Development of curricula, educational materials and tests

  1. Curricula should meet the following three demands. They should
    1. be tailored to the demands of the work practice (logic of action); 
    2. take the relevant knowledge from the subject areas into account (logic of knowledge); 
    3. consider the needs of the learners (logic of the learner).
    On top of that, initial and further training should meet the criterion of cost effectiveness. These are the main principles that, in addition to our clients’ needs, guide our work in the field of curriculum development. When analysing the job requirements we base ourselves on the CoRe procedure. We develop comprehensive curricula, for instance for basic and advanced vocational education, but also for specific educational programmes for the training of specific competencies.
  2. Appropriate educational materials are valuable tools in initial and further education and training. “Appropriate” in these cases implies:
    • Practice oriented 
    • Clearly structured 
    • Flexible 
  3. Continual performance evaluations - by means of self evaluation and external evaluation – is an important element in the learning process, provided they are transparent and development-oriented. The following principles characterise our evaluation philosophy:
    • Coherence between educational objectives, contents, methods and evaluation. 
    • Transparency in the formulation of the aims and objectives and the evaluation criteria. 
    • Accountability and transparency of the outcomes.


Selection of projects

  • Development of curricula and training programmes: comprehensive plans for training programmes lasting several years and programmes for further training measures.

  • Development of educational materials for several professions, mainly in the field of modern languages.

  • Development of evaluation tools (tests), mainly in the area of modern languages, migration and basic competencies.

  • Berufsfeld Soziales (II/08/9)
  • Unterrichtsmappe Gesundheit (II/09/13)
  • Rahmenlehrplan für die Ausbildung zum Erwachsenenbildner / zur Erwachsenenbildnerin HF (II/10/15)
  • Sprachüberprüfungen für interkulturelle Übersetzende (II/04/9)
  • Testinstrumente Grundkompetenzen (Projekt GO)Lehrpläne für die Berufsmaturität (II/09/14)
  • Rahmenlehrpläne für die Berufsmaturität (II/99/2)
  • Rahmenlehrpläne Sek. I (Tessin) (II/96/1)