{"id":42336,"date":"2026-08-14T22:19:55","date_gmt":"2026-08-14T22:19:55","guid":{"rendered":"https:\/\/uomosul.edu.iq\/en\/womeneducation\/?page_id=42336"},"modified":"2026-09-14T12:46:46","modified_gmt":"2026-09-14T12:46:46","slug":"bp-department-of-english","status":"publish","type":"page","link":"https:\/\/uomosul.edu.iq\/en\/womeneducation\/bp-department-of-english\/","title":{"rendered":"BP – Department of English"},"content":{"rendered":"

Bologna Process<\/strong><\/h1><\/div>
\"\u0646\u0638\u0627\u0645<\/span><\/div>
<\/div>

Department of English<\/h1><\/div><\/div><\/div>

<\/i><\/i><\/span>Programme Description<\/span><\/a><\/h4><\/div>
\n

The program is designed to provide students with comprehensive knowledge and practical skills in English language, literature, linguistics, translation, communication, and teaching methodologies.
\nThe programme combines theoretical knowledge with practical application and promotes student-centred learning, independent learning, critical thinking, effective communication, research skills, and professional development. It prepares graduates to work effectively as teachers of English and to pursue further academic and professional development.
\nThe programme is structured around clearly defined learning outcomes and uses appropriate teaching, learning, assessment, and quality-assurance methods. Students are expected to progressively develop linguistic competence, pedagogical knowledge, analytical abilities, digital literacy, research skills, and professional ethics throughout the programme.<\/p>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>Programme Objectives<\/span><\/a><\/h4><\/div>
\n

The programme aims to:
\n\u2022 Develop students\u2019 competence in listening, speaking, reading, and writing in English.
\n\u2022 Provide students with sound knowledge of English linguistics, literature, and language studies.
\n\u2022 Develop students\u2019 knowledge and practical understanding of English language teaching methodologies.
\n\u2022 Enable students to apply appropriate teaching strategies and techniques in educational contexts.
\n\u2022 Develop critical thinking, problem-solving, analytical, and research skills.
\n\u2022 Enhance students\u2019 ability to communicate effectively in academic and professional contexts.\u00a0Develop students\u2019 ability to use digital and educational technologies in language teaching and learning.
\n\u2022 Promote independent learning, lifelong learning, teamwork, and professional responsibility.
\n\u2022 Prepare qualified English language teachers capable of meeting the educational needs of Iraqi schools and other relevant institutions.
\n\u2022 Encourage students to engage in academic research and continue their professional and postgraduate education.<\/p>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>Awarded Qualification<\/span><\/a><\/h4><\/div>
\n

Successful completion of the programme leads to the award of:
\nBachelor in Education \/English Language\/ University of Mosul.<\/p>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>Qualification Level<\/span><\/a><\/h4><\/div>
\n

The qualification is positioned at the appropriate level of the Iraqi National 4. Qualifications Framework (NQF) for a bachelor’s degree.
\nThe programme is designed to ensure progressive development of knowledge, skills, autonomy, responsibility, and professional competence in accordance with the relevant NQF descriptors<\/p>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>Specific Admission Requirements<\/span><\/a><\/h4><\/div>
\n

Admission is subject to the regulations and instructions of the Iraqi Ministry of Higher Education and Scientific Research and the university’s approved admission procedures.
\nApplicants are normally required to:
\n\u2022 Hold an Iraqi preparatory school certificate or an officially recognised equivalent qualification.
\n\u2022 Meet the admission requirements established for Colleges of Education for Women.<\/p>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>Qualification Requirements and Regulations<\/span><\/a><\/h4><\/div>
\n

Students are required to successfully complete all courses and academic requirements specified in the approved study plan.
\nThe programme follows a credit-based, learning-outcomes-oriented structure in accordance with the principles of the Bologna Process. Each course is assigned an appropriate number of credits based on student workload and expected learning outcomes.
\nStudents must:
\nSuccessfully complete the required compulsory courses.
\nSuccessfully complete any required elective courses.
\nFulfil practical teaching\/training requirements where applicable.
\nComplete the required graduation research\/project.
\nSatisfy attendance, assessment, and examination regulations.
\nComply with university and college academic regulations.
\nAchieve the minimum required credits and learning outcomes for graduation.<\/p>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>Recognition of Prior Learning (RPL)<\/span><\/a><\/h4><\/div>
\n

