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For learning and competence COMPETENCE-BASED VOCATIONAL QUALIFCATIONS IN EDUCATION SYSTEM OF FINLAND Authors: Huhtala, Hyppönen, Koukku, Nordström Date:

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Presentation on theme: "For learning and competence COMPETENCE-BASED VOCATIONAL QUALIFCATIONS IN EDUCATION SYSTEM OF FINLAND Authors: Huhtala, Hyppönen, Koukku, Nordström Date:"— Presentation transcript:

1 For learning and competence COMPETENCE-BASED VOCATIONAL QUALIFCATIONS IN EDUCATION SYSTEM OF FINLAND Authors: Huhtala, Hyppönen, Koukku, Nordström Date:

2 2 For learning and competence COMPETENCE-BASED QUALIFICATION SYSTEM SummaryIII/1 Starting point: requirements of working life Three basic principles: 1) tripartite cooperation, 2) accreditation of prior learning, 3) demonstration of skills in real working situations Qualification is independent of way how the vocational skills have been acquired Qualifications on three levels: vocational qualification, further vocational qualification, specialist vocational qualification

3 3 For learning and competence COMPETENCE-BASED QUALIFICATION SYSTEM StructureIII/2 Matriculation examination University degrees Polytechnic degrees Specialist vocational qualifications Further vocational qualifications Vocational qualifications Basic education WORKING LIFE

4 4 For learning and competence COMPETENCE-BASED QUALIFICATION SYSTEM Eligibility for further studiesIII/3 Eligibility for further studies after vocational education Vocational qualificationStudies in polytechnics and universities Further vocational qualification Studies in polytechnics in the same discipline Specialist vocational qualification No eligibility alone

5 5 For learning and competence The requirements from working life Decrease of labour power Part of adult persons are lacking formal vocational qualification Need to make the training system more effective Official recognition of learning acquired in different ways Improvement of quality of education and training COMPETENCE-BASED QUALIFICATION SYSTEM Educational needs coming from society III/4

6 6 For learning and competence COMPETENCE-BASED QUALIFICATION SYSTEM Basic FeaturesIII/8 Qualification system for adults and adult education Applicable to all funding forms of education Independent of the way the competence is acquired Modular qualification structure Skills requirements derived from working life Close co-operation with social partners, educational authorities and teachers Personalisation Quality assurance of qualifications

7 7 For learning and competence COMPETENCE-BASED QUALIFICATION SYSTEM EnrolmentIII/12 Independent of age and educational background of the person/student After the compulsory school Accreditation of skills acquired at work In training institutions which have contracted with qualification committee on organising qualifications

8 8 For learning and competence COMPETENCE-BASED QUALIFICATION SYSTEM Sectors III/13 Culture Sector Humanistic and Educational Sector Natural Sciences Sector Natural Resources and Environment Sector Technology and Transport Sector Social Sciences, Business and Administration Sector Social Services, Health and Physical Education Sector Tourism, Catering and Home Economics Sector

9 9 For learning and competence COMPETENCE-BASED QUALIFICATION SYSTEM Statistics (2003)III/14 Participantsof themDone theof themDone part- 2003womenwhole qualificationwomenqualification Natural Resources Sector Technology and Transport Sector Business and Administration Sector Tourism, Catering and Home Economics Sector Health and Social Services Sector Culture Sector Leisure and Physical Education Sector Total

10 10 For learning and competence COMPETENCE-BASED QUALIFICATION SYSTEM Statistics (2003)III/14

11 11 For learning and competence COMPETENCE-BASED QUALIFICATION SYSTEM Participation in competence-based examinations III/ Share of different qualification levels 2003: vocational qualifications 39 % further vocational qualifications 50 % specialist vocational qualifications 11 %

12 12 For learning and competence COMPETENCE-BASED QUALIFICATION SYSTEM Participation in competence-based examinations III/16

13 For learning and competence PART IV COMPETENCE-BASED QUALIFICATIONS

14 14 For learning and competence Competence-based qualifications are independent of method of acquiring the required skills prior studies or formal training Three levels of qualifications: 1. vocational qualification, 2. further vocational qualification and 3. specialist vocational qualification. Qualifications are module-based Qualification will be made by competence tests (= demonstrations of vocational skills) in real working life situations COMPETENCE-BASED QUALIFICATIONS SummaryIV/1

15 15 For learning and competence COMPETENCE-BASED QUALIFICATIONS LevelsIV/3 Vocational qualification –The basic skills of the profession Further vocational qualification –Skilled worker, professional in the field Specialist vocational qualification –The most demanding tasks in the field

16 16 For learning and competence COMPETENCE-BASED QUALIFICATIONS Number of titles of qualifications (2003)IV/4 Sectors Basic vocational qualification Vocational qualification Specialist vocational qualification Total Natural Resources Sector Technology and Transport Sector Business and Administration Sector Tourism, Catering and Home Economics Sector Health and Social Services Sector Culture Sector Leisure and Physical Education Sector Qualifications common to several sectors 0123 TOTAL

