends in Oral Communication in German, Contemporary Language Trends in Written Communication in German, Intercultural Specialised Communication, Literary Studies and Interculturality, The Familiar and the Foreign in Recent German Literature). Students can further develop their knowledge in the vertical sense through their choice of elective units, either within their own department or by choosing units from other programmes.
Assesment criteria
Criteria and methods for testing and assessing student outcomes are made publicly available and are implemented in accordance with the adopted learning programme, unit syllabuses and information on the unit. The assessment system is regulated in accordance with the Statutes of the University of Maribor and the Rules on testing and assessing knowledge at the University of Maribor. Both documents are available online at: https://www.um.si/o-univerzi/dokumentno-sredisce.
Learning outcomes are defined by syllabuses. These are made publicly available and are accessible to all. They can be consulted in the collection of programmes of study at the University of Maribor, which is aimed at students wishing to enrol (accreditation is shown for the cohort of students who will enrol in the following year), and on the Faculty of Arts website (Programmes of study | UM Faculty of Arts). The method of assessment and testing is defined in each syllabus. This means that, on the basis of the published syllabus content, students can compare or check the content and levels of knowledge associated with specific skills. Academic staff encourage continuous work and continuous testing of knowledge, in this way enabling students to maintain a constant overview of their own progress.
Students are also verbally informed about assessment criteria and methods when they begin a unit. Following analyses of pedagogical work and evaluation of the programme, appropriate amendments are made to syllabuses.
Verification of whether students are successfully meeting the requirements of the programme is done through the testing and assessment of knowledge, which is the basis on which students obtain marks and credits in individual units of the programme, allowing them to progress through the programme and move on to further studies. At the same time, it provides students with feedback on the level of knowledge they have attained.
Exam results are entered in an electronic register called the Academic Information Subsystem (AIPS). Results are entered by the exam administrator, who has access to the details of the students entered for the exam. After entering the marks for an individual exam, the exam administrator submits a signed exam report to the Student Affairs Office. This report is kept permanently and represents an official record of the institution. Students are informed of exam results as soon as they are entered and confirmed by the exam administrator, via their personal AIPS account, which they access using a username and password.
Students’ knowledge is tested in examinations, colloquia and other forms of testing and assessment, and awarded a positive or negative mark. Positive marks are “excellent” (10), “very good” (9 and 8), “good” (7) and “satisfactory” (6). Negative marks are all marks from 1 to 5.
Examination timetables are published in the publicly accessible calendar for each individual academic year (http://ff.um.si/studenti/urniki).
Lists of scheduled exam dates for individual units during the academic year are prepared by Departments and published by the Student Affairs Office in the AIPS by no later than 15 November for the current academic year.
Main study programme objectives
Students of the single-subject teaching pathway of the German as a Foreign Language programme gain basic theoretical and applied knowledge of the subject-specific didactics of teaching German as a foreign language at all levels of foreign-language education and, at the same time, expand and develop their theoretical and applied knowledge of the German language and of the literature and culture of the German language area, as defined in the descriptions of the individual units.
The knowledge and skills acquired by graduates are a prerequisite for independent professional work in education, and also for understanding and encouraging points of connection and separation, with an emphasis on the regional component of interlinguistic (German–Slovene) and intercultural contacts. The acquisition of general social, cultural and mediation competences that enable proficient communication and performance of work assignments in contexts of linguistic and cultural contact or linguistically and culturally mixed environments mean that graduates are particularly well suited to working in pedagogical and foreign language contexts. The pathway is also an excellent foundation for further, more narrowly specialised studies at the doctoral level, above all within German Studies, subject-specific didactics and/or comparable humanities disciplines.
General competences of graduates, gained at a study programme
Graduates acquire the following general competences:
- logical, abstract, analytical and synthetic thinking;
- autonomy, self-criticism, self-reflection, self-evaluation;
- intercultural sensitivity, a research-based approach and a focus on problem-solving;
- the ability to identify and resolve problems and conflicts and respond appropriately to new situations;
- the ability to critically evaluate the effectiveness of others and own effectiveness;
- familiarity with various sources of information and the ability to independently find new sources of knowledge in various fields and use them effectively;
- the ability to critically evaluate professional and academic sources and literature from the field in question and use them appropriately;
- the ability to use ICT in professional work, including for the needs of own professional development;
- the ability to use new media and technologies in professional communication;
- the ability to deepen acquired knowledge, integrate it with various fields and transfer it into practice;
- the ability to work with others and in groups, where the social, cultural and linguistic origin of all participants is respected;
- the ability to plan group work and lead working groups and project groups effectively;
- the ability to cooperate in a working and social environment and with various professional and social partners;
- organisational capacities and proficiency in organisational tasks in intercultural communicative contexts and working environments;
- responsible management of own professional development in a process of lifelong learning, in particular the development of foreign language skills and intercultural knowledge;
- the ability to deepen acquired knowledge, integrate it with various fields and transfer it into practice;
- responsible management of own professional development in a process of lifelong learning, in particular the development of foreign language skills.
