students comprehensive theoretical knowledge. However, they often fail to teach practical skills. However, it is essential that students establish contacts with companies (i.e. practice) while still in school, the main reason being that they need to be prepared as much as possible for specific positions which they will soon be holding in companies. The article introduces the students' options with regard to acquiring practical experience and skills at the Faculty of Civil Engineering, Brno University of Technology. It would seem that the best solution would be to include practice in the curriculum. Problems associated with this solution are described in this article. Therefore, this solution needs to be combined with any of the aforementioned options, such as internship programmes, excursions or participation in specific projects within the framework of the student's theses. With regard to the improvement of the situation in the area of practical skills, the faculty may seek inspiration in models implemented by other faculties or universities abroad. As far as Brno University of Technology is
concerned, examples include the Faculty of Architecture, where the students are required to have one semester or practice during which they work on their thesis. The Finnish Oulu University of Applied Sciences [2] requires that its students have mandatory practice during their senior year; its success is rewarded with a certain number of
credits, otherwise the students cannot graduate. In this case, the students need to find their internship positions in companies themselves, i.e. the practice is not organised by the university, thereby reducing the administrative burden. A different model is in force in Macedonia [3], where bachelor programme graduates must have several years of professional experience before they can sign up for the master's level of study.
students comprehensive theoretical knowledge. However, they often fail to teach practical skills. However, it is essential that students establish contacts with companies (i.e. practice) while still in school, the main reason being that they need to be prepared as much as possible for specific positions which they will soon be holding in companies. The article introduces the students' options with regard to acquiring practical experience and skills at the Faculty of Civil Engineering, Brno University of Technology. It would seem that the best solution would be to include practice in the curriculum. Problems associated with this solution are described in this article. Therefore, this solution needs to be combined with any of the aforementioned options, such as internship programmes, excursions or participation in specific projects within the framework of the student's theses. With regard to the improvement of the situation in the area of practical skills, the faculty may seek inspiration in models implemented by other faculties or universities abroad. As far as Brno University of Technology isconcerned, examples include the Faculty of Architecture, where the students are required to have one semester or practice during which they work on their thesis. The Finnish Oulu University of Applied Sciences [2] requires that its students have mandatory practice during their senior year; its success is rewarded with a certain number ofcredits, otherwise the students cannot graduate. In this case, the students need to find their internship positions in companies themselves, i.e. the practice is not organised by the university, thereby reducing the administrative burden. A different model is in force in Macedonia [3], where bachelor programme graduates must have several years of professional experience before they can sign up for the master's level of study.
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