KEYS TO THE PLANNING AND TEACHING SYSTEMATIZATION IN THE CONTEXT OF THE EUROPEAN HIGHER EDUCATION

The convergence process of the European Higher Education Area (EHEA) (Bologna, 1999, Prague, 2001, Berlin, 2003, Bergen, 2005 and London, 2007) has generated a series of educational needs and reorganization in the universities, in order to respond to the challenges posed by modern societies. A crucial aspect is rethinking the teaching-learning process, as embodied in the teaching guides.
The Educator's Guide is the basic tool of the European Credit Transfer System (ECTS) to achieve the objective "to promote european cooperation in quality assurance by developing comparable criteria and methodologies" (Bologna Declaration). This document, prepared by a teacher or a team of teachers should inform the student who attends an official college course, about the detailed subject planning, based on the principles that guide the Convergence process of the European Higher Education Area. The competencies are raised in this guide, as well as the goals and organized contents. The materials and resources are chosen and the assessment is made.
Our goal in this communication is to identify some key issues, which serve to develop and manage the teaching guide. Also we present, for guidance, some matrices or templates, that allow us to better prepare each section of the guide.
The structure teaching Guide is variable. It should respond to the operation, management and needs of each University. However, we believe there are some components that should always be present. These are:

- Identification means the basic data of the subject.
- Contextualization refers the relationship between the subject and the professional and academic profile.
- Skills are classified according to their degree of generality / specificity.
- Objectives will explain the improvements and / or winnings that students get to this course.
- Content should be raised by blocks and / or learning modules.
- Consistent Methodology with the learning objectives, content and assessment methods.
- The student's learning plan values the classroom hours and non-contact.
- The schedule will be real and indicative of the whole course.
- The bibliography and resources: general and specific.
- The evaluation considers the criteria and assessment instruments. It is also important to make clear the weighting.