Students also acquire the following general pedagogical competences:
- the ability to use modern information and communication technologies in teaching and other pedagogical work,
- the ability to manage a class effectively,
- the ability to communicate effectively with parents,
- the ability to plan own professional development,
- a capacity for ethical reflection,
- the ability to establish an inclusive school climate.
Subject specific competences of graduates, gained on a study programme
Subject-specific competences derive from the content of the pathway as a whole. Graduates acquire specific pedagogical knowledge connected to the didactics of foreign language learning and teaching (in this case German) and knowledge connected to German language, culture and literature. They also build on their core knowledge of the language, literature and culture of the German language area.
The subject-specific competences developed by the single-subject teaching pathway of the German as a Foreign Language programme are divided into three groups for clarity.
Linguistic competences:
- the ability to use a foreign language (German) confidently and appropriately in written and spoken form as a medium of communication in private and professional life;
- the ability to resolve linguistic problems and conflicts in everyday communication and in language learning/teaching;
- the ability to formulate linguistically, pragmatically and stylistically appropriate and coherent texts of selected types used in everyday communication and teaching in German;
- the ability to speak and communicate in a manner that is linguistically appropriate with regard to the situation;
- understanding of the characteristics and status of language varieties in the German language area and the ability to integrate this knowledge through analysis of authentic texts;
- understanding of the grammatical and lexical systemicity of modern German and the semantic, cognitive, cultural and intercultural dimensions of vocabulary.
- familiarity with the typology of grammars and the critical use of grammatical and other linguistic reference materials for German.
- understanding of the characteristics of language contact and familiarity with the history of German–Slovene language contact and migrations;
- familiarity with the EU's language policy and its realisation in Austria, Slovenia and Germany, and the ability to analyse examples of functional multilingualism;
- the ability to produce coherent general communicative and practical texts in German;
- familiarity with the rules of effective communication in German in the classroom;
- familiarity with the different aspects of teaching specialised language;
- the ability to identify and critically evaluate the culturally specific contents of lexicographical texts;
- understanding of the grammatical and lexical systemicity of modern German and the semantic, cognitive, cultural and intercultural dimensions of vocabulary.
Cultural and literary competences:
- undertake thorough, critical and independent work with primary and secondary literature from the German language area;
- thorough familiarity with the characteristics of literature from the early 20th century to the present day;
- in-depth understanding of literary production and reception in primarily aesthetic, cultural historical and intercultural contexts;
- the ability to recognise and respect the cultural diversity of learners and the culture of German-speaking areas and other language areas, and thus stimulate own cultural awareness;
- understanding of the relationships between literary and other social systems;
- familiarity with the fundamental concepts of cultural theory and literary theory and their importance in the context of interculturalism;
- understanding of literary contacts between German- and Slovene-speaking areas and the ability to analyse German–Slovene translation activity;
- in-depth understanding of literary production and reception in aesthetic, cultural historical and intercultural contexts.
Methodological and didactic competences:
- the ability to adopt suitable approaches to classroom work that take into account the social, cultural, ethnic and linguistic diversity of learners;
- the ability to teach a foreign language in the classroom, work outside the classroom and with social partners, and independently organise and evaluate educational work;
- the ability to develop the linguistic competence and language acquisition skills of learners in processes of lifelong learning;
- understanding of the development of the individual with particular reference to the cognitive, psychological, sociological and didactic aspects of language acquisition and (foreign) language learning at different ages, and the ability to adapt language teaching accordingly;
- the ability to work independently and (self-)critically while reflecting on and evaluating own work and that of others;
- the ability to integrate content from the teaching of German and other subjects,
- the ability to plan work in the foreign language (German) classroom at the micro and macro levels, in a clear, systematic and precise manner;
- the ability to ensure continuity of learning and work along with progression, taking into account national, regional and school curricular policies;
- the ability to work with individuals who achieve above-average results in foreign language classes, those who have special educational needs and those who have learning difficulties in German classes;
- the ability to encourage interactive work in all forms of teaching;
- the ability to test and assess the foreign language skills and other achievements of learners in accordance with national and/or other standards.
