Multimedijska produkcija

Despite some changes to the programme since the last evaluation, the Higher Professional Programme in Multimedia Production is still characterized by its links and overlaps with the higher education programme at its sister institution. This is particularly evident in the transitions between the two programmes, the broad recognition of higher education requirements and the absence of a first-year programme. This overlap does not end there - the institution makes use of all the material conditions of the post-secondary institution 23 - premises, technical equipment and library. This is particularly critical in view of the higher level of the programme, which requires different study resources, and the realisation that these are a fundamental part of the post-secondary studies, which the institution seeks and needs to separate from the practical-engineering post-secondary programme. While the search for synergies between the two programmes is logical and justified for a small institution, it needs to be done in a thoughtful and reasoned way. The cooperation as currently designed seems to be primarily economically motivated with the aim of obtaining higher education with the most economic input at the time of employment. The traditional qualities and strengths of a post-secondary institution are not transferred to a higher education programme, as the latter is not based on the management of audio- video equipment, while practical training is recognised from a post-secondary programme, which is often completed on the job and often does not include the acquisition of new competences in line with the strategy and the level of study. The Higher Professional Programme in Multimedia Production is still a quality programme, but it is a prisoner of its link with its sister programme, or the economic allure of such a programme. The management of the institute, which is a great asset of the programme, is extremely well integrated into the local professional environment and among the greatest connoisseurs of stoke in our country. Their omnipresence in the work of the institute and the programme manages to replace many of the roles and functions dictated by higher education. This admirable dedication and expertise, however, is no substitute for some of the necessary elements of the programme that would enable the Institute to make a real, deeper entry into higher education.