Abstract
A model for planning the workload of teachers is proposed to address the unique demands of a credit-modular system in higher education, aligning with the European Credit Transfer and Accumulation System (ECTS) standards. This model seeks to balance teacher workload by considering various types of associated risks, such as shortages of qualified staff, limited resources, and the risk of department overload. The primary objective is to structure teaching plans for discipline modules in a way that optimizes available university resources while adhering to credit requirements. To maintain stability in higher education institutions and support the creation of new educational programs, it is essential to address key challenges. The ongoing progressive changes in the education sector of the Republic of Kazakhstan necessitate efforts to enhance the effectiveness of higher education institutions, develop innovative educational programs, and improve the overall quality of education. Key aspects of this model involve integrating risk management into the planning process, which allows for a more adaptive and resilient approach to curriculum design. By systematically linking different types of workloads to associated risks, the model facilitates the development of balanced teaching plans that support both educational quality and staff well-being. The study concludes that this model can be a powerful tool for optimizing teacher workload distribution, potentially enhancing the stability of the educational process. Additionally, the model lays the groundwork for the creation of software tools that could automate workload planning, enabling higher education institutions to mitigate risks more effectively. The proposed approach, therefore, not only improves planning accuracy but also aligns with European higher education standards, ensuring a sustainable, high-quality educational experience.
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