1. Key Competencies of Finnish VET Teachers Mrs. Pia Tolonen, Programme Manager Jyväskylä College Unit of Business and Services 23.8.2014

2. Lisävauhtia koulutusvientiin (A32154) Cornerstones of Finnish Vocational Education and Training High quality VET Competent teachers Flexible learning pathways Cooperation with world of work Lifelong learning Stakeholder cooperation Quality assurance

3. Competent Teachers High quality teacher training and relevant worklife experience Changing role of teachers – continuous and systematic development of competences Close connections with working life Competent teachers

4. Flexible Learning Paths Individualization – personalized learning pathsWide range of study optionsGuidance and counsellingSupport in transition phases Flexible learning pathways

5. Cooperation with World of Work Qualification framework and curricula meeting the needs of the world of work On-the-job learning - wide network of workplaces Involvement in assessing the students’ skills and competences Trained workplace mentorsDevelopment services for the world of work Cooperation with world of work

6. Lifelong Learning No Educational Dead-endsCompetence-based Education for Adults Culture Supporting Lifelong Learning – LL Skills as a Part of the Core Studies Support in Transition Phases Lifelong learning

7. Stakeholder Cooperation Joint Upper Secondary Education Cooperation with Colleges, University of Applied Sciences, University Cooperation with Regional AuthoritiesNational and International Networks Stakeholder cooperation

8. Quality Assurance Guaranteeing the Quality of Learning Guaranteeing the Quality of Competence Assessment Integral Part of the Management System Responsibility of Everybody – No Separate Inspection Procedures Quality assurance

9. The qualifications requirements for vocational teachers include an appropriate university degree or an appropriate polytechnic degree, at least three years of work experience in a field relevant to the position and teachers’ pedagogical studies. High Quality Teacher Training and Relevant Worklife Experience

10. Continuing in-service education, short courses Teachers’ working life periods Learning more, for example, about the requirements for special needs teachers and guidance counsellors Changing Role of Teachers – Continuous and Systematic Development of Competences

11. Teachers helping students in search for employment opportunities before work placements – close cooperation with the working life Teachers trying to find new on-the-job learning places – discussions in their own networks (neighbours, friends, contacts from their earlier working life…) Participation in trade fairs – networking Participation in events, together with the students Close Connections with Working Life

12. On-the-job Learning in Practice - Teacher’s Tasks 1.The teacher familiarises the students for the work placement period appr. two months before the period starts 2.The teacher visits the working place to agree upon the targets and criteria for the student’s working period 3.The teacher keeps contact (usually by phone) with the working place in the middle of the period or visits the company for the second time, if needed 4.In the end of the on-the-job learning period, the teacher attends the evaluation meeting with the representative of the company and the student 5.After the on-the-job learning period, the teacher saves the grading and credit notes into the student information files of the college