Recognition of Prior Learning may be considered in accordance with the applicable university, college, and Ministry of Higher Education regulations.
\nPrior learning may include formally certified academic learning or other recognised learning experiences that correspond to the learning outcomes of programme courses. Recognition is subject to appropriate academic evaluation and approval by the relevant departmental and college committees.
\nWhere RPL is permitted, students should provide appropriate evidence demonstrating that their prior learning meets the required course or programme learning outcomes<\/p>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>Programme Learning Outcomes (PLOs)<\/span><\/a><\/h4><\/div>
\n

Code\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Domain\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Outcome
\nPLO1\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 English proficiency\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Communicate accurately, fluently and appropriately in spoken, written, online and\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0multimodal English for academic, professional and intercultural purposes.
\nPLO2\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Language analysis\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Analyze English sounds, words, grammar, meaning and discourse using appropriate\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 linguistic concepts and evidence.
\nPLO3\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Literature and culture\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Interpret literary texts across periods and genres, relating form and meaning to\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 historical, cultural and ethical contexts.
\nPLO4\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Language teaching\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Plan, teach and evaluate learner-centred EFL lessons and units using evidence- informed\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0methods.<\/p>\n

PLO5\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Assessment\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Design and use fair, valid and useful formative and summative assessment,
\nincluding performance and portfolio evidence.<\/p>\n

PLO6\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Learners and inclusion\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Apply educational psychology, guidance, differentiation and inclusive-design
\nprinciples to support diverse learners.
\nPLO7\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Digital and AI competence\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Use digital systems, information and AI tools safely, critically, transparently and\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 creatively for learning and teaching.
\nPLO8\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Research\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Find, evaluate and synthesize scholarship; design and conduct ethical small-scale\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 research; communicate findings.
\nPLO9\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Professional practice\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Demonstrate ethical conduct, collaboration,reflective practice, classroom responsibility
\nand commitment to lifelong development.
\nPLO10\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Mediation and social responsibility\u00a0 \u00a0 \u00a0 \u00a0Mediate ideas across languages, texts and communities while respecting human
\nrights, cultural diversity and academic integrity.<\/p>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>Iraqi National Qualifications Framework (NQF) Matrix<\/span><\/a><\/h4><\/div>
\n

The program provides evidence aligned with the major qualification domains of knowledge and understanding, intellectual skills, practical skills and competencies, responsibility and autonomy, and general
\nskills. The numerical qualification level is intentionally left for official confirmation
\nNQF Domain Programme Contribution
\nKnowledge Students acquire systematic knowledge of English language, linguistics, literature, education, and teaching methodologies.
\nCognitive Skills Students develop analysis, critical thinking, evaluation, interpretation, and problem-solving skills.
\nPractical Skills Students apply language knowledge, teaching methodologies, assessment strategies, research methods, and educational technologies.
\nCommunication Students communicate effectively in English in academic, educational, and professional contexts.
\nAutonomy and Responsibility Students demonstrate independent learning, professional responsibility, ethical behaviour, and accountability.
\nResearch and Innovation Students develop basic research skills and the ability to investigate educational and language-related problems.
\nDigital Competence Students use appropriate digital resources and educational technologies to support learning and teaching<\/p>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>Course and Programme Learning Outcomes Matrix<\/span><\/a><\/h4><\/div>
\n

Each course should be mapped to the programme learning outcomes. A sample structure is provided below:<\/p>\n

\n
\n\n\n\n\n\n\n\n\n\n\n\n\n
Course<\/th>\nPLO1<\/th>\nPLO2<\/th>\nPLO3<\/th>\nPLO4<\/th>\nPLO5<\/th>\nPLO6<\/th>\nPLO7<\/th>\nPLO9<\/th>\nPLO10<\/th>\nPLO11<\/th>\nPLO13<\/th>\nPLO14<\/th>\n<\/tr>\n<\/thead>\n
English Grammar<\/strong><\/td>\n\u2713<\/td>\n<\/td>\n\u2713<\/td>\n<\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/td>\n\u2713<\/td>\n<\/td>\n<\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/tr>\n
Phonetics & Phonology<\/strong><\/td>\n\u2713<\/td>\n<\/td>\n<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/tr>\n
English Literature<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/td>\n<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/td>\n<\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/tr>\n
Linguistics<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/td>\n<\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/tr>\n
Teaching Methodology<\/strong><\/td>\n<\/td>\n<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/tr>\n
Language Assessment<\/strong><\/td>\n<\/td>\n<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/tr>\n
Practicum<\/strong><\/td>\n<\/td>\n<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/tr>\n
Graduation Research<\/strong><\/td>\n<\/td>\n\u2713<\/td>\n<\/td>\n<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/td>\n<\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>Graduate Professional Profiles or Graduate Occupational Profile<\/span><\/a><\/h4><\/div>
\n

