When it comes to the development and application of new technologies, it has been proven that education and creation of human resources stand in the forefront of global national strategies and policies of social, economic and technological progress in modern tendencies of development of market economy countries. Contemporary technological processes begin and are based on highly educated population that is able to use all the available technology.
Developed societies tend to create a "knowledge society" and "a man of knowledge." Knowledge increasingly attains the effects of creativity, and instead of responsibility for the effect of people, here we have the responsibility for their implementation which brings us to the achievement of the results. Bearing in mind that the effects of education reflect not only individuals but society as a whole, it can be said that knowledge is becoming the fundamental development factor. Therefore, investment in education receives the character of investment in human capital.
At the same time, educational policies are treated not only as a policy of creating of human capital, but also as a part of the development policy. What makes this policy very specific is its exceptionally long-term strategic character. Conceptual mistakes in education policy result in delayed, but severe consequences which are first notable in the labor market in the form of an imbalance in supply and demand for certain professions and that leads eventually towards the general economic lag. They must be preceded by the adoption of appropriate strategies of educational development and coordination of the overall educational system with those needs. The following changes in total economic environment, needs and trends in economy and the development of new technologies, the strategy of the development of education should adapt to the new challenges that bring prosperity, but also require adequately qualified individuals and the nation as a whole. High quality education should create such professionals who will be able to engage in fierce international competition, especially in the areas of trade, technology, transport etc. In Europe, after the launch of the Bologna and Copenhagen processes, the opinion that education must become one of the pillars of society is very prominent. Therefore, the primary goal of further education in Bosnia and Herzegovina should be that it really becomes an important factor of economic and social development and improvement of a factor of modern social, economic relations of the 21st century.
Considering the seriousness of the higher education reform and accountability to end user, in our case, a student at the College, education is realized according to educational, academic and professional profiles and in accordance with the curriculum. Study program is a set of subjects recognized as a condition for the award of a diploma or a qualification, and defined by a set of learning outcomes and competencies that should be achieved in order to accomplish the prescribed European Credit Transfer System (ECTS). Learning outcomes which students must achieve are defined for the program as a whole and for each educational element, as well as the competencies that they must adopt at the end of the educational process. Learning outcome represents the educational achievements and the ability to express and use acquired knowledge after the completion of the studies. Learning outcomes also imply the adequate assessment criteria used to evaluate to what extent have the expected results are met.
Skills and competencies represent a set of skills of a student expressed through a specific combination of abilities and skills of students related to the theoretical knowledge and understanding of the subject and its practical application. Competencies are part of the educational process, with a diploma or qualification as the final product.