Specific competences are described in more detail in individual unit syllabuses.
Access requirements
V smeri študijskega programa 2. stopnje Medkulturna germanistika se lahko vpiše, kdor je zaključil:
1. Študijski program prve stopnje kategorije 0231 Usvajanja jezikov (drugih, tujih, znakovnih, prevajalstvo) s področja nemščine.
2. Študijski program prve stopnje z drugih strokovnih področij: kategorije 02 Umetnost in humanistika in 03 Družbene vede, novinarstvo in informacijska znanost, če je pred vpisom v študijski program opravil študijske obveznosti, bistvene za nadaljevanje študija v obsegu 12 ECTS, ki jih kandidat lahko opravi med študijem na prvi stopnji, v programih za izpopolnjevanje oz. z opravljanjem diferencialnih izpitov pred vpisom v študijski program. Opraviti mora naslednje obveznosti: Nemški jezik – oblikoslovje (3 ECTS), Nemški jezik – skladnja (3 ETCS), Nemški jezik – besedotvorje in leksikologija (3 ECTS), Metode literarne in kulturne zgodovine (3 ECTS).
3. Študijski program prve stopnje z drugih strokovnih področij: kategorije 05 Naravoslovje, matematika in statistika, če je pred vpisom v študijski program opravil študijske obveznosti, bistvene za nadaljevanje študija v obsegu 15 ECTS, ki jih kandidat lahko opravi med študijem na prvi stopnji, v programih za izpopolnjevanje oz. z opravljanjem diferencialnih izpitov pred vpisom v študijski program. Opraviti mora naslednje obveznosti: Nemški jezik – oblikoslovje (3 ECTS), Nemški jezik – skladnja (3 ECTS), Nemški jezik – besedotvorje in leksikologija (3 ECTS), Metode literarne in kulturne zgodovine (3 ECTS), Sodobna književnost – besedilna analiza (3 ECTS).
4. Visokošolski strokovni študijski program, z drugih strokovnih področij sprejet pred 11. 6. 2004, kategorije 0231 Usvajanja jezikov (drugih, tujih, znakovnih, prevajalstvo) s področja nemščine.
5. Visokošolski strokovni študijski program, z drugih strokovnih področij, sprejet pred 11. 6. 2004, kategorije 02 Umetnost in humanistika in 03 Družbene vede, novinarstvo in informacijska znanost, če je pred vpisom v študijski program opravil študijske obveznosti, bistvene za nadaljevanje študija v obsegu 12 ECTS, ki jih kandidat lahko opravi med študijem na prvi stopnji, v programih za izpopolnjevanje oz. z opravljanjem diferencialnih izpitov pred vpisom v študijski program. Opraviti mora naslednje obveznosti: Nemški jezik – oblikoslovje (3 ECTS), Nemški jezik – skladnja (3 ETCS), Nemški jezik – besedotvorje in leksikologija (3 ECTS), Metode literarne in kulturne zgodovine (3 ECTS).
6. Visokošolski strokovni študijski program, sprejet pred 11. 6. 2004, z drugih strokovnih področij kategorije 05 Naravoslovje, matematika in statistika, če je pred vpisom v študijski program opravil študijske obveznosti, bistvene za nadaljevanje študija v obsegu 15 ECTS, ki jih kandidat lahko opravi med študijem na prvi stopnji, v programih za izpopolnjevanje oz. z opravljanjem diferencialnih izpitov pred vpisom v študijski program. Opraviti mora naslednje obveznosti: Nemški jezik – oblikoslovje (3 ECTS), Nemški jezik – skladnja (3 ECTS), Nemški jezik – besedotvorje in leksikologija (3 ECTS), Metode literarne in kulturne zgodovine (3 ECTS), Sodobna književnost – besedilna analiza (3 ECTS).
7. Univerzitetni študijski program, sprejet pred 11. 6. 2004, kategorije 0231 Usvajanja jezikov (drugih, tujih, znakovnih, prevajalstvo) s področja nemščine. Takemu kandidatu se znotraj študijskega programa na enopredmetni smeri prizna praviloma 60 ECTS, na dvopredmetni smeri pa praviloma 30 ECTS, le-ta pa se vpiše v drugi letnik študija, če s priznanimi obveznostmi izpolnjuje pogoje za prehod, določene z akreditiranim študijskim programom.