Graduates of the programme are expected to demonstrate the knowledge, skills, and professional attitudes required to work primarily as English language teachers.
\nThe graduate profile includes the ability to:
\nTeach English language effectively at appropriate educational levels.
\nPrepare lesson plans and learning activities.
\nApply appropriate language-teaching methodologies.
\nAssess learners\u2019 language performance using appropriate assessment techniques.
\nUse educational technology and digital resources.
\nCommunicate effectively with students, colleagues, parents, and educational authorities.
\nAdapt teaching strategies to learners\u2019 different needs and abilities.
\nParticipate effectively in educational and professional activities.
\nConduct basic classroom-based educational research.
\nDemonstrate professional ethics and continuous professional development.
\nPotential employment areas include schools, educational institutions, language centres, private education, educational projects, and other institutions requiring competent English-language professionals, subject to applicable employment regulations.<\/p>\n

\n
<\/div>\n<\/div>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>Opportunities for Further Study or Progression to Postgraduate Studies<\/span><\/a><\/h4><\/div>
\n

Graduates of the Bachelor of Education in English program can pursue postgraduate studies to obtain a Master\u2019s degree in English (across various specializations), or a Master\u2019s degree in methods of teaching English, as well as a Ph.D. in English or English Language Teaching to conduct research in various fields.<\/p>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>Examination, Assessment, and Grading Regulations<\/span><\/a><\/h4><\/div>
\n

Assessment is designed to measure students\u2019 achievement of course and programme learning outcomes.
\nAssessment methods may include:
\nWritten examinations.
\nOral examinations and presentations.
\nQuizzes and class tests.
\nAssignments and written reports.
\nIndividual and group projects.
\nResearch papers.
\nPractical teaching and classroom observation.
\nParticipation and classroom activities.
\nPortfolios and other appropriate forms of continuous assessment.
\nAssessment should include both formative and summative assessment. Formative assessment provides students with feedback during the learning process, while summative assessment evaluates achievement at the end of a course or learning period.
\nGrades are awarded according to the approved university grading regulations. A typical Bologna-oriented grading system may use percentage scores together with corresponding letter grades and\/or ECTS-style descriptors where officially adopted.
\nThe assessment process should ensure:
\nTransparency and fairness.
\nAlignment between assessment methods and learning outcomes.
\nReliability and validity.
\nAppropriate feedback to students.
\nAcademic integrity.
\nConsistent application of examination regulations.<\/p>\n

\n
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<\/i><\/i><\/span>Graduation Requirements<\/span><\/a><\/h4><\/div>
\n

A student is eligible for graduation after:
\nSuccessfully completing all compulsory and elective courses required by the approved study plan.
\nAchieving the required total number of credits.
\nAchieving the required programme learning outcomes.
\nSuccessfully completing the teaching practicum or other required practical training.
\nSuccessfully completing the graduation research\/project where required.
\nMeeting all academic, administrative, attendance, and examination requirements.
\nSatisfying the graduation regulations of the university, college, and Ministry of Higher Education and Scientific Research.<\/p>\n

\n
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<\/i><\/i><\/span>Mode of Study<\/span><\/a><\/h4><\/div>
\n

The programme is delivered primarily through full-time study.
\nTeaching and learning may include:
\nFace-to-face lectures.
\nSeminars and discussions.
\nTutorials.
\nPractical language classes.
\nLaboratory activities where appropriate.
\nMicro-teaching and teaching practice.
\nIndependent study.
\nGroup work.
\nResearch activities.
\nBlended and digitally supported learning where appropriate.
\nThe programme follows a student-centred learning approach, with emphasis on student workload, active participation, independent learning, and achievement of clearly defined learning outcomes.<\/p>\n

\n
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<\/i><\/i><\/span>Programme Coordinator<\/span><\/a><\/h4><\/div>
\n

The Programme Coordinator is responsible for supporting the academic management and continuous development of the programme, coordinating course-level implementation, monitoring programme learning outcomes, supporting quality assurance, and facilitating communication among academic staff, students, and relevant college\/university committees.<\/p>\n

\n
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