17 17 For learning and competence COMPETENCE-BASED QUALIFICATIONS The path leading to competence-based qualificationIV/9 REQUIREMENTS OF QUALIFICATION REGULATION OF PERSONALISATION OF QUALIFICATION CONTRACT ON ARRANGING COMPETENCE TESTS GUIDANCE ACCUMULATED LIFE EXPERIENCE Recognition of present skills Plan for competence test approved by qualification committee Personal plan for competence test Competence tests on modules of qualification 1, 2 etc., Assessment Qualification and certificate

18 For learning and competence PART V VOCATIONAL QUALIFICATIONS

19 19 For learning and competence VOCATIONAL QUALIFICATIONS SummaryV/1 The student makes her/his vocational qualification by competence tests in real working life situations –National requirements for qualification. Tripartite representatives (employers, employees and educators) have defined the requirements –Skills written in requirements shall be demonstrated in competence tests –Personalising of competence tests –Personalising the study plan for complementary studies The competence test is assessed by tripartite evaluators: representatives of employers, employees and educators

20 20 For learning and competence VOCATIONAL QUALIFICATIONS PersonalisationV/5 In enrolment phase –personalisation to accredit skills and prior learning In competence tests –personalisation in planning and realisation of competence tests In acquiring vocational skills –personalisation for preparatory training –personalisation for learning on-the-job

21 21 For learning and competence VOCATIONAL QUALIFICATIONS Personal plan for competence testsV/6 The aim is to Organise the competence tests as appropriate as possible Follow the requirements of the qualification Make personal plans for competence tests, places and schedules for tests preparatory training, if needed on-the-job learning, if needed Make special organisations for the competence tests, if needed

22 22 For learning and competence VOCATIONAL QUALIFICATIONS Personal plan for competence testsV/7 To accredit prior learning and prior skills tests To organise the competence tests in as appropriate way as possible for the student To make the plan for competence tests in personal discussion To write or draw a plan how the vocational skills will be demonstrated The plan is signed by the student and the representative of the organiser of the qualification

23 23 For learning and competence VOCATIONAL QUALIFICATIONS The process of the competence testsV/9 In the organising institution Planning of competence tests with the working life Personal plan for competence tests with the student Organising skills demonstrations on the workplaces Evaluation of the skills demonstrations Feedback discussion with the student For the student Enrolment to make the qualification Personal plan for competence tests with the teacher (and representative of employer) Preparatory training, if needed Participating in the competence tests Feedback discussion with evaluators (and employer ) qualification and certificate

24 24 For learning and competence Fee for qualification year ,50 paid by the student when beginning to take the qualification Fees for preparatory training pro institution pro financing VOCATIONAL QUALIFICATIONS The Costs of the QualificationV/12

25 For learning and competence PART VI QUALITY ASSURANCE

26 26 For learning and competence Quality assurance will be made in all phases of the qualification process by –NBE –Qualification Committee –Arranging institution –Evaluators of competence tests –in some cases by standardised competence tests QUALITY ASSURANCE SummaryVI/1

27 27 For learning and competence QUALITY ASSURANCE Qualification Committees (1)VI/2 Tripartite representatives of unions/ organisations of –Employers –Employees –Educators –In some cases entrepreneurs Term for three years Proposed by the unions, set by NBE

28 28 For learning and competence QUALITY ASSURANCE Qualification Committees (2)VI/3 The tasks of the qualification committee to make contracts with arranging institutions to supervise qualification process in the institutions to sign certificates for qualified persons to follow-up the qualification system and to give proposals for improvement of the qualification and the system The experts in NBE supports Qualification Committees each on their own area.

29 29 For learning and competence QUALITY ASSURANCE Data bank for materials for vocational qualifications VI/9 Common data bank of standardised competence tests Material has been produced mainly for qualifications in technology and transport sector Why this data bank? to help those, who organise competence tests at workplaces to help qualification committees to save money and work in organising institution

30 For learning and competence PART VII FINANCING OF COMPETENCE- BASED QUALIFICATIONS

31 31 For learning and competence The vocational education is mainly publicly financed Two-tiered public financing for institutes: statutory and local authorities or other education providers Financing criteria: statutory (same for all) – performance-based financing Financial aid for individuals Student grant system for persons in working life Unemployment benefits for unemployed persons Lifting up-program for least educated persons FINANCING OF COMPETENCE-BASED QUALIFICATIONS SummaryVII/1

32 32 For learning and competence Majority is publicly financed FINANCING OF COMPETENCE-BASED QUALIFICATIONS FinanciersVII/2 Initial training state municipalities the student Employment training state Apprenticeship training state employers Staff training employers state


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