8. Univerzitetni študijski program, sprejet pred 11. 6. 2004, z drugih strokovnih področij kategorije 02 Umetnost in humanistika in 03 Družbene vede, novinarstvo in informacijska znanost. Takemu kandidatu se znotraj študijskega programa na enopredmetni smeri prizna praviloma 30 ECTS, na dvopredmetni smeri pa praviloma 15 ECTS, le-ta pa se skladno s tem vpiše v ustrezni letnik študija.
9. Univerzitetni študijski program, sprejet pred 11. 6. 2004, z drugih strokovnih področij: kategorije 05 Naravoslovje, matematika in statistika. Takemu kandidatu se znotraj študijskega programa na enopredmetni smeri prizna praviloma 25 ECTS, na dvopredmetni smeri pa praviloma 12 ECTS, le-ta pa se skladno s tem vpiše v ustrezni letnik študija.
10. Visokošolski strokovni študijski program, sprejet pred 11. 6. 2004, in študijski program za pridobitev specializacije, sprejet pred 11. 6. 2004, kategorije 0231 Usvajanja jezikov (drugih, tujih, znakovnih, prevajalstvo) s področja nemščine. Takemu kandidatu se znotraj študijskega programa na enopredmetni smeri prizna praviloma 60 ECTS, na dvopredmetni smeri pa praviloma 30 ECTS, le-ta pa se vpiše v drugi letnik študija, če s priznanimi obveznostmi izpolnjuje pogoje za prehod, določene z akreditiranim študijskim programom.
11. Visokošolski strokovni študijski program, sprejet pred 11. 6. 2004, in študijski program za pridobitev specializacije, sprejet pred 11. 6. 2004, z drugih strokovnih področij, kategorije 02 Umetnost in humanistika in 03 Družbene vede, novinarstvo in informacijska znanost. Takemu kandidatu se znotraj študijskega programa na enopredmetni smeri prizna praviloma 30 ECTS, na dvopredmetni smeri pa praviloma 15 ECTS, le-ta pa se skladno s tem vpiše v ustrezni letnik študija.
12. Visokošolski strokovni študijski program, sprejet pred 11. 6. 2004, in študijski program za pridobitev specializacije, sprejet pred 11. 6. 2004, z drugih strokovnih področij, kategorije 05 Naravoslovje, matematika in statistika. Takemu kandidatu se znotraj študijskega programa na enopredmetni smeri prizna praviloma 25 ECTS, na dvopredmetni smeri pa praviloma 12 ECTS, le-ta pa se skladno s tem vpiše v ustrezni letnik študija.
Selection criteria in the event of limited enrolment
The following will be taken into account when selecting applicants for all four pathways of the second-cycle Intercultural German Studies programme:
Results in previous studies:
Average mark: 70%
Bachelor’s thesis mark: 30% (if previous studies included a bachelor’s thesis)
or
average mark: 100% (if previous studies did not include a bachelor’s thesis).
Transfer criteria between study programmes
Transfers between programmes are possible in accordance with Articles 2 and 3 of the Criteria for Transfers between Study Programmes (UL RS 14/19).
Applicants who meet conditions for enrolment in the proposed programme and the conditions for transfer between programmes will be told what year they may enrol in and what missing course units they must complete if they wish to conclude their studies under the new programme.
Transfers are possible between programmes:
– which guarantee the acquisition of comparable competences on completion
and
- between which at least half the course units under the European Credit Transfer System (ECTS) from the first programme relating to compulsory units of the second programme may be recognised under the criteria for recognising knowledge and skills acquired prior to enrolment in the programme.
Criteria for recognition of knowledge and skills, gained before the enrolment in the study programme
Procedures for identifying, verifying and recognising knowledge and skills acquired by a student through formal or non-formal learning before enrolling in the programme (“prior learning”) are regulated pursuant to the Rules on the recognition of knowledge and skills in programmes of study at the University of Maribor (https://www.um.si/wp-content/uploads/2021/11/Pravilnik-o-priznavanju-znanj-in-spretnosti-v-studijskih-programih-UM-st.-012-2019-2.pdf). Procedures for identifying, verifying and recognising knowledge and criteria for recognising knowledge and skills apply both to students enrolling at the University of Maribor and to already enrolled students who wish to have prior learning counted towards completion of a course unit in an existing programme.
Criteria for completing the study
Students complete the single-subject pathway when they have completed all prescribed course units in the single-subject pathway, corresponding to a total of at least 120